Literacy Certification

_{*Please note that, although candidates are enrolled in different pathways, they still take the same courses.} 

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.

All MS faculty were invited to attend two faculty work days, held June 12, 2024 and August 7, 2024. Each day provided an overview of SB 488 and its specific requirements, along with overviews of the new Literacy Standards and TPEs. In particular, each day reviewed the required updates to specific elements of the program (MOUs, clinical practice evaluations, coursework, assessments) as well as an overview of the specific elements of TPE 7.

The faculty responsible for revising the literacy-focused syllabi to align with TPE 7 are all experts in literacy education and supporting multilingual students:

• Dr. Monica Billen, who oversaw the revisions of the master syllabus for LEE 158: Literacy Foundations, holds a Ph.D. in Education with a concentration in Literacy Studies and an emphasis in Reading Education.
• Dr. Steve Hart, who oversaw the revisions of the master syllabus for LEE 166: Disciplinary Literacies and Integrated Curriculum, holds a Ph.D. in Curriculum and Instruction with an emphasis in Reading Education.
• Dr. Jill Bonds, who supported the development of the master syllabus for LEE 166: Disciplinary Literacies and Integrated Curriculum, holds an Ed.D. in Organizational Leadership, with research that has focused on second language writers’ academic writing. She also holds a TESOL/TEFL Certificate.
• Gladys M. Villanueva, who oversaw the revisions of the master syllabus for LEE 159: Culturally & Linguistically, holds an MA in Education, Multilingual Multicultural Education Option.
• Dr. Lindsay Meeker, who supported the revisions of multiple courses, holds an Ed.D. in Early Childhood and an M.S. in Bilingual and Multicultural Education.
• Dr. Kimberly Coy, who oversaw revisions of SPED 179: Differentiated Instruction and Classroom Management, holds a Ph.D. in Special Education and has expertise in both Universal Design for Learning and Dyslexia.

As their degrees and CVs highlight, faculty, collectively, brought extensive knowledge and expertise of literacy development and the various elements of TPE 7. 

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. 

On September 13, 2024, a professional development day was held for all Multiple Subject and Education Specialist faculty and coaches to ensure they had an understanding of the elements of TPE 7. 

The day included the following workshops:

• Foundational Skills and Meaning Making, led by Literacy faculty Dr. Monica Billen and Dr. Steve Hart  
• ELA/ELD Framework and the ELD Standards, led by Bilingual/Bicultural and Biliteracy Education faculty member Dr. Nadia Hoover 
• Dyslexia and the CA Dyslexia Guidelines, led by Special Education faculty member Dr. Kimberly Coy 
• An overview of the revised FAST assessment, which includes Fresno State’s Literacy Performance Assessment, led by FAST Coordinator Suzie Brandl
• Agenda with links to slideshows

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 Fresno State Teacher Education Program is planning a Mentor Teacher Conference for Saturday, November 2, 2024. All Mentor Teachers supporting candidates in the Multiple Subject and Education Specialist programs will be invited to attend. Planned content for the day includes sessions led by Fresno State Teacher Education faculty that align with the elements of TPE 7, including Foundational Skills, Meaning Making, the ELA/ELD Framework, and the CA Dyslexia Guidelines. An additional session will also provide an overview of the FAST 3.0, Fresno State’s Literacy Performance Assessment that is currently being piloted.

• Email to Multiple Subject and Education Specialist Mentor Teachers
• Email to District Partners
• Teacher Education Handbook: Elements of TPE 7
• Teacher Education Handbook: Literacy Performance Assessment
• Presentation to regional district leaders at President's Commission on Teacher Education (see slides 6-9)

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?

Multiple Faculty with expertise in multilingual/English learner students took part in the preparation and review of coursework and clinical practice requirements. They include:

• Dr. Nadia Hoover, Assistant Professor, Bilingual/Bicultural and Biliteracy Education
• Dr. Lindsay Meeker, Assistant Professor, Early Childhood Education and 2023-2024 Interim Coordinator, Bilingual Authorization Program
• Gladys M. Villanueva, Lecturer, Bilingual/Bicultural and Biliteracy Education

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.

Candidates within the Multiple Subject program have multiple opportunities to learn about and apply the English Language Arts and Literacy Standards, English Language Development (ELD) Standards, and English Language Arts/English Language Development (ELA/ELD) Framework throughout their time in the program.

Within LEE 158: Literacy Foundations, the first literacy course candidates take, they learn about and use the ELA and ELD Standards and the ELA/ELD Framework when planning three lessons of effective literacy instruction that respond to the assessments they have administered to learners in their classroom.

