Multiple Subjects Credential Program

Text Reading, Decoding, Morphological Awareness and Fluency

D. decoding and encoding, including morphological awareness

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

Reviewer Feedback

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

Institution Response

Assess

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

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

In EDU 5100, we expanded our fluency reflection assignment to this Case Study #2 assignment. Teacher candidates work on fluency, vocabulary (semantics) and comprehension (meaning making) with an actual TK-12^th grade student.  They apply and reflect on the effectiveness of the following:

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

Encoding

Introduce

EDU 5105: We updated our EDU 5105 course content and assignments. 6 Traits writing elements are studied, including encoding skills, when the class uses CCSS-ELA standards to develop Mastery indicators for a narrative writing rubric.  Encoding is specifically  introduced using the Graham (ed.) (2019) text Best practices in writing instruction, 3rd Edition , the Tompkins (2016) text, Language Arts: Patterns of practice (9^th ed.) and supplemented by a range of digital resources. Specifics of encoding instruction will take place via the Words their Way methods. Candidates will practice word sorts, read their instructions and other corresponding text excerpts, and examine the proposed encoding assessment.

Practice

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

Assess

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

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

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

Clinical Practice Handbook - describes TPE 7 expectations, the curricular timeline and clinical practice  formative and summative grading. The Clinical Practice Guidance documents for university supervisors walks supervisors through each step with expectations and supporting documents including exemplar candidate files and further guidance for Interns .Cooperating Teachers/ Intern Support Providers. The review of the handbook, in an accompanying Cooperating Teacher Orientation is verified by the Cooperating Teacher/Intern Support Provider Orientation Verification Form.

On each of the six observations (5 standard  observations and one literacy observation) the candidate and University Supervisor complete the Clinical Practice Observation and Reflection Form (min 6 observations and require ELA observations). In the Clinical Practice Literacy Focused Observation and Debrief, the TPE 7 and Dyslexia Coaching Guidelines Checklist tool is implemented to record the literacy standard elements that are met, as well as experience in working with a student with diagnosed Dyslexia. 

At the midpoint and end of Clinical Practice, University Supervisors collaborate with the Cooperating Teacher  to complete the EDU 5160 EDU 5160 Mid-term and Final Evaluation, which includes an item for TPE 7.5 This tool records the candidate's  development of literacy standard 7 elements throughout the Clinical Practice experience. At midpoint, the supervisor is instructed to collaborate with the cooperating teacher/intern support provider to ensure candidates have the necessary literacy experiences to meet the standards and TPE 7 elements by the end of the term.

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

EDU 5180: Beginning fall 2025, candidates will complete the Literacy Performance Assessment (LPA) which will provide partial coverage of TPE 7.5 based on candidate choice or context for clinical practice (see PSA 24-08, Appendix A). In the LPA candidates are expected to select at least one foundational skill to include in or across 3-5 literacy lessons.

Foundational skills (TPE 7.5) are primarily covered in  EDU 5100 (Introduction to Literacy Instruction) in the course readings and lectures. The lectures are interactive, allowing candidates to practice, ask questions, and reflect on the concepts. The lectures and readings are sequenced to help candidates build on previous knowledge. See the above table (Table 3.1) for links to lecture slides and assignment guidelines.

The first key concept covered is  phonological awareness. Candidates learn the definitions of phonological awareness and phonemic awareness, and they learn the distinctions between these concepts. Candidates learn about syllables, onsets and rimes, and phonemes. The forty-four English phonemes are discussed. Many candidates enter this course thinking that there are only 26 English phonemes, so candidates compare the 26 English letters (graphemes) and the 44 English phonemes. Candidates also practice phonological awareness activities, such as clapping syllables and distinguishing rhyming words.

