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.

Response: Humphreys ensured that faculty teaching the literacy instruction courses understood the requirements in SB 488 by reading through the requirements, meeting for professional development, discussing, and planning how the new standards and TPEs would be incorporated into the courses.  Each instructor helped to select the new textbooks that would be added to the curriculum by researching and reading through multiple selections of textbooks before deciding on which would best meet the needs of and requirements of the new TPEs and standards. Then work began to incorporate the new standards, including the California Dyslexia Guidelines, and TPEs into relevant coursework. Although our program offers two pathways, all MSTC candidates take the same courses.

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.

Response: Humphreys began providing opportunities for faculty teaching the courses to engage in professional development and learning by sharing relevant webinars and training offered by multiple entities throughout the state of California, and then sharing the new knowledge with all faculty through professional development given by Humