Extensive Support Needs

Part 2. Overview of Required Courses for Literacy Instruction and Process for Program Revisions

Indicator: 2.1. Provide a table listing all required courses for each pathway offered for this credential type where literacy instruction is the primary coursework focus. Institutions may also list other required courses where literacy instruction is not the primary focus but in which some of the content in Standard 7 and TPE 7 is covered.

Pathway

List of all required courses where the primary focus is literacy instruction 

List of any other required courses where literacy standard 7 and TPE 7 are covered but are not the primary focus

ESN – Integrated Teacher Education (ITEP) Liberal Studies

ECS 3600 – Emergent Literacy in First and Second Language Acquisition   

EDU 5334 – Multi-Tiered Literacy Intervention  

5010--Foundations of Teaching and Learning  

5020--Foundations of Education in a Diverse Society  

EDU 5326 - Creating and Supporting Universally Designed Learning Environments  (TPA Cycle 1)  

EDU 5324 - Educational Assessment of SWD   

EDU 5342 - Instructional Strategies for Students for ESN   

EDU 5347 - Clinical Practice (no syllabus required) 

EDU 5351 - Clinical Practice Seminar (TPA Cycle 2)  

ESN – Integrated Teacher Education (ITEP) Early Childhood Studies

ECS 3400 – Language and Literacy in Multilingual Families and Communities  

  ECS 3600 – Emergent Literacy in First and Second Language Acquisition   

EDU 5334 – Multi-Tiered Literacy Intervention  

5010--Foundations of Teaching and Learning  

5020--Foundations of Education in a Diverse Society  

EDU 5326 - Creating and Supporting Universally Designed Learning Environments  (TPA Cycle 1)

EDU 5324 - Educational Assessment of SWD  

Instructional Strategies for Students with ESN  

EDU 5347 - Clinical Practice (no syllabus required) 

EDU 5351 - Clinical Practice Seminar (TPA Cycle 2)  

ESN – Post-Baccalaureate 

EDU 5100 – Introduction to Literacy Instruction   

EDU 5334 – Multi-Tiered Literacy Intervention  

5010--Foundations of Teaching and Learning  

5020--Foundations of Education in a Diverse Society

EDU 5302 - Educating Students with Disabilities in Diverse Settings

EDU 5326  -   Creating and Supporting Universally Designed Learning Environments  (TPA Cycle 1) 

EDU 5324 - Educational Assessment of SWD   

Instructional Strategies for Students with ESN   

EDU 5347 - Clinical Practice (no syllabus required) 

EDU 5351 - Clinical Practice Seminar (TPA Cycle 2)  

ESN – Intern 

EDU 5100 – Introduction to Literacy Instruction   

EDU 5334 – Multi-Tiered Literacy Intervention  

5010--Foundations of Teaching and Learning  

5020--Foundations of Education in a Diverse Society  

EDU 5302 - Educating Students with Disabilities in Diverse Settings 

EDU 5326  -   Creating and Supporting Universally Designed Learning Environments  (TPA Cycle 1) 

EDU 5324 - Educational Assessment of SWD   

EDU 5342 - Instructional Strategies for Students with ESN   

EDU 5348 - Intern Clinical Practice (no syllabus required) 

EDU 5351 - Clinical Practice Seminar (TPA Cycle 2)  

Indicator: 2.2. Briefly describe the process (i.e., committee established, specific faculty review committee work, academic senate approval, etc.) used to review the program to ensure alignment with the new literacy instruction standards and teaching performance expectations. If this process differed by pathway, please describe the process for each pathway.

 

Pathway

Process used for internal program review to ensure alignment with new literacy standards and TPEs. 

Identify staff who engaged in this process and titles

ESN – Integrated Teacher Education (ITEP) Liberal Studies

Program faculty discussion, course walks and developing during AY 22-23 and 23-34 meetings. Specific faculty program review committee work, including undergraduate ITEP faculty.

CTC Dyslexia grant matrices development and implementation

Extended Course Outline review and revision as needed. Changes approved by faculty vote, sent to the department curriculum committee for approval. Revisions are now at the college curriculum committee review level, then on to the university curriculum committee level for final approval. 

Heather Taylor, ES Program Coordinator, ES Faculty, PI CTC Dyslexia grant

Dave Neumann, SS Program Coordinator, History Education faculty, co-PI Dyslexia grant

Myriam Casimir, Bilingual Coordinator, Education Faculty, Dyslexia grant 

Peter Olsen, General Education Literacy Faculty, Dyslexia grant faculty

Sara Juarez, ITEP Coordinator, ES Faculty

Rodney Hume-Dawson, ITEP Coordinator, Liberal Studies Faculty

ESN – Integrated Teacher Education (ITEP) Early Childhood Studies

Program faculty discussion, course walks and developing during AY 22-23 and 23-34 meetings. Specific faculty program review committee work, including undergraduate ITEP faculty.

CTC Dyslexia grant matrices development and implementation

Extended Course Outline review and revision as needed. Changes approved by faculty vote, sent to the department curriculum committee for approval. Revisions are now at the college curriculum committee review level, then on to the university curriculum committee level for final approval. 

Heather Taylor, ES Program Coordinator, ES Faculty, PI CTC Dyslexia grant

Dave Neumann, SS Program Coordinator, History Education faculty, co-PI Dyslexia grant

Myriam Casimir, Bilingual Coordinator, Education Faculty, Dyslexia grant 

Peter Olsen, General Education Literacy Faculty, Dyslexia grant faculty

Sara Juarez, ITEP Coordinator, ES Faculty

Eden Haywood-Bird, Early Childhood Studies Chair, ECS Faculty

Soon Young Jang, ECS Faculty

ESN – Post-baccalaureate 

Program faculty discussion, course walks and developing during AY 22-23 and 23-34 meetings. Specific faculty program review committee work.

CTC Dyslexia grant matrices development and implementation

Extended Course Outline review and revision as needed. Changes approved by faculty vote, sent to the department curriculum committee for approval. Revisions are now at the college curriculum committee review level, then on to the university curriculum committee level for final approval. 

Heather Taylor, ES Program Coordinator, ES Faculty, PI CTC Dyslexia grant

Dave Neumann, SS Program Coordinator, History Education faculty, co-PI Dyslexia grant

Myriam Casimir, Bilingual Coordinator, Education Faculty, Dyslexia grant 

Peter Olsen, General Education Literacy Faculty, Dyslexia grant faculty

Sara Juarez, ITEP Coordinator, ES Faculty

ESN – Intern 

Program faculty discussion, course walks and developing during AY 22-23 and 23-34 meetings. Specific faculty program review committee work.

CTC Dyslexia grant matrices development and implementation.

Extended Course Outline review and revision as needed. Changes approved by faculty vote, sent to the department curriculum committee for approval. Revisions are now at the college curriculum committee review level, then on to the university curriculum committee level for final approval. 

Heather Taylor, ES Program Coordinator, ES Faculty, PI CTC Dyslexia grant

Dave Neumann, SS Program Coordinator, History Education faculty, co-PI Dyslexia grant

Myriam Casimir, Bilingual Coordinator, Education Faculty, Dyslexia grant 

Peter Olsen, General Education Literacy Faculty, Dyslexia grant faculty

Sara Juarez, ITEP Coordinator, ES Faculty

Indicator: 2.3. Describe how the program has ensured that faculty teaching the literacy instruction courses understand the requirements in SB 488, the new standards and TPEs, and the evidence base supporting them. If this response differs by pathway, please respond for each pathway.
Describe how the program has ensured that faculty teaching the literacy instruction courses understand the requirements in SB 488, the new standards and TPEs, and the evidence base supporting them. If this response differs by pathway, please respond for each pathway. 

 

All Pathways 

Our program coordinators, Dr. Heather Taylor (Education Specialist), Dr. Dave Neumann (Single Subject), Dr. Peter Olson (Multiple Subject) and Dr. Myriam Casmir (Bilingual Authorization) applied for and received a 2022-2023 CTC Dyslexia Grant to integrate the Dyslexia Guidelines. They provided a Dyslexia Workshop in May 2023 to share their work and train faculty. The work during this grant developed most of the foundation for the integration of the new literacy standards across programs and pathways. The dyslexia grant foundation has been in place since early 2023. Since that time, integrating the new literacy standards was a matter of honing our grant work and auditing course syllabi to be sure that all the new literacy standards were present in coursework and clinical practice. All faculty teaching courses relating to the new literacy standards have been in discussion during department meetings, ES program plan meetings, and in 1:1 meetings with the coordinator (as needed) on how these standards will be presented to candidates during coursework and clinical practice across the arc of the program.  

Dr. Heather Taylor, ES program coordinator and faculty, teaches the Education Specialist reading intervention course - EDU 5334: Multi-Tiered Literacy Assessment and Intervention. She has 10 years experience teaching this course and has had advanced training in systematic, evidence-based foundational reading skills instruction. While a K-12 teacher, Dr. Taylor was a literacy specialist for both elementary and middle school students with dyslexia and learning disabilities. Her K-12 experience included expertise in screening, assessing, and diagnosing second language learners’ reading needs in tiered intervention systems.  

Dr. Cynthia Geary, a SS and MS CalTPA Coordinator and instructor for EDU 5180: Teaching Performance Assessment Seminar, applied and was approved for 15 MS candidates to participate in the 2023-2024 LPA pilot study and the 2024-2025 field test. As a result, she learned extensively about the new literacy requirements. She was introduced to the structure of the Literacy Standard (foundational skills, meaning making, language development, effective expression and content knowledge) and how they are represented in the Literacy Performance Assessment Pilot and Field Test. She also learned about the dyslexia standards, as well as how they could be integrated into coursework to better prepare teacher candidates. She has continually shared this information with the rest of the department faculty and programs.  

Integrating the new literacy standards was a matter of honing our grant work and auditing course syllabi to be sure that all the new literacy standards were present in coursework and clinical practice. All faculty teaching courses relating to the new literacy standards have been in discussion during department meetings, program meetings, and in 1:1 meetings with the ES program coordinator (as needed for individual discussions) on how these standards will be presented to candidates during coursework and clinical practice across the arc of the program. 

 Post-baccalaureate and Intern ESN Pathways 

Peter Olson, a faculty member who teaches EDU 5100: Introduction to Literacy Instruction and EDU 5105: Language Arts, Second Language Acquisition, and Children’s Literature, has expertise in elementary literacy. As a former elementary school teacher, he taught phonics, fluency and other foundational reading skills in an urban, multilingual community. He has taught literacy instruction courses at the university level for the past 15 years. He has been a member of CAR/W (Center for Advancement of Reading and Writing) for the past 10 years. During the past year, CAR/W has spent much of their meetings focused on SB 488 and the new literacy standards and TPEs. Dr. Olson has attended several dyslexia related workshops presented by the UC|CSU Collaborative for Neuroscience, Diversity, and Learning.  

ITEP - Early Childhood ESN, Liberal Studies ESN Pathways 

Soon Young Jang, a faculty member who teaches ECS 3400: Language and Literacy in Multilingual Families and Communities and ECS 3600: Emergent Literacy in First and Second Language Acquisition obtained her PhD in Language and Literacies Education at the University of Toronto. Her educational and professional background and experience lie both in the field of Early Childhood Education and Language and Literacies Education. She worked as an early childhood teacher for 5 years and as an ESL instructor for over 4 years (as a TESL Canada Professional Certificate Standard Three holder). She has been teaching language and literacy-related courses and supervising practicum since she joined Cal Poly Pomona in 2020. As an immigrant mother whose home language is not the dominant language, her research has been on children’s bi/multilingualism and bi/multiliteracy, heritage language learning, translanguaging, and language policy. Currently, she is the Principal Investigator of the research project, All Children Thrive through Translanguaging (ACTT), funded by the Dr. Seuss Foundation. This project advocates for children’s bi/multilingual and bi/multiliteracy development and learning by developing and sharing a wide range of bilingual resources (Visit Page).  

Describe how the institution/program has provided opportunities for faculty teaching these courses to engage in professional learning to ensure that they are prepared to teach new content as required by SB 488, the standards, and the performance expectations. If none has been provided to date, provide information about the implementation plan for specific professional development and learning that will take place. If these responses differ by pathway, please respond for each pathway. 