The next key concept is  phonics. Candidates learn the distinction between phonics and phonemic awareness. Candidates learn that phonics is the relationship between printed letters (graphemes) and sounds (phonemes). Candidates review the most common sounds for each of the letters, as well as less common sounds for the letters. They also learn about consonant and vowel digraphs, blends, and diphthongs. Candidates learn that effective phonics instruction is systematic, explicit, direct, and strategically sequenced. Candidates understand that effectively sequenced phonics instruction begins with simpler phonics patterns, such as CVC words with common consonant and vowel sounds, then progresses to words with more complex patterns, such as consonant digraphs, vowel digraphs, and other multi-letter/sound relationships.

Candidates learn the definitions of  decoding and encoding, the former related to reading and the latter to spelling. Candidates learn that many words can be successfully decoded and encoded by students after they have learned letter-sound relationships and other phonics patterns. Once candidates are taught specific phonics patterns (such as the final-e rule), they have the ability to read and spell words that follow that pattern. They also learn that many words (such as of) do not follow normal phonics rules and patterns. Young students may need to learn these irregular words as sight words. In addition, candidates learn about decodable texts, and they create their own decodable short story. Candidates learn how decodable texts can be helpful for beginning readers, since the vast majority of the words in these texts are decodable words.

Candidates practice many phonics instruction activities during class. They also  observe phonics instruction during their field observations. In EDU 5100, candidates are required to complete 20 hours of fieldwork. They write two essay reflections about their observations and experiences. The first half of the semester is devoted to observing examples of instruction in phonemic awareness, phonics and word identification. Candidates are required to complete a phonics case study. In this assignment, candidates work with one student who needs assistance with phonics (K-3 grade student or older student with special needs). They administer a formative phonics assessment with this student, then they prepare and teach a phonics lesson to their student. Next, they administer a summative phonics assessment. And finally, they write a summary and analysis of their experience. This assignment is formally evaluated by the course instructor, and feedback is given to the candidate.

Later in EDU 5100, candidates learn about reading  fluency, including fluency related concepts, such as accuracy, rate, and prosody. They learn how fluency automaticity (effortless identification of words) serves as a foundation for reading comprehension. They also learn and practice effective fluency instruction techniques, such as choral reading, echo reading, and paired reading.

Candidates learn how to  assess students fluency rate and accuracy. They review national data conveying fluency accuracy scores at the 50^th percentile for students in grades one through eight. They reflect on the importance of choosing reading material for individual students that is at the students instructional reading level (zone of proximal development). Candidates learn why choosing appropriately leveled reading material is highly effective for students fluency growth.

Candidates learn about  morphology, semantics, and syntax. Candidates learn the definitions of these concepts, and how they relate to phonics, word identification, and fluency. Within the concept of morphology, candidates learn about prefixes, suffixes, and roots. They learn how breaking words into their morphological parts can help students understand the meaning of words and learn the spelling patterns of multisyllabic words. Candidates review and discuss effective semantics and syntax activities, and their connections to fluency instruction. Candidates also learn about semantic miscues in fluency assessments.

Candidates practice fluency instruction activities during class, and they  observe fluency instruction during their field observations. The second half of the semester is devoted to observing examples of instruction in fluency, vocabulary (morphology), and comprehension. They are also required to complete a fluency instruction assignment. In the assignment, candidates work with one student who needs assistance with fluency. Candidates informally assess their students reading level. Then, they choose books at their students instructional reading level. Then, they work with their students using fluency instruction techniques, such as choral reading, echo reading or paired reading. Finally, candidates write a summary and reflection of their experience.

EDU 5180: In Spring 2024, CPP participated in the Literacy Performance Assessment (LPA) Pilot. Teacher candidates who participated were required to observe how the cooperating teacher included foundational reading skills, making meaning, language development, effective expression, and content knowledge. Later, teacher candidates included the elements into their LPA Lesson plan, instruction and reflective analysis. Cpp has been invited to participate in the LPA Field Test in Spring 2025. Teacher candidates will prepare and submit the LPA Field Test, and in doing so do learn about and be assessed on their understanding of lesson planning including foundational reading skills, making meaning, language development, effective expression, and content knowledge. Participation in the LPA Pilot and Field Tests has positioned CPP with a developied course that is honed over time in preparation for the Fall 2025 launch of the LPA.

