Education Specialist Literacy Certification
CTC Phase III ECSE Final Feedback
CTC Phase III MMSN and ESN Final Feedback
Link to Google Document Responses to the second round of Phase II feedback are highlighted in red. The responses to the first Phase II feedback responses are highlighted in yellow. Updated links to the approproiate secitons of the document are below.
PART 2. OVERVIEW OF REQUIRED COURSES FOR LITERACY INSTRUCTION AND PROCESS FOR PROGRAM REVISIONS
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Pathway |
List of all required courses where the primary focus is literacy instruction (Hyperlink the course title to the current syllabi) |
List of any other required courses where literacy standard 7 and TPE 7 are covered but are not the primary focus of the course (Hyperlink the course title to current syllabi) |
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Education Specialist Mild Moderate |
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Education Specialist Extensive Support Needs |
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Education Specialist Early Childhood |
*note: Intern and Residency Pathways for special education programs require the same coursework as the traditional pathway
The process used by the Department of Special Education to review the credential programs and ensure alignment with the new literacy instruction standards and teaching performance expectations involved several key steps. First, a committee was assembled, chaired by Dr. Lauren Collins. Dr. Collins was chosen for her extensive experience in teaching literacy methods for students with reading disabilities and her completion of Orton-Gillingham training. Other committee members included Dr. Chris Brum, focusing on literacy for students with emotional and social needs (ESN), and Dr. Melina Melgarejo, specializing in literacy for Early Childhood Special Education (ECSE) and Dual Language Learners. The committee reviewed Standard 7, which likely pertains to literacy instruction, as well as Teaching Performance Expectation (TPE) 7, which outlines the expectations for teachers regarding literacy instruction. This review provided the foundational understanding of what the new literacy instruction standards and teaching performance expectations entail. The committee analyzed syllabi related to the special education program. Syllabi likely included course outlines, objectives, and content covered throughout the program. The committee identified where the topics specified in the new literacy instruction standards and teaching performance expectations are currently introduced, practiced, and assessed within the existing special education program. This step involved comparing the content covered in the program with the requirements outlined in the standards and expectations. By following these steps, the committee ensured that the special education program was aligned with the new literacy instruction standards and teaching performance expectations, thereby enhancing the quality of education provided to students with special needs.
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.
Faculty teaching the literacy instruction courses for the SPED department were involved in reviewing syllabi to ensure that courses met the requirements in SB 488, new standards and TPEs, and evidence base supporting them. All departmental documentation (e.g., literacy syllabi, accreditation documentation, etc) related to this initiative and corresponding state documents (e.g., SB 488, literacy standards and TPEs, etc) will be stored in the shared SPED Department Drive. Moving forward, Dr. Collins and the SPED Department Chair will collaborate to ensure that any faculty who teach the literacy instruction courses have access to the documentation in the shared drive and have an opportunity to meet with the chair (or another member) of the department literacy accreditation committee to discuss any questions. Finally, faculty who instruct literacy courses will be encouraged to watch the CDE ELA/ELD Re-Centering the ELA/ELD Framework Session 1: Overview Comprehensive Literacy and complete the UCLA Introduction to Dyslexia module.
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.
SDSU and the College of Education has supported the literacy working group by providing professional development funding to all literacy working group members. The members are deciding which professional development opportunity to attend for 2024-2025 academic year. Additionally, the Special Education literacy work group members and Literacy faculty will be participating in the free CCTC and CDE-sponsored professional development on literacy and will report back to the broader Special Education Faculty, including lecturers. The Literacy faculty will view previously recorded webinars on the topics of foundational skills, dyslexia, and early literacy. Resources from CSU’s Center for the Advancement of Reading/Writing (CAR/W) will also be shared with the Literacy faculty by the SPED Literacy Workgroup. At least one member from the literacy working group will participate in CAR/W’s professional learning events during the 2024-2025 academic year that focus on foundational skills, early literacy, dyslexia, literacy and multilingual learners.. A literacy drive was created to house all materials in one place where all faculty, including those that teach literacy methods, can reference and utilize those resources.
In regard to preparation for the Literacy TPA, Christopher Brum, faculty member in the Department of Special Education, was a lead assessor for the CalTPA Cycle 2 assessment. As part of this role, he received specialized training on the Literacy TPA and provided targeted training to SPED Program Coordinators and other program support staff on foundational literacy skills and the additional cross cutting themes in literacy to increase their literacy knowledge so they would be able to better support candidates during their field placements and during the LPA process. The Special Education program and its candidates are currently participating in the Literacy Performance Assessment field test (AY 24-25) and participated in the Literacy Performance Assessment pilot last academic year (23-24). 90% of the of the special education candidates passed the Literacy TPA on their first attempt.
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 program coordinators for each credential pathway in the Department of Special Education will email all mentor/cooperating teachers and other relevant PK-12 partners to provide the updated handbook with information regarding changes and performance assessment requirements. The updated handbook will include links to SB 488, ELA & Literacy Standards, ELD Standards, and the ELA/ELD Framework.
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?
