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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.

Revisions have been made and are bolded.

Core literacy faculty provided an overview of Standard 7 and 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 Standard 7 and 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. 

Dr. Olson participated in the development of the UC/CSU California Collaborative for Neurodiversity and Learning modules. Dr. Taylor has been teaching the science of reading to preservice education specialists since 2014. She attends PD when funds are available to extend her knowledge on this topic. Using a UDL lens, the program extensively includes work with the ELA and ELD standards throughout a candidate’s time in the program. Both faculty members continually emphasize social justice in regards to literacy development and the importance of representation in reading materials in the classroom. 

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, Standard 7, 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. 

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 ²©88ÑÇÖÞ, 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.

Reviewer Feedback 

Reviewers see clearly that the ELA/ELD Framework and standards are referenced in coursework. Some courses include these as required materials, while others include them as "course specific information" or "Supplemental materials."  Please clarify which course or courses candidates initially (or primarily) learn about the ELA/ELD Framework and standards and where we may be able to find it reflected in the course assignments (lectures, discussions, readings).

Check that ELA/ELD is a required text/resource and referenced clearly in literacy coursework.

Response 

Please see the below table that describes where information may be found or revisions have been made to address reviewer comments. This table explicitly details where frameworks and standards are introduced, practiced, and assessed in coursework for all MS candidates. 

Text Reading, Decoding, Morphological Awareness and Fluency

D. decoding and encoding, including morphological awareness

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

Reviewer Feedback

• A: Reviewers did not find evidence concerning where decoding and encoding, including morphological awareness are specifically assessed
• A: Reviewers could not find clear evidence concerning where text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax are specifically assessed.

Institution Response

Assess

EDU 5100: Candidates complete an in-depth  whereby they select and work with a K-8 English Learner in reading and assess and analyze the student’s reading comprehension applying foundational skills (drawing from the ELA/ELD Frameworks and Standards, including Figure 2.10 which provides strategies for engaging with engaging with complex text, including using morphological knowledge and contextual cues to to derive meaning). After, they write and implement a reading lesson to increase the student’s reading comprehension and application of foundational skills. 

To help candidates  understand the reciprocal relationship between decoding and encoding, they collect writing sample(s) from student(s) to analyze in their EDU 5105 Language Arts, Second Language Acquisition and Children’s Literature methods course.

In EDU 5100, we expanded our fluency reflection assignment to this . Teacher candidates work on fluency, vocabulary (semantics) and comprehension (meaning making) with an actual TK-12^th grade student.  They apply and reflect on the effectiveness of the following:

• At least two assisted reading techniques (choral, echo, relay, paired) and help the student improve their understanding of spelling and syllable patterns.
• At least two comprehension strategies help the student increase their understanding of English grammar and
• Vocabulary strategies for at least two words to help students achieve a better understanding of the words. This includes helping students analyze the morphemes, noticing the prefixes, suffixes and root words, as well as the meanings.

Encoding

Introduce

EDU 5105: We updated our EDU 5105 course content and assignments. 6 Traits writing elements are studied, including encoding skills, when the class uses CCSS-ELA standards to for a narrative .  Encoding is specifically  introduced using the Graham (ed.) (2019) text , 3rd Edition , the text, Language Arts: Patterns of practice (9^th ed.) and supplemented by a range of . Specifics of encoding instruction will take place via the methods. Candidates will practice word sorts, read their instructions and other corresponding text excerpts, and examine the proposed encoding assessment.

Practice

EDU 5105: We updated our EDU 5105 course content and assignments. Candidates complete the updated assignment, , wherein they create a lesson that addresses writing development in a language arts lesson for multilingual learners. As part of the “” section of the lesson, the teacher candidate asks students to incorporate their Word Study knowledge into their first drafts of writing. Thus the lesson plan will guide students to apply their into their writing drafts.

Assess

Candidates complete an where they analyze a writing sample for multiple features including” grammatical and discourse-level understanding, foundational skills, meaning making attempts and effective expression. Following they describe implications and prepare and share a lesson that addresses one of the areas in which the student needs improvement.

Candidates also complete the assignment, , wherein they create a lesson that addresses writing development in a language arts lesson for multilingual learners. As part of the “” section of the lesson, the teacher candidate asks students to incorporate their Word Study knowledge into their first drafts of writing. Thus the lesson plan will guide students to apply their into their writing drafts.