Clinical Practice: Ensuring Opportunities for Candidates to Practice Teaching Foundational Skills:  

3.3a. Communication/Agreement with Districts Regarding Clinical Practice

The Department revised the MOU template and the clinical practice letter sent to district partners will use for all future candidate placements in partner districts to ensure that candidates are placed in sites where they can practice teaching foundational skills. In 2024, we created a set of slides and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates they support regarding teaching foundational skills. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.

3.3b. Candidate Information

In Fall 2024, our Clinical Practice Supervisor Orientation included a discussion of TPE 7 and provided access to the set of slides and accompanying video we developed to explain the TPE, including its focus on foundational literacy skills. All new supervisors will receive these slides in future semesters.

The set of slides and accompanying video we created in 2024 to explain TPE 7 was shared with all candidates so they would understand the expectations for teaching foundational skills. All cooperating teachers will receive these slides at the start of clinical practice in future semesters.

Cynthia Geary piloted an LPA section of EDU 5180, the MS course that provides TPA support, developed materials to help candidates understand and succeed in demonstrating their skill in teaching the literacy elements assessed by the new TPA. With the launch of the LPA in Fall 2025, these materials will be available to all MS candidates.

3.3c. Candidate Clinical Practice Opportunities

In 2023, the department revised its clinical practice tools, combining the observation form completed by the supervisor and the reflection form completed collaboratively between the candidate, supervisor, and cooperating teacher. In the new Observation and Reflection Form, ELA and ELD standards are included at the top of the form. This ensures that the ELA and ELD standards, including a focus on foundational skills where appropriate, will be a topic of discussion during coaching sessions with the candidate, supervisor, and/or cooperating teacher.

An accompanying Observation and Reflection Form Guidance document for supervisors explains that candidates should include a literacy or language-focused standard from the English Language Arts (ELA) Standards. Because the ELD Standards are directly correlated with the ELA Standards, the ELD standard the candidate chooses should be aligned with their ELA Standard; for examples, see the column Corresponding CA CCSS for ELA/Literacy beginning on p. 122 of the ELD Standards (PDF). The observation portion is now organized by TPE, rather than lesson element, to focus directly on teacher skills; TPE 7 was added to the form along with explicit instruction to prepare supervisors and cooperating teachers (described above) to provide feedback on literacy-based instruction, including a focus on foundational skills when relevant. The reflection portion of the form also encourages candidates to reflect on the quality of their literacy instruction in several ways: it asks about drawing on students' linguistic backgrounds, how they engaged students in higher-order thinking, and how they strengthened students' academic language.

The department also revised the Mid-Term and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements.

As indicated above, the support materials created for the LPA section of EDU 5180 will be available to all MS candidates in Fall 2025 and beyond to help them understand and succeed in demonstrating their skill in teaching the literacy elements.

TPEs 7.6/U7.6 Meaning Making 

Engage students in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.

Reviewer Feedback

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

Institution Response

Introduce

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

Evidence:

• Session 4 Overview
• Assigned Reading: Ch. 1 – 2 Picture Perfect Science Lessons

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

Practice

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

Evidence

• Rubric for Selecting Children's Literature to Support Science Instruction
• Assignment: Planning a Read-Aloud for the “Engage” Phase of the 5E Model-SP25

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

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

Assess

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

Evidence

• Culturally Relevant Lesson Plan Template and Rubric

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

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support meaning making using the  TPE 7 and Dyslexia Coaching Guidelines Checklist. During the classroom observation they document instructional strategies and accommodations to support meaning making, gather further input from the Cooperating Teacher., and then Debrief with the candidate. If needed, they sets goal(s) to ensure opportunities to practice TPE 7.6 are provided.

The  Clinical Practice Midterm and Final Evaluation includes a TPE 7.6  item.

EDU 5180: Beginning fall 2025, candidates will complete the Literacy Performance

Assessment (LPA) which will provide partial coverage of TPE7. 6  based on candidate

choice or context for clinical practice (see PSA 24-08, Appendix A).