Core literacy faculty provided an overview of TPE 7 and allowed time for colleagues to read the text in department and program meetings. These faculty members also shared teaching resources, such as materials from the UC-CSU California Collaborative for Neurodiversity and Learning. Beginning in 2024, time has been allotted in each program meeting to read and discuss texts related to equity and justice, including intersections with literacy. 

The Leadership Team embedded information about TPE 7 in the clinical practice orientation held each semester for supervisors. The faculty support hub provided resources to assist supervisors in coaching candidates in the use of literacy strategies. For example, the support hub includes exemplar observation documents that provide feedback on TPE 7. 

The ES program coordinator, as part of the CTC Dyslexia grant, led a professional development workshop with all department faculty in May 2023. This workshop outlined the CA Dyslexia Guidelines and TPE 7. In addition, the dyslexia grant allowed for a library of literacy books and dyslexia screening tools to be established to support further learning by program faculty as needed. 

Supervisors who are adjunct faculty members are evaluated each year. One component of the evaluation is a narrative self-reflection that includes future professional development plans. Going forward, we will encourage these supervisors to consider professional development related to literacy as one important option. 

What steps has the program taken or will take in the coming months to communicate to mentor/cooperating teachers and other PK-12 partners the new requirements of SB 488, the new literacy instruction program standards, TPEs, and upcoming performance assessment requirements? (meetings, notifications, handbook updates, etc.)

The ES program coordinator is in communication with cooperating teachers (CT) and university supervisors (US) through meetings and weekly email communications. New and continuing supervisors have mandatory orientation meetings at the start of each term. During this meeting, the requirements of SB 488, TPE 7, and the new LPA assessment requirements will be discussed at length. Continuing supervisors discussed these changes at the Spring meeting, so a more in-depth discussion occurred in Fall 2024 and in subsequent terms. Cooperating teachers are invited to a department Zoom orientation where the same information will be discussed across programs. In addition, the ES program coordinator is in weekly communication with all CTs and USs with information and reminders about the new implementation of TPE 7. 

The 2024-2025 MOU to districts included the following update regarding the literacy performance assessment (LPA): 

A district-employed supervisor with knowledge and skills for candidate supervision and program expectations to support the candidate (including itinerant candidates) in their requirement to take and pass the teaching performance assessment (TPA), including the literacy performance assessment, which includes a focus on foundational literacy skills and the additional cross-cutting themes in literacy. 

The next iteration of the district MOU will include the following language requiring that candidates be placed in:  

Programs with evidence-based, systematic literacy instruction and/or integrated content and literacy instruction grounded in an understanding of applicable literacy-related academic standards and the themes of the California ELA/ELD frameworks (Foundational Skills, Meaning Making, Language Development, Effective Expression, and Content Knowledge) and the California Dyslexia Guidelines.  

The department’s Clinical Practice Handbook has been revised to address literacy content: 

Literacy Practices in Relation to Subject-Specific Pedagogy  

All multiple, single subject, and education specialist beginning teachers have a critical role in literacy development and assessment for all TK-12 students as detailed in the Literacy Standards and TPEs and the California Dyslexia Guidelines (PDF). (p.3)  

The department has updated language in the Clinical Practice Orientation Form all cooperating teachers and supervisors must sign each semester to address various issues related to literacy instruction. Supervisors are now directed to address the following with cooperating teachers:   

Provide link to our clinical practice resources folder to support candidates with the TPEs, new literacy instruction program standards and TPEs, and performance assessment requirements 

Review approved Cal Poly Lesson Plan Templates and model and use California grade-level appropriate content standards and frameworks, and the ELA/ELD standards and framework 

Review the new literacy instruction program standards and TPEs, and upcoming Literacy Performance Assessment requirement for MS and ES candidates. 
These are both CTC requirements.  

When they sign the document, all parties verify, among other things, that supervisors received “guidance to support candidates with the new literacy instruction standards and TPEs and upcoming performance assessment requirements.” 

As new CTs must complete 10 hours of professional development towards their Evidence of Knowledge certification, the programs will suggest the UC/CSU California Collaborative for Neurodiversity and Learning as possible options for CTs looking for hours towards this requirement. We will also continue to seek out PD opportunities relating to reading instruction and dyslexia to suggest to CTs.  

In what ways did the program’s processes for reviewing its coursework and clinical practice requirements against the new standards and TPEs include individuals with expertise in literacy instruction for multilingual/English learner students? 

The ES program coordinator, Heather Taylor, who also teaches the literacy intervention course, EDU 5334, has extensive expertise in literacy instruction for multilingual learners, both with and without disabilities. She was a K-12 teacher for 13 years - 7 years in both bilingual (Spanish, Korean, Chinese, and Arabic) and multilingual general education classrooms and 6 years in supporting multilingual students (Spanish, Korean, Chinese, Japanese, and Arabic) with disabilities and their families. She is well versed in assessing multilingual students with disabilities, including dyslexia, and developing culturally and linguistically sustaining IEPs and student supports. She also teaches the MA course, Diversity in Special Education, where the topic of social justice and literacy instruction is a focus of the course in relation to disproportionality and ending the school to prison pipeline for traditionally marginalized students of color with disabilities. She is leading the program and clinical practice review for TPE 7. In addition, discussions were held with faculty with literacy expertise from the MS program as well as the undergraduate faculty in Early Childhood Education who teach courses the ITEP students will take for their foundational literacy learning. Dr. Taylor was the PI on the California Dyslexia grant awarded to CPP.  

Single Subject Coordinator Dave Neumann has taught EDU: Secondary Reading and Writing in the Content Areas at Cal Poly for six years. A high school history teacher for more than a decade, he has a PhD in History from USC. Neumann was grant author and project director for Content-Area Literacy and Academic Success for Students, a $922,000 No Child Left Behind grant to improve discipline-based literacy in two Long Beach high schools in 2010-14. He has numerous publications related to discipline-specific literacy in history, including “Reading Against the Grain,” in Bloomsbury History: Theory and Method (Bloomsbury Academic); “Historical Thinking, Reading, and Writing Skills for AP World History,” published in multiple editions of America’s HistoryHistory of Western SocietyWays of the WorldWorlds of History (Bedford-St. Martins); and several articles on reading primary and secondary sources in the secondary classroom.  

Peter Olson, who teaches EDU 5100, has expertise in literacy instruction for multilingual learners. He was an elementary school teacher for five years in the Los Angeles Unified School District. For two of those years, his class was designated as a bilingual (English/Spanish) classroom. He received his Ph.D. in Education from UCLA with a focus on literacy instruction. For three years at Bradley University, he taught the course Methods of Teaching English Language Learners. For the past ten years at Cal Poly Pomona, he has consistently taught a course that includes content on English Learners and second language acquisition. Dr. Olson participated in the CA Dyslexia grant work. 

Cynthia Geary, who is piloting the LPA for the department, has experience in early literacy and multilingual learners. She taught literacy as an elementary teacher at an urban multilingual community, then transitioned to higher education. Dr. Geary taught the early literacy course at Cal Poly, Pomona for years. She is multilingual herself, having experienced life as a language learner as well as a teacher of English and Spanish to language learners. 

Provide links to syllabi that demonstrate that the   English Language Arts (ELA) and Literacy Standards, English Language Development (ELD) Standards, and English Language Arts/English Language Development (ELA/ELD) Framework   are required and central components for candidates in literacy instruction coursework. These links should be bookmarked to the exact place in the syllabi where this occurs. Multiple links to different sections of the same syllabus are acceptable.

 

Candidates Required to Take Course 

English Language Development (ELD) Standards Links 

English Language Arts/English Language Development (ELA/ELD) Framework Links 

English Language Arts (ELA) and Literacy Standards Links 

EDU 5100 

Post-bac, Intern  

EDU 5100  

 

EDU 5100   

EDU 5100  

EDU 5326 

All  

EDU 5326  

EDU 5326  

EDU 5326  

EDU 5326  

EDU 5326  

EDU 5326  

EDU 5334 

All  

EDU 5334   

EDU 5334   

EDU 5334  

EDU 5334  

EDU 5334  

EDU 5342 

All ESN  

EDU 5342   

EDU 5342   

EDU 5342  

EDU 5342  

EDU 5342   

EDU 5342   

EDU 5342  

EDU 5351 

All  

EDU 5351  

EDU 5351  

EDU 5351  

Part 3. Preparing Candidates to Understand and Teach Foundational Skills

Table 3.1. Program/Coursework Coverage of TPEs - Course coverage of Foundational Skills TPE 7.5 with links to specific content within course syllabi.

Post-bac and Intern Pathways (ESN)  

7.5/U7.5   Foundational Skills   Develop students’ skills in the following:  

Introduce and Primary Coverage of Concepts  

Opportunities to Practice  

How Assessed  

a. print concepts, including letters of the alphabet 

5100: 
Lecture 6 (slides 2-7)  
Topics: print concepts, upper and lower case letter of the alphabet, purpose of learning letter names 

Beck Textbook   Ch. 2  Alphabet Principle and Phonics  

5334: 

Print Awareness  

Alphabet Recognition  

Print Awareness Online Resources  

Alphabet and Concepts of Print  

5100: 
Lecture 6 (slides 2-7)  in-class activities:  

Practice explaining print concepts using a children’s book (slide 2) 

Discuss challenges for young children with specific letter recognition (slide 3)  

Concepts of Print Assessment  

Alphabet and Concepts of Print  Mini lesson in groups  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

The evidence below applies to all 7.5/U7.5 rows unless denoted otherwise   

5100: 
Phonics Instruction Case Stud y(Rows a, d, e)  

Fluency Instruction and   Reflection  (Rows a, d, e, h)  

Fieldwork reflections  (Rows a through h)  

5334: 

Intervention Symposium Case Study Presentation  

Case Study Intervention  Plan  

2 Microteaching Recordings  

Bursuck and Damer Ch. 2 Quiz  

(Row b) 

Clinical Practice: 
Clinical Practice Handbook - describes   TPE 7 expectations ,    curricular timeline  and clinical practice    formative and summative grading  

Clinical Practice   Guidance documents for university supervisors  (includes exemplar candidate file and further guidance for Interns).   

Cooperating Teacher/Intern Support Provider Orientation Verification Form .  

Clinical Practice Observation and Reflection Form   (min 6 observations and requires ELA observations) 

Clinical Practice:  

ESN Mid and Final Evaluation with TPE 7 Elements  

Individual Development Plan  

 
IDP for TPA Secondary Passing Standard  

5351:  

CalTPA Cycle 2  

Candidates select at least one foundational skill to include in or across 3-5 literacy lessons.  

5334:  

Bursuck and Damer Quiz Ch. 3  

(Row d) 

Bursuck and Damer Quiz Ch. 5  

(Row e) 

Case Study Anchor Assignment  

Case Study Flow Chart  

b. phonological awareness, including phonemic awareness 

5100: 
Lecture 1 (Slides 4-10; 20-23)  
Topics: Phonological awareness, phonemic awareness, phonemes, onsets and rimes, progression of phonological skills 

Beck Textbook  Ch 3 Phonemic Awareness   

5334: 

Bursuck and Damer , Ch. 2 - Phonemic Awareness 

Week 3, Slide 13  

Phonemic Awareness Continuum Chart  

5334 Coursepack Materials  

5100: 
Lecture 1 (Slides 4, 6, 8, 9; 2, 21, 25-34)  in-class activities Practice voicing 44 English phonemes Practice dividing syllables into onsets and rimes  

Minimum 3 hours of field observations focused on phonemic awareness.   

5334:  

CEEDAR Say It and Move It Activity  

Week 4 Hyperdoc Activity  

Coursepack Activity  

Week 2 Hyperdoc Activity  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

5334 Coursepack Activities  

c. phonics, spelling, and word recognition, including letter- 
sound, spelling-sound, and sound-symbol correspondences 

5100: 
Lecture 1 (slides 11-16; 24-34)  

Lecture 2 (slides 2-13)  
Topics: Phonics, phonics patterns, irregularly spelled words, letter-sound and spelling-sound correspondences. 

