(a) No later than September 30, 2026, the state board shall approve and the department shall post on its internet website criteria and guidance for the selection or development of inservice professional development programs for effective means of teaching literacy in transitional kindergarten, kindergarten, and grades 1 to 5, inclusive, with a list of inservice professional development programs that have been deemed to meet those criteria. Professional development programs that meet the criteria and guidance may be used by local educational agencies for training certificated and classified staff who provide literacy instruction or who support any teacher who provides literacy instruction. The list shall include programs offered in different modalities, including in-person and virtual formats, and the criteria and guidance shall ensure that programs follow the precepts of effective professional development; are content focused, interactive, and collaborative; provide models of effective practice, coaching, and opportunities for feedback and reflection; provide adequate time to master the concepts being taught; and include periodic checks to demonstrate mastery of the concepts. The criteria and guidance shall also ensure that the programs meet all of the following criteria: (1) Include the requirements described in subparagraphs (A) and (B) of paragraph (4) of subdivision (b) of Section 44259 and evidence-based means of teaching foundational reading skills, which shall include explicit and systematic instruction in print concepts, phonological awareness, phonics and word recognition, and fluency, attending to oral language development, vocabulary and background knowledge, and comprehension, including tiered supports for pupils with reading difficulties, English learners, and pupils with exceptional needs. (2) Align to the Commission on Teacher Credentialingâs current teaching performance expectations as specified in Section 44259.7. (3) Align to the English Language Arts/English Language Development (ELA/ELD) Framework, including integrated and designated English language development instruction adopted by the state board. (4) Align to the program guidelines for dyslexia developed pursuant to Section 56335. (b) The state board and department shall solicit interestholder input when developing the criteria, guidance, and list of professional development programs pursuant to subdivision (a). (c) (1) The department, before incurring substantial costs for the review of professional development programs, shall require that a professional development program provider that intends to submit materials for review to first declare their intent to submit one or more professional development programs for review. After a professional development program provider has declared their intent to submit one or more professional development programs for review, and until September 30, 2026, the department may assess a fee on the submitting professional development program provider in an amount, consistent with paragraph (3), that shall not exceed the reasonable costs to the department to conduct a review of the submitted materials pursuant to this section, excluding the review of professional development programs submitted from local educational agencies described in paragraph (7). (2) The fee shall be payable by the professional development program provider even if the professional development provider subsequently chooses to withdraw one or more professional development programs from review. A submission by a professional development program provider shall not be reviewed until the fee has been paid in full. (3) The fee assessed shall not exceed ten thousand dollars ($10,000) for each professional development program submitted for review. The department shall take reasonable steps to limit costs of the review and to keep the fee modest. It is the intent of the Legislature that the fee not be so substantial that it prevents small professional dev
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