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Institution: San Diego State UniversitySecond Review Finding Second Review Feedback
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Program(s) and Pathway(s): Multiple Subject - Traditional and Intern Pathways
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Link to Submission: https://education.sdsu.edu/cctc-accreditation/program-documents
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Initial Review
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Table 3.1 - 7.5/U7.5 Foundational SkillsIntroducedPracticedAssessed
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The information provided in 3.1 indicates that the concepts are clearly introduced/included in coursework
(Indicate Y or N)		The information provided in 3.1 indicates that the concepts are clearly practiced by candidates in coursework or clinical practice
(Indicate Y or N) 		The information provided in 3.1 indicates that candidates are assessed on these concepts
(Indicate Y or N)		If no is indicated on any of the previous three columns, please comment on what is missing or unclear.Reviewer Instructions
For any element that was not addressed in the initial review, review institution's response.

Select Yes or No from the drop down menu. If feedback is fully addressed, select Yes. If additional information is needed, select No and use Column G to provide additional feedback. 		Reviewer Instructions
If the response is not sufficient, please provide additional feedback.

If the response addresses the feedback, no additional feedback is needed.
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a. print concepts, including letters of the alphabetYesYesYesI: I:
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P: P:
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A: A:
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b. phonological awareness, including phonemic awarenessYesNoYesI: I:
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P: Reviewers did not see evidence of canddiates having opportunities to practice teaching phonological awareness, including phonemic awarenessYesP:
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A: A:
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c. phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondencesNoNoNoI: Reviewers did not see links to specific introductory activit(ies) where candidates learn how to teach phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondencesYesI:
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P: Reviewers did not see links to specific practice-based activit(ies) where candidates apply how to teach phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondencesYesP:
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A: Reviewers did not see links to specific assessment activit(ies) where candidates are assessed on how to teach phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondencesYesA:
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d. decoding and encoding, including morphological awarenessYesNoNoI: I:
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P: Reviewers did not see evidence where candidates fully practice teaching decoding and encoding, including morphological awarenessYesP:
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A: Reviewers found it appears that not all candidates will be assessed on every aspect of this TPE. YesThank you for making clear that candidates must address decoding, encoding and morphology in the assessment linked. Suggestion to consider, adjusting the proficient category on rubric to more clearly ensure that candidates have demonstrated an understanding of all three.
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e. text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity)NoNoNoI: Reviewers did not see evidence of where candidates are being introduced to how to teach text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity)YesI:
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P: Reviewers did not see evidence of where candidates are practicing how to teach text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity)YesP:
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A: Reviewers did not see evidence of where candidates are being assessed on how to teach text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity)Yes
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f. instruction that is structured and organized as well as direct, systematic, and explicitYesNoNoI: I:
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P: Reviewers did not see evidence of where the candidates are fully practicing instruction that is structured and organized as well as direct, systematic, and explicitYesP:
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A: Reviewers did not see evidence of where the candidates would be assessed on instruction that is structured and organized as well as direct, systematic, and explicitYesA:
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g. connected, decodable textYesNoNoI: I:
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P: Reviewers did not see evidence of where candidates are practicing how to teach connected, decodable textYesP:
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A: Reviewers did not see evidence of where candidates are beiing assessed on how to teach connected, decodable textYesA:
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h. Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax.NoNoNoI: Reviewers found that not all components of this element are being introduced. YesI:
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P: Reviewers found that not all components of this element are being practiced. YesP:
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A: It was unclear if the candidates will present a strategy for all elements of the standard. YesA:
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i. Advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression.NoNoNoI: Reviewers did not find evidence of where candidates would be introduced to how to advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression.YesI:
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P: Reviewers did not find evidence of where candidates would practice to how to advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression.YesP:
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A: Reviewers did not find evidence of where candidates would be assessed on how to advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression.YesA:
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Standard 7a. Foundational Skills: English Learners

Reviewers can find information on 7a in Section 3.2 of the institution's submission.		The evidence contained in the literacy coursework indicates program is aligned to standard 7a as it relates to multilingual and English Learner students. (Indicate Y or N)If the response in the previous column is no, please indicate what is missing or unclear related to this aspect of standard 7a.Reviewer Instructions
For any element that was not addressed in the initial review, review institution's response.

Select Yes or No from the drop down menu. If feedback is fully addressed, select Yes. If additional information is needed, select No and use Column G to provide additional feedback. 		Reviewer Instructions
If the response is not sufficient, please provide additional feedback.

If the response addresses the feedback, no additional feedback is needed.
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Standard 7a: The program also includes evidence-based means of teaching foundational skills to multilingual and English learner students while they are simultaneously developing oral English language proficiency, and in some cases literacy skills in an additional language. The program teaches candidates to plan foundational skills instruction based on students’ previous literacy experiences in their home languages and to differentiate instruction using guidance from the ELA/ELD Framework, including knowledge of cross-language transfer between the home languages and English.NoReviewers did not see evidence for how the program teaches candidates to plan instrucion based on students' previous literacy experiences in their home languages. Yes
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The feedback on this sheet is provided for all programs and pathways listed on Row 2 of this sheet.The feedback above is for all programs and pathways (Indicate Y or N)General Comments:
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