Beck Textbook   

Ch. 2 Alphabet Principle and Phonics  

Ch. 3 Phonics Landscape 

Ch. 5 Teaching Children the Sounds That Letters Represent, 

Ch 6. Blending 

Ch 7 Word Building 

5334:  

Week 9, Slide 5  

Phonics Instruction - Coursepack Resources  

CEEDAR Center Innovation Configurations  

Week 5, Slide   16 

Bursuck and Damer , Ch. 2 - Phonemic Awareness 

5100: 
Lecture 2  slides 6, 11, 13, in class activities: 

Write a short story using vowel digraphs (rule followers and rule breakers). See above link: Lecture 2, slide 13. 

5334: 

Week 6 Hyperdoc Activities  

Week 8 Hyperdoc Activities  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

d. decoding and encoding, including morphological awareness 

5100: 
Lecture 2 (slides 3-4; 12)  

Lecture 3 (slides 18-19)  

Topics: decoding, encoding, decoding activities, nonsense words, morphemes (base, root, prefix, suffix).  

Lecture 6 (Slide 8)   

5334:  

Decoding and encoding  

Sequence for teaching beginning reading  

Week 5, Slide   23 

Week 9, Slide   10 

Bursuck and Damer ,, Ch. 3 - Beginning Reading/Early Decoding 

5100: 
Lecture 3 (slides 18-19)  in-class activity: Structural analysis (morpheme) activity  

5334:  

Week 9, Slide   12 

Week 9, Slide   15 

Word chain activity  

Affix card activity  

Grid endings activity  

Week 8 Hyperdoc Activities  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

  

  

e. text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity) 

5100: 
Lecture 4: (slides 2-22)  

Topics: Fluency definition, accuracy, prosody, rate, assisted reading strategies for fluency (choral reading, echo reading, etc.) 

Lecture 5: (slides 1 - 11)  Topics: accuracy, rate prosody, miscues, reading level guidelines, comprehension)  

5334: 

Bursuck and Damer ,, Ch. 5 - Reading Fluency 

Week 3 Slides 49-52  

Fluency Norms  

Week 10 Hyperdoc Resources  

5100: 
Lecture 4: (slide 22)  In-class activity: Practice fluency instruction strategies with classmate  

Lecture 5 (slides 8 & 9)   fluency assessment practice.  

Minimum 3 hours fieldwork focused on fluency. Take notes for fieldwork reflection,  

5334: 

Week 10 Hyperdoc Activities  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

f. instruction that is structured and organized as well as direct, systematic, and explicit 

5100: 
Lecture 2: (slides 19-20)  

5334: 

Bursuck and Damer , Ch 1 - Systematic, Explicit Reading Instruction  

Class Lecture, Week 1  

Week 3, Slide 8 -15 

Week 3, Slides 37, 40  

Hyperdoc 1 Resources  

5334:  

Week 3, Slides 37, 40  

Hyperdoc 1 Activities  

g.  connected, decodable text 

5100: 
Lecture 2: (slides 2-7)  

Lecture 4: (slides 25-27)  

Topics: decodable words, decodable text, decodable books 

5334:  

Week 3, Slide 37  

5100: 
Lecture 2: (slides 5&6)  

Lecture 4 (slide 27) i n-class activity: Students create their own decodable story 

5334: 

Week 3, Slide 37  Students assess different decodable books for patterns and the mini-workshop component has students create a decodable book on a phonics pattern as a class activity.  

Weekly lesson plan  - candidates create a weekly lesson plan and find a decodable book that fits the pattern to use in the lesson.    

h. Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax. 

5100: 
Lecture 2: (slides 8-11)  

Topics: word reading fluency in relation to word families and syllable patterns 

Lecture 3: (slides 18-19)  

Topics: morphology 

Lecture 4: (slides 23-24)  

Topics: syntax and semantics connection to fluency 

5334: 

Bursuck and Damer ,, Ch 4 - Advanced word reading 

Multi-syllable patterns  

Week 8, Teaching Reading  

Week 9, Slides 12 & 13  

5100:  
Lecture 3: (slide 19)  

Lecture 4: (slides 23-24)  

Minimum 3 hours fieldwork focused on fluency. Take notes for fieldwork reflection  

Minimum 3 hours fieldwork focused on Vocabulary, Morphology, Syntax, and Semantics instruction. Take notes for field observation reflection.  

Multisyllable patterns  

Syllabication  for older readers  

Candidates use these two resources to discuss different strategies and practice creating mini lessons in collaborative groups 

i. Advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression. 

5334: 

Bursuck and Damer , Ch 7 - Comprehension 

Bursuck and Damer , Ch 6 - Vocabulary Instruction 

Technology to assist student comprehension development  

Developing comprehension in ESN settings  

Week 9, Slides 53-68  

Vocabulary Instruction  

Comprehension Coursepack Resources  

IES   Improving Reading Comprehension in K-3  

Swanson, Vaughn, Wexler article  

Meadows Center Information Brief on Writing Development  

5100: 
Dedicated fieldwork hours focused on comprehension   

5334:  

Comprehension Development and Strategies, Weeks 7, 8, & 9  

Developing comprehension in all settings  

CSR Strategy Practice in Groups  

IRIS Center Reading Comprehension and Vocabulary Activities   Grades 3-5 

Hyperdoc 5 Activities  

Week 12 Hyperdoc, Slides 3-7  

IRIS Center Reading Comprehension Activity (PDF) 

IRIS Center Written Expression Case Study (PDF)  

ITEP-LS and ITEP-ECS Pathways (ESN)  

7.5/U7.5   Foundational Skills   Develop students’ skills in the following:  

Introduce and Primary Coverage of Concepts  

Opportunities to Practice  

How Assessed  

a. print concepts, including letters of the alphabet 

ECS 3600: 

Jalongo, Ch 3& 7  

Supporting Emergent Bilingual Children in Early Learning  

5334: 

Print Awareness  

Print Awareness Online Resources  

Alphabet and Concepts of Print  

ECS 3600: 

Week 10 Discussion Board  

Literacy Strategy Presentation  

5334: 

Concepts of Print Assessment  

Week 14 Hyperdo c - Project CORE module assessments on Alphabet Knowledge 

Alphabet and Concepts of Print  Mini lesson in groups  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

The evidence below applies to all 7.5/U7.5 rows unless denoted otherwise  

ECS 3600: 

Final Course Reflection  

(Rows a, b, c) 

5334:  

Bursuck and Damer Ch. 2 Quiz  

 (Row b) 

Clinical Practice: 
Clinical Practice Handbook - describes   TPE 7 expectations ,    curricular timeline  and clinical practice    formative and summative grading  

Clinical Practice   Guidance documents for university supervisors  (includes exemplar candidate file and further guidance for Interns).   

Clinical Practice:  

ESN Mid and Final Evaluation  

ES Individual Development Plan  

ES Revised IDP Secondary Passing Standard  

5351:

CalTPA Cycle 2  

Candidates select at least one foundational skill to include in or across 3-5 literacy lessons.  

b. phonological awareness, including phonemic awareness 

5334: 

Bursuck and Damer , Ch. 2 - Phonemic Awareness 

Week 3, Slide 13  

Phonemic Awareness Continuum Chart  

5334 Coursepack Materials  

ECS 3600: 

Week 8 Discussion Board  

Literacy Strategy Presentation  

5334:  

CEEDAR Say It and Move It Activity  

Week 2 Hyperdoc Activity  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

5334 Coursepack Activities  

c. phonics, spelling, and word recognition, including letter- 
sound, spelling-sound, and sound-symbol correspondences 

 ECS 3600: 

Jalongo, Chapter 8 ,   Supporting Early and Independent Reading  

5334:  

Week 9, Slide 5  

Phonics Instruction - Coursepack Resources  

CEEDAR Center Innovation Configurations  

Week 5, Slide   16 

Bursuck and Damer , Ch. 2 - Phonemic Awareness 

ECS 3600: 

Week 8 Discussion Board  

Literacy Strategy Presentation  

5334: 

Week 6 Hyperdoc Activities  

Week 8 Hyperdoc Activities  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

d. decoding and encoding, including morphological awareness 

ECS 3600: 

Jalongo, Chapter 8 ,   Supporting Early and Independent Reading  

Segmenting and Blending  

Phonics and Decoding  

5334:  

Decoding and encoding  

Sequence for teaching beginning reading  

Week 5, Slide   23 

Week 9, Slide   10 

Bursuck and Damer , Ch. 3 - Beginning Reading/Early Decoding 

5334:  

Week 9, Slide   12 

Week 9, Slide   15 

Word chain activity  

Affix card activity  

Grid endings activity  

Week 8 Hyperdoc Activities  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

e. text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity) 

ECS 3600: 

Choral Reading  

5334: 

Bursuck and Damer ,, Ch. 5 - Reading Fluency 

Week 3 Slides 49-52  

Fluency Norms  

Week 10 Hyperdoc Resources  

5334: 

Week 10 Hyperdoc Activities  

Week 3 Slides   17-18 

Gallery Walk and Mini-Workshop 

Hyperdoc 12 - Slides 19-21  

f. instruction that is structured and organized as well as direct, systematic, and explicit 

5334: 

Bursuck and Damer ,, Ch 1 

Class Lecture, Week 1  

Week 3, Slide 8 -15 

Week 3, Slides 37, 40  

Hyperdoc 1 Resources  

5334:  

Week 3, Slides 37, 40  

Hyperdoc 1 Activities  

g.  connected, decodable text 

5334:  

Week 3, Slide 37  

5334: 

Week 3, Slide 37  Students assess different decodable books for patterns and the mini-workshop component has students create a decodable book on a phonics pattern as a class activity.  

Weekly lesson plan  - candidates create a weekly lesson plan and find a decodable book that fits the pattern to use in the lesson.   

h. Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax. 

5334: 

Bursuck and Damer ,, Ch 4 - Advanced word reading 

Multi-syllable patterns  

Week 8, Teaching Reading  

Week 9, Slides 12 & 13  

5334: 

Multisyllable patterns  

Syllabication  for older readers  

Candidates use these two resources to discuss different strategies and practice creating mini lessons in collaborative groups 

i. Advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression. 

ECS 3600: 

Jalongo, Chapter 8 ,   Supporting Early and Independent Reading  

Segmenting and Blending  

Phonics and Decoding  

5334: 

Bursuck and Damer , Ch 7 - Comprehension 

Technology to assist student comprehension development  

Bursuck and Damer , Ch 6 - Vocabulary Instruction 

Vocabulary Instruction  

Developing comprehension in ESN settings  

Week 9, Slides 53-68  

Comprehension Coursepack Resources  

IES   Improving Reading Comprehension in K-3  

Swanson, Vaughn, Wexler article  

Meadows Center Information Brief on Writing Development  

ECS 3600:  

Literacy Strategy Presentation  

5334:  

Comprehension Development and Strategies, Weeks 7, 8, & 9  

Developing comprehension in all settings  

Hyperdoc 5 Activities  

Hyperdoc 12 - Slides 19-21  

CSR Strategy Practice in Groups  

IRIS Center Reading Comprehension and Vocabulary Activities   Grades 3-5 

Week 12 Hyperdoc, Slides 3-7  

IRIS Center Reading Comprehension Activity (PDF) 

IRIS Center Written Expression Case Study (PDF) 

Provide a narrative with links embedded to specific location(s) in course syllabi addressing Standard 7a describing how the program prepares candidates to teach foundational skills and the coverage of the above knowledge and skills (TPE 7.5), as specified in the excerpt from the Education Code. Suggested length no more than 1000 words.

See Table 3.1 for links to lecture slides and assignment guidelines.    

ITEP-LS and ITEP-ECS Pathways   

Both ITEP-Early Childhood Studies (ITEP-ECS) pathway and ITEP-Liberal Studies (ITEP-LS) majors take two literacy instruction courses during their program. They begin their foundational literacy skills learning (TPE 7.5) in   ECS 3600  Emergent Literacy in First and Second Language Acquisition ,   which is the undergraduate literacy course for ITEP-ECS and ITEP-LS majors. ITEP – ECS candidates also take an additional course,   ECS 4600   Language and Literacy in Multilingual Families and Communities , where the focus is translanguaging and connecting with multilingual families. Both ITEP-LS and ITEP-ECS candidates move on to   EDU 5334 Multi-Tiered Literacy Assessment and Intervention   once they formally enter the credential program.   