TPEs 7.7/U7.7 Language Development.

Promote students’ oral and written language development by attending to vocabulary knowledge and use, grammatical structures (e.g., syntax), and discourse-level understandings as students read, listen, speak, and write with comprehension and effective expression.

Reviewer Feedback

• A: Reviewers could not find specific evidence concerning how candidates are assessed in promoting students’ oral and written language development by attending to vocabulary knowledge and use, grammatical structures (e.g., syntax), and discourse-level understandings as students read, listen, speak, and write with comprehension and effective expression.

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

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

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

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

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

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

Institution 7.7 Response 

Assess

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

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support language development using the  TPE 7 and Dyslexia Coaching Guidelines Checklist. During the classroom observation they document instructional strategies and accommodations to support language development, gather further input from the Cooperating Teacher., and then Debrief with the candidate. If needed, they set goal(s) to ensure opportunities to practice TPE 7.7 are provided. 

The  Clinical Practice Midterm and Final Evaluation includes a TPE 7.7  item the includes all the elements as follows:

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

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

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

screenshot below: Cycle 1 Requirements within the Lesson plan.

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

They submit their cycle 1 and receive feedback per rubric 1.1 Beginning fall 2025, candidates will complete the Literacy Performance Assessment (LPA) which will provide partial coverage of TPE 7.7  based on candidate
choice or context for clinical practice (see PSA 24-08, Appendix A).

TPEs 7.8/U7.8 Effective Expression 

Develop students’ effective expression as they write, discuss, present, and use language conventions. Engage students in a range of frequent formal and informal collaborative discussions, including extended conversations, and writing for varied purposes, audiences, and contexts.

Reviewer Feedback

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

Teach students to plan, develop, provide feedback to peers, revise using peer and teacher feedback, edit, and produce their own writing and oral presentations in various genres, drawing on the modes of opinion/ argumentation, information, and narration.

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

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

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

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

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

Institution 7.8 Response

Introduce and Practice

EDU 5105:  We added the Best Practices in Writing Instruction text to introduce candidates to letter formation/printing, handwriting and spelling  related language conventions, such as capitalization and punctuation,  sentence construction). We also added the Words their Way text to introduce candidates to word study for phonics, vocabulary and spelling.

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

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

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

During Week 7, candidates focus on how and why to teach handwriting. They read a chapter on the subject, and experience a range of classroom tasks at different levels aimed at improving or teaching handwriting and writing fluency. They explore digital resources available to teachers.

Assess 

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

observation where they review lesson plan(s) for evidence-based literacy instruction and/or integrated literacy instruction to support effective expression  using the  TPE 7 and Dyslexia Coaching Guidelines Checklist. During the classroom observation they document instructional strategies and accommodations to support effective expression, gather further input from the Cooperating Teacher., and then Debrief with the candidate. If needed, they set goal(s) to ensure opportunities to practice TPE 7.8  are provided.

The  Clinical Practice Midterm and Final Evaluation includes a TPE 7.8  item the includes all the elements as follows:

Effective Expression. Develop expression as students write, discuss, present, and use language conventions. Engage students in a range of frequent formal and informal collaborative discussions, including extended conversations, and writing for varied purposes, audiences, and contexts. Teach students to provide feedback to peers, revise their own writing  and oral presentations in various genres using feedback. Develop keyboard, technology and multimedia use. Develop fluency in spelling and handwriting, including letter formation/printing , capitalization, and punctuation, in conjunction with applicable decoding skills. Leverage students L1 and encourage translanguaging

EDU 5180: Beginning fall 2025, candidates will complete the Literacy Performance

Assessment (LPA) which will provide partial coverage of TPE 7.8  based on candidate

choice or context for clinical practice (see PSA 24-08, Appendix A).