Their knowledge of the ELD Standards and the ELA/ELD Framework is further expanded in LEE 159: Culturally & Linguistically Sustaining Pedagogy in TK-8. During Week 9 of this course, they learn more specifically about the ELA/ELD Framework (slideshow) and then have the opportunity to apply their learning by observing an ELA/ELD Lesson and reflecting on what elements of best-practice instruction for English Learners they saw applied. Candidates are also expected to apply their knowledge of the ELA Standards, the ELD Standards and the ELA/ELD Standards for multiple assignments in LEE 159, including:

• the Read Aloud Guide
• the Integrated ELA/ELD Lesson Plan

Within LEE 166: Disciplinary Literacies & Integrated Curriculum, which candidates during their second phase of the program, they are further introduced to the ELA and Literacy Standards in Week 10. They are also expected to apply their understanding of the standards, along with their understandings of the ELD Standards and ELA/ELD Framework, when designing their five-lesson disciplinary literacies project.

Appendix C Table 3.1: Multiple Subject
Teaching Performance Expectations: Foundational Skills

Multiple Subject and Education Specialist candidates develop the knowledge and skills to teach foundational skills in LEE 158: Foundational Skills. 

In this course, the candidates learn 

• what foundational skills are, 
• how to assess foundational skills, and 
• how to provide children instruction in foundational skills. 

Candidates take this course during their first semester in the program and are expected to apply their learning in both their clinical practice settings and when completing the first task of Fresno State’s Teaching Performance, the FAST Site Visitation Project (approved by the Commission to pilot beginning Fall 2024).

During the course, candidates engage in four inquiry cycles to research the following questions:

• Who am I? 
• What is literacy? (defining and understanding foundational skills) 
• Who are my students? (foundational skills assessments)
• How can I create literacy experiences for all students? (planning and implementation of foundational skills)

Who am I?

Candidates begin the course by first exploring who they are as learners and consider their own literacy development. To answer the first inquiry question, Who am I?, candidates complete the Teach Us Project, a multimodal literacy artifact connected to their background and culture. 

What is literacy?

Candidates then begin an exploration of literacy, which includes an introduction to the Simple View of Reading, Scarborough’s Rope, and the Active View of Reading. Candidates also read Duke, Ward, & Pearson’s (2021) “The Science of Reading Comprehension,” which introduces them to the concepts of phonological awareness, print awareness, phonics, and word recognition. After, candidates create their own definition of literacy that must include the major components of literacy, including foundational skills.

Who are my students?

Candidates then select a focal student and administer preliminary assessments and inventories on the student’s literacy background, cultural background, and interests. 

In Week Six, candidates learn about the stages of literacy development, including early literacy, knowledge of print concepts, and the stages of word recognition. They learn about how to assess students’ literacy development by administering various assessments (Narrative Comprehension Task, Concepts of print, Phonemic Awareness, Letters and sounds, Early Names Phonics Test, Spelling Inventory, and Reading Fluency) to their focal students and analyzing the results.

In Week Seven, candidates further develop their knowledge of phonics instruction through reading Ehri’s “The Science of Learning to Read Words: A Case for Systematic Phonics Instruction,” and learning different phonics-based strategies to use with students. These include Elknonin boxes, learning letters and sounds, blending sounds, word sorts, making words, and orthographic mapping, among others. Candidates are expected to determine the best strategies to use with their focal student based on the findings from their administration of the literacy-assessments and their understandings of the strategies. Candidates then write a comprehensive analysis report in which they explain what the results suggest about the student’s literacy development, including their phonemic awareness, phonics skills, comprehension abilities, and fluency.

How can I create literacy experiences for all students?

In the final culminating project, candidates administer literacy assessments with a small group of students and then develop three literacy lessons based on the results of the assessments. One of the lessons must focus on foundational skills.