ECS 3600 – All ITEP Pathways   

The ECS 3600 course,   Emergent Literacy in First and Second Language Acquisition , is designed to equip early childhood education majors and ITEP-ECS majors with the foundational skills necessary for   teaching language and literacy  to young children. This preparation aligns with the Teaching Performance Expectations (TPE) 7.5, which emphasizes the importance of understanding and applying pedagogical practices that support the diverse linguistic and cultural backgrounds of students.   

Theoretical Foundations and Current Trends  

The course begins by grounding candidates in the  theories, current trends, and historical perspectives of   language and literacy development  (Course Learning Objective 1). This foundational knowledge is crucial for understanding how children acquire language and literacy skills, both in their first and second languages. By exploring these theories, candidates learn to appreciate the complexity of language acquisition and the various factors that influence it.   

Language Components and Diverse Abilities  

The course covers the  development of language components such as pragmatics, semantics, syntax, and graphophonics (Course Learning Objective 3). Candidates learn to describe and support the language and literacy development of both monolingual and multilingual children, considering their diverse abilities and funds of knowledge. This comprehensive understanding enables candidates to tailor their teaching strategies to meet the unique needs of each child.  

Developmentally Appropriate Practices  

Candidates are trained to  implement developmentally appropriate language and literacy activities  (Course Learning Objective 4). These activities are designed to support racially, culturally, linguistically, and ethnically diverse children. By engaging in practical, hands-on experiences, candidates develop the skills necessary to create effective and meaningful learning experiences for young children. 

Responsive Learning Environments  

The course emphasizes the importance of  designing racially, culturally, and linguistically responsive learning environments  (Course Learning Objective 5). Candidates learn to create spaces that foster children’s language and literacy development, ensuring that all children feel valued and supported. This aspect of the course aligns closely with the principles of social justice and inclusivity that underpin the Early Childhood Studies program.  

Assessment and Evaluation  

Finally, the course includes training on  evaluating various types of assessments (Course Learning Objective 7). Candidates learn to assess children’s language and literacy development effectively, using a variety of tools and methods. This knowledge is essential for identifying children’s strengths and areas for growth, allowing for targeted and effective instruction.   

Phonemic Awareness   involves the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. ECS 3600 course addresses this through describing language and literacy development, including phonemic awareness, in monolingual and multilingual children.  

Candidates create   bilingual books and songs/chants that emphasize sound patterns and phonemic distinctions in different languages.   

Phonics   instruction teaches the relationship between letters and sounds to help children decode words. The course covers phonics through instruction in   graphophonics , which is the relationship between sounds and the letters that represent them.   There are also readings   and activities that focus on phonics, such as the chapter on “Supporting Early and Independent Reading” and the “Alphabetic Principle: Phonics and Decoding” video.   

ECS 3600 promotes   fluency  by teaching candidates how implementing developmentally appropriate language and literacy activities support fluency. Activities like bilingual story time and creating bilingual books, which encourage repeated reading and practice also show candidates how to build fluency in emergent literacy. Candidates also watch a video on choral reading and practice this technique. Choral reading involves reading aloud in unison, which helps children develop reading fluency through repetition and practice.   

Vocabulary   instruction involves teaching the meaning of words and how to use them. The course addresses vocabulary development through designing responsive learning environments that foster vocabulary growth. Assigned readings and discussions on culturally relevant literacy teaching and the use of diverse literature to expand children’s vocabulary are also present. Candidates create a bilingual book online and another using PowerPoint slides. This project helps children expand their vocabulary in both languages by exposing them to new words and contexts.   

Students watch a video on dialogic reading and practice this interactive reading technique. Dialogic reading involves asking open-ended questions and encouraging children to think about and discuss the story, which enhances   comprehension .   

Post-baccalaureate and Intern Pathways   

All post-bac and intern pathway candidates take two literacy instruction courses during their program. They begin their foundational literacy skills learning (TPE 7.5) in   EDU 5100   Introduction to Literacy Instruction,   which is the general education literacy course.    

EDU 5100 – Post-bac and Intern Pathways  

Phonological awareness .  Candidates learn the definitions of phonological awareness and phonemic awareness, and they learn the distinctions between these concepts.  Candidates learn about syllables, onsets and rimes, and phonemes. The forty-four English phonemes are discussed.      

Phonics .  Candidates learn that phonics is the relationship between printed letters (graphemes) and sounds (phonemes). They also learn about consonant and vowel digraphs, blends, and diphthongs. Candidates learn that effective phonics instruction is systematic, explicit, direct, and strategically sequenced. Candidates understand that effectively sequenced phonics instruction begins with simpler phonics patterns, such as CVC words with common consonant and vowel sounds, then progresses to words with more complex patterns, such as consonant digraphs, vowel digraphs, and other multi-letter/sound relationships.     

Decoding  and encoding . Candidates learn that many words can be successfully decoded and encoded by students after they have learned letter-sound relationships and other phonics patterns. In addition, candidates learn about decodable texts, and they create their own decodable short story.   

Candidates practice phonics instruction activities during EDU 5100. They also   observe phonics instruction   during their 20 hours of field observations. They write two essay reflections about their observations and experiences. The first half of the semester is devoted to observing examples of instruction in phonemic awareness, phonics and word identification. Candidates are required to complete a   phonics case study . This assignment is formally evaluated by the course instructor, and feedback is given to the candidate.    

Reading   fluency .  Candidates learn how fluency automaticity serves as a foundation for reading comprehension. They also learn and practice effective fluency instruction techniques, such as choral reading, echo reading, and paired reading. Candidates learn how to   assess students’ fluency  rate and accuracy. Candidates learn why choosing appropriately leveled reading material is highly effective for students’ fluency growth. Candidates are also required to complete a fluency instruction assignment. In the assignment, candidates work with one student who needs assistance with fluency. Candidates informally assess their student’s reading level. Then, they choose books at their student’s instructional reading level. Then, they work with their students using fluency instruction techniques, such as choral reading, echo reading or paired reading. Finally, candidates write a summary and reflection of their experience.     

Morphology, semantics, and syntax .  Candidates learn about prefixes, suffixes, and roots. They learn how breaking words into their morphological parts can help students understand the meaning of words and learn the spelling patterns of multisyllabic words. Candidates review and discuss effective semantics and syntax activities, and their connections to fluency instruction.    

EDU 5334: All Pathways  

After completing the general education literacy course (EDU 5100), post-bac and intern pathway education specialist candidates complete   EDU 5334 Multi-Tiered Literacy Assessment and Intervention .   EDU 5334 is meticulously designed to equip candidates with the necessary skills to teach foundational literacy effectively to a diverse student population.      

The course focuses on diagnosing and remediating reading difficulties within   multi-tiered systems of instruction  using evidence-based research, strategies, and programs. It emphasizes   systematic, explicit, evidence-based literacy instruction  for students with disabilities, non-biased assessment methods, data collection, and progress monitoring in both reading and ELA. The course includes six hours of field experience, providing practical application of theoretical knowledge. The   California Dyslexia Guidelines  are used extensively in this course. Further evidence of each of the below areas can be found in Table 3.1 above.      

Print Concepts and Phonological Awareness. Candidates learn best practices in   assessing , teaching,   progress monitoring , and reinforcing   print concepts , including letters of the alphabet, and phonological awareness, including   phonemic awareness . This is covered through explicit, systematic instruction in areas such as print awareness and phonemic awareness. Materials such as the   Florida Center for Reading Research  resources are used for instruction.       

Phonics, Spelling, and Word Recognition. EDU 5334 includes instruction on   phonics, spelling, and word recognition , focusing on letter-sound, spelling-sound, and sound-symbol correspondences for both primary English learners and multilingual students. This structured and organized approach ensures that candidates can teach these foundational skills effectively (Course Learning Outcomes, Outcome 2). Materials such as the   Florida Center for Reading Research  resources are used for instruction.      

Decoding and Encoding. Candidates learn   assessing , teaching, and   progress monitoring   decoding and encoding  skills through direct, systematic, and explicit instruction. This includes practice in group activities and using connected, decodable text to reinforce these skills (Course Learning Outcomes, Outcome 2). Materials such as the   Florida Center for Reading Research  resources are used for instruction.      

Morphological Awareness. The course covers   morphological awareness , helping candidates understand how to teach students to recognize and use morphemes to enhance their reading and spelling skills. This is addressed as advanced decoding in the course (Course Learning Outcomes, Outcome 2) and students are taught assessing, teaching, and progress monitoring advanced decoding skills using affixes and syllabication to find root words.     

Text Reading Fluency.   Assessment , instruction, and   progress monitoring  in text reading fluency emphasizes accuracy, prosody (expression), and rate (as an indicator of automaticity). Candidates learn to provide structured and organized assessment, instruction, and progress monitoring experiences that include practice in connected, decodable text (Course Learning Outcomes, Outcome 2). Acadience, DIBELS, and Vanderbilt PALS materials are used for fluency instruction.   

Advancing Literacy Skills. Candidates are trained to advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with   comprehension and effective expression . This aligns with TPE 7.5’s emphasis on developing comprehensive literacy skills (Course Learning Outcomes, Outcome 2).    

Field Experience and Practical Application. The course includes   six hours of field experience , where candidates apply their learning in real-world settings. This hands-on experience is crucial for understanding the practical aspects of literacy intervention and aligns with TPE 7.5’s emphasis on practical application of knowledge. Candidates are assessed through recorded   microteaching experiences .  Candidates assess a student, plan an intervention, implement the intervention, and progress monitor the student’s progress. This experience is then shared with other students at our annual   Intervention Symposium  so that students can demonstrate proficiency in analyzing and sharing reading intervention data.  

Indicator:  3.3 Clinical Practice :   Ensuring Opportunities for Candidates to Practice Teaching Foundational Skills –   Provide direct links to evidence demonstrating how the program ensures that candidates are in settings that allow them opportunities to practice teaching students foundational skills.

3.3a. Communication/Agreement with Districts regarding clinical practice   

The Department revised the   MOU template  and the   clinical practice letter sent to district partners  will be used for all future candidate placements in partner districts to ensure that candidates are placed in sites where they can practice teaching foundational skills. In 2024, we created a   set of slides  and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates they support regarding teaching foundational skills. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.   

3.3b. Candidate Information   

In Fall 2024, our Clinical Practice Supervisor Orientation included a   discussion of TPE 7  and provided access to the   set of slides  and accompanying video we developed to explain the TPE, including its focus on foundational literacy skills. All new supervisors will receive these slides in future semesters.   

The   set of slides  and accompanying video we created in 2024 to explain TPE 7 was shared with all candidates so they would understand the expectations for teaching foundational skills. All cooperating teachers will receive these slides at the start of clinical practice in future semesters.   

Cynthia Geary piloted an LPA section of EDU 5180, the MS course that provides TPA support,   developed materials  to help candidates understand and succeed in demonstrating their skill in teaching the literacy elements assessed by the new TPA. In future years, these materials will be available to all MS candidates.     

3.3c. Candidate Clinical Practice Opportunities  

In 2023, the department revised its clinical practice tools, combining the observation form completed by the supervisor and the reflection form completed collaboratively between the candidate, supervisor, and cooperating teacher. In the new   Observation and Reflection Form , ELA and ELD standards are included at the top of the form. This ensures that the ELA and ELD standards, including a focus on foundational skills where appropriate, will be a topic of discussion during coaching sessions with the candidate, supervisor, and/or cooperating teacher.  

An accompanying   Observation and Reflection Form Guidance  document for supervisors explains that candidates should “include a literacy or language focused standard from the English Language Arts (ELA) Standards. Because the ELD Standards are directly correlated with the ELA Standards, the ELD standard the candidate chooses should be aligned with their ELA Standard; for examples, see the column ‘Corresponding CA CCSS for ELA/Literacy’ beginning on p. 122 of the  ELD Standards (PDF) .” The observation portion is now organized by TPE, rather than lesson element, to focus directly on teacher skills; TPE 7 was added to the form along with explicit instruction to prepare supervisors and cooperating teachers (described above) to provide feedback on literacy-based instruction, including a focus on foundational skills when relevant. The reflection portion of the form also encourages candidates to reflect on the quality of their literacy instruction in several ways: it asks about drawing on students’ linguistic backgrounds, how they engaged students in higher-order thinking, and how they strengthened students’ academic language. 

