Education Specialist Mild to Moderate Support Needs TPEs Course Matrix

California State University, Fresno
Kimberly Coy
kcoy@mail.fresnostate.edu

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.) In the matrices below, after each TPE competency is read, there will be 15 blank fields within which you can enter the respective notations. Please note you are not required to enter information in every blank field.

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

Beginning teachers:

TPE 1: Engaging and Supporting All Students in Learning — Universal TPEs
Competency	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	LEE 166. Interdisciplinary Literacy	CI 176. Mathematics	SPED 120. Introduction to SPED	SPED 125. Positive Behavior and	SPED 130.Assessment	SPED 175. Final M/M 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.	I P A [p. 2]	I P A [pp.4, 18-24]	I P [p. 4]	P [p.3]	I P A	P [p. 3]	P [p. 2]	I [p.8]			A
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.	I P [p. 2]	I P	P [p. 3]	I [p.8]								A
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.	I P A [p.2]	I P A [pp. 4, 25-30]	I P [p. 4]	I P A [p.3-4]	I P A	P [p. 3]	I P A [p. 2-3]	I [p.8]	I P A [p.4, 9]
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.	I P [p. 2]	I [pp. 4, 25-30]	I [p. 4]	I P [p.3]	I P A	P [p.3], A [4-5; 8-14]	P [p. 2]	I [p.8]
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.	I P A [pp. 2-4]	I P A [pp.4, 14-17, 25-30]	I P A [p.2-4]	I [p.3]	I P A	P [p.3], A [4-5; 8-14]	I P A [p. 2-3]	I [p.9]	I [p.7]	I P A [p.4, 9]
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.	I [p. 4]	IP [p.3]	IPA P [p.3], A [4-5; 8-14]	P [p. 2]	I [p.8]	PA [p. 6]
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.	I [p. 2]	I [p. 4]	I [p.10]	IP	P [p.3], A [4-5; 8-14]
U1.8 Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.	I [p. 2]	IPA [pp. 4, 25-30]	P [p.4]	IP [p.3] A [13,18]	I P [p. 3]	IP [p. 2]	P [p.8]

TPE 1: Engaging and Supporting All Students in Learning — Mild to Moderate Support Needs TPEs

Beginning teachers:

TPE 1: Engaging and Supporting All Students in Learning — Mild to Moderate Support Needs TPEs
Competency	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	CI 176. Mathematics	SPED 120. Introduction to SPED	SPED 125. Positive Behavior and	SPED 130.Assessment	SPED 136. Curriculum & Instruction M/M	SPED 145.SPED Law and the IEP	SPED 246. Specialized Academic Instruction and Transition Planning	SPED 171. Initial M/M practicum	SPED 175. Final M/M practicum
MM1.1 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.							[p.8]	[p.7]		[p.6]	P A [p.6]	[p. 6]	[p. 3,4]	A
MM1.2 Demonstrate the ability to identify the appropriate supports of students with complex communication needs 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)										P A [p.6]
MM1.3 Demonstrate knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, language skills (e.g. executive functioning) and/or vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills. (U1.6)	[p.8]					[p.6]								P [p. 3,4]
MM1.4 Monitor student progress toward learning goals as identified in the academic content standards and the IEP/Individual Transition plan (ITP). (U1.4)	[p.8]	IP [p.7]	IP [p.6]	IPA [p.6]
MM1.5 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)	[p.8]	P [p.7]	[p.6]	P A [p.3,5,7]	P A [p. 6]			[p.8]	[p.7]			[p. 6]	[p. 3,4]		A
MM1.6 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)	[p.9]	I P A [p.6]	P A [p.3,5,7]	A [p. 6]						[p. 6]
MM1.7 Use strategies to support positive psychosocial development and self-determined behavior of students with disabilities. (U1.1)	[p.8]	I P A [p.7]

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

Beginning teachers:

TPE 2: Creating and Maintaining Effective Environments for Student Learning — Universal TPEs
Competency	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	LEE 166. Interdisciplinary Literacy	CI 176. Mathematics	SPED 120. Introduction to SPED	SPED 219. Collaboration & Transition Planning	SPED 233. Intro to Research in SPED	SPED 171. Initial M/M practicum	SPED 175. Final M/M practicum
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.	IPA [p. 2-5]	IP [pp. 4, 18-24]	P [p.4]	P [p.8]	I	IPA [p.7]
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.	I [p. 2]	IP [pp. 4, 18-24]	IP [p.4]	I [p.8]	IPA	P [p. 3]	P [p. 2]
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.	I [p. 2]	IP [pp. 4, 18-24]	I [p.4]	IP [p.8]	IPA	P [p. 7]
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.	I [p. 2]	PA [p.3,5,7]			I
U2.5 Maintain high expectations for learning with appropriate support for the full range of students in the classroom.	I P [p. 2]	I P [pp. 4, 18-24, 25-30]	P [p.4]	I P [p.8]	I P [p.3]	P [p. 2, 3]	P [p. 3,4]	A [p.3,4,5]			[p. 3,4]	[p. 3,4]	A
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.	I P [p. 2]	I P A [pp. 4, 18-24]	I P [p.8]	I P [p. 2]	P [p. 3,4]	A [p.3,4,5]			[p. 3,4]	[p. 3,4]

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