California now requires annual K–2 screening for reading difficulties to identify students early and guide support. This brief outlines key policy elements, considerations for multilingual learners, and implementation steps for districts, emphasizing training, coherent MTSS systems, and state investment to ensure effective, equitable literacy improvement. It cites persistent literacy gaps as motivation and urges continuous evaluation of screeners and district capacity over time.

Grass Valley School District (GVSD) partnered with California Education Partners through an initiative to improve literacy instruction. Over three years, GVSD implemented new literacy assessments and phonics practices, emphasizing teacher leadership, data use, and accountability. That shifted the district’s culture toward continuous improvement, enabling districtwide adoption of literacy initiatives and improved student outcomes. This case study highlights the need for stronger systems to build adult capacity and sustain leadership and collaboration.