The department also revised the   ESN Mid and Final Evaluation  to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements .    

As indicated above, the   support materials  created for the LPA section of EDU 5180 will be available to all MS candidates in future semesters to help them understand and succeed in demonstrating their skill in teaching the literacy elements.  

Part 4. Program Inclusion of Literature, Language, Comprehension

Table 4.1: Strong Literature, Language, and Comprehensive Component with a Balance of Oral and Written Language.
Post Bac and Intern Pathways - ESN

Introduce and Primary

Coverage of Concepts

Opportunities to Practice

How Assessed

7.6/U7.6 Meaning Making. Engage students in meaning making by building on prior knowledge and using complex literary and informational texts (print, digital, and oral), questioning, and discussion to develop students’ literal and inferential comprehension, including the higher-order cognitive skills of reasoning, perspective taking, and critical reading, writing, listening, and speaking across the disciplines.

5100:
Textbook readings and classroom discussions (Miller Reading with meaning textbook Week 4, 6, 8, 10 & 12):
Chapters 1, 2, 3, 4, and 6

5326:
Course Learning Outcome
6

5334:
Bursuck and Damer
, Ch 7 - Comprehension

Teaching Comprehension, Week 6

Coursepack Resources:
Read, Write, Think Materials

CEEDAR Materials on Literacy Instruction for Students with Multiple and Severe Disabilities

Collaborative Strategic Readings Strategy Instruction - Coursepack Resource

IES Practice Guide (PDF): Improving Comprehension in K-3

Week 11: Slides

5010:
Presentation on course topics relating to meaning making, depth of knowledge, metacognition , and problem-based learning

5010:
In the Group Presentation Outline, teacher candidates (TCs) submit a revised lesson plan after a coaching session with the instructor. TCs make meaning regarding the assigned topic and present it to their colleagues incorporating inference, and higher order thinking in small groups sessions with comprehension questions.

5100:

Reading with meaning textbook discussion leader assignment

Reading with Meaning textbook chapter summaries

5334:

IRIS Center Comprehension and Vocabulary Case Study completed in group in class.

Week 12 Hyperdoc, Slides 3-7

5351:
Teacher Candidates practice the higher order thinking questioning in their clinical practice sites and classrooms, prior to the assessment of including it in their CalTPA.

The evidence below applies to all 7.6/U7. 6 rows unless denoted otherwise

5100:
Reading with Meaning textbook chapter summaries

Fieldwork reflections

5334:
Case Study Anchor Assignment

Case Study Flow Chart

Clinical Practice:

Clinical Practice Handbook describes TPE 7 expectations , curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors

(includes exemplar candidate file and further guidance for Interns).

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5351:

Teacher Candidates are required to create a lesson plan (Part A: Learning Segment) that incorporates prior knowledge, higher order thinking in their Clinical Practice classrooms on TPA Cycle 2.

Engage students in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.

5100:

( Miller Reading with meaning textbook ) Ch 6 thinking through texts together, actively using schema, asking questions, and making inferences.

5326:

Course Learning Outcome 7

5334:

Teaching Comprehension , Week 6

Coursepack Resources:

Read, Write, Think Materials

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

CEEDAR Materials on Literacy Instruction for Students with Multiple and Severe Disabilities

Collaborative Strategic Readings Strategy Instruction - Coursepack Resource

IES Practice Guide : Improving Comprehension in K-3

Week 11: Slides

5100:

Book clubs; Asking questions and inferring Activities

5010 -In the Group Presentation Outline ,

teacher candidates (TCs) submit a revised lesson plan after a coaching session with the instructor. TCs make meaning regarding the assigned topic and present it to their colleagues incorporating inference, and higher order thinking in small groups sessions with comprehension questions.

5334:

IRIS Center Comprehension and Vocabulary Case Study completed in group in class.

Week 12 Hyperdoc, Slides 3-7

7.7/U7.7 Language Development.

Promote students’ oral and written language development by attending to vocabulary knowledge and use, grammatical structures (e.g., syntax), and discourse-level understandings as students read, listen, speak, and write with comprehension and effective expression.

5100:

Lecture 5 (slides 11 - 13) : Connection between fluency and comprehension; grammatical errors and comprehension

5334:

Week 11: Slides

Week 12: Slides

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

Bursuck and Damer , Ch 6 - Vocabulary

EDU 5334:

IRIS Center Comprehension and Vocabulary Case Study completed in group in class.

Hyperdoc 5: Vocabulary

5334:

Hyperdoc 6

Hyperdoc 12 - Slides 19-21

Hyperdoc 14 : Writing and Spelling Instruction

EDU 5351:

CalTPA Cycle 2

5342: Interdisciplinary Mini-Lesson

The evidence below applies to all 7.7/U7. 7

5100:

Reading with Meaning textbook chapter summaries

EDU 5326:

ELA Unit Plan

ELA Unit Plan

ELA Unit Plan

5342: Interdisciplinary Mini-Lesson

5334:

Bursuck and Damer Ch. 6 Quiz

Clinical Practice:

Clinical Practice Handbook describes TPE 7 expectations , curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns).

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:
ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5351:

CalTPA Cycle 1 and 2: Academic Language

Create environments that foster students’ oral and written language development, including discipline-specific academic language.

5100:
Lecture 3

(Slides 5 - 20). Topics: Academic vocabulary, technical vocabulary, general academic vocabulary, academic language differentiated instruction, strategies for ELs, realia, modeling, graphic organizers), vocab maps, structural analysis).

5326: ELA Unit Plan

5334:

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

EDU 5342:

Systematic and Inclusive Education in literacy and the content areas

5100:
Lecture 3 (Slide 14) Development of Academic Language

Lecture 3 (slide 19) structural analysis practice.

5326: ELA Unit Plan

5334: Hyperdoc 6

Hyperdoc 14 : Writing and Spelling Instruction

5342: Interdisciplinary Mini-Lesson

5326 and 5351:

Teacher Candidates practice their instruction of academic language in their placement. They are assessed on incorporating academic language in the CalTPA submissions.

Enhance language development by engaging students in the creation of diverse print, oral, digital, and multimedia texts.

5326:

Course Learning Outcome 8

5334:

Adapted Book Resources

Bursuck and Damer , Ch 6

How Can I Provide Extra Vocabulary Practice for My Students?

EDU 5326 - Unit Plan

5334:

Adapted Text Online Resource Activity

5342: Interdisciplinary Mini-Lesson

Conduct instruction that leverages students’ existing linguistic repertoires, including home languages and dialects, and that accepts and encourages translanguaging.

5020: candidates learn how to harness the linguistic resources that speakers of non-standard varieties of English bring to the classroom.
( Dyson, 1997 )

5334:

Each chapter of Bursuck and Damer , includes a section on How Can I Teach [chapter topic] to English Learners? that encourages translanguaging.

Teaching Reading, Slide 24

EDU 5334:

Week 7, Slides 24 & 25 and linked activity

Hyperdoc 8: Translanguaging Activity

7.8/U7.8 Effective Expression.

Develop students’ effective expression as they write, discuss, present, and use language conventions. Engage students in a range of frequent formal and informal collaborative discussions, including extended conversations, and writing for varied purposes, audiences, and contexts.

5020:
Walqui reading explains scaffolding and then candidates review a summary of Walqui’s practical strategies for supporting EL students in classroom activities, including collaborative discussion. Walqui and van Lier (2010 ) provide approaches to engaging EL students in extended writing for varied purposes, audiences and contexts.

5100:

( Miller Ch 6 thinking through texts together, actively using schema, asking questions, and making inferences.

5326:

Course Learning Outcome 9

5334:

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

EDU 5342:

Course Learning Outcome 4

Anchor Assignment - Writing for Students with ESN

Peer Supports (Informal Communication)

Integrating Communication Strategies

5100:

Book clubs; Asking questions and inferring Activities

5334:

Hyperdoc 14 : Writing and Spelling Instruction

5342:

Peer Supports (Informal Communication)

Integrating Communication Strategies

The evidence below applies to all 7.8/U7. 8 rows unless denoted otherwise

5326:

Unit Plan Rubric - Rubric Criteria Row 8

EDU 5342:

Anchor Assignment - Writing for Students with ESN

Clinical Practice:

Clinical Practice Handbook - describes TPE 7 expectations , curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns).

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

Teach students to plan, develop, provide feedback to peers, revise using peer and teacher feedback, edit, and produce their own writing and oral presentations in various genres, drawing on the modes of opinion/ argumentation, information, and narration.

5326:

Course Learning Outcome 10

Student Self-Assessment

Student Assessment and Self-Assessment online activity

Unit Plan Prompt

Develop students’ use of keyboarding, technology, and multimedia, as appropriate, and fluency in spelling, handwriting, and other language conventions to support writing and presentations.

5302:

AT Choice Board Activity

5334:

Hyperdoc 14 : Spelling and writing development

Technology in Literacy

Instruction Activity - Slides

Hyperdoc Week 14 - Teaching Handwriting

5342:

Access to writing and letter formation for students with ESN

Literacy for All - access to writing and letter formation

Support reading, writing, listening, and speaking with AT/AAC

5302:

AT Choice Board Activity

5334: Lindamood-Bell Visual Spelling Paired Activity in class Week 15

Technology in Literacy Instruction Activity - Slides

AT in Literacy Instruction , including CA Dyslexia Guidelines - Slides 11-19

Hyperdoc 14 : Spelling and writing development

Hyperdoc Week 14 - Teaching Handwriting

Teach young children letter formation/printing and related language conventions, such as capitalization and punctuation, in conjunction with applicable decoding skills.

5334:

Hyperdoc 14 : Spelling and writing development

Hyperdoc Week 14 - Teaching Handwriting

5342:

Access to writing and letter formation for students with ESN

Literacy for All - access to writing and letter formation

5334:

Hyperdoc 14 : Spelling and writing development

Hyperdoc Week 14 - Teaching Handwriting

5342:

Access to writing and letter formation for students with ESN

Literacy for All - access to writing and letter formation

Table 4.1: Strong Literature, Language, and Comprehensive Component with a Balance of Oral and Written Language. 

Introduce and Primary

Coverage of Concepts

Opportunities to Practice

How Assessed

7.6/U7.6 Meaning Making. Engage students in meaning making by building on prior knowledge and using complex literary and informational texts (print, digital, and oral), questioning, and discussion to develop students’ literal and inferential comprehension, including the higher-order cognitive skills of reasoning, perspective taking, and critical reading, writing, listening, and speaking across the disciplines.

ECS 3600:

Prior Knowledge and Funds of Knowledge in the Young Language Learner

Jalongo, Chapter 6 - Using Narrative and Expository Text to Foster Growth in Literacy

Dialogic Reading

5326:

Course Learning Outcome 6

5334:

Bursuck and Damer , Ch 7 - Comprehension

Teaching Comprehension , Week 6

Coursepack Resources:

Read, Write, Think Materials

CEEDAR Materials on Literacy Instruction for Students with Multiple and Severe Disabilities

Collaborative Strategic Readings Strategy Instruction - Coursepack Resource

IES Practice Guide : Improving Comprehension in K-3

Week 11: Slides

5010:
Presentation on course topics relating to meaning making, depth of knowledge , metacognition , and problem-based learning

5010 -In the Group Presentation Outline ,

teacher candidates (TCs) submit a revised lesson plan after a coaching session with the instructor. TCs make meaning regarding the assigned topic and present it to their colleagues incorporating inference, and higher order thinking in small groups sessions with comprehension questions.

5334:

IRIS Center Comprehension and Vocabulary Case Study completed in group in class.

Week 12 Hyperdoc, Slides 3-7

5351: Teacher Candidates practice the higher order thinking questioning in their clinical practice sites and classrooms, prior to the assessment of including it in their CalTPA.

The evidence below applies to all 7.6/U7. 6 rows unless denoted otherwise

5334:

Case Study Anchor Assignment

Case Study Flow Chart

Clinical Practice:

Clinical Practice Handbook describes TPE 7 expectations , curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors

(includes exemplar candidate file and further guidance for Interns).

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5351:

Teacher Candidates are required to create a lesson plan (Part A: Learning Segment) that incorporates prior knowledge, higher order thinking in their Clinical Practice classrooms on TPA Cycle 2.

Engage students in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.

5326:

Course Learning Outcome 7

5334:

Teaching Comprehension , Week 6

Coursepack Resources:

Read, Write, Think Materials

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

CEEDAR Materials on Literacy Instruction for Students with Multiple and Severe Disabilities

Collaborative Strategic Readings Strategy Instruction - Coursepack Resource

IES Practice Guide : Improving Comprehension in K-3

Week 11: Slides

ECS 3600:

Supporting Children’s Speaking Week 6 Discussion Board

Retelling narrative text Week 7 Discussion Board

5010:

Book clubs; Asking questions and inferring Activities

5010:

n the Group Presentation Outline

5334:

IRIS Center Comprehension and Vocabulary Case Study completed in group in class.

Week 12 Hyperdoc, Slides 3-7

7.7/U7.7 Language Development.

Promote students’ oral and written language development by attending to vocabulary knowledge and use, grammatical structures (e.g., syntax), and discourse-level understandings as students read, listen, speak, and write with comprehension and effective expression.

5334:

Week 11: Slides

Week 12: Slides

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

Bursuck and Damer , Ch 6 - Vocabulary

EDU 5334:

IRIS Center Comprehension and Vocabulary Case Study completed in group in class.

Hyperdoc 5: Vocabulary

5334:

Hyperdoc 6

Hyperdoc 12 - Slides 19-21

Hyperdoc 14 : Writing and Spelling Instruction

EDU 5351:

CalTPA Cycle 2

5342: Interdisciplinary Mini-Lesson

The evidence below applies to all 7.7/U7. 7

EDU 5326:

ELA Unit Plan

ELA Unit Plan

ELA Unit Plan

5342: Interdisciplinary Mini-Lesson

5334:

Bursuck and Damer Ch. 6 Quiz

Clinical Practice:

Clinical Practice Handbook describes TPE 7 expectations , curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns).

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:
ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5326:

CalTPA Cycle 1 and 2: Academic Language

Create environments that foster students’ oral and written language development, including discipline-specific academic language.

5326: ELA Unit Plan

5334:

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

EDU 5342:

Systematic and Inclusive Education in literacy and the content areas

ECS 3600:

Week 11 Discussion Board

Week 14 Discussion Board

Lecture 3 (slide 19) structural analysis practice.

5326: ELA Unit Plan

5334: Hyperdoc 6

Hyperdoc 14 : Writing and Spelling Instruction

5342: Interdisciplinary Mini-Lesson

5326 and 5351:

Teacher Candidates practice their instruction of academic language in their placement. They are assessed on incorporating academic language in the CalTPA submissions.

Enhance language development by engaging students in the creation of diverse print, oral, digital, and multimedia texts.

5326:

Course Learning Outcome 8

5334:

Adapted Book Resources

Bursuck and Damer , Ch 6

How Can I Provide Extra Vocabulary Practice for My Students?

EDU 5326 - Unit Plan

5334:

Adapted Text Online Resource Activity

5342: Interdisciplinary Mini-Lesson

Conduct instruction that leverages students’ existing linguistic repertoires, including home languages and dialects, and that accepts and encourages translanguaging.

ECS 3400:

Valuing funds of knowledge and translanguaging in emergent bilingual students   

Translanguaging

ECS 3600:

Translanguaging and Early Childhood Education - p. 23-29

Reading , A 1.75 Gen Taiwanese American (Chou)

Fostering Multiliteracy in a Linguistically Diverse Classroom

Benefits of Multilingualism

5020:

Candidates learn how to harness the linguistic resources that speakers of non-standard varieties of English bring to the classroom.
( Dyson, 1997 )

5334:

Each chapter of Bursuck and Damer , includes a section on How Can I Teach [chapter topic] to English Learners? that encourages translanguaging.

Teaching Reading, Slide 24

ECS 3400:

Translanguaging Activity

ECS 3600 - Week 3 Discussion Board

Week 8 Discussion Board

Week 14 Discussion Board

EDU 5334:

Week 7, Slides 24 & 25 and linked activity

Hyperdoc 8: Translanguaging Activity

7.8/U7.8 Effective Expression.

Develop students’ effective expression as they write, discuss, present, and use language conventions. Engage students in a range of frequent formal and informal collaborative discussions, including extended conversations, and writing for varied purposes, audiences, and contexts.

5020:
Walqui reading explains scaffolding and then candidates review a summary of Walqui’s practical strategies for supporting EL students in classroom activities, including collaborative discussion. Walqui and van Lier (2010 ) provide approaches to engaging EL students in extended writing for varied purposes, audiences and contexts.

5326:

Course Learning Outcome 9

5334:

Hyperdoc 14 - CEEDAR Center Innovation Configuration on Writing

EDU 5342:

Course Learning Outcome 4

Anchor Assignment - Writing for Students with ESN

Peer Supports (Informal Communication)

Integrating Communication Strategies

5334:

Hyperdoc 14 : Writing and Spelling Instruction

5342:

Peer Supports (Informal Communication)

Integrating Communication Strategies

The evidence below applies to all 7.8/U7. 8 rows unless denoted otherwise

5326:

Unit Plan Rubric - Rubric Criteria Row 8

EDU 5342:

Anchor Assignment - Writing for Students with ESN

Clinical Practice:

Clinical Practice Handbook - describes TPE 7 expectations , curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns).

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

Teach students to plan, develop, provide feedback to peers, revise using peer and teacher feedback, edit, and produce their own writing and oral presentations in various genres, drawing on the modes of opinion/ argumentation, information, and narration.

5326:

Course Learning Outcome 10

Student Self-Assessment

5326:

Student Assessment and Self-Assessment online activity

Unit Plan Prompt

Develop students’ use of keyboarding, technology, and multimedia, as appropriate, and fluency in spelling, handwriting, and other language conventions to support writing and presentations.

ECS 3600:
Reading
, Young Children in the Digital Age

5302:
AT Choice Board Activity

5334:
Hyperdoc 14
: Spelling and writing development

Technology in Literacy

Instruction Activity - Slides

Hyperdoc Week 14 - Teaching Handwriting

5342:

Access to writing and letter formation for students with ESN

Literacy for All - access to writing and letter formation

Support reading, writing, listening, and speaking with AT/AAC

ECS 3600:
Week 12 Discussion Board
Week 13 Discussion Board

5302:
AT Choice Board Activity

5334: Lindamood-Bell Visual Spelling Paired Activity in class Week 15
Technology in Literacy Instruction Activity
- Slides

AT in Literacy Instruction , including CA Dyslexia Guidelines - Slides 11-19

Hyperdoc 14
: Spelling and writing development

Hyperdoc Week 14 - Teaching Handwriting

Teach young children letter formation/printing and related language conventions, such as capitalization and punctuation, in conjunction with applicable decoding skills.

5334:
Hyperdoc 14
: Spelling and writing development

Hyperdoc Week 14 - Teaching Handwriting

5342:
Access to writing and letter formation
for students with ESN

Literacy for All - access to writing and letter formation

5334:
Hyperdoc 14
: Spelling and writing development

Hyperdoc Week 14 - Teaching Handwriting

5342:
Access to writing and letter formation
for students with ESN

Literacy for All - access to writing and letter formation

4.2a. Communication/Agreement with Districts  

The Department revised the MOU template and the clinical practice letter sent to district partners will be used for all future candidate placements in partner districts to ensure that candidates are placed in sites where they can practice teaching a strong literature, language, and comprehension component with a balance of oral and written language. In 2024, we created a set of slides and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates they support regarding teaching foundational skills. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.  

4.2b. Candidate Information 

In Fall 2024, our Clinical Practice Supervisor Orientation included a discussion of TPE 7 (PDF) and provided access to the set of slides and accompanying video we developed to explain the TPE, including its focus on strong literature, language, and comprehension instruction with a balance of oral and written language. All new supervisors will receive these slides in future semesters.  

The set of slides and accompanying video we created in 2024 to explain TPE 7 was shared with all candidates so they would understand the expectations for teaching literature, language, and comprehension. All cooperating teachers will receive these slides at the start of clinical practice in future semesters.  

Cynthia Geary piloted an LPA section of EDU 5180, the MS course that provides TPA support, developed materials to help candidates understand and succeed in demonstrating their skill in teaching the literacy elements assessed by the new TPA. In future years, these materials will be available to all MS candidates. 

4.2c. Candidate Clinical Practice Opportunities 

In 2023, the department revised its clinical practice tools, combining the observation form completed by the supervisor and the reflection form completed collaboratively between the candidate, supervisor, and cooperating teacher. In the new Observation and Reflection Form, ELA and ELD standards are included at the top of the form.  This ensures that the ELA and ELD standards, including a focus on literature, language, and/or comprehension as appropriate will be a topic of discussion during coaching sessions with the candidate, supervisor, and/or cooperating teacher.  

An accompanying Observation and Reflection Form Guidance document for supervisors explains that candidates should “include a literacy or language focused standard from the English Language Arts (ELA) Standards. Because the ELD Standards are directly correlated with the ELA Standards, the ELD standard the candidate chooses should be aligned with their ELA Standard; for examples, see the column ‘Corresponding CA CCSS for ELA/Literacy’ beginning on p. 122 of the ELD Standards (PDF)The observation portion is now organized by TPE, rather than lesson element, to focus directly on teacher skills; TPE 7 was added to the form along with explicit instruction to prepare supervisors and cooperating teachers (described above) to provide feedback on literacy-based instruction, including a focus on strong literature, language, and comprehension with a balance of oral and written language. The reflection portion of the form also encourages candidates to reflect on the quality of their literacy instruction in several ways: it asks about drawing on students’ linguistic backgrounds, how they engaged students in higher-order thinking, and how they strengthened students’ academic language. 

The department also revised the ESN Mid and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements.   

As indicated above, the support materials created for the LPA section of EDU 5180 will be available to all MS candidates in future semesters to help them understand and succeed in demonstrating their skill in teaching the literacy elements. 

Part 5. Ensuring Candidates are Well Prepared to Understand and Implement Diagnostic and Early Intervention Techniques

Table 5.1. Ongoing diagnostic techniques that inform teaching and assessment, early intervention techniques

Post-bac and Intern Pathways (ESN)
Introduce and Primary Coverage of Concepts Opportunities to Practice How Assessed

TPE 7.2

a. Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning;

 

EDU 5100 
Readings
Beck, Miller and  California Dyslexia Guidelines 
Lecture 6 (Slides 9 - 11)

5326:
Course Learning Outcome
1

MTSS/UDL/DI/SDI Table

Lesson and Unit Planning UDL Resources

UDL Product Ideas

CAST UDL Wheel DIY Template (PDF)

5334: 
Bursuck and Damer, Ch 1
Course Learning Outcome
6

Course Learning Outcome 9

 

 

EDU 5100
Lecture 6 (Slides 11)
. Candidates share strategies for structured asset-based literacy instruction.

EDU 5326:
ELA Unit Plan
Representation Options
Action and Expression Options

Weekly Lesson Plan
Daily Lesson Plan

5334:
Micro-teaching Experiences

Case Study Intervention Planning

Intervention Plan Template

5351:
Teacher Candidates practice implementing evidence-based literacy instruction as they prepare the Literacy CalTPA.  

 

The evidence below applies to all 7.2 rows unless denoted otherwise 

EDU 5100
Phonics Case study
(Rows b & c)

5334: 
Case Study Anchor Assignment
Case Study Flow Chart

5351:
Teacher Candidates complete CalTPA Cycle 2 in Literacy. 

Clinical Practice:
Clinical Practice Handbook - describes TPE 7 expectations curricular timeline and clinical practice  formative and summative grading

Clinical Practice Guidance documents for university supervisors (PDF) (includes exemplar candidate file and further guidance for Interns). 