3.3a. Communication/Agreement with Districts regarding Clinical Practice

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of 7.5 (ref 1, ref 2)
  • Discussion of Literacy Performance Assessment
• Letter to District Partners
  
  • Discussion of 7.5
  • Discussion of Literacy Performance Assessment

3.3b. Candidate Information

• Teacher Education Handbook discussion of TPE 7.5
• EHD 178 Syllabus (Initial Clinical Practice)
• EHD 170 Syllabus (Final Clinical Practice)
• FAST Manual: Site Visitation Project
  
  • Foundational Skills

3.3c. Candidate Clinical Practice Opportunities

• Initial Phase Clinical Practice Evaluation: 7.5
• Final Phase Clinical Practice Evaluation: 7.5

Appendix C Table 4.1: Multiple Subject
Strong Literature, Language, and Comprehensive Component with a Balance of Oral and Written Language

4.2a. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of 7.6, 7.7, 7.8 (ref 1, ref 2)
• Letter to District Partners
  
  • Discussion of 7.6, 7.7, 7.8

4.2b. Candidate Information 

• Teacher Education Handbook discussion of TPE 7.6, 7.7, 7.8
• EHD 178 Syllabus (Clinical Practice Phase 1)
• EHD 170 Syllabus (Clinical Practice Phase 2)
• FAST Manual: Site Visitation Project***
  
  • Meaning Making, Language Development, Effective Expression

4.2c. Candidate Clinical Practice Opportunities

• Initial Phase Clinical Practice Evaluation TPE 7.6
• Final Phase Clinical Practice Evaluation TPE 7.6, 7.7, 7.8

Appendix C Table 5.1: Multiple Subject
Ongoing Diagnostic Techniques that Inform Teaching and Assessment, Early Intervention

5.2a. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of need for opportunities to practice screening and diagnostic techniques that inform teaching and assessment and early intervention techniques (ref 1, ref 2)
• Letter to District Partners 
  
  • Discussion of need for opportunities to practice screening and diagnostic techniques that inform teaching and assessment and early intervention techniques

5.2b. Candidate Information

• Teacher Education Handbook
  • Discussion of expectations regarding diagnostic and intervention techniques
• EHD 178 Syllabus (Clinical Practice Phase 1)
• EHD 170 Syllabus (Clinical Practice Phase 2)

5.2c. Candidate Clinical Practice Opportunities

• Initial Phase Clinical Practice Evaluation
• Final Phase Clinical Practice Evaluation
  

5.3a. Coursework

Candidates receive an introduction to the California Dyslexia Guidelines in LEE 158: Literacy Foundations, which they take during their first semester in the program. In Week 8 of the course, they have a workshop on reading disabilities and engage in a jigsaw reading of the guidelines. Candidates are also asked to apply their learning of the guidelines when analyzing their assessments of their focal students.

Candidates further engage with the CA Dyslexia Guidelines in LEE 166: Disciplinary Literacies & Integrated Curriculum and SPED 179: Differentiated Instruction & Classroom Management, both of which they take in the second half of the program. In SPED 179, they have further opportunities to explore the guidelines, connecting them with course activities designed to increase their knowledge and understanding of dyslexia. In LEE 166, candidates have opportunities to apply their understanding of the guidelines as they design a Disciplinary Literacy Unit, that includes details about how they would modify instruction for students with dyslexia.

Candidates have further opportunities to apply their learning of the Dyslexia Guidelines in their clinical practice, where they are expected to practice approaches from the guidelines and receive feedback during at least one of their formal observations, and in their completion of the FAST: Site Visitation Project, where they are expected to align their instruction with approaches outlined in the CA Dyslexia Guidelines.

5.3b. Coursework Syllabi

• LEE 158: Literacy Foundations
• LEE 166: Disciplinary Literacies & Integrated Curriculum
• SPED 179: Differentiated Instruction and Classroom Management

5.3c. Clinical Practice

Letters from the Fresno State Teacher Education Program to all Multiple Subject and Education Specialist Mentor Teachers and to all District Leaders with whom we partner to provide candidates with clinical practice opportunities that outline the expectation that candidates be given opportunities to apply their learning from the California Dyslexia Guidelines in their clinical practice settings.

• Letter to Mentor Teachers
• Letter to District Partners

Within their final phase of clinical practice, each candidate is expected to practice instructional approaches from the CA Dyslexia Guidelines during one of their formal observations. Following the observation, their Coach is expected to give them feedback on their implementation of the strategies and for the two to de-brief the instruction together. Coaches are expected to ensure that this occurs at least once during EHD 170 (syllabus; mid/final evaluation)

5.3d. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of expectations for clinical practice settings related to students with dyslexia (ref 1, ref 2)
• Letter to District Partners
  
  • Discussion of expectations for clinical practice settings related to students with dyslexia

5.3e. Candidate Information

• Teacher Education Handbook

5.3f. Candidate Clinical Practice Opportunities

• Final Phase Clinical Practice Evaluation

Education Specialist: MM + ESN

 Education Specialist Dual: MS + MM + ESN

• Education Specialist: MM + ESN

• Education Specialist Dual: MS + MM + ESN

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.

