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Name of Institution: California State University, San Diego
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Link to Submission: https://education.sdsu.edu/cctc-accreditation/program-documents
Password: N/A
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Types of Programs Represented: Ed Specialist (ECE), Ed Specialist (ESN), Ed Specialist (MMSN)
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CTC Staff Review Elements (Please see PSA 24-01 for the full text of these items.)Element Complete or Incomplete If Incomplete, rationale for incompleteCommentInstitution Response-
Provide direct link to response		Any comments on the additional information submitted in column E2nd Review - Complete or Not Complete (dropdown)If Not Complete, staff-provided feedback
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Section 2.1 Table Listing all pathways is complete and accurate.

Check that: A. All pathways listed in Part 1.5 accounted for, were checked against tracking sheet) and B. At least one course is listed in the table for each pathway (or there is a clear indication that the courses listed for one apply to the other pathways). 		Complete
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2.2 Description of process used to review the program to ensure alignment with the new literacy instruction standards and TPEs.
Complete
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2.3. 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.

Check that: Response describes how faculty teaching literacy courses were provided with opportunities to understand or notified about SB 488 requirements, the new literacy standard and TPE domain, and evidence base supporting them.		Complete
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2.4. 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. If these responses differ by pathway, please respond for each pathway.

Check that response indicates how professional learning has or will be provided for faculty teaching literacy courses. Do not check for dates for specific activities.		Complete
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2.5. 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.) Complete
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2.6. 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?

Check that individuals with expertise in multilingual/English learner students was not clearly included. 		Complete
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2.7 Links to syllabi for ELA and Literacy Standards, ELD Standards, ELA/ELD Framework indicating they are required and central components for candidates in literacy instruction coursework.

Check that ELA/ELD is a required text/resource and referenced clearly in literacy coursework.		Complete – A preliminary review indicates the ELA and Literacy Standards, ELD Standards, ELA/ELD Framework are included in coursework. Phase III of the certification process will include a review for alignment with the requirements of SB 488.
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3.3b. Candidate Information – Direct link(s) to location(s) in candidate handbooks or materials explaining the new standards, TPEs, and performance assessment requirements demonstrating that candidates have been provided accurate and timely information about what is required during clinical practice related to foundational skills.

Check that candidate materials clearly describe the new literacy standards, TPEs, and performance assessment requirements/clinical practice around foundational skills.		Complete
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4.2b. Candidate Information – Direct link(s) to specific locations in candidate handbooks or other materials explaining the new standards, TPEs, and performance assessment requirements demonstrating that candidates have been provided accurate and timely information about what is required during clinical practice related to the TPEs listed in 4.1.

Check that candidate handbooks or other materials clearly describe the new new standards, TPEs, and performance assessment requirements demonstrating that candidates have been provided accurate and timely information about what is required during clinical practice related to the TPEs listed in 4.1 (7.6, 7.7. 7.8)		Complete
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5.2b. Links to specific location(s) in candidate handbooks or materials that describe for candidates what is expected of them with respect to learning about diagnostic techniques as well as early intervention techniques.

Check that candidate materials clearly describe program expectations around diagnostic and early intervention techniques. 		Complete
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5.3b. Direct links provided to specific locations in syllabi where the content of the CA Dyslexia Guidelines is clearly identified.

Check that CA Dyslexia Guidelines (all chapters) are clearly identified and required reading in one or more courses.		Not CompleteCA Dyslexia Guidelines are listed as a required text but reviewers cannot see where it is explicitly incorporated into the program.The CA Dyslexia Guidelines are assigned as a reading in both courses linked; however, it is unclear if candidates are expected to read all chapters for the week referenced in each of the courses. Additionally, please clarify how the program will incorporate the guidelines, will there be discussion, course lecture, assignments, etc.?We have added clarification to SPED 547 regarding which chapters will be read and discussed each week. Students will submit a reflection from the in-class discussion each week. Since all students will take both courses, in the second course the dyslexia guidelines will serve as a reference text.Complete
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5.3e. Candidate Information – Direct link(s) to location(s) in candidate handbooks or other candidate material that explains the program expectations around the California Dyslexia Guidelines.Complete
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Syllabus spot check: Links should appear to go to a specific assignment or assessment that clearly incorporate the language the TPE or requirement.Links go to a “kitchen sink” assignment or generic lesson plan template that does not clearly indicate which element of the TPE(s) will be practiced and assessed. This occurs also with “candidate choice” assignments (e.g. pick one foundational skill and…).In SPED 547, a quiz is refernced several times to show how candidates are assessed on the TPE but there is no context provided as to what the quiz assesses. There is not enough information for reviewers to determine candidate assessment of the TPE.
We have updated the syllabi for SPED 547 to match the infomration we detailed in Tables 3.1 and 4.1. Syllabus link: Link to table 3.1 and 4.1Complete
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General Comments Settings on course syllabi Google Docs allows editing with link, consider updating settings to view only for reviewers.
Corrected. Thank you for letting us know.
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