5334: 
Case Study Anchor Assignment
Case Study Flow Chart

Cooperating Teacher/Intern Support Provider Orientation Verification Form

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice: ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5351:
CalTPA Cycle 2

b. Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of California’s Multi-Tiered System of Support (Tier 1 – Best first instruction, Tier 2 – Targeted, supplemental instruction, and Tier 3 – Referrals for intensive intervention);

5100:
Lecture 5 (slides 14-16)
Topics: Aspects of MTSS, three tiers of MTSS

Course Readings
Beck, Miller and  California Dyslexia Guidelines 

EDU 5302: 
MTSS Structure

EDU 5334:
Week 3 Course Topic

Week 3 Slides 10-14

 

5100:
Lecture 5 in-class activity (slide 16): Reflect upon the relationship between MTSS and your phonics case study student 

5334:
Hyperdoc 1 Tiered Intervention Activities

Week 3 Slides 10-14 - Group Activity - MTSS Domains

Micro-teaching Experiences - Tier 2 and 3 intervention in reading

Case Study Intervention Planning

Intervention Plan Template

c. Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of the California Dyslexia Guidelines, including the definition and characteristics of dyslexia and structured literacy (i.e., instruction for students at risk for and with dyslexia that is comprehensive, systematic, explicit, cumulative, and multimodal and that includes phonology,  orthography, phonics, morphology, syntax, and semantics).

5100:
Lecture 1 (slides 18 - 35)
connected to other slides in lecture)
Topics: Dyslexia definition, dyslexia’s relationship to phonics and phonemic awareness

Lecture 3 (Slides 5 - 12) : letter sound relationships, phonics

Lecture 3 (slides 16, 18) Topics: Dyslexia’s relationship to morphology, syntax and semantics

Lecture 3: (slides 18-19)   Topics: morphology

Lecture 4: (slides 23-24)   Topics: syntax and semantics connection to fluency

Lecture 6 (slides 9-11)
Topics: Evidence based literacy instruction, structured literacy instruction, instruction beneficial for students with dyslexia

Ca Dyslexia Guidelines
Scheduled readings

Beck Textbook:
Ch3 Phonemic Awareness and Ch 4 Phonics Landscape

Miller Reading with Meaning Week 4, 6, 8, 10 & 12 Readings

5334:
Bursuck and Damer
, Ch 1-8
Dyslexia Guidelines, Ch. 1-4 , Ch. 5-7 , 9 , 11

Coursepack Resources

Dyslexia in the K-12 Classroom

5100:
Lecture 1 (slide 4) Student practice strategies for developing phenomenal and phonemic awareness without printed text.  

Lecture 1 (slides 8-9)
Phoneme practice 

Lecture 1 (slide 21)
Onset and rime practice.

Lecture 1 (slides 27-34) Blending practice.

Lecture 3 (Slide 11 & 13)
practice with word families and digraph rules 

Lecture 5 in-class activity (slide 16) : Reflect upon the relationship between MTSS and your phonics case study student

Lecture 6 (slide 11) in-class activity: Reflect on a series of systematic and explicit lessons that are grounded on students’ assets.
Minimum 3 hours fieldwork focused on Vocabulary, Morphology, Syntax, and Semantics instruction. Take notes for field observation reflection.

5334:
Hyperdoc 2 - CA Dyslexia Guidelines Activities

Hyperdoc 10 - Literacy Strategies to Support Intensifying Interventions

TPE 7.10

a. Monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision making.  

 

5100:
Lecture 2 (slides 15-20)
Topics: formative and summative assessments, lesson planning and structured literacy instruction.

Lecture 5 (slides 2-16) diagnostic fluency assessments, comprehension assessments and MTSS. 

Beck Ch 8 Assessment 

Miller Reading with Meaning Week 4, 6, 8, 10 & 12 Readings

Guiding Principles, Foundations, Structures and Routines Workshop, How do I Know They are Growing? How Do They Know? Focus on Asking Questions and Inferring

5324:
Reading Assessments

Writing Assessments 

5334:
Course Learning Outcome
7

Intervention Cycle

Dyslexia Guidelines, Ch 9

Progress Monitoring

Progress Monitoring Week 11: Slides 6-16

 

 

 

5351:

Teacher Candidates practice using the three types of assessment (formal, informal and self-assessment) in EDU 5324, 5334, 5336, and then incorporate these into their CalTPA Cycle 2 submission where they are evaluated. 

5100:
Lecture 5 (slides 8-9, 12-13, & 16)
fluency assessment practice; grammar errors and comprehension assessment; applying MTSS to plan instruction for case-study student. 

Fluency Fieldwork Observations

5334:
Intervention Table

Assessing Areas of Reading Activities
Activity Folder
Coursepack Resources

Brittany J. Progress Monitoring Case Study

IRIS Center Progress Monitoring Case Studies: Slides 6-16

 

 

 

 

   

The evidence below applies to all 7.10 rows unless denoted otherwise 

EDU 5100 Fluency fieldwork reflection (Row a)

Phonics Case study (Row b)

EDU 5324:
Anchor Assignment

5334: 

Case Study Anchor Assignment
Case Study Flow Chart

Clinical Practice
Clinical Practice Handbook - describes TPE 7 expectations curricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns). 

Cooperating Teacher/Intern Support Provider Orientation Verification Form.

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:
ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5326:
CalTPA Cycle 1

5351:
CalTPA Cycle 2

Table 5.1. Ongoing diagnostic techniques that inform teaching and assessment, early intervention techniques

ITEP-LS and ITEP-ECS Pathways (ESN)

 

Introduce and

Primary Coverage of Concepts

Opportunities to Practice

How Assessed

TPE 7.2

  1. Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning;

 

5326  

Course Learning Outcome 1

Course Learning Outcome 5

MTSS/UDL/DI/SDI Table  

Lesson and Unit Planning UDL Resources  

UDL Product Ideas  

CAST UDL Wheel DIY Template  

5334:   

Bursuck and Damer , Ch 1  

Course Learning Outcome 6  

Course Learning Outcome 9  

 

 

EDU 5326:  

ELA Unit Plan  

Representation Options  

Action and Expression Options

Weekly Lesson Plan

Daily Lesson Plan  

5334:   

Micro-teaching Experiences    

Case Study Intervention Planning  

Intervention Plan Template  

5351:  

Teacher Candidates practice implementing evidence-based literacy instruction as they prepare the Literacy CalTPA.    

The evidence below applies to all 7.2 rows unless denoted otherwise   

5334:   

Case Study Anchor Assignment  

Case Study Flow Chart  

5351:  

Teacher Candidates complete CalTPA Cycle 2 in Literacy.   

Clinical Practice:

Clinical Practice Handbook - describes TPE 7 expectations curricular timeline and clinical practice  formative and summative grading  

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns).   

5334:   

Case Study Anchor Assignment  

Case Study Flow Chart  

Cooperating Teacher/Intern Support Provider Orientation Verification Form .  

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)  

Clinical Practice:

ESN Mid and Final Evaluation  

ES Individual Development Plan  

ES Revised IDP Secondary Passing Standard

5351:    

CalTPA Cycle 2  

  1.  Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of California’s Multi- Tiered System of Support (Tier 1–Best first instruction, Tier 2– Targeted, supplemental instruction, and Tier 3–Referrals for  intensive intervention);  

 

5100:

Lecture 5 (slides 14-16)

Topics: Aspects of MTSS, three tiers of MTSS

Course Readings

Beck, Miller and 

California Dyslexia Guidelines 

EDU 5302: 

MTSS Structure

EDU 5334:

Week 3 Course Topic

Week 3 Slides 10-14

 

5100:

Lecture 5 in-class activity (slide 16): Reflect upon the relationship between MTSS and your phonics case study student 

5334:

Hyperdoc 1 Tiered Intervention Activities

Week 3 Slides 10-14 - Group Activity - MTSS Domains

Micro-teaching Experiences - Tier 2 and 3 intervention in reading

Case Study Intervention Planning

Intervention Plan Template

  1. Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of the California Dyslexia Guidelines, including the definition and characteristics of dyslexia and structured literacy (i.e., instruction for students at risk for and with dyslexia that is comprehensive, systematic, explicit, cumulative, and multimodal and that includes phonology,  orthography, phonics, morphology, syntax, and semantics).  

 

5100:

Lecture 1 (slides 18 - 35) connected to other slides in lecture)

Topics: Dyslexia definition, dyslexia’s relationship to phonics and phonemic awareness

Lecture 3 (Slides 5 - 12): letter sound relationships, phonics

Lecture 3 (slides 16, 18) Topics: Dyslexia’s relationship to morphology, syntax and semantics

Lecture 3: (slides 18-19)

Topics: morphology

Lecture 4: (slides 23-24)

Topics: syntax and semantics connection to fluency

Lecture 6 (slides 9-11)

Topics: Evidence based literacy instruction, structured literacy instruction, instruction beneficial for students with dyslexia

Ca Dyslexia Guidelines

Scheduled readings.

Beck Textbook

Ch3 Phonemic Awareness and Ch 4 Phonics Landscape

Miller Reading with Meaning Week 4, 6, 8, 10 & 12 Readings

5334:

Bursuck and Damer, Ch 1-8

Dyslexia Guidelines, Ch. 1-4, Ch. 5-7, 9, 11

Coursepack Resources

Dyslexia in the K-12 Classroom

5100:

Lecture 1 (slide 4) Student practice strategies for developing phenomenal and phonemic awareness without printed text.  

Lecture 1 (slides 8-9)

Phoneme practice 

Lecture 1 (slide 21)

Onset and rime practice.

Lecture 1 (slides 27-34)

Blending practice.Lecture 3 (Slide 11 & 13) practice with word families and digraph rules 

Lecture 5 in-class activity (slide 16) : Reflect upon the relationship between MTSS and your phonics case study student

Lecture 6 (slide 11)in-class activity: Reflect on a series of systematic and explicit lessons that are grounded on students’ assets

Minimum 3 hours fieldwork focused on Vocabulary, Morphology, Syntax, and Semantics instruction. Take notes for field observation reflection.

5334:

Hyperdoc 2 -CA Dyslexia Guidelines Activities

Hyperdoc 10 -Literacy Strategies to Support Intensifying Interventions

TPE 7.10 

  1. Monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decisionmaking.  

 

5100:

Lecture 2 (slides 15-20)

Topics: formative and summative assessments, lesson planning and structured literacy instruction.

 Lecture 5 (slides 2-16)  diagnostic fluency assessments, comprehension assessments and MTSS. 

Beck Ch 8 Assessment

Miller Reading with Meaning Week 4, 6, 8, 10 & 12 Readings

Guiding Principles, Foundations, Structures and Routines Workshop, How do I Know They are Growing? How Do They Know? Focus on Asking Questions and Inferring

5324:

Reading Assessments

Writing Assessments

5334:

Course Learning Outcome 7

Intervention Cycle

Dyslexia Guidelines, Ch 9

Progress Monitoring

Progress Monitoring Week 11: Slides 6-16

 

 

 

5351:

Teacher Candidates practice using the three types of assessment (formal, informal and self-assessment) in EDU 5324, 5334, 5336, and then incorporate these into their CalTPA Cycle 2 submission where they are evaluated. 

5100:

Lecture 5 (slides 8-9, 12-13, & 16) fluency assessment practice; grammar errors and comprehension assessment; applying MTSS to plan instruction for case-study student. 

Fluency Fieldwork Observation

5334:

Intervention Table

Assessing Areas of Reading Activities

Activity Folder

Coursepack Resources

Brittany J. Progress Monitoring Case Study

IRIS Center Progress Monitoring Case Studies: Slides 6-16

 

 

 

 

  

The evidence below applies to all 7.10 rows unless denoted otherwise 

 EDU 5100

Fluency fieldwork reflection. (Row a)

Phonics Case study (Row b)

EDU 5324:

Anchor Assignment

5334: 

Case Study Anchor Assignment

Case Study Flow Chart

Clinical Practice

Clinical Practice Handbook - describes TPE 7 expectationscurricular timeline and clinical practice formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns). 

Cooperating Teacher/Intern Support Provider Orientation Verification Form.

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

Clinical Practice:

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5326: 

CalTPA Cycle 1

5351:  

CalTPA Cycle 2

5.2a. Communication/Agreement with Districts

The Department revised the MOU template and the clinical practice letter sent to district partners will use for all future candidate placements in partner districts. These revisions will ensure that candidates are placed in sites where they can learn about, and where possible, observe, how schools/teachers are using screening and diagnostic techniques to inform teaching and assessment and early intervention techniques, as appropriate to the credential and as identified in the TPEs and standard. In 2024, we created a set of slides and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates including issues related to diagnostic techniques. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.

