Education Specialist Extensive Support Needs TPEs Course Matrix

California State University, Fresno
Kimberly Coy
kcoy@mail.fresnostate.edu
Commission Approved California Teaching Performance Expectations updated April 2021

In the matrix below denote the candidates’ opportunity to learn and master the competencies listed. The required course names and numbers should go across the top of the matrix, replacing the “Course Title and Number” text below. For each competency, it should be noted when the candidate is introduced (I), practices (P), and is assessed (A) for the competency. These notations may occur under more than one course heading, Each notation should link to a specific place in the syllabus within that course that demonstrates that this is occurring. (For an example, refer to the instructions for Program Review under the Course Matrix section on the CTC’s website.)

Course matrix table on page 1 showing TPE 1 and competency U1.1 through U1.3 with course columns and linked notation

TPE 1: Engaging and Supporting All Students in Learning — Universal TPEs

Beginning teachers:

Notes
CI 162. Understanding Children, Learning and Development
CI 163. Designing for Effective Instruction
CI 175, Science
LEE 158. Literacy Foundations
LEE 159. Culturally and Linguistically Sustaining Pedagogy in the TK-8 Context
LEE 166. Interdisciplinary Literacy
CI 176. Mathematics
SPED 120. Introduction to SPED
SPED 125. Positive Behavior and Social Supports
SPED 130.Assessment
SPED 145.SPED Law and the IEP
SPED 146.Curriculum & Instruction M/S
SPED 219. Collaboration & Transition Planning
SPED 233. Intro to Research in SPED
SPED 247. Specialized Academic, Functional Skill Instruction and Transition Planning M/S
EHD 178. Gen. Education fieldwork
SPED 176. Final M/S practicum

U1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

U1.2 Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress

U1.3 Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

Course matrix table on page 2 showing TPE 1 competencies U1.4 and U1.5 with linked course notation

TPE 1: Engaging and Supporting All Students in Learning — Universal TPEs

Beginning teachers:

U1.4 Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

U1.5 Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

Course matrix table on page 3 showing TPE 1 competency U1.6 with linked course notation

TPE 1: Engaging and Supporting All Students in Learning — Universal TPEs

Beginning teachers:

U1.6 Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

Course matrix table on page 4 showing TPE 1 competencies U1.7 and U1.8 with linked course notation

TPE 1: Engaging and Supporting All Students in Learning — Universal TPEs

Beginning teachers:

U1.7 Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

U1.8 Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

Course matrix table on page 5 showing TPE 1 extensive support needs competencies EX1.1 through EX1.3 with linked course notation

TPE 1: Engaging and Supporting All Students in Learning — Extensive Support Needs TPEs

Beginning teachers:

EX1.1 Identify factors associated with successful planning and implementation of appropriate transition options, programs, and life experiences, and demonstrate advocacy skills related to the various transitions experienced by students with extensive support needs, as they move from transitional kindergarten to post-secondary.

EX1.2 Demonstrate understanding of mandated considerations for augmentative and alternative communication (AAC) technology for students with extensive support needs.

EX1.3 Identify the unique features of deaf-blindness and the impact of combined hearing and vision impairments on communications, learning, and accessing environments. This includes the unique learning profiles and individualized instruction appropriate for student who are deafblind.

Course matrix table on page 6 showing TPE 1 extensive support needs competencies EX1.4 and EX1.5 with linked course notation

TPE 1: Engaging and Supporting All Students in Learning — Extensive Support Needs TPEs

Beginning teachers:

EX1.4 Use strategies to support positive psychosocial development and self-determined behavior of students with extensive support needs. (U1.1)

EX1.5 In collaboration with families and appropriate related services personnel, use students’ present levels of academic achievement and functional performance from a variety of sources to plan, develop, and adapt/adjust IEPs and ITPs that address the unique learning, sensory and accessibility needs of students with extensive support needs.

Course matrix table on page 7 showing TPE 1 extensive support needs competencies EX1.6 through EX1.8 with linked course notation

EX1.6 Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEP), including instructional goals that ensure access to the California Common Core State Standards and/or California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum.