4.2a. Communication/Agreement with Districts

The Department revised the MOU template and the clinical practice letter sent to district partners will be used for all future candidate placements in partner districts to ensure that candidates are placed in sites where they can practice teaching a strong literature, language, and comprehension component with a balance of oral and written language. In 2024, we created a set of slides and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates they support regarding teaching foundational skills. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.

4.2b. Candidate Information

In Fall 2024, our Clinical Practice Supervisor Orientation included a discussion of TPE 7 and provided access to the set of slides and accompanying video we developed to explain the TPE, including its focus on strong literature, language, and comprehension instruction with a balance of oral and written language. All new supervisors will receive these slides in future semesters.

The set of slides and accompanying video we created in 2024 to explain TPE 7 was shared with all candidates so they would understand the expectations for teaching literature, language, and comprehension. All cooperating teachers will receive these slides at the start of clinical practice in future semesters.

Cynthia Geary piloted an LPA section of EDU 5180, the MS course that provides TPA support, developed materials to help candidates understand and succeed in demonstrating their skill in teaching the literacy elements assessed by the new TPA. In future years, these materials will be available to all MS candidates.

4.2c. Candidate Clinical Practice Opportunities

In 2023, the department revised its clinical practice tools, combining the observation form completed by the supervisor and the reflection form completed collaboratively between the candidate, supervisor, and cooperating teacher. In the new Observation and Reflection Form, ELA and ELD standards are included at the top of the form.  This ensures that the ELA and ELD standards, including a focus on literature, language, and/or comprehension as appropriate will be a topic of discussion during coaching sessions with the candidate, supervisor, and/or cooperating teacher.

An accompanying Observation and Reflection Form Guidance document for supervisors explains that candidates should “include a literacy or language focused standard from the English Language Arts (ELA) Standards. Because the ELD Standards are directly correlated with the ELA Standards, the ELD standard the candidate chooses should be aligned with their ELA Standard; for examples, see the column ‘Corresponding CA CCSS for ELA/Literacy’ beginning on p. 122 of the ELD Standards (PDF).” The observation portion is now organized by TPE, rather than lesson element, to focus directly on teacher skills; TPE 7 was added to the form along with explicit instruction to prepare supervisors and cooperating teachers (described above) to provide feedback on literacy-based instruction, including a focus on strong literature, language, and comprehension with a balance of oral and written language. The reflection portion of the form also encourages candidates to reflect on the quality of their literacy instruction in several ways: it asks about drawing on students’ linguistic backgrounds, how they engaged students in higher-order thinking, and how they strengthened students’ academic language.

The department also revised the Mid-Term and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements.

As indicated above, the support materials created for the LPA section of EDU 5180 will be available to all MS candidates in future semesters to help them understand and succeed in demonstrating their skill in teaching the literacy elements.

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

Reviewer Feedback

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

Institution Response - Literacy Focused Observation and Feedback

We have updated our EDU 5160 Clinical Practice materials to include a focused literacy observation. University supervisors use this TPE 7 and Dyslexia Guidelines Coaching Checklist to guide coaching with their teacher candidates. The tool includes look for items for lesson plan(s) and classroom observation(s) including foundational skills, meaning making, language development, effective expression and content knowledge.  It also includes TPE 7 discussion points for debrief sessions including feedback and goal setting. The tool is introduced during the clinical practice orientation and used alongside the Observation and Reflection form to provide formative feedback to candidates. It may  be used across multiple  debriefing and coaching sessions.

We also enhanced our  MS Clinical Practice Mid/Final Evaluation by unpacking and including all 11 TPE 7 elements with descriptors.  The Clinical Practice Handbook and  mid-semester evaluation instructions now direct supervisors to collaborate with cooperating teachers/intern support providers to plan necessary literacy experiences to ensure candidates can meet the TPE 7 elements.

Candidates complete EDU 5180 alongside clinical practice and submit the CalTPA. They receive  Rubric 2.3 feedback on their ability to support student development and demonstration of academic language in relation to content-specific learning goal(s). Beginning fall 2025, candidates will complete the Literacy Performance Assessment (LPA) which will fully cover and offer feedback on TPEs 7.1, 7.2 and 7.4 and provide partial feedback on the remaining  TPE 7 elements (see PSA 24-08, Appendix A).