5.2b. Candidate Information

In Fall 2024, our Clinical Practice Supervisor Orientation included a discussion of TPE 7 and provided access to the set of slides and accompanying video we developed to explain the TPE, including its attention to diagnostic techniques. All new supervisors will receive these slides in future semesters. Updates to the Clinical Practice handbook also included language related to the expectations for TPE 7 and the California Dyslexia Guidelines for all programs. 

The set of slides and accompanying video we created in 2024 to explain TPE 7 was shared with all candidates so they would understand the expectations for teaching literature, language, and comprehension. All cooperating teachers will receive these slides at the start of clinical practice in future semesters.

Cynthia Geary piloted an LPA section of EDU 5180, the MS course that provides TPA support, developed materials to help candidates understand and succeed in demonstrating their skill in teaching the literacy elements assessed by the new TPA. In future years, these materials will be available to all MS candidates. EDU 5150 addresses MTSS, which includes diagnostic practices when appropriate.

5.2c.  Clinical Practice Observation Tools

In 2023, the department revised its clinical practice tools, combining the observation form completed by the supervisor and the reflection form completed collaboratively between the candidate, supervisor, and cooperating teacher. In the new Observation and Reflection Form , ELA and ELD standards are included at the top of the form. This ensures that the ELA and ELD standards, including a focus on literature, language, and/or comprehension as appropriate will be a topic of discussion during coaching sessions with the candidate, supervisor, and/or cooperating teacher.

An accompanying Observation and Reflection Form Guidance document for supervisors explains that candidates should “include a literacy or language focused standard from the English Language Arts (ELA) Standards. Because the ELD Standards are directly correlated with the ELA Standards, the ELD standard the candidate chooses should be aligned with their ELA Standard; for examples, see the column ‘Corresponding CA CCSS for ELA/Literacy’ beginning on p. 122 of the ELD Standards (PDF).” The observation portion is now organized by TPE, rather than lesson element, to focus directly on teacher skills; TPE 7 was added to the form along with explicit instruction to prepare supervisors and cooperating teachers (described above) to provide feedback on literacy-based instruction, including a focus on strong literature, language, and comprehension with a balance of oral and written language. The reflection portion of the form also encourages candidates to reflect on the quality of their literacy instruction in several ways: it asks about drawing on students’ linguistic backgrounds, how they engaged students in higher-order thinking, and how they strengthened students’ academic language. <span

Beginning in Fall 2024, at least one formal observation of candidates must focus on TPE 7. We created a Coaching Checklist for supervisors and especially cooperating teachers to use in giving feedback to candidates. The form prompts coaches to give candidates specific feedback on their strengths and weaknesses relative to TPE 7. 

The department also revised the ESN Mid and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements.

As indicated above, the support materials created for the LPA section of EDU 5180 will be available to all MS candidates in future semesters to help them understand and succeed in demonstrating their skill in teaching the literacy elements.

5.3a. Coursework Description 

Through the California Dyslexia grant, faculty completed program matrices to systematically address literacy and dyslexia instruction, including information about diagnostic practices, across coursework and in clinical practice. An arc of learning was developed so that candidates would be presented with the information from the CA Dyslexia Guidelines in a developmental sequence appropriate to their credential area. The matrix for the ES program coursework details where each chapter of the CA Dyslexia Guidelines is introduced, practiced, and applied in the program.   

The Guidelines were already being used in EDU 5334: Multi-Tiered Literacy Intervention, but their use was expanded to two additional courses that address teaching literacy to students with disabilities in general education (EDU 5302) and the ES assessment course (EDU 5324). The Guidelines were explicitly introduced in the two additional courses in terms of (1) how to teach students with dyslexia in the general education classroom and (2) dyslexia-specific assessments.

Grant faculty worked collaboratively to plan and revise course curriculum. Our process to develop revised and new curricula was as follows:

  1. We focused on our department's current mission, vision, and values and how these relate to the dyslexia guidelines in terms of holding high expectations for all TK-12 students and ensuring that we are promoting access and equity for all TK-12 learners.
  2. A draft matrix was developed for course updates and shared with faculty.
  3. The CA Dyslexia Guidelines were used as the foundation for the course revisions, with resources from the CEEDAR Center, UC/CSU Collaborative for Neurodiversity and Learning, CEC High-Leverage Practices, CEC resources, IES WWC Find What Works! and Florida Center for Reading Research resources added to develop coursework aligned with the Dyslexia Guidelines.
  4. Course revisions were discussed with faculty during the grant planned dyslexia workshop co-presented by grant faculty. Changes to coursework were approved through the university process. 

5.3b. Coursework

CA Dyslexia Guidelines Integration into Coursework Additional Evidence
EDU 5020

Week 9 - Sociolinguistics

EDU 5100  

Characteristics

EDU 5302

EDU 5302 Week 7 Slides - Dyslexia Overview

EDU 5324
EDU 5326

EDU 5334

Chapters 1-4

Chapters 5-7

Chapter 9

Chapter 11

EDU 5351

5.3c. Clinical Practice 

Beginning in Fall 2024, at least one formal observation of candidates must focus on TPE 7. We created a Coaching Checklist for supervisors and cooperating teachers to use in giving feedback to candidates. The form prompts coaches to give candidates specific feedback on their strengths and weaknesses relative to TPE 7. Mentors (supervisors and cooperating teachers) are directed to assist candidates in being able to have all the experiences listed on the checklist, either in their placement classroom or in another setting at the school site. 

The department also revised the Mid-Term and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements .  

Both above documents are collected by the Clinical Practice office at the end of the semester so that the information collected can be reviewed by program coordinators and faculty for program improvement purposes. 

5.3d. Communication/Agreement with Districts 

The Department revised the MOU template and the clinical practice letter sent to district partners will be used for all future candidate placements in partner districts. These revisions will ensure that candidates are placed in sites where they can learn about, and where possible, observe, how schools/teachers are using screening and diagnostic techniques to inform teaching and assessment and early intervention techniques, as appropriate to the credential and as identified in the TPEs and standard. In 2024, we created a set of slides and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates including issues related to diagnostic techniques. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.

5.3e. Candidate Information 

Updates to the Clinical Practice handbook included language related to the expectations for TPE 7 and the California Dyslexia Guidelines for all programs. These explain the program expectations of candidates in their placements surrounding the guidelines. 

5.3f. Candidate Clinical Practice Opportunities  

Beginning in Fall 2024, at least one formal observation of candidates must focus on TPE 7, and this includes attention to students who have, or are suspected of having, dyslexia. We created a Coaching Checklist for supervisors and especially cooperating teachers to use in giving feedback to candidates regarding support for students with dyslexia. The checklist addresses candidates’ lesson plans and teaching to determine whether strategies, interactions with students, and technology support students with dyslexia. Coaching questions encourage candidates to pursue screening for students who might have dyslexia.  

The department also revised the Mid-Term and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements.  

Extensive Support Needs Required Additional Table   
Introduce and Primary Coverage of Concepts CA Dyslexia Guidelines Integration into Coursework Additional Evidence

MM/EX 7.1 

Apply the knowledge of students’ assets and learning needs and use the results of screenings and informal, formal, and diagnostic assessment data to support supplemental (Tier 2) literacy instruction; formulate and implement individualized intervention for students in need of Tier 3 intensive intervention; and frequently monitor students’ progress in literacy development.

5326:

Course Learning Outcome 1

MTSS/UDL/DI/SDI Table

Lesson and Unit Planning UDL Resources

UDL Product Ideas

CAST UDL Wheel DIY Template

5334: 

Course Learning Outcome 6

Course Learning Outcome 9

Bursuck and Damer , Ch 1 - Systematic, Explicit Reading Instruction 

Class Lecture, Week 1

Week 3, Slide 8 -15

Week 3, Slides 37, 40

Hyperdoc 1 Resources

Bursuck and Damer , Ch 1-8

Dyslexia Guidelines, Ch. 1-4 , Ch. 5-7 , 9 , 11

Coursepack Resources

Dyslexia in the K-12 Classroom

Course Learning Outcome 7

Intervention Cycle

Dyslexia Guidelines , Ch 9

Progress Monitoring

Progress Monitoring Week 11: Slides 6-16

5324:

Reading Assessments

Writing Assessments

EDU 5020

EDU 5326:

ELA Unit Plan

Representation Options

Action and Expression Options

Weekly Lesson Plan

Daily Lesson Plan

5334: 

Micro-teaching Experiences  

Case Study Intervention Planning  

Intervention Plan Template

Week 3, Slides 37, 40

Hyperdoc 1 Activities

5351:

Teacher Candidates practice implementing evidence-based literacy instruction as they prepare the Literacy CalTPA.

5334:

Hyperdoc 2 - CA Dyslexia Guidelines Activities

Hyperdoc 10 - Literacy Strategies to Support Intensifying Interventions

Assessing Areas of Reading Activities

Activity Folder

Coursepack Resources

Brittany J. Progress Monitoring Case Study

IRIS Center Progress Monitoring Case Studies : Slides 6-16

5351:

Teacher Candidates practice using the three types of assessment (formal, informal and self-assessment) in EDU 5324, 5334, 5336, and then incorporate these into their CalTPA Cycle 2 submission where they are evaluated. 

5334: 

Case Study Anchor Assignment

Case Study Flow Chart

5351:

Teacher Candidates complete CalTPA Cycle 2 in Literacy. 

Clinical Practice:

Clinical Practice Handbook - describes TPE 7 expectations curricular timeline and clinical practice  formative and summative grading

Clinical Practice Guidance documents for university supervisors (includes exemplar candidate file and further guidance for Interns). 

Cooperating Teacher/Intern Support Provider Orientation Verification Form .

Clinical Practice Observation and Reflection Form (min 6 observations and requires ELA observations)

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

MM/EX 7.2 

Interpret assessment results, and plan necessary adaptations (accommodations and modifications) for students with dyslexia and other disabilities that impact literacy development. 

5334:

Universal Screening in MTSS

Intervention Cycle

Screening Tools

5326:

Writing Assessment

Simple Ways to Assess Writing Skills of Students with LD and group rubric activity

5334:

Shaywitz Dyslexia Screening Practice  

5334: 

Case Study Anchor Assignment

Case Study Flow Chart

Clinical Practice:

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

MM/EX 7.3 

Provide day-to-day supplemental instruction and/or intensive intervention in literacy within a classroom or non- classroom environment (e.g., in-class support, co-teaching, inclusion, self-contained special education classrooms, small-group instruction specialized settings) that aligns with state-adopted standards, incorporates the California Dyslexia Guidelines, and addresses individual IEP goals. 

5302:

Week 3 Topics - Adapting Instruction

Differentiated Instruction

Accommodations and Modifications

SDI

Co-Teaching

5334:

Universal Screening in MTSS

Intervention Cycle

Screening Tools

Bursuck and Damer , Ch 1 - Systematic, Explicit Reading Instruction 

Class Lecture, Week 1

Week 3, Slide 8 -15

Week 3, Slides 37, 40

Hyperdoc 1 Resources

Bursuck and Damer , Ch 1-8

Dyslexia Guidelines, Ch. 1-4 , Ch. 5-7 , 9 , 11

Coursepack Resources

Dyslexia in the K-12 Classroom

5326:

Course Learning Outcome 1

MTSS/UDL/DI/SDI Table

Lesson and Unit Planning UDL Resources  

5342 - Course learning outcome 4

Course learning outcome 5

5302:

Differentiated Instruction

Accommodations and Modifications

SDI

Co-Teaching

EDU 5326:

ELA Unit Plan

Daily Lesson Plan

5334: 

Hyperdoc 2 - CA Dyslexia Guidelines Activities

Hyperdoc 10 - Literacy Strategies to Support Intensifying Interventions

Micro-teaching Experiences

Case Study Intervention Planning

Small Group and Individual Lesson Plan

Intervention Plan Template - lessons aligned to goals of student

Week 3, Slides 37, 40

Hyperdoc 1 Activities

EDU 5342:

Fieldwork Observations - Curriculum and Instruction

5334: 

Case Study Anchor Assignment

Case Study Flow Chart

5342:

EBP Case Study Anchor Assignment

Interdisciplinary Mini-Lesson and Accessible, Adapted Materials

Clinical Practice:

ESN Mid and Final Evaluation

ES Individual Development Plan

ES Revised IDP Secondary Passing Standard

5351:

CalTPA Cycle 2