EX1.7 Demonstrate understanding the ability to identify the appropriate supports of students with complex communication needs (e.g., students with limited verbal ability,) and design strategies in order to foster access and build comprehension, and develop appropriate language development goals within the IEPs for those students. (U1.6)

EX1.8 Demonstrate knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain based learning language skills (e.g. executive functioning) and/or vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills. (U1.6)

Course matrix table on page 8 showing TPE 1 extensive support needs competencies EX1.9 through EX1.11 with linked course notation

EX1.9 Monitor student progress toward learning goals as identified in the academic content standards and the IEP/Individual Transition plan (ITP). (U1.4)

EX1.10 Demonstrate the ability to develop IEPs/ITPs with students and their families, including goals for independent living, post-secondary education, and/or careers, with appropriate connections between the school curriculum and life beyond high school. (U1.3)

EX1.11 Facilitate and support students in assuming increasing responsibility for learning and self-advocacy based on individual needs, with appropriate transitions between academic levels in programs and developing skills related to career, college, independent living and community participation. (U1.3)

Course matrix table on page 9 showing TPE 2 universal competencies U2.1 through U2.3 with linked course notation

TPE 2: Creating and Maintaining Effective Environments for Student Learning — Universal TPEs

Beginning teachers:

U2.1 Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

U2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

U2.3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

Course matrix table on page 10 showing TPE 2 universal competencies U2.4 through U2.6 with linked course notation

U2.4 Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

U2.5 Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

U2.6 Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

Course matrix table on page 11 showing TPE 2 extensive support needs competencies EX2.1 and EX2.2 with linked course notation

TPE 2: Creating and Maintaining Effective Environments for Student Learning — Extensive Support Needs TPEs

Beginning teachers:

EX2.1 Use appropriate and safe techniques, procedures, materials, educational technology, assistive technology, and other adaptive equipment for students with extensive support needs. Facilitate student health and mobility by practicing appropriate and safe techniques for lifting and positioning and instructing or supervising other personnel in such procedures.

EX2.2 Utilize information from collaboratively developed individualized health care plans to support a safe environment and implement specialized health care regulations and technological procedures required by students with extensive support needs who require medical services not requiring a physician.

Course matrix table on page 12 showing TPE 2 extensive support needs competencies EX2.3 and EX2.4 with linked course notation

TPE 2: Creating and Maintaining Effective Environments for Student Learning — Extensive Support Needs TPEs

Beginning teachers:

EX2.3 Demonstrate the skills necessary to develop communication-rich environments that support communication and social engagement within the context of age-appropriate, functional and meaningful activities as related to students with extensive support needs including those who are deafblind.

EX2.4 Collaborate with families and appropriate related services personnel to support access to, and optimal learning experiences for, students with mild to moderate support needs in a wide variety of general education and specialized academic instructional settings, including but not limited to the home, natural environments, educational settings in hospitals and treatment centers, and classroom and/or itinerant instructional delivery and/or consultation in public/nonpublic school programs.

Course matrix table on page 13 showing TPE 2 extensive support needs competencies EX2.5 and EX2.6 with linked course notation

TPE 2: Creating and Maintaining Effective Environments for Student Learning — Extensive Support Needs TPEs

Beginning teachers:

EX2.5 Develop accommodations and/or modifications specific to students with disabilities to allow access to learning environments, including which may include incorporating instructional and assistive technology, and alternative and augmentative AAC procedures to optimize the learning opportunities and outcomes for all students, and to move them toward effective inclusion in general education settings. (U2.2)

EX2.6 Demonstrate the ability to support the movement, mobility, sensory and/or specialized health care needs required for students to participate fully in classrooms, schools and the community. As appropriate, organize a safe environment for all students that include barrier free space for independent mobility, adequate storage and operation of medical equipment (as appropriate) and other mobility and sensory accommodations. (U2.3)

Course matrix table on page 14 showing TPE 2 extensive support needs competencies EX2.7 through EX2.10 with linked course notation

EX2.7 Demonstrate the ability to address functional limitations of movement and/or sensation for students with orthopedic impairments who may have a co-existing health impairment and/or intellectual disability but and have difficulty accessing their education due to physical limitations.

EX2.8 Demonstrate knowledge of the communicative intent of students’ behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior. (U2.1/2.6)

EX2.9 Demonstrate the ability to identify if a student’s behavior is a manifestation of his or her disability and, if so, to develop positive behavior intervention plans inclusive of the types of interventions and multi-tiered systems of supports that may be needed to address these behavior issues. (U2.6)

EX2.10 Understand and access in a collaborative manner with other agency professionals the variety of interventions, related services and additional supports, including site-based and community resources and agencies, to provide integrated support for students with behavior, social, emotional, trauma, and/or mental health needs. (U2.4)

Course matrix table on page 15 showing TPE 2 extensive support needs competencies EX2.11 through EX2.14 with linked course notation

EX2.11 Apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment, according to students’ unique needs.

