All 4th-grade students must take a nationally norm-referenced achievement test to determine if students are reading at grade level.

Program requires students to meet state reading and math standards by grade 4.

Program lessons must be aligned with the curriculum framework on English language arts adopted by the State Board of Education.

Teacher training "provided pursuant to this section shall be consistent with state-adopted academic content standards" (statute). Preference for selection of institute participants is given to, among others, "Schools that have adopted standards-based materials approved by the State Board of Education."

"Instruction provided pursuant to this section shall be consistent with state-adopted academic content standards" (Section 99220).

The state board approved content standards in reading, writing, speaking and listening in 1998. These standards indicate the knowledge and competencies students must acquire at each grade level or, at the secondary level, grade cluster.

The reading established through the Colorado Basic Literacy Act are aligned with the state model content standards. The rules for carrying out this statute were written in cooperation with the Standards and Assessment Development and Implementation Council (SADI).

Progress will be measured based on the Colorado Model Content Standards for reading and writing.

Program participation is determined by poor student performance on the state standards-based assessment (Colorado Student Assessment Program or CSAP).

The publishers involved in this agreement are required to align new reading instructional materials with the Sunshine State Standards.

According to the five-year plan, changes will be made to the FRI program over the course of the five years to bring program components into alignment with the state standards.
http://www.nefec.org/fri/FRIFiveYearVision.pdf

The department report recommends that reading instruction be aligned with the state reading standards.

Reading First was designed to address the Quality Core Curriculum requirements at each grade level in language arts.

Test offered to participating students to measure progress may be the state standards-aligned assessment instrument.

The Illinois Learning Standards for language arts are included in the Illinois Reading Kits given to more than 35,000 public school teachers and principals in 2000.

Reading Links for K-3 students are standards aligned.

Students participating in the program strive to meet the state language arts standards.

The state board is mandated to identify state basic reading standards and outcomes of mastery for students in grades K-3.

Intervention programs funded under this initiative must help struggling students reach the state content standards in reading.

The early reading curriculum framework to be developed by the center is to be aligned with the state standards, the Learning Results.

Reading School-Home Reading Kits are sent home with pre-K-2 students. Activities in the kit are connected to Maryland state reading standards.

The guide states that preschool services funded through the CPC program need to provide a "standards-guided curriculum." The state approved drafts of pre-K standards for English language arts in 2001. Public preschool programs must also meet the department "Early Childhood Standards for Programs for Three- and Four-Year-Olds."
"The preschool standards are program-based rather than student-based. They describe what early care and education programs need to do to provide young children with the foundations for academic learning" (guide).

Program funds may be spent designing literacy goals and benchmarks.

According to the department news release, the content institutes present skills and information in the core subjects addressed in the state content standards.

Professional development opportunities must align with the "Michigan Curriculum Framework" Content Standards and Benchmarks and Michigan Department of Education developed support documents, enabling enhanced student achievement on state assessments.

The program chosen by a grant recipient must align the learning resources chosen with the "Michigan Curriculum Framework" and department-developed supporting documents so that student achievement on state assessments will be enhanced.

This executive order requires the Commissioner of Education to develop frameworks, activities, good practices and literacy standards for teachers of grades PreK-1 by September 1, 2002. Also requires the development of literacy standards for grades 2-4.

For continued funding, public schools must ensure students successfully meet the New Mexico Kindergarten Language Arts Content Standards, Benchmarks and Performance Standards.
N.M. Admin. Code tit. 6 § 30.5.15

Local education agencies receiving subgrants must use evidence-based Reading and Language Arts Practices and articulate the connection of the proposed activities to the New York State early literacy competencies as articulated in the New York State Learning Standards and Core curriculum.

Reading progress is based on the North Carolina Standard Course of Study for English Language Arts.

The English Language Arts standards are coupled with a comprehensive assessment system that seeks to hold teachers, parents and students accountable to reading and writing standards that support human potential in a strong democracy.
http://www.ode.state.oh.us/academic_content_standards/

Reading Excellence Act schools will use PASSport, the agency's on-line link for all teachers, including resources for teachers of reading, which connects state reading standards to instructional and assessment resources.

Schools must use research-based methods for teaching reading and methods should be aligned with state standards for reading and common curriculum goals.

The state board of education must develop clear content and performance standards for student reading proficiency.

For any student who does not meet 3rd-grade reading proficiency standards, the school must work to improve the student's reading skills by providing additional research-based reading instruction to the student, and by providing support and information to parents and other family members.

The Vermont Developmental Reading Assessment is based on state reading standards for 2nd grade.

The Phonological Assessment and Literacy Screening (PALS) assessment was designed to judge progress based on the English Standards of Learning for Virginia public schools.

Each local grant proposal must contain a plan for the evaluation of student progress toward achieving the state's standards.

The screening program must be aligned to the statewide education program standards for 1st and 2nd grade.