Pupil instruction: math assessments.

The State Department of Education no longer 'adopts' diagnostic math assessments. Instead, it must publish a list of approved assessments that meet criteria established by the state board. This shifts selection authority from the department to the state board's criteria.

Section 52987(o) was changed so that local educational agencies must notify only the department (not also parents or guardians) about assessment use and results through the process determined by the state board. Parents still receive results directly under Section 52987(i).

The deadline for the department to curate and maintain guidance on evidence-based support, intervention, and Tier 1 instructional strategies was changed from June 30, 2027 to April 30, 2028, giving local educational agencies less lead time before the 2028-29 school year implementation.

Removed the cross-reference 'consistent with subdivision (o)' from Section 52987(i), which previously linked parent notification of planned supports to the state board's determination process.

Removed the provision allowing a pupil's parent or guardian to opt out of the diagnostic assessment in writing (Section 52987(c)). Parents can no longer refuse the assessment on behalf of their child.

Extended the deadline for the department to curate and maintain evidence-based support, intervention, and instructional strategy guidance from June 30, 2027 to April 30, 2028 (Section 52986(p)).

Changed the department's role from formally adopting diagnostic assessments to publishing a list of approved diagnostic assessments that meet state board criteria. The state board still sets criteria, but the department no longer makes individual adoption decisions.

Strengthened the self-certification standard for local educational agencies using assessments not on the approved list: they must now certify the tool meets 'all of the criteria' (previously just 'the criteria') in subdivisions (a) and (b) of Section 52986.

Changed Section 52987(o) so the department 'may' (rather than 'shall') make assessment information available to the public, making public disclosure permissive rather than mandatory.

Replaced references to 'English-speaking pupils and non-English-speaking pupils' with 'English learners and non-English learners' throughout the bill, aligning terminology with standard education policy language.

Replaced 'fluency' with 'proficiency' when referring to English language ability in multiple provisions, including the exemption for pupils who lack sufficient language ability to be validly assessed.

Added a qualifier in legislative finding (4) acknowledging that 'learning math presents distinct instructional and assessment considerations' before stating that early identification and intervention would help pupils, softening the direct comparison to literacy assessment.

The entire 'screening for math difficulties' mechanism was eliminated, including the requirement for the state board to appoint an independent panel of experts by April 30, 2027, to create an approved list of screening instruments. The bill now operates solely through a diagnostic assessment framework.

The state board is given discretion to adopt grade-specific criteria for diagnostic assessments to accommodate differing needs and expectations for pupils in kindergarten versus grades 1 and 2.

The chapter title was changed from 'Screening For Math Difficulties Assessing Pupils' Math Knowledge in Kindergarten and Grades 1 and 2' to simply 'Assessing Pupils' Math Knowledge in Kindergarten and Grades 1 and 2,' reflecting the removal of the screening framework.

The legislative findings that cited specific statistics (37 percent of pupils at grade level, 26 percent low-income, 20 percent Black, 26 percent Latino, state ranked 43rd in 4th grade math) were removed from the bill.

The specific 45-calendar-day deadline for assessing pupils who enroll after initial assessments have been administered was removed, though the general requirement to assess all pupils including late enrollees remains.

The 15-calendar-day advance parent notification requirement before assessment administration was removed and replaced with a general requirement to provide information about the assessment.

The 30-calendar-day deadline for making pupil results available to parents was removed and replaced with a 'timely manner' standard.

The state board and department are now required to solicit stakeholder input when developing criteria, guidance, and the list of diagnostic assessments, and to allow for public comment.

The department must post additional guidance by January 31, 2028 to assist local educational agencies in selecting from the approved list, including factors such as time to complete, time for results availability, digital versus nondigital format, data privacy protections for digital assessments, and accommodation of pupils with exceptional needs.

The annual LEA reporting requirement (by July 15, 2029 and each year thereafter) to report the number and percentage of pupils identified as experiencing math difficulties was removed. It is replaced by a state board determination by July 31, 2028 of what information LEAs must report to the department and parents.

A new Section 52988 was added defining 'assessment' or 'diagnostic assessment' as a tool used to identify pupils' specific knowledge, skills, strengths, and learning gaps, administered by an appropriately trained school employee. It also clarifies that 'kindergarten' does not include transitional kindergarten.

Throughout the bill, references to 'screening instruments' were replaced with 'diagnostic assessments,' and 'math difficulties' language was largely replaced with 'mathematics knowledge and learning needs.' The terminology 'English learners and non-English learners' was added alongside existing 'English-speaking and non-English-speaking pupils' language.

The self-certification provision was expanded to explicitly include kindergarten readiness assessments as tools that may be used if they meet the criteria, and the language was restructured to clarify that LEAs may continue using an assessment not on the adopted list.

A new parallel track for 'diagnostic assessments' was added alongside the existing screening instruments. The state board must approve criteria by July 31, 2027, and the State Department of Education must adopt a list of diagnostic assessments by January 31, 2028. These assessments measure pupils' mathematics knowledge and learning needs rather than just identifying difficulties.

The chapter title was expanded from 'Screening For Math Difficulties' to 'Screening For Math Difficulties Assessing Pupils' Math Knowledge in Kindergarten and Grades 1 and 2,' reflecting the broader dual purpose.

Legislative findings were revised to emphasize 'continuing attention throughout subsequent grades' rather than focusing solely on early grades, signaling a longer-term commitment beyond kindergarten through grade 2.

Local educational agencies may now satisfy the assessment requirement by self-certifying that an existing diagnostic assessment (including a kindergarten readiness assessment) meets state board criteria. Self-certifications must be reported to the department by July 15, 2029.

A new exemption criterion allows a local educational agency to not assess a pupil if the pupil does not have sufficient fluency in the language of the assessment to be validly assessed.

Parent notification requirements were expanded. Results must now include notification when a pupil has been identified as needing additional support, plus any planned additional instructional supports and interventions.

By June 30, 2027, the department must curate and maintain on its website guidance and resources on evidence-based support, intervention, and Tier 1 instructional strategies aligned with the Mathematics Framework for California Public Schools.

By July 31, 2028, the state board must determine what information local educational agencies shall report to parents or guardians regarding assessment use and results, including pupil performance and supports.

A new provision encourages local educational agencies to leverage existing state investments including the Multi-Tiered System of Supports, mathematics coaching, professional learning opportunities, and the Expanded Learning Opportunities Program to support identified pupils.

A new definition of 'assessment' or 'diagnostic assessment' was added: a tool used to identify pupils' specific knowledge, skills, strengths, and learning gaps to inform instruction and supports, which may include a kindergarten readiness assessment.

Section 52987(d) was expanded to add two clarifications: (1) screening results shall not be used to delay the child find process required under the federal Individuals with Disabilities Education Act, and (2) screening results may be used by a local educational agency to recommend that a pupil receive further assessment and evaluation to establish eligibility for special education or a Section 504 plan. The original version only stated that screenings are not evaluations for special ed eligibility without addressing whether they could inform referrals.

The coauthor list was expanded from four assembly members to seven senators and fourteen assembly members, indicating broader bipartisan and cross-chamber support for the bill.