All Education Specialist and Multiple Subject faculty were invited to attend two faculty work days, held June 12, 2024 and August 7, 2024. Each day provided an overview of SB 488 and its specific requirements, along with overviews of the new Literacy Standards and TPEs. In particular, each day reviewed the required updates to specific elements of the program (MOUs, clinical practice evaluations, coursework, assessments) as well as an overview of the specific elements of TPE 7.

Candidates in both the Education Specialist and Multiple Subject programs take the same three literacy-focused courses. The faculty responsible for revising the literacy-focused syllabi to align with TPE 7 are all experts in literacy education and supporting multilingual students:

• Dr. Monica Billen, who oversaw the revisions of the master syllabus for LEE 158: Literacy Foundations, holds a Ph.D. in Education with a concentration in Literacy Studies and an emphasis in Reading Education.
• Dr. Steve Hart, who oversaw the revisions of the master syllabus for LEE 166: Disciplinary Literacies and Integrated Curriculum, holds a Ph.D. in Curriculum and Instruction with an emphasis in Reading Education.
• Dr. Jill Bonds, who supported the development of the master syllabus for LEE 166: Disciplinary Literacies and Integrated Curriculum, holds an Ed.D. in Organizational Leadership, with research that has focused on second language writers’ academic writing. She also holds a TESOL/TEFL Certificate.
• Gladys M. Villanueva, who oversaw the revisions of the master syllabus for LEE 159: Culturally & Linguistically, holds an MA in Education, Multilingual Multicultural Education Option.
• Dr. Lindsay Meeker, who supported the revisions of multiple courses, holds an Ed.D. in Early Childhood and an M.S. in Bilingual and Multicultural Education.

As their degrees and CVs highlight, faculty, collectively, brought extensive knowledge and expertise of literacy development and the various elements of TPE 7. 

For courses exclusive to the Education Specialist program, faculty from the program drew on their expertise as Special Education researchers and practitioners to make necessary course revisions.

Although courses within the Teacher Education programs are also taught by part-time faculty members, the program expectation is that the approved master syllabi will be taught. Additionally, prior to the Fall 2024 semester, all faculty were informed that courses must now demonstrate alignment with TPE 7.

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. 

On September 13, 2024, a professional development day was held for all Multiple Subject and Education Specialist faculty and coaches to ensure they had an understanding of the elements of TPE 7. 

The day included the following workshops:

• Foundational Skills and Meaning Making, led by Literacy faculty Dr. Monica Billen and Dr. Steve Hart  
• ELA/ELD Framework and the ELD Standards, led by Bilingual/Bicultural and Biliteracy Education faculty member Dr. Nadia Hoover 
• Dyslexia and the CA Dyslexia Guidelines, led by Special Education faculty member Dr. Kimberly Coy 
• An overview of the revised FAST assessment, which includes Fresno State’s Literacy Performance Assessment, led by FAST Coordinator Suzie Brandl
• Agenda with links to slideshows

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 Fresno State Teacher Education Program is planning a Mentor Teacher Conference for Saturday, November 2, 2024. All Mentor Teachers supporting candidates in the Multiple Subject and Education Specialist programs will be invited to attend. Planned content for the day includes sessions led by Fresno State Teacher Education faculty that align with the elements of TPE 7, including Foundational Skills, Meaning Making, the ELA/ELD Framework, and the CA Dyslexia Guidelines. 

An additional session will also provide an overview of the FAST 3.0, Fresno State’s Literacy Performance Assessment that is currently being piloted with Multiple Subjects candidates.

• Email to Multiple Subject and Education Specialist Mentor Teachers
• Email to District Partners
• Teacher Education Handbook: Elements of TPE 7
• Teacher Education Handbook: Literacy Performance Assessment
• Presentation to regional district leaders at President's Commission on Teacher Education (see slides 6-9)

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?

Multiple Faculty with expertise in multilingual/English learner students took part in the preparation and review of coursework and clinical practice requirements. They include:

• Dr. Nadia Hoover, Assistant Professor, Bilingual/Bicultural and Biliteracy Education
• Dr. Lindsay Meeker, Assistant Professor, Early Childhood Education and 2023-2024 Interim Coordinator, Bilingual Authorization Program
• Gladys Villanueva, Lecturer, Bilingual/Bicultural and Biliteracy Education

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.