EDU 5160: During clinical practice, candidates are assessed on the TPE 7 elements. Our

Clinical Practice Handbook - describes , the and clinical practice  . The Clinical Practice walks supervisors through each step with expectations and supporting documents including exemplar candidate files and further guidance for Interns .Cooperating Teachers/ Intern Support Providers. The review of the handbook, in an accompanying Cooperating Teacher Orientation is verified by the .

On each of the six observations (5 standard  observations and one literacy observation) the candidate and University Supervisor complete the (min 6 observations and require ELA observations). In the Clinical Practice Literacy Focused Observation and Debrief, the tool is implemented to record the literacy standard elements that are met, as well as experience in working with a student with diagnosed Dyslexia. 

At the midpoint and end of Clinical Practice, University Supervisors collaborate with the Cooperating Teacher  to complete the EDU 5160 , which includes an item for This tool records the candidate's  development of literacy standard 7 elements throughout the Clinical Practice experience. At midpoint, the supervisor is to collaborate with the cooperating teacher/intern support provider to ensure candidates have the necessary literacy experiences to meet the standards and TPE 7 elements by the end of the term.

At the end of Clinical Practice, candidates collaborate with their supervisors and Cooperating Teachers to complete the (IDP).

EDU 5180: Beginning fall 2025, candidates will complete the which will provide partial coverage of TPE 7.5 based on candidate choice or context for clinical practice (see , Appendix A). In the LPA candidates are expected to select at least one foundational skill to include in or across 3-5 literacy lessons.

Foundational skills (TPE 7.5) are primarily covered in  (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  . 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  . 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  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  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 . 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  , 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   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  . 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   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  and the  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  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  and provided access to the  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  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,  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 , 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  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. 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  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  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.

TPEs 7.6/U7.6 Meaning Making 

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.

Reviewer Feedback

• I: Evidence provided does not demonstrate how candidates learn how to engage their students specifically in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.
• P: Evidence provided does not demonstrate how candidates practice engaging their students specifically in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.
• A: Evidence provided does not demonstrate how candidates are assessed concerning how to engage their students specifically in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research

Institution Response

Introduce

EDU 5115: In the Theory & Practice in Science & Health Education course, candidates are explicitly introduced to strategies for integrating disciplinary literacy into science instruction using interactive read-alouds. The session begins with assigned readings, including Bishop’s Mirrors, Windows, and Sliding Glass Doors and selections from Picture-Perfect STEM Lessons, which provide a foundational understanding of how children’s literature can support engagement, comprehension, and equity in science education. Candidates are taught how to evaluate fiction and nonfiction picture books for scientific accuracy, representation, and pedagogical potential. Read-aloud techniques, such as think-alouds and dialogic questioning, are modeled and discussed to highlight how students can engage in reading, listening, viewing, and speaking to support evidence-based reasoning and inquiry.

Evidence:

5105: The course has been revised to enhance the teaching of how to integrate the language arts during writing instruction. Candidates participate in reading, discussing, and evaluation of the following themes: building on students’ linguistic and community resources; engaging students in during writing instruction; and using the in the context of a writers’ community to compose, analyze, and assess writing. 

Practice

EDU 5115: Following the introduction, candidates practice these strategies by selecting and analyzing children’s books using a provided rubric focused on disciplinary literacy and alignment with science learning goals. They participate in a library-based exploration to identify five science-related texts and evaluate them for classroom use. In Session 5,candidates rehearse interactive read-aloud strategies in small groups, develop prompts to guide student analysis and reflection, and receive peer feedback. These activities allow candidates to apply what they've learned by planning for and enacting instruction that supports reading, listening, speaking, and viewing to promote science understanding and discourse.

Evidence

5105: The course has been revised to assess candidates’ design of integrative writing instruction.  The assignment guidelines for, “

” demonstrates the way that candidates will integrate their skills and knowledge about how to engage their students specifically in reading, listening, speaking, writing, and viewing closely to draw meaning from texts, ask and answer questions, and create text that showcase their abilities to analyze and reflect on both written texts and oral texts stemming from their home communities.

Assess

EDU 5115: Candidates are assessed through a culminating assignment in which they develop a culturally relevant 5E science lesson plan. This plan must include a children’s book-based read-aloud in the Engage phase, as well as activities that support scientific discourse and inquiry throughout. The lesson plan rubric includes a dedicated category for Disciplinary Literacy Integration, which evaluates the inclusion of reading, speaking, listening, ELD standards, and language objectives. Additionally, candidates complete a written reflection assessed using a separate rubric, which includes criteria on the Promotion of Literacy and asks candidates to critically analyze how their lesson supports disciplinary literacy and student engagement with texts.

Evidence

EDU 5160: During clinical practice, university supervisors complete a focused literacy

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support using the  . During the classroom observation they document instructional strategies and accommodations to support meaning making, gather further input from the, and then with the candidate. If needed, they ) to ensure opportunities to practice TPE 7.6 are provided.

The  Clinical Practice Midterm and Final Evaluation includes a

EDU 5180: Beginning fall 2025, candidates will complete the

which will provide partial coverage of TPE7. 6  based on candidate

choice or context for clinical practice (see , Appendix A).

TPEs 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.

Reviewer Feedback

• A: Reviewers could not find specific evidence concerning how candidates are assessed in promoting 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.

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

• A: Reviewers could not find specific evidence concerning how candidates are assessed in creating environments that foster students’ oral and written language development, including discipline-specific academic language.

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

• A: Reviewers could not find any evidence of candidates being assessed in the creation of diverse print, oral, digital, and multimedia texts. The links refer to text book pages, but there is not explanation of its contents.

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

• A: Reviewers could not find evidence for assessment concerning how candidates' instruction leverages students’ existing linguistic repertoires, including home languages and dialects, and that accepts and encourages translanguaging

Institution 7.7 Response 

Assess

EDU 5160: During clinical practice, university supervisors complete a focused literacy

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support using the  . During the classroom observation they document instructional strategies and accommodations to support , gather further input from the, and then with the candidate. If needed, they ) to ensure opportunities to practice TPE 7.7 are provided. 

The  Clinical Practice Midterm and Final Evaluation includes a  item the includes all the elements as follows:

Promote oral and written language development by attending to vocabulary knowledge and use, grammatical structures (syntax), and discourse-level understanding. Create environments that foster oral and written language development including discipline-specific academic language. Engaging students in the creation of diverse print, oral, digital, and multimedia texts. Leverage students L1 and encourage translanguaging.

EDU 5180: Candidates complete CalTPA which requires the inclusion of Academic

Language Development in their lesson plan. The  requirement is displayed in the

screenshot below: Cycle 1 Requirements within the Lesson plan.

In small groups candidates review information related to the requirements of the CalTPA Cycle 1 CalTPA. They review the content and discuss collaboratively how it will inform their Cycle 1 lesson plans.

They submit their cycle 1 and receive feedback per rubric Beginning fall 2025, candidates will complete the which will provide partial coverage of TPE 7.7  based on candidate
choice or context for clinical practice (see , Appendix A).

TPEs 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.

Reviewer Feedback

• A: Reviewers could not find specific evidence for assessment concerning the elements of this TPE.

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.

• A: Reviewers could not find any evidence of candidates being assessed concerning how to teach their students how to plan, develop, provide feedback to peers, revise using peer and teacher feedback, edit, and provide opportunities for their students to produce their own writing and oral presentations in various genres, drawing on the modes of opinion/ argumentation, information, and narration.

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

• I: The textbook chapters do not provide sufficient evidence concerning how candidates are introduced to developing their students’ use of keyboarding, technology, and multimedia, as appropriate, and fluency in spelling, handwriting, and other language conventions to support writing and presentations.
• P: The textbook chapters provided do not demonstrate evidence concerning how candidates practice how to develop their students’ use of keyboarding, technology, and multimedia, as appropriate, and fluency in spelling, handwriting, and other language conventions to support writing and presentations.
• A: The textbook chapters do not provide sufficient evidence concerning how candidates are assessed for these elements.

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

• I: The textbook chapter number does not provide sufficient evidence that this element has been introduced.
• P: The textbook chapter number does not provide sufficient evidence that this element has been practiced.
• A: The textbook chapter number does not provide sufficient evidence that this element has been assessed

Institution 7.8 Response

Introduce and Practice

EDU 5105:  We added the text to introduce candidates to letter formation/printing,   related language conventions, such as capitalization and punctuation,  ). We also added the text to introduce candidates to word study for phonics, vocabulary and spelling.

During Week 5, candidates learn about digital tools to develop students' use of keyboarding, technology and multimedia. They take notes on Chapter 8 of the text. They learn about multiple , including resources for the teaching of typing. They practice with the use of digital resources during class.  During Week 6, candidates also use the Beard et. al text to learn about how to conceptualize , and how to implement a spelling program in their classes.

In their Instruction for Multilingual Learners Lesson Plan  Assignment, candidates must indicate that their students will use during the revision process that occurs after the lesson that they have developed.

During Week 6, candidates build on their introduction to  , by practicing a set of activities from the text. In the Instruction for Multilingual Learners Lesson Plan  Assignment, they that they have engaged students in prior to the lesson that they have developed.

During , candidates focus on how and why to teach handwriting. They read a on the subject, and experience a range of classroom tasks at different levels aimed at improving or teaching handwriting and writing fluency. They explore digital resources available to teachers.

Assess 

EDU 5160: During clinical practice, university supervisors complete a focused literacy

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support  using the  . During the classroom observation they document instructional strategies and accommodations to support , gather further input from the, and then with the candidate. If needed, they ) to ensure opportunities to practice TPE 7.8  are provided.

The  Clinical Practice Midterm and Final Evaluation includes a  item the includes all the elements as follows:

Effective Expression. Develop expression as students 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. Teach students to provide feedback to peers, revise their own writing  and oral presentations in various genres using feedback. Develop keyboard, technology and multimedia use. Develop fluency in spelling and handwriting, including letter formation/printing , capitalization, and punctuation, in conjunction with applicable decoding skills. Leverage students L1 and encourage translanguaging

EDU 5180: Beginning fall 2025, candidates will complete the

which will provide partial coverage of TPE 7.8  based on candidate

choice or context for clinical practice (see , Appendix A).

7d. Effective Expression. The program focuses on candidate instruction and supervised support that values and leverages students’ existing languages and dialects, including translanguaging, and that promotes effective expression in languages other than English in both English-medium and multilingual programs. 

Reviewer Feedback

• Please provide a brief narrative and supporting links to syllabi that address this element.
• Little evidence demonstrated the program's promoting effective expression in languages other than English in both English-medium and multilingual programs.

Institution 7d Response

Introduce

EDU 5105. To introduce the concepts outlined in 7d, the course begins by inviting candidates to trace their personal writing journeys. This serves to bring to light opportunities and barriers to inclusive, culturally sustaining language arts education. , candidates read a contemporary essay on the metaphors of “windows, mirrors, and metaphors” in children’s literature. They also examine tools for identifying bias in instructional materials. , students deepen their knowledge about culturally sustaining pedagogies. At that time, two colleagues will present two chapters from the España & Herrera (2021) text, En comunidad: Lessons for centering the voices and experiences of bilingual Latinx students. Chapter 1 is entitled: “Centering the voices and experiences of bilingual Latinx students.”  Chapter 2 is entitled: “Examining Language Practices and Identities.” Ch. 2 includes an exposition of the concept of translanguaging, which is built upon in a lecture by the instructor. Candidates will examine web resources to support translanguaging in the classroom, such as the blog .

Practice

EDU 5105. During the Week 2 class session, candidates evaluate children’s literature selections for bias, and also for potentially culturally sustainable elements. As part of the In the Instruction for Multilingual Learners Lesson Plan Assignment, candidates must build in a robust way on community and linguistic funds of knowledge via the t they must incorporate. This assignment requires students from linguistically non-dominant communities to interview an adult in their family or community in the heritage language. Finally, in the final reflection for this assignment, candidates must explain how they invited students to as they participated in the lesson.          

Assess

EDU 5160: During clinical practice, university supervisors complete a focused literacy

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support , including, including using the  . During the classroom observation they document  strategies that promote , including . They gather further input from the, and then with the candidate. If needed, they ) to ensure opportunities to practice TPE 7.8  are provided.

The  Clinical Practice Midterm and Final Evaluation includes a  item that includes leveraging students L1 and encouraging translanguaging.

Effective Expression. Develop expression as students 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. Teach students to provide feedback to peers, revise their own writing  and oral presentations in various genres using feedback. Develop keyboard, technology and multimedia use. Develop fluency in spelling and handwriting, including letter formation/printing , capitalization, and punctuation, in conjunction with applicable decoding skills. Leverage students L1 and encourage translanguaging

EDU 5180: Beginning fall 2025, candidates will complete the

which will provide partial coverage of TPE 7.8  based on candidate

choice or context for clinical practice (see , Appendix A).

4.2a. Communication/Agreement with Districts

The Department revised the and the 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 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 and provided access to the 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 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, 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 , 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 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 .” 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 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 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.

4.2c. Candidate Clinical Practice Opportunities – Direct link(s) to specific location(s) in clinical practice observation tools that ensure candidates are practicing teaching these skills and are provided formative feedback to guide improvement.

Reviewer Feedback

• Observation Tools/Assessments: An observation tool specifically targeting literacy skills is absent.
• Candidates Provided Formative Feedback: Candidates are provided feedback with the observation tool, however not specifically concerning literacy skills.

Institution Response - Literacy Focused Observation and Feedback

We have updated our EDU 5160 Clinical Practice materials to include a focused literacy observation. University supervisors use this to guide coaching with their teacher candidates. The tool includes look for items for and including foundational skills, meaning making, language development, effective expression and content knowledge.  It also includes TPE 7 discussion points for including . The tool is introduced during the and used alongside the to provide formative feedback to candidates. It may  be used across multiple  debriefing and coaching sessions.

We also enhanced our  by unpacking and including all   Thend  now direct supervisors to collaborate with cooperating teachers/intern support providers to plan necessary literacy experiences to ensure candidates can meet the TPE 7 elements.

Candidates complete EDU 5180 alongside clinical practice and submit the CalTPA. They receive  feedback on their ability to support student development and demonstration of academic language in relation to content-specific learning goal(s). Beginning fall 2025, candidates will complete the Literacy Performance Assessment (LPA) which will fully cover and offer feedback on TPEs 7.1, 7.2 and 7.4 and provide partial feedback on the remaining  TPE 7 elements (see , Appendix A).

Grounded in UDL

TPE 7.2 Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning;

Reviewer Feedback

• I: Researchers could not find evidence that candidates are introduced on how to plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning;
• P: NO
• A: NO

Institution Response

Introduce

EDU 5150: This is an introductory activity, where candidates learn about UDL and apply it to their fieldwork hours. Week 3 Introduction to UDL + Activity

EDU 5150: This is a follow to the week 3 activity where candidates learn deeply about UDL as an and foundation skill in lesson planning and meeting the literacy needs of all students.

Practice

EDU 5180: This is a practice activity, where candidates are divided into small groups to  learn about a specific element of lesson planning. They review the linked videos and report out on a Google slide their findings, and how they will apply to their Cycle lesson plan. 

Week 3 Activity

Assess

EDU 5160: During clinical practice, university supervisors complete a focused literacy observation where they Review lesson plan(s) to ensure they include evidence-based literacy instruction and/or integrated content and literacy instruction grounded in an understanding of UDL, MTSS, CA Dyslexia Guidelines using They also assess evidence-based practice using the

EDU 5180: Candidates complete EDU 5180 alongside clinical practice and submit the CalTPA.

In preparation for CalTPA Cycle 2 Part B: Learning Segment Template, item 7, they complete the following activity to review Universal Design for Learning. Students are divided in to small groups and they review content, then share out on a slide to the class.

They receive  feedback on their ability to apply evidence-based practices, including UDL, to support students' development and demonstration of academic language in relation to content-specific learning goal(s).

Beginning fall 2025, candidates will complete the    which will provide full coverage and feedback on TPE 7.2 (see , Appendix A).

Grounded in MTSS

Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of 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)

Reviewer Feedback

• A: Reviewers could not find evidence concerning how candidates are assessed in planning and implementing evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of an understanding of MTSS.

Institution Response

 Assess         

EDU 5160: During clinical practice, university supervisors complete a focused literacy observation where they Review lesson plan(s) to ensure they include evidence-based literacy instruction and/or integrated content and literacy instruction grounded in an understanding of UDL, MTSS, CA Dyslexia Guidelines using the

They also assess evidence-based practice using the 

EDU 5180: Candidates complete EDU 5180 alongside clinical practice and submit the

CalTPA. They receive  feedback on their ability to apply evidence-based

practices to support students' development and demonstration of academic language in

relation to content-specific learning goal(s).

Beginning fall 2025, candidates will complete the   which will provide full coverage and feedback on TPE 7.2 (see , Appendix A).

Grounded in Dyslexia Guidelines

7..2 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).

Reviewer Feedback

• P: Reviewers could not find evidence that candidates practice how to plan and implement evidence-based literacy instruction that is grounded in an understanding of the California Dyslexia Guidelines. CDG is not introduced.
• A: Reviewers could not find evidence that candidates are assessed on how to plan and implement evidence-based literacy instruction that is grounded in an understanding of the California Dyslexia Guidelines. CDG is not introduced.

Institution Response

 Practice

EDU 5150: Candidates complete an  where they watch a video and revisit the California Dyslexia Guidelines previously introduced in their EDU 5100 course.  They complete the UC|CSU  that covers the definition and characteristics of dyslexia and structured literacy, upload the completion certificate and discuss the four key takeaways with their fieldwork experience teacher. Candidates also complete an where they practice how to plan and implement accommodations for a student with dyslexia.           

EDU 5160: During clinical practice, university supervisors complete a focused literacy observation where they Review lesson plan(s) to ensure they include evidence-based literacy instruction and/or integrated content and literacy instruction grounded in an understanding of UDL, MTSS, CA Dyslexia Guidelines using the . They review lesson plans for (and integrated content and literacy) instruction grounded in . During their observation, they document how  the candidate . The focus on h, engage and  . The supervisor gathers i and if needed,) to ensure opportunities to practice are provided.

Assess

EDU 5160: During clinical practice, university supervisors  assess evidence-based practice literacy instruction and integrated literacy instruction grounded in the California Dyslexia Guidelines using the 

EDU 5180: Candidates complete EDU 5180 alongside clinical practice and submit the
CalTPA. They may select a student with dyslexia as their Focus Student 3 and receive
feedback for Cycle 1. They also receive  feedback on their
ability to apply evidence-based practices to support students' development and
demonstration of academic language in relation to content-specific learning goal(s)
which may include support for student(s) with dyslexia.
Beginning fall 2025, candidates will complete the which will provide full coverage and feedback on TPE 7.2 (see , Appendix A). 

Monitoring of Student Progress

TPE 7.10 Monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision making.

Reviewer Feedback

• P: Reviewers could not find evidence that candidates practice how to monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision making.
• A: Reviewers could not find evidence that candidates are assessed on how to monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision making.

Institution Response

Practice and Assess  

Institution Response

EDU 5100: Candidates complete an in-depth  whereby they select and work with a K-8 English Learner in reading. They have their  K-8 student read them grade-level literature and a grade-appropriate content-area text (see Figure 2.2 of the ELA/ELD Frameworks).Then, they  describe the Qualitative Dimensions of the Text Complexity (see Figure 2.8 of the ELA/ELD Frameworks), and their  Strategies for Supporting Learners’ Engagement with Complex Text (Figure 2.10 of the ELA/ELD Frameworks). Candidates  assess the student’s ability to meet the sub-strands of each of the Domains of Literature, Informational Text, Literacy in History/Social Studies, Literacy in Science/Technical Subjects, as appropriate to the grade level. Using either the grade-level literature or grade-appropriate content area text, analyze your student in the following areas:

• Vocabulary Analysis
• Phonics, Phonological Awareness, Print Concepts, Word Recognition and Fluency Analysis
• Meaning Making Analysis

After monitoring the student’s progress, they write and implement a reading lesson to increase the student’s reading comprehension and application of foundational skills.  To help candidates  understand the reciprocal relationship between decoding and encoding, they collect writing sample(s) from student(s) to analyze in their EDU 5105 Language Arts, Second Language Acquisition and Children’s Literature methods course.

Candidates also complete this . Teacher candidates work on fluency, vocabulary (semantics) and comprehension (meaning making) with another student and  apply and reflect on the effectiveness of the following:

• At least two assisted reading techniques (choral, echo, relay, paired) and help the student improve their understanding of spelling and syllable patterns.
• At least two comprehension strategies help the student increase their understanding of English grammar and
• Vocabulary strategies for at least two words to help students achieve a better understanding of the words. This includes helping students analyze the morphemes, noticing the prefixes, suffixes and root words, as well as the meanings.

5105: The course has been revised to assess candidates’ design of integrative writing instruction.  The assignment guidelines for, “

” demonstrates the way that candidates will integrate their skills and knowledge about how to engage and assess their students specifically in reading, listening, speaking, writing, and viewing closely to draw meaning from texts, ask and answer questions, and create text that showcase their abilities to analyze and reflect on both written texts and oral texts stemming from their home communities.

EDU 5150: Candidates prepare a Collaborative Lesson Plan in groups of 2-4 candidats. From the Collaborative Lesson Plan, candidates choose one activity with a formal  assessment which they instruct to a small group of students in their Fieldwork Hours, and complete the t. Candidates then . Although they do not actually deliver future instruction based on the assessment results, they decide if they would reteach or extend the learning based on the assessment results. 

EDU 5160: During clinical practice, university supervisors complete a focused literacy observation where they Review lesson plan(s) to ensure they include evidence-based literacy instruction and/or integrated content and literacy instruction grounded in an understanding of UDL, MTSS, CA Dyslexia Guidelines using the . These ,  items combined with the item ensure candidates have the opportunity to practice using formative assessment practices, ongoing progress monitoring and diagnostic techniques. Candidates receive formative feedback on the  . If the candidate has not had the literacy experiences necessary to meet the elements of TPE 7 before the end of the term, the supervisor is to collaborate with the cooperating teacher/intern support provider to plan for these experiences.

Candidates receive summative feedback on the  . of strength and opportunities for growth with related and strategies are documented on their (IDP).

EDU 5180: Candidates complete EDU 5180 alongside clinical practice and submit the

CalTPA. For Cycle 1, they plan for and monitor student learning goals progress, including for an English Learner, and receive feedback.. For Cycle 2, they receive  feedback on how well they support students' development and demonstration of academic language in relation to content-specific learning goal(s)

Beginning fall 2025, candidates will complete the

which will provide full coverage and feedback for this first element of TPE 7.10   (see , Appendix A).

Understand how to Assess and Interpret for ELs

Understand how to appropriately assess and interpret results for English learner students. 

Reviewer Feedback

• P: Reviewers found no evidence that candidates practice their understanding of how to appropriately assess and interpret results for English learner students.
• A: Reviewers found no evidence that candidates are assessed concerning their understanding of how to appropriately assess and interpret results for English learner students.

Institution Response

Practice

EDU 5150: In this Week 4 Asynchronous IRIS Module Content candidates learn about instructional practices for ELLs which they incorporate as practice in their lesson plan assignment.

Week 4 Asynchronous IRIS Module

EDU 5150: Candidates prepare a Collaborative Lesson PLan in groups of 2-4 candidates. Then, from the Collaborative Lesson Plan, each student chooses a different activity from the Collaborative Lesson Plan with which to complete the . With the one selected activity, candidates create accommodations for four student profiles, as well as an informal and formal assessment. One of the student profiles is an English Language Learner. The candidates then teach the one activity and give the formal assessment to a small group of students in their Fieldwork Hours class assignment. The results of the formal assessment are analyzed for the whole small group and for the four student profiles (one of which is an ELL). Candidates then reflect upon the difference in student performance for the whole class and the four student profiles.   

Assess

EDU 5160: During clinical practice, university supervisors complete a focused literacy observation where they for appropriately differentiation to support the range of students’ literacy development and integrated content and literacy development, including English Learners and multilingual learners using the  . The focus on how the candidate uses and to inform their instruction.

The  includes a TPE 7.10- specific item.

EDU 5180: Candidates complete EDU 5180 alongside clinical practice and submit the

CalTPA. They must select an English Learner for Focus Student 1 and receive

feedback for Cycle 1. They also receive  feedback on their

Planning for students' development and demonstration of academic language in

relation to content-specific learning goal(s) and ELD goal(s) for English Learners.

Beginning fall 2025, candidates will complete the

which will provide partial coverage of TPE 7.10 based on candidate choice or context for clinical practice (see , Appendix A).

Collaborate with Families, Guardians and Professionals

If indicated, collaborate with families and guardians as well as with teachers, specialists, other professionals, and administrators from the school or district to facilitate comprehensive assessment for disabilities in English and as appropriate in the home language; plan and provide supplemental instruction in inclusive settings; and initiate referrals for students who need more intensive support.

Reviewer Feedback

• P: Reviewers could not find evidence of candidates' practicing how to collaborate with families and guardians as well as other professionals to facilitate comprehensive assessment for disabilities in English and as appropriate in the home language; plan and provide supplemental instruction in inclusive settings; and initiate referrals for students who need more intensive support.
• A: Reviewers could not find evidence of candidates being assessed concerning how to collaborate with families and guardians as well as other professionals to facilitate comprehensive assessment for disabilities in English and as appropriate in the home language; plan and provide supplemental instruction in inclusive settings; and initiate referrals for students who need more intensive support.

Institution Response

Practice

EDU 5150: In this week 3 asynchronous class session, candidates learn about inclusion consideration for students with disabilities, including legal requirements, collaborating with families and professionals and using accommodations, modifications and alternative assessment.  They answer wrap up questions regarding questions they might ask and apply strategies to the upcoming lesson plan assignment.

 Week 3 IRIS Module: Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities

EDU 5150: In this week 11 asynchronous class session, candidates learn about instructional and test supports for students with disabilities including collaborating with  IEP teams to  select, implement and evaluate accommodations.

The Iris models contribute to candidates' where they choose one activity with a formal  assessment which they instruct to a small group of students. In collaboration with the teacher of their Fieldwork Experience they make  instructional accommodations for three Focus Students (an English Language learner, a student with an Independent Educational Plan (IEP) OR Gifted and Talented (GATE) student, a student who presents an academic and/or emotional challenge for the lesson plan instruction), and a student with identified dyslexia.

EDU 5105: The course has been revised to assess candidates’ design of integrative writing instruction.  In their

” candidates practice how to collaborate with families and guardians to provide comprehensive assessment for students. The guidelines require candidates to engage their students specifically in reading, listening, speaking, writing, and viewing closely to draw meaning from texts, ask and answer questions, and create written and oral texts stemming from their home communities.  Prior to the planned lesson, candidates have their students

1. participate in a 1-2 day reading lesson sequence that involves assessing students’ reading and examining the literary elements of the lesson (e.g., characters, setting, plot) from a selected picture book or chapter book excerpt.
2. Complete a brief interview of an adult at home or in their community (in the students’ home language), eliciting the students’ community perspectives. For instance, students can inquire about a personal experience that relates to the theme of the reading selection. As part of the homework, students will have done a quick-write summarizing the interview findings. They will bring this quick-write to class.
3. Participate in word study practices to assess their understanding of encoding to inform the lesson.

Candidates use the lesson plan template to develop writing lesson where their students write a third person narrative based on the interview performed at home, and drawing from the themes of the children’s literature selection. Candidates will build on students’ linguistic and community funds of knowledge to engage them in the initial stages of the writing process (pre-writing, drafting) and elicit peer feedback on the first draft of the narrative.

EDU 5160: During clinical practice, university supervisors complete a focused literacy observation where they for appropriately differentiation to support the range of students’ literacy development and integrated content and literacy development, including English Learners and multilingual learners using the  . The focus on how the candidate engages and  . The supervisor gathers i and if needed,) to ensure opportunities to practice are provided.

Assess

The  includes a TPE 7.10- specific item.

 EDU 5180: Candidates complete EDU 5180 alongside clinical practice and submit the

CalTPA. They must select an English Learner for Focus Student 1 and a student with an

IEP, 504 or GATE plan for focus student 3 and receive  feedback for making appropriate adaptations (accommodations and/or modifications) for  Cycle 1. 

Beginning fall 2025, candidates will complete the

which will provide partial coverage of TPE 7.10 based on candidate choice or context for clinical practice (see , Appendix A).

5.2a. Communication/Agreement with Districts

The Department revised the and the 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 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 and provided access to the 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 also included language related to the expectations for TPE 7 and the for all programs.

The 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, 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. 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 , 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 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.” 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 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 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 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 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 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 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 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 and the 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 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 included language related to the expectations for TPE 7 and the 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 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 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.

Reviewer Feedback 

CA Dyslexia Guidelines are listed as a required text but reviewers cannot see where it is explicitly incorporated into the program.

Some coverage of the Dyslexia Guidelines was found. However, reviewers could not find evidence that chapters 2,5,6,10 and 12 from the Dyslexia Guidelines are covered in the MS program. Please clarify where candidates get this content in the program.

Check that CA Dyslexia Guidelines (all chapters) are clearly identified and required reading in one or more courses.

Response 

Please see the below table that describes where information may be found or revisions have been made to address reviewer comments. This table explicitly details where the guidelines  are introduced, practiced, and assessed in coursework for all MS candidates. 

Reviewer 2 Feedback

Could not find evidence of  MS candidates being assigned chapter 10 of the California Dyslexia Guidelines (CDG). Language provided in the MMSN and ESN submissions states "Traditional and Intern Candidates take EDU 5302 Educating Students with Disabilities in Diverse Settings - Candidates are not assigned to specifically read Chapter 10 of the CA Dyslexia Guidelines." We understand that chapter 10 may not specifically apply to gen ed candidates. Nevertheless, Ed Code requires that all candidate be assigned required readings of all chapters in the CDG.

Program Response

While Ed Code does not explicitly state the Dyslexia Guidelines must be read, but that the material needs to be covered in a teacher preparation program, we have updated our EDU 5302 course syllabus  so candidates are required to Read Chapter 10 as part of their Week 3 Module Assignments that all candidates complete.

In addition, please reference the below Canvas screenshots from Week 3: The Special Education Process

Students work through . Slides that specifically relate to Chapter 10 are: Slides 3, 4, 7, 8, 9-19 (Slides do not allow for bookmarking, unfortunately). 

Choice Board Activity -