Multiple Subjects Credential Program

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.

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 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 The UC|CSU Collaborative for Neuroscience, Diversity, and Learning.

Our program coordinators, Heather Taylor (Education Specialist) , Dave Neumann (Single Subject), Peter Olson (Multiple Subject) and Myriam Casmir (Bilingual Authorization) applied for and were awarded a 2022-2023 CTC Dyslexia Grant to integrate the Dyslexia Guidelines. In May 2023, they provided a Dyslexia Workshop to train all department faculty.

Dr. Cynthia Geary, a TPA 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. Dr. Geary has attended several dyslexia related workshops presented by the The UC|CSU Collaborative for Neuroscience, Diversity, and Learning.

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, program meetings, and in 1:1 meetings with the 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.

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 and SS program coordinators, 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.

Though implementation of TPE 7 is not mandatory for Single Subject courses at this time, the Single Subject Coordinator has begun reviewing syllabi for inclusion of literacy standards. He has also shared information about the new standard with Single Subject Advisors from across the disciplines.

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 MS program is in communication with cooperating teachers (CT) and university supervisors (US) through meetings and 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 will occur in Fall 2024 and in subsequent terms. Cooperating teachers will be invited to a department Zoom orientation where the same information will be discussed across programs. In addition, the ES program coordinator will be 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:

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:

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 process 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? 

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 Los Angeles Unified School District. Each year, his class included many English Learner students. 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 teaches EDU 5180 and EDU 5150, 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.

The ES program coordinator, Heather Taylor, who also teaches the Education Specialist literacy intervention course, has extensive expertise in literacy instruction for multilingual learners, both with and without disabilities. Dr. Taylor is also leading the program and clinical practice review for TPE 7. In addition, discussions were held with faculty with literacy expertise from the MS and SS programs 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.

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.

Foundational skills (TPE 7.5) are primarily covered in  EDU 5100 (Introduction to Literacy Instruction) in the course readings and lectures. The lectures are interactive, allowing candidates to practice, ask questions, and reflect on the concepts. The lectures and readings are sequenced to help candidates build on previous knowledge. See the above table (Table 3.1) for links to lecture slides and assignment guidelines.

The first key concept covered is  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. Many candidates enter this course thinking that there are only 26 English phonemes, so candidates compare the 26 English letters (graphemes) and the 44 English phonemes. Candidates also practice phonological awareness activities, such as clapping syllables and distinguishing rhyming words.

The next key concept is  phonics. Candidates learn the distinction between phonics and phonemic awareness. Candidates learn that phonics is the relationship between printed letters (graphemes) and sounds (phonemes). Candidates review the most common sounds for each of the letters, as well as less common sounds for the letters. 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.

Candidates learn the definitions of  decoding and encoding, the former related to reading and the latter to spelling. Candidates learn that many words can be successfully decoded and encoded by students after they have learned letter-sound relationships and other phonics patterns. Once candidates are taught specific phonics patterns (such as the final-e rule), they have the ability to read and spell words that follow that pattern. They also learn that many words (such as of) do not follow normal phonics rules and patterns. Young students may need to learn these irregular words as sight words. In addition, candidates learn about decodable texts, and they create their own decodable short story. Candidates learn how decodable texts can be helpful for beginning readers, since the vast majority of the words in these texts are decodable words.

Candidates practice many phonics instruction activities during class. They also  observe phonics instruction during their field observations. In EDU 5100, candidates are required to complete 20 hours of fieldwork. 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. In this assignment, candidates work with one student who needs assistance with phonics (K-3 grade student or older student with special needs). They administer a formative phonics assessment with this student, then they prepare and teach a phonics lesson to their student. Next, they administer a summative phonics assessment. And finally, they write a summary and analysis of their experience. This assignment is formally evaluated by the course instructor, and feedback is given to the candidate.

Later in EDU 5100, candidates learn about reading  fluency, including fluency related concepts, such as accuracy, rate, and prosody. They learn how fluency automaticity (effortless identification of words) 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. They review national data conveying fluency accuracy scores at the 50^th percentile for students in grades one through eight. They reflect on the importance of choosing reading material for individual students that is at the students instructional reading level (zone of proximal development). Candidates learn why choosing appropriately leveled reading material is highly effective for students fluency growth.

Candidates learn about  morphology, semantics, and syntax. Candidates learn the definitions of these concepts, and how they relate to phonics, word identification, and fluency. Within the concept of morphology, 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. Candidates also learn about semantic miscues in fluency assessments.

Candidates practice fluency instruction activities during class, and they  observe fluency instruction during their field observations. The second half of the semester is devoted to observing examples of instruction in fluency, vocabulary (morphology), and comprehension. They 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 students reading level. Then, they choose books at their students 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.

EDU 5180: In Spring 2024, CPP participated in the Literacy Performance Assessment (LPA) Pilot. Teacher candidates who participated were required to observe how the cooperating teacher included foundational reading skills, making meaning, language development, effective expression, and content knowledge. Later, teacher candidates included the elements into their LPA Lesson plan, instruction and reflective analysis. Cpp has been invited to participate in the LPA Field Test in Spring 2025. Teacher candidates will prepare and submit the LPA Field Test, and in doing so do learn about and be assessed on their understanding of lesson planning including foundational reading skills, making meaning, language development, effective expression, and content knowledge. Participation in the LPA Pilot and Field Tests has positioned CPP with a developied course that is honed over time in preparation for the Fall 2025 launch of the LPA.

Clinical Practice: Ensuring Opportunities for Candidates to Practice Teaching 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 use 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. With the launch of the LPA in Fall 2025, 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 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.

As indicated above, the support materials created for the LPA section of EDU 5180 will be available to all MS candidates in Fall 2025 and beyond to help them understand and succeed in demonstrating their skill in teaching the literacy elements.

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 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.

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.

5.2a. 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. 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 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.

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 an MS Dyslexia Guidelines Matrix to systematically address instruction, including information about diagnostic practices, across MS 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 MS program coursework details where each chapter of the CA Dyslexia Guidelines is introduced, practiced, and applied in the program.

During the period of the CTC Dyslexia grant, grant faculty worked collaboratively to plan and revise course curriculum based on grant scope of work. Our process to develop revised and new curricula was as follows:

1. Collaborative discussion on the CA Dyslexia Guidelines. 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.
3. A collaborative review of the matrix was discussed with grant faculty as well as each program's faculty.
4. Using this discussion feedback, each grant program faculty worked on their individual program course updates.
5. 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.
6. 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 students 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 of the 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.