Candidates within the Education Specialist program have multiple opportunities to learn about and apply the English Language Arts and Literacy Standards, English Language Development (ELD) Standards, and English Language Arts/English Language Development (ELA/ELD) Framework throughout their time in the program.

Within LEE 158: Literacy Foundations, the first literacy course candidates take, they learn about and use the ELA and ELD Standards and the ELA/ELD Framework when planning three lessons of effective literacy instruction that respond to the assessments they have administered to learners in their classroom.

Their knowledge of the ELD Standards and the ELA/ELD Framework is further expanded in LEE 159: Culturally & Linguistically Sustaining Pedagogy in TK-8. During Week 9 of this course, they learn more specifically about the ELA/ELD Framework (slideshow) and then have the opportunity to apply their learning by observing an ELA/ELD Lesson and reflecting on what elements of best-practice instruction for English Learners they saw applied. Candidates are also expected to apply their knowledge of the ELA Standards, the ELD Standards and the ELA/ELD Standards for multiple assignments in LEE 159, including:

• the Read Aloud Guide
• the Integrated ELA/ELD Lesson Plan

Within LEE 166: Disciplinary Literacies & Integrated Curriculum, which candidates during their second phase of the program, they are further introduced to the ELA and Literacy Standards in Week 10. They are also expected to apply their understanding of the standards, along with their understandings of the ELD Standards and ELA/ELD Framework, when designing their five-lesson disciplinary literacies project.

Multiple Subject and Education Specialist candidates develop the knowledge and skills to teach foundational skills in LEE 158: Foundational Skills. 

In this course, the candidates learn 

• what foundational skills are, 
• how to assess foundational skills, and 
• how to provide children instruction in foundational skills. 

Candidates take this course during their first semester in the program and are expected to apply their learning in both their clinical practice settings and when completing the first task of Fresno State’s Teaching Performance, the FAST Site Visitation Project. (Currently, the FAST 3.0 has only been approved by the Commission for piloting with Multiple Subject candidates. However, Fresno State’s Education Specialist program is in the process of developing an adapted version for use based on the MS version that will be submitted for approval.)

During the course, candidates engage in four inquiry cycles to research the following questions:

• Who am I? 
• What is literacy? (defining and understanding foundational skills) 
• Who are my students? (foundational skills assessments)
• How can I create literacy experiences for all students? (planning and implementation of foundational skills)

Who am I?

Candidates begin the course by first exploring who they are as learners and consider their own literacy development. To answer the first inquiry question, Who am I?, candidates complete the Teach Us Project, a multimodal literacy artifact connected to their background and culture. 

What is literacy?

Candidates then begin an exploration of literacy, which includes an introduction to the Simple View of Reading, Scarborough’s Rope, and the Active View of Reading. Candidates also read Duke, Ward, & Pearson’s (2021) “The Science of Reading Comprehension,” which introduces them to the concepts of phonological awareness, print awareness, phonics, and word recognition. After, candidates create their own definition of literacy that must include the major components of literacy, including foundational skills.

Who are my students?

Candidates then select a focal student and administer preliminary assessments and inventories on the student’s literacy background, cultural background, and interests. 

In Week Six, candidates learn about the stages of literacy development, including early literacy, knowledge of print concepts, and the stages of word recognition. They learn about how to assess students’ literacy development by administering various assessments (Narrative Comprehension Task, Concepts of print, Phonemic Awareness, Letters and sounds, Early Names Phonics Test, Spelling Inventory, and Reading Fluency) to their focal students and analyzing the results.

In Week Seven, candidates further develop their knowledge of phonics instruction through reading Ehri’s “The Science of Learning to Read Words: A Case for Systematic Phonics Instruction,” and learning different phonics-based strategies to use with students. These include Elknonin boxes, learning letters and sounds, blending sounds, word sorts, making words, and orthographic mapping, among others. Candidates are expected to determine the best strategies to use with their focal student based on the findings from their administration of the literacy-assessments and their understandings of the strategies. Candidates then write a comprehensive analysis report in which they explain what the results suggest about the student’s literacy development, including their phonemic awareness, phonics skills, comprehension abilities, and fluency.

How can I create literacy experiences for all students?

In the final culminating project, candidates administer literacy assessments with a small group of students and then develop three literacy lessons based on the results of the assessments. One of the lessons must focus on foundational skills.