EX2.12 Demonstrate the skills required to ensure that interventions and/or instructional environments are appropriate to the student’s chronological age, developmental levels, and disability-specific needs, including community-based instructional environments. (U2.5)

EX2.13 Implement systems to assess, plan, and provide academic and social skills instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs. (U2.6)

EX2.14 Demonstrate the knowledge, skills and abilities to understand and address the needs of the peers and family members of students who have sustained a traumatic brain injury as they transition to school and present with a change in function.

Course matrix table on page 16 showing TPE 3 universal competencies U3.1 and U3.2 with linked course notation

TPE 3: Understanding and Organizing Subject Matter for Student Learning — Universal TPEs

Beginning teachers:

Course Title and Number
CI 162. Understanding Children, Learning and Development
CI 163. Designing for Effective Instruction
CI 175, Science
LEE 158. Literacy Foundations
LEE 159. Culturally and Linguistically Sustaining Pedagogy in the TK-8 Context
LEE 166. Interdisciplinary Literacy
CI 176. Mathematics
SPED 120. Introduction to SPED
SPED 125. Positive Behavior and Social Supports
SPED 130.Assessment
SPED 145.SPED Law and the IEP
SPED 146.Curriculum & Instruction M/S
SPED 219. Collaboration & Transition Planning
SPED 233. Intro to Research in SPED
SPED 247. Specialized Academic, Functional Skill Instruction and Transition Planning M/S
EHD 178. Gen. Education fieldwork
SPED 176. Final M/S practicum

U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

Course matrix table on page 17 showing TPE 3 universal competencies U3.3 and U3.4 with linked course notation

TPE 3: Understanding and Organizing Subject Matter for Student Learning — Universal TPEs

Beginning teachers:

U3.3 Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline. (See Subject-Specific Pedagogical Skills in Section 2 for reference)

U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

Course matrix table on page 18 showing TPE 3 universal competencies U3.5 and U3.6 with linked course notation

TPE 3: Understanding and Organizing Subject Matter for Student Learning — Universal TPEs

Beginning teachers:

U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students’ equitable access to the curriculum.

Course matrix table on page 19 showing TPE 3 universal competencies U3.7 and U3.8 with linked course notation

U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet Security

U3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

Course matrix table on page 20 showing TPE 3 extensive support needs competencies EX3.1 and EX3.2 with linked course notation

TPE 3: Understanding and Organizing Subject Matter for Student Learning — Extensive Support Needs TPEs

Beginning teachers:

EX3.1 Demonstrate a depth of knowledge and skills, including the use of assistive technology, in the teaching of strategies for early literacy skills, reading, writing, math, and science, that ultimately enable students with extensive support needs to access the academic core curriculum. (U1.6)

EX3.2 Identify and utilize curricula and evidence-based instructional strategies that meet the diverse learning characteristics of students with extensive support needs across an array of environments and activities.

Course matrix table on page 21 showing TPE 3 extensive support needs competencies EX3.3 and EX3.4 with linked course notation

TPE 3: Understanding and Organizing Subject Matter for Student Learning — Extensive Support Needs TPEs

Beginning teachers:

EX3.3 Effectively adapt, modify, accommodate and/or differentiate the instruction of students with identified disabilities in order to develop appropriate goals and accommodations and facilitate access to the Least Restrictive Environment (LRE). (U3.5)

EX3.4 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and of how to access and use related services and additional supports to organize and support effective instruction. (U3.2)

Course matrix table on page 22 showing TPE 3 extensive support needs competency EX3.5 with linked course notation

EX3.5 Demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

Course matrix table on page 23 showing TPE 4 universal competencies U4.1 and U4.2 with linked course notation

TPE 4: Planning Instruction and Designing Learning Experiences for All Students — Universal TPEs

Beginning teachers:

U4.1 Locate and apply information about students’ current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

U4.2 Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

Course matrix table on page 24 showing TPE 4 universal competency U4.3 with linked course notation

TPE 4: Planning Instruction and Designing Learning Experiences for All Students — Universal TPEs

Beginning teachers:

U4.3 Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

Course matrix table on page 25 showing TPE 4 universal competencies U4.4 through U4.7 with linked course notation

TPE 4: Planning Instruction and Designing Learning Experiences for All Students — Universal TPEs

Beginning teachers:

U4.4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: • appropriate use of instructional technology, including assistive technology; • applying principles of UDL and MTSS; • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners; • appropriate modifications for students with disabilities in the general education classroom; • opportunities for students to support each other in learning; and • use of community resources and services as applicable.