5.2a. Communication/Agreement with Districts

The Department revised the MOU template and the clinical practice letter sent to district partners will be used for all future candidate placements in partner districts. These revisions will ensure that candidates are placed in sites where they can learn about, and where possible, observe, how schools/teachers are using screening and diagnostic techniques to inform teaching and assessment and early intervention techniques, as appropriate to the credential and as identified in the TPEs and standard. In 2024, we created a set of slides and an accompanying video that our clinical practice placement coordinator shared with all cooperating teachers so they would understand the literacy expectations for the candidates including issues related to diagnostic techniques. Going forward, all cooperating teachers will receive these slides at the start of clinical practice.

5.2b. Candidate Information 

In Fall 2024, our Clinical Practice Supervisor Orientation included a discussion of TPE 7 and provided access to the set of slides and accompanying video we developed to explain the TPE, including its attention to diagnostic techniques. All new supervisors will receive these slides in future semesters. Updates to the Clinical Practice handbook also included language related to the expectations for TPE 7 and the California Dyslexia Guidelines for all programs.

The set of slides and accompanying video we created in 2024 to explain TPE 7 was shared with all candidates so they would understand the expectations for teaching literature, language, and comprehension. All cooperating teachers will receive these slides at the start of clinical practice in future semesters.

Cynthia Geary piloted an LPA section of EDU 5180, the MS course that provides TPA support, developed materials to help candidates understand and succeed in demonstrating their skill in teaching the literacy elements assessed by the new TPA. In future years, these materials will be available to all MS candidates. EDU 5150 addresses MTSS, which includes diagnostic practices when appropriate.

5.2c.  Clinical Practice Observation Tools

In 2023, the department revised its clinical practice tools, combining the observation form completed by the supervisor and the reflection form completed collaboratively between the candidate, supervisor, and cooperating teacher. In the new Observation and Reflection Form, ELA and ELD standards are included at the top of the form.  This ensures that the ELA and ELD standards, including a focus on literature, language, and/or comprehension as appropriate will be a topic of discussion during coaching sessions with the candidate, supervisor, and/or cooperating teacher.

An accompanying Observation and Reflection Form Guidance document for supervisors explains that candidates should “include a literacy or language focused standard from the English Language Arts (ELA) Standards. Because the ELD Standards are directly correlated with the ELA Standards, the ELD standard the candidate chooses should be aligned with their ELA Standard; for examples, see the column ‘Corresponding CA CCSS for ELA/Literacy’ beginning on p. 122 of the ELD Standards (PDF).” The observation portion is now organized by TPE, rather than lesson element, to focus directly on teacher skills; TPE 7 was added to the form along with explicit instruction to prepare supervisors and cooperating teachers (described above) to provide feedback on literacy-based instruction, including a focus on strong literature, language, and comprehension with a balance of oral and written language. The reflection portion of the form also encourages candidates to reflect on the quality of their literacy instruction in several ways: it asks about drawing on students’ linguistic backgrounds, how they engaged students in higher-order thinking, and how they strengthened students’ academic language.

Beginning in Fall 2024, at least one formal observation of candidates must focus on TPE 7. We created a Coaching Checklist for supervisors and especially cooperating teachers to use in giving feedback to candidates. The form prompts coaches to give candidates specific feedback on their strengths and weaknesses relative to TPE 7.

The department also revised the Mid-Term and Final Evaluation to include TPE 7 elements as a requirement for successfully passing clinical practice. At the midpoint of the semester, if the candidate has not had the literacy experiences necessary to meet the elements of TPE 7, the supervisor will collaborate with the cooperating teacher to make sure that the candidate has literacy experiences so that they can meet the requirements of TPE 7 and its elements.

As indicated above, the support materials created for the LPA section of EDU 5180 will be available to all MS candidates in future semesters to help them understand and succeed in demonstrating their skill in teaching the literacy elements.