3.3a. Communication/Agreement with Districts regarding Clinical Practice

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of 7.5 (ref 1, ref 2)
  • Discussion of Literacy Performance Assessment
• Letter to District Partners
  
  • Discussion of 7.5
  • Discussion of Literacy Performance Assessment

3.3b. Candidate Information

• Teacher Education Handbook discussion of TPE 7.5
• SPED 111 Syllabus (General Ed Clinical Practice)
  Lesson Planning Expectations
• SPED 173 Syllabus (Initial Clinical Practice)
  Lesson Planning Expectations
• SPED 178  Syllabus (Final Clinical Practice)
  Lesson Planning Expectations
• FAST Manual: Site Visitation Project
  
  • Foundational Skills

***Although the FAST Manual for only the Multiple Subject program has been developed and approved for pilot, Fresno State’s Education Specialist program is in the process of developing an adapted version for use with Education Specialist candidates based on the MS version that will be submitted to the Commission for approval

3.3c. Candidate Clinical Practice Opportunities

• Initial Phase Clinical Practice Evaluation: 7.5
• Final Phase Clinical Practice Evaluation: 7.5

Appendix C Table 4.1: Education Specialist Mild to Moderate and Extensive Support Needs
Strong Literature, Language, and Comprehensive Component with a Balance of Oral and Written Language

4.2a. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of 7.6, 7.7, 7.8 (ref 1, ref 2)
• Letter to District Partners
  
  • Discussion of 7.6, 7.7, 7.8

4.2b. Candidate Information 

• Teacher Education Handbook discussion of TPE 7.6, 7.7, 7.8
• SPED 111 Syllabus (General Ed Clinical Practice)
  Lesson Planning Expectations
• SPED 173 Syllabus (Initial Clinical Practice)
  Lesson Planning Expectations
• SPED 178  Syllabus (Final Clinical Practice)
  Lesson Planning Expectations
• FAST Manual: Site Visitation Project***
  
  • Meaning Making, Language Development, Effective Expression

***Although the FAST Manual for only the Multiple Subject program has been developed and approved for pilot, Fresno State’s Education Specialist program is in the process of developing an adapted version for use with Education Specialist candidates based on the MS version that will be submitted to the Commission for approval

4.2c. Candidate Clinical Practice Opportunities

• Initial Phase Clinical Practice Evaluation TPE 7.6
• Final Phase Clinical Practice Evaluation TPE 7.6, 7.7, 7.8

Appendix C Table 5.1: Education Specialist Mild to Moderate and Extensive Support Needs
Ongoing diagnostic techniques that inform teaching and assessment, early intervention techniques

5.2a. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of need for opportunities to practice screening and diagnostic techniques that inform teaching and assessment and early intervention techniques (ref 1, ref 2)
• Letter to District Partners 
  
  • Discussion of need for opportunities to practice screening and diagnostic techniques that inform teaching and assessment and early intervention techniques

5.2b. Candidate Information

• Teacher Education Handbook
  • Discussion of expectations regarding diagnostic and intervention techniques
• SPED 111 Syllabus (General Ed Clinical Practice)
• SPED 173 Syllabus (Initial Clinical Practice)
• SPED 178  Syllabus (Final Clinical Practice)
  
  • Lesson Planning

5.2c. Candidate Clinical Practice Opportunities

• Initial Phase Clinical Practice Evaluation
• Final Phase Clinical Practice Evaluation
  

5.3a. Coursework

Candidates receive an introduction to the California Dyslexia Guidelines in LEE 158: Literacy Foundations, which they take during their first semester in the program. In Week 8 of the course, they have a workshop on reading disabilities and engage in a jigsaw reading of the guidelines. Candidates are also asked to apply their learning of the guidelines when analyzing their assessments of their focal students.

Candidates further engage with the CA Dyslexia Guidelines in LEE 166: Disciplinary Literacies & Integrated Curriculum and SPED 130: Assessing Students with Special Needs, both of which they take in the second half of the program. In SPED 130, they have further opportunities to explore the guidelines, connecting them with course activities designed to increase their knowledge and understanding of dyslexia. In LEE 166, candidates have opportunities to apply their understanding of the guidelines as they design a Disciplinary Literacy Unit, that includes details about how they would modify instruction for students with dyslexia.

Candidates have further opportunities to apply their learning of the Dyslexia Guidelines in their clinical practice, where they are expected to practice approaches from the guidelines and receive feedback during at least one of their formal observations, and in their completion of the FAST: Site Visitation Project, where they are expected to align their instruction with approaches outlined in the CA Dyslexia Guidelines.