U4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

U4.6 Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

U4.7 Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

Course matrix table on page 26 showing TPE 4 universal competency U4.8 with linked course notation

U4.8 Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

Course matrix table on page 28 showing TPE 4 extensive support needs competencies EX4.1 through EX4.3 with linked course notation

TPE 4: Planning Instruction and Designing Learning Experiences for All Students — Extensive Support Needs TPEs

Beginning teachers:

EX4.1 Identify and utilize behaviorally based teaching strategies in the design and implementation of instruction to effectively serve students with extensive support needs with the understanding that behaviors are communicative and serve a function.

EX4.2 Demonstrate understanding of the structure and function of the auditory and visual sensory systems and skills to interpret and contribute to functional hearing and vision assessment findings to guide program development.

EX4.3 Demonstrate the ability to use assistive technology, augmentative and alternative communication (AAC) AAC including low- and high-tech equipment and materials to facilitate communication, curriculum access, and skills development of students with disabilities. (U4.4)

Course matrix table on page 29 showing TPE 4 extensive support needs competencies EX4.4 and EX4.5 with linked course notation

TPE 4: Planning Instruction and Designing Learning Experiences for All Students — Extensive Support Needs TPEs

Beginning teachers:

EX4.4 Demonstrate the ability to use evidenced-based high leverage practices with a range of student needs, and evaluate determine a variety of pedagogical approaches to instruction, including instructional scope and sequences, and unit and lesson plans, in order to provide students with disabilities equitable access to the content and experiences aligned with the state-adopted core curriculum. (U4.3)

EX4.5 Demonstrate the ability to create short and long-term goals that are responsive to the unique needs of the student and that meet the grade level requirements of the core curriculum, and which are systematically adjusted as needed to promote maximum learning and academic achievement within inclusive environments. (U4.1)

Course matrix table on page 30 showing TPE 4 extensive support needs competency EX4.6 with linked course notation

TPE 4: Planning Instruction and Designing Learning Experiences for All Students — Extensive Support Needs TPEs

Beginning teachers:

EX4.6 Demonstrate knowledge of core challenges associated with the neurology of open or closed head injuries resulting in impairments and adjust teaching strategies based upon the unique profile of students who present with physical/medical access issues or who retain a general fund of knowledge, but demonstrate difficulty acquiring and retaining new information due to poor memory processing, as well as neuro behavioral issues (e.g., cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech).

Course matrix table on page 31 showing TPE 4 extensive support needs competencies EX4.7 and EX4.8 with linked course notation

EX4.7 Coordinate, collaborate, co-teach and communicate effectively with other service providers, including paraprofessionals, general education teachers, parents, students, and community agencies for instructional planning and planning for successful student transitions. (U4.6)

EX4.8 Use person-centered/family centered planning processes, and strengths-based, functional/ecological assessments across classroom and non-classroom contexts that lead to students’ meaningful participation in core, standards-based curriculum, life skills curriculum, and/or wellness curriculum, and that support progress toward IEP goals and objectives. (U4.5)

Course matrix table on page 32 showing TPE 5 universal competencies U5.1 through U5.3 with linked course notation

TPE 5: Assessing Student Learning — Universal TPEs

Beginning teachers:

U5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

U5.2 Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time.

U5.3 Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

Course matrix table on page 33 showing TPE 5 universal competencies U5.4 through U5.8 with linked course notation

TPE 5: Assessing Student Learning — Universal TPEs

Beginning teachers:

U5.4 Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

U5.5 Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

U5.6 Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.

Course matrix table on page 34 showing TPE 5 universal competencies U5.7 and U5.8 with linked course notation

TPE 5: Assessing Student Learning — Universal TPEs

Beginning teachers:

U5.7 Interpret English learners’ assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

U5.8 Use assessment data, including information from students’ IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

Course matrix table on page 35 showing TPE 5 extensive support needs competency EX5.1 with linked course notation