Dr. Melina Melgarejo specializes in improving intervention effectiveness and access for dual language learners with disabilities. Dr. Melgarejo teaches in both the Special Education and Dual Language Education departments, focusing on multilingual learners with disabilities. She teaches DLE 651, which provides candidates with the background, skills, and knowledge necessary to address the needs of English Learners (ELs) in both (ELD) and mainstream classroom settings. Participants review current policy, research, and theory on best practices in assessing and educating ELs in ELD across disciplines, emphasizing the pedagogical approach of Integrated ELD—an approach that focuses on making content comprehensible while teaching academic content area vocabulary, and Designated ELD—the protected time and space where ELs participate in English language instruction at their language proficiency level.
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.
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Standards |
Mild/Mod Syllabi |
ESN Syllabi |
ECSE Syllabi |
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English Language Arts and Literacy Standards |
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English Language Development Standards |
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ELA/ELD Framework |
PART 3. PREPARING CANDIDATES TO UNDERSTAND AND TEACH FOUNDATIONAL SKILLS, AS REQUIRED IN EDUCATION CODE SECTION 44259 (b)(4)(A)(i) and (B)
Education Specialist Mild to Moderate and Extensive Support Needs
Updates are highlighted in red.
Coverage of Standard 7: Mild/Moderate and Extensive Support Needs Programs
All candidates in the mild/moderate and extensive support needs programs enroll in SPED 547. The topics in this course are centered around foundational literacy skills, including. The topics in the course reflect the Science of Reading, and students receive direct instruction in: print concepts, including letters of the alphabet; phonological awareness, including phonemic awareness; phonics, spelling, and word recognition; decoding and encoding; morphological awareness; and text reading fluency, including accuracy, prosody (expression), and rate (an indicator of automaticity).
Coverage of Standard 7: Early Childhood Special Education Program
All candidates in the early childhood special education program enroll in CFD 380. The topics in this course are centered around foundational literacy skills including Print concepts, including letters of the alphabet; phonological awareness, including phonemic awareness; phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondences; and decoding and encoding, including morphological awareness.
Coverage of MM 7.5
TPE U7.5 is covered in SPED 547 as described above, as well as in TE 930. MM 7.5 is addressed in SPED 560, a course that is focused on applications of technology for individuals with disabilities. Specifically, there is a lecture on augmentative and alternative communication and a corresponding assignment. Students apply knowledge learned in both courses as part of their final project in SPED 547.
Coverage of EX 7.5
TPE U7.5 is covered in SPED 547 as described above, as well as in TE 930. EX 7.5 is addressed in SPED 560, a course that is focused on applications of technology for individuals with disabilities. Specifically, there is a lecture on augmentative and alternative communication and a corresponding assignment. Students apply knowledge learned in both courses as part of their final project in SPED 547.As required by the California Commission on Teacher Credentialing, candidates enrolled in the Department of Special Education credential programs are required to take and pass a Commission approved literacy performance assessment, that includes a focus on foundational literacy skills and the additional cross cutting themes in literacy. As part of their practicum experience, candidates will need access to students who require targeted instruction in foundational skills. Candidates will be required to assess students’ skills; plan and teach a series of lessons (including summative assessments); and video record their instruction.
Link to Candidate Clinical Practice Opportunities. Updates are highlighted in yellow.
PART 4: PROGRAM INCLUSION OF LITERATURE, LANGUAGE, COMPREHENSION
Updates are highlighted in red
This is a new section for the second Phase III review
Updates to Phase III second review are highlighted in red here
Link to student teaching rubrics. Updates are highlighted in yellow
PART 5. ENSURING CANDIDATES ARE WELL PREPARED TO UNDERSTAND AND IMPLEMENT DIAGNOSTIC AND EARLY INTERVENTION TECHNIQUES
Additionally, the following supplemental rubrics are used to assess TPE 7 to provide candidates with additional feedback and coaching related to literacy
The California Dyslexia Guidelines are incorporated into all programs by ensuring that literacy methods coursework is aligned with a structured literacy approach, which is characterized by explicit, systematic, and cumulative teaching of phonics and reading.The coursework includes training in phonemic awareness, decoding, spelling, and comprehension strategies. We also ensure that all candidates receive training in screening and assessment. Specifically, candidates learn to administer and interpret screenings, assessing phonological awareness, rapid naming, and decoding skills. Our courses align with an MTSS approach and candidates learn how to design and apply tiered interventions based on student support. Our courses are based on the latest research and effective practices and we ensure that candidates are equipped with reliable sources (e.g., UC|CSU Collaborative) to support their ongoing professional development. Finally, our courses provide multiple opportunities for students to plan and implement interventions in a hands-on experience; candidates reflect on their implementation methods and student progress at the culmination of these assignments.
All candidates are required to complete clinical practice experiences. As part of coursework in SPED 547 as an applied assignment completed within the clinical practice setting, candidates are required to plan and implement interventions for students who experience challenges in the area of foundational reading skills. Given that not all students will have a student with foundational reading skill needs or with dyslexia within their clinical practice settings, we require candidates to seek students outside of their clinical practice settings (e.g., another classroom in their school) to work with. We also assign asynchronous learning modules that incorporate best practices for students with dyslexia (e.g., UC/CSU Collaborative for Neurodiversity and Learning Introduction to Dyslexia Module).
See updated responses highlighted in red here
Additionally, the following supplemental rubrics are used to assess TPE 7 to provide candidates with additional feedback and coaching related to literacy