5.3b. Coursework Syllabi

• LEE 158: Literacy Foundations
• LEE 166: Disciplinary Literacies & Integrated Curriculum
• SPED 130: Assessing Students with Special Needs

5.3c. Clinical Practice

Letters from the Fresno State Teacher Education Program to all Multiple Subject and Education Specialist Mentor Teachers and to all District Leaders with whom we partner to provide candidates with clinical practice opportunities that outline the expectation that candidates be given opportunities to apply their learning from the California Dyslexia Guidelines in their clinical practice settings.

• Letter to Mentor Teachers
• Letter to District Partners

Within their final phase of clinical practice, each candidate is expected to practice instructional approaches from the CA Dyslexia Guidelines during one of their formal observations. Following the observation, their Coach is expected to give them feedback on their implementation of the strategies and for the two to de-brief the instruction together. Coaches are expected to ensure that this occurs at least once during SPED 178 (syllabus; mid/final evaluation)

5.3d. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 
  
  • Discussion of expectations for clinical practice settings related to students with dyslexia (ref 1, ref 2)
• Letter to District Partners
  
  • Discussion of expectations for clinical practice settings related to students with dyslexia

5.3e. Candidate Information

• Teacher Education Handbook

5.3f. Candidate Clinical Practice Opportunities

• Final Phase Clinical Practice Evaluation

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.

• Dr. Juliet Wahleitner presented to Deaf Education faculty about CTC requirements and Teacher Performance Expectations Standard 7.
• Dr. Janice Smith-Warshaw consulted with each Deaf Education faculty.
  

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. 

• Dr. Janice Smith-Warshaw sends a link to Deaf Education faculty to provide self-paced professional development training videos with closed captions.
• Dr. Janice Smith-Warshaw shared two PowerPoint slideshows to teach how to implement the new standards and literacy standard
  
  • Fall 2022 (DHH Standards and TPEs 1 - 6)
  • Fall 2024 (TPE 7 Literacy Standard and RICA)
• UC/CSU Collaborative for Neuroscience, Diversity, and Learning 
  
  • https://ca-literacy-dyslexia-collab.ucla.edu/
    

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.)

• Dr. Janice Smith-Warshaw receives a copy of the modified MOU from Mr. Chris Cooper, Fresno State Kremen School, Office of Clinical Practice.
• During the Fresno State Mentor Teacher Conference, scheduled for November 2, 2024, Dr. Janice Smith-Warshaw will update Mentor Teachers and provide a copy of the DHH Credential Handbook, including the new literacy instruction program standards.
  

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?

• The primary course instructor, Adele Eberwein, has expertise in literacy instruction. The background knowledge is shown in her CV.

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.

CSDS 262

• Course Objective: Teacher candidates will integrate components of literacy and ELD for the learning of English Language Arts content. These components include the development of critical reading, signing/speaking and watching/listening, and writing, based on purposeful evaluation of various sources.
• Literacy Foundational Skills Case Study Assessment 
• ELA and Content-Based Lesson Plans

CSDS 272

• Course Syllabus
• Content-Based Lesson Plans
• Module 1 Readings
  • Discussion Board Assignment 1A
  • Discussion Board Assignment 1B

CSDS 273

• Reading Chapter Two ELA/ELD Framework by CDE
• Class discussion: K-12 SBE-Adopted ELA/ELD Framework and 2023 Math Framework
  • Midterm Project rubric 
  • Final Project rubric

Appendix F Table 3.1: Preliminary Education Specialist: Deaf and Hard-of-Hearing
Teaching Performance Expectations: Foundational Skills

The assignment addresses Standard 7a in CSDS 262, which guides teacher candidates on how to teach DHH children’s reading skills. The study was developed by Gallaudet University’s Visual Language and Visual Learning (VL2). 

The Read Aloud Project assignment/rubric addresses Standard 7 in CSDS 201, which teaches teacher candidates how to support DHH students’ read-aloud skills. 

The content-based lesson plans in CSDS 272 address Standard 7, ELA/ELD Standards, and K-12 ASL Content Standards, which guides teacher candidates to learn the foundation skills. 

The final project - thematic unit in CSDS 273 addresses Standard 7, ELA/ELD Standards, CCSS Standards, and K12 ASL Content Standards, which promotes teacher candidates to learn how to develop thematic units with comprehensive standards.

