San Diego State_Phase III Feedback MMSN ESN (3).xlsx

	A	B	C	D	E	F	G	H
1	Institution: San Diego State University					Second Review Finding	Second Review Feedback	Third Review Finding
2	Program(s) and Pathway(s): Education Specialist MMSN and ESN - Traditional and Intern Pathways
3	Link to Submission: https://education.sdsu.edu/cctc-accreditation/program-documents
4		Initial Review
5	Table 3.1 - 7.5/U7.5 Foundational Skills	Introduced	Practiced	Assessed
6	Table 3.1 - 7.5/U7.5 Foundational Skills	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.

7	a. print concepts, including letters of the alphabet	No	No	No	I: The lack of specific assignment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	I:
8					P: No specific evidence how print concepts, including the letters of the alphabet is linked in the opportunities for practice	Yes
9					A: The lack of specific assessment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	A:
10	b. phonological awareness, including phonemic awareness	Yes	No	No	I:		I:
11					P: The lack of specific practice details made it difficult to determine how the program ensures this elemetn of the standard is addressed	Yes	P:
12					A: The lack of specific assessment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	A:
13	c. phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondences	No	No	Yes	I: The lack of specific assignment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	I:
14					P: The lack of specific practice details made it difficult to determine how the program ensures this elements of the standard is addressed	No	P: Reviewers were unclear how phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondences were practiced with the evidence provided. The DIBELS assessment listed does not include spelling measures.	Yes
15					A: Reviewers found evidence to meet this criteria within the lesson plan (Note: the quiz lacked sufficient evidence due to limited details)		A:
16	d. decoding and encoding, including morphological awareness	No	No	No	I: The lack of specific assignment details made it difficult to determine how the program ensures this element of the standard is addressed.		I:
17					P: The lack of specific practice details made it difficult to determine how the program ensures this element of the standard is addressedYes	No	P: Evidence provided focused on decoding, and does not provide reviewers with evidence of how candidates practice encoding and morphological awareness.	Yes
18					A: The lack of specific assessment details made it difficult to determine how the program ensures this element of the standard is addressed.	No	A: Reviewers did not find evidence in how TPE 7.5 c was assessed. (No reference to encoding and morphological awareness.)	Yes
19	e. text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity)	No	No	Yes	I: The lack of specific assignment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	I:
20					P: The lack of specific practice details made it difficult to determine how the program ensures this elemetn of the standard is addressed	No	P: Reviewers were unclear which DIBELS assessments were required of candidates (several options were listed in the assignment).	Yes
21					A: Reviewers found evidence to meet this criteria within the lesson plan (Note: the quiz lacked sufficient evidence due to limited details)		A:
22	f. instruction that is structured and organized as well as direct, systematic, and explicit	Yes	Yes	Yes	I:		I:
23					P:		P:
24					A:		A:
25	g. connected, decodable text	No	No	No	I: The lack of specific assignment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	I:
26					P: The lack of specific practice details made it difficult to determine how the program ensures this elemetn of the standard is addressed	Yes	P: Note: provided evidence did not show clear evidence of where candidates practice decodable texts; however, the assessment provided for this TPE did include a practice component prior to assessing the candidate.
27					A: The lack of specific assessment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	A:
28	h. Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax.	No	No	No	I: The lack of specific assignment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	I:
29					P: The lack of specific practice details made it difficult to determine how the program ensures this elemetn of the standard is addressed	Yes	P:
30					A: The lack of specific assessment details made it difficult to determine how the program ensures this element of the standard is addressed.	Yes	A:
31	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.	Yes	Yes	No	I:		I:
32					P:		P:
33					A: The lack of specific assessment details made it difficult to determine how the program ensures this element of the standard is addressed.	No	A: Reviewers were unclear how TPE 7.5i was assessed. The assignment references a report that is not included for the reviewers to access.	Yes
34	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.
35	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.	Yes
36	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: Many of the skills from 7.5 are clearly stated in the coursework; however, lack of specific details on how these skills are introduced, practiced or assessed are missing. Elaborate further on the evidence for I, P, and A making sure there is a connection to the TPE language and the links provided.
37		Yes
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100