Mild/Moderate Support Needs

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.

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.

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.

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 MMSN 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 MMSN & Liberal Studies MMSN 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 (All Children Thrive through Translanguaging Homepage).

Indicator: 2.4. 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. 

Indicator: 2.5. 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.  

Indicator: 2.6 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 History, History of Western Society, Ways of the World, Worlds of History (Bedford-St. Martins); and several articles on reading primary and secondary sources in the secondary classroom.  

Peter Olson, who teaches EDU 5100 and EDU 5105, 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. With 25 years of experience working with language learners from many parts of the globe, she recently engaged in a two-week course on English language acquisition at Oxford University, England. Here she learned new pedagogy from experts in the field of language acquisition.  

Indicator: 2.7. 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.

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

MMSN Post-bac and Intern Pathways

ITEP-Liberal Studies and ITEP-Early Childhood Education - MMSN Pathways

Indicator: 3.2. Coursework Coverage of Standard 7 – 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. 

Please 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 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) and ECS 4600, all 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 MMSN 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. 

Indicator: 4.2. Clinical Practice: Ensuring Opportunities for Candidates to Practice 

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 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 MMSN 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. 

Indicator: 5.2. Clinical Practice Opportunities for Candidates to Practice Diagnostic Techniques 

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. 

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 MMSN 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. 

Indicator: 5.3. Incorporation of California Dyslexia Guidelines

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

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.