3.3a. Communication/Agreement with Districts regarding Clinical Practice

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers

3.3b. Candidate Information

Communicative Sciences and Deaf Studies (CSDS) Deaf and Hard of Hearing (DHH) Credential Handbook was updated as follows:

1. Updated the administration team on (Page 4); 
2. Added a new standard, TPE 7 Effective Literacy Instruction for Deaf Students (Page 26), following CTC's Literacy Standard and Teaching Performance Expectations for Preliminary Education Specialist Credentials: Deaf and Hard-of-Hearing (April 2023); 
3. Added CalTPA LPA and Math Field Tests for teacher candidates to pass in 2024-2025 (page 23); and 
4. Inserted K-12 ASL Content Standards with a link (Page 30)

3.3c. Candidate Clinical Practice Opportunities

Clinical Practice Evaluation

• Advanced Clinical Practice Evaluation (CSDS 260)
• Teacher candidates’ Student Teaching and Intern Practice: CSDS 258-268 Course Syllabus with TPE 7
• Each candidate will receive formative feedback to improve their teaching strategies during the midterm meeting (on the 8th week of teaching): CSDS 258-268 Midterm Evaluation Form (included TPE 7)
• Each candidate will receive summative feedback to address their teaching strengths and areas of improvement during the final meeting (on the 16th week of teaching): CSDS 258-268 Final Evaluation Form (included TPE 7)

Appendix F Table 4.1: Preliminary Education Specialist: Deaf and Hard-of-Hearing
Strong Literature, Language, and Comprehensive Component with a Balance of Oral and Written Language

4.2a. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)

4.2b. Candidate Information

CSDS DHH Credential Handbook was updated as follows:

• Added a new standard, TPE 7 Effective Literacy Instruction for Deaf Students (Page 27), following CTC's Literacy Standard and Teaching Performance Expectations for Preliminary Education Specialist Credentials: Deaf and Hard-of-Hearing (April 2023); 
• Added CalTPA LPA and Math Field Tests for teacher candidates to pass in 2024-2025 (page 23); and 
• Inserted K-12 ASL Content Standards with a link (Page 30)

4.2c. Candidate Clinical Practice Opportunities

• Advanced Clinical Practice Evaluation (CSDS 260) Rubric

Teacher candidates’ Student Teaching and Intern Practice:

• CSDS 258-268 Course Syllabus with TPE 7

Each candidate will receive formative feedback to improve their teaching strategies during the midterm meeting (on the 8th week of teaching): CSDS 258-268 Midterm Evaluation Form (included TPE 7) 

• See Subject-Specific Pedagogy (7.8, 7.9) (page 2)
• See Addressing Needs of All Students (7.5, 7.6, 7.7, 7.10) (page 2)

Each candidate will receive summative feedback to address their teaching strengths and areas of improvement during the final meeting (on the 16th week of teaching): CSDS 258-268 Final Evaluation Form (included TPE 7)

• See Subject-Specific Pedagogy (7.8. 7.9) (page 2)
• See Addressing Needs of All Students (7.5, 7.6, 7.7, 7.10) (page 2)

Appendix F Table 5.1: Preliminary Education Specialist: Deaf and Hard-of-Hearing
Ongoing diagnostic techniques that inform teaching and assessment, early intervention techniques

5.2a. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)
• Letter to Mentor Teachers 

5.2b. Candidate Information

CSDS DHH Credential Handbook:

• Learning and practicing diagnostic and early intervention techniques (Page 10)

5.2c. Candidate Clinical Practice Opportunities

• CSDS 258/268 Midterm Evaluation Form

• CSDS 258/268 Final Evaluation Form

5.3a. Coursework

Our teacher candidates will read the California Dyslexia Guidelines in CSDS 271 course. They will read an article in CSDS 273 Curriculum and Instruction course about Dyslexia and Related Disorders at Texas School for the Deaf. 

5.3b. Coursework Syllabi

• CSDS 271 Foundations of Teaching
• CSDS 273 Topics and Trends in Curriculum and Instruction

5.3c. Clinical Practice

Letter from the Fresno State Teacher Education Program to all DHH Education Specialist Mentor Teachers and to all District Leaders with whom we partner to provide candidates with clinical practice opportunities that outline the expectation that candidates be given opportunities to apply their learning from the California Dyslexia Guidelines in their clinical practice settings.

• Letter to Mentor Teachers

5.3d. Communication/Agreement with Districts

• Memorandum of Understanding (MOU)

5.3e. Candidate Information

• CSDS DHH Credential Handbook

5.3f. Candidate Clinical Practice Opportunities

• CSDS 258/268 Midterm Evaluation Form
• CSDS 258/268 Final Student Teacher/Intern Evaluation Form