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Name of Institution: CSU East Bay
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Link to Submission: CSU East Bay Literacy Certification Submission Webpage
Password: N/A
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Types of Programs Represented: Traditional Student Teaching and Intern for all - MS, EdSp: MMSN, EdSp: ESN
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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 feedbackInstitution Response-
Provide direct link to response		Any comments on the additional information submitted in column I3rd 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.		CompleteThe TPE 7 Literacy shared drive link (top of page 6 of 10) requires a Google sign-in. Please provide access that does not require Google sign-in. Access updated.
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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.		Not CompleteELA/ELD is not clearly referenced as a required part of the literacy coursework or is listed as optional or recommended and not required.MS program - TED 508 and TED 509 are not bookmarked. The ELA/ELD Framework is noted under "required materials" and that is the only reference. It is unclear how the framework and standards are central components for candidates in literacy instruction coursework. Please clarify/update program materials.

No additional information needed for the EdSp programs.		MS-Program-Content added to materials shared for TED 508 & TED 509MS Program-Specific slides and details of the anchor assignment for TED 509 were added to show how the standards are central components to the coursework. The lesson plan template is carried through all courses in the program and the fieldwork experience. Complete
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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.		Not CompleteCandidate materials do not contain or do not clearly describe the new literacy standards TPEs and performance assessment requirements/clinical practice around foundational skills.Page 3 of the MS Literacy handbook notes: "Successful completion of the RICA is required prior to recommendation for the preliminary credential." There is no mention of the LPA.

The EdSp handbook mentions the sunsetting of RICA and the LPA replacing it, no additional information is needed. However, this handbook does have two comments from faculty so a final version needs to be provided.		MS Program Program Handbooks and syllabus added for field work (TED 580 and TED 581)MS Program-The following text was added to each handbook: *The new literacy standard (Standard 7) and the Universal and Authorization Specific TPEs are a result of Senate Bill 488 (S. Rubio, D-Baldwin Park) signed by Governor Newsom in October of 2021. The new laws sunset the Reading Instruction Competence Assessment (or “RICA”) as it will be replaced with a new Literacy Teaching Performance Assessment (LPA) in July of 2025.
Not CompleteMS handbook updated to include RICA will be replaced by LPA; however, there is no additional information about the LPA and requirements.
Additional language was added to include: "The new LPA will include elements from the new literacy TPE, including but not limited to foundational skills, and as more information from edTPA is available, we will update accordingly."
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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)		Not CompleteCandidate materials do not contain or do not clearly describe the new standards, TPEs, and performance assessment requirements, particularly related to the TPEs in Table 4.1 (7.6, 7.7, 7.8)MS program - handbook lists these TPEs but the 508 and 509 courses are not bookmarked so it is unclear how candidates will address TPEs 7.6 - 7.8 in fieldwork. The Structured/Explicit Literacy Observation and Feedback Form was provided but it is unclear how candidates are made aware of the expectation. And RICA is referenced in the MS program narrative as well as 508 and 509. RICA will be sunsetting as of June 30, 2025.

EdSp programs - the handbook lists TPEs 7.6 - 7.8 and, in the narrative response to this element, there are links to fieldwork binders and SPED 694B and SPED 601 that show candidates will make lesson plans with these TPEs. How will candidates be provided accurate and timely information about what is required during clinical practice?		MS Program-The following text was added to each handbook: *The new literacy standard (Standard 7) and the Universal and Authorization Specific TPEs are a result of Senate Bill 488 (S. Rubio, D-Baldwin Park) signed by Governor Newsom in October of 2021. The new laws sunset the Reading Instruction Competence Assessment (or “RICA”) as it will be replaced with a new Literacy Teaching Performance Assessment (LPA) in July of 2025. Expectations of all course assignments is discussed in classes and instructions are provided to the candidates. All assignments are linked in TED Table 4.1 EdSp Programs Candidates are provided with information regarding fieldwork and clinical practice as a part of the initial orientation. A separate slide deck contains information on clinical practice. Candidates may complete the clinical practice experience as a student teacher, a teacher of record on a permit or an intern teacher. Regardless, all candidates in fieldwork and clinical practice receive university supervision. Year 2 candidates are provided with accurate and timely information regarding clinical practice at the year 2 candidates orientation. The fieldwork binder identified the literacy lessons and non-literacy lessons required as a part of SPED 612/616 and SPED 613/617. Candidates will receive a copy of the required literacy lessons as a part of clinical practice.Not CompletePlease provide a link where this information is provided to candidates. Reviewer is unclear what to look for in table 4.1 as there are multiple links to syllabi. Please provide an example where this is available.

EdSp- no additional information needed.		MS Program: Candidates are provided with information regarding fieldwork and clinical practice as a part of the initial orientation and reviewed in their fieldwork seminar (TED 570/571) course. Candidates may complete the clinical practice experience as a student teacher, a teacher of record on a permit or an intern teacher. Regardless, all candidates in fieldwork and clinical practice receive university supervision. All candidates are provided with accurate and timely information regarding clinical practice and review requirements with their University Supervisor.
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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. 		Not CompleteCandidate materials do not contain information or are unclear about program expectations related to diagnostic and early intervention techniques or the information is unclear.MS program - reference to one case study provided in 509. How will candidates be informed of what is expected of them with respect to learning about diagnostic techniques as well as early intervention techniques?

No additional information needed for EdSp.		MS program-The case study assignment outlines details on how candidates will select a student and use diagnostic and early intervention techniques to meet the standard.Not CompleteIt is not clear how the case study describes to candidates program expectations around diagnostic and early intervention techniques. This can be candidate materials (handbook, orientation info, advising, etc.)Text was added to the assignment and syllabus
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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 CompleteTopic of dyslexia is covered in coursework, but CA Dyslexia Guidelines are not clearly identified as required reading (listed as optional or recommended). EdSp: link to Ch. 5 reading/activity in the CA Dyslexia
Guidelines/ Course Distribution requires access. SPED 604 syllabus is accessible, direct link to Session 4 is not accessible.

MS: Link to Ch. 7 for TED 502 course in the chart is not hyperlinked. Could not locate Ch. 7 in TED 502 syllabus.		EdSp Direct link to SPED 604 Session 4 Added a reader response link to the Chapter 5 and Chapter 11 readings. MS-Link updatedCompleteFYI - the link to Session 4 for the 604 syllabus still requires permission to access. Reviewer located the information but you may want to update the link so that Phase 3 reviewers can access.
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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 of this element of the TPEComplete
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General Comments See comment for element 2.3 (element is marked as complete but please see the comment).

All links on the 2024-2025 Fieldwork Electronic Binder, Fall Y1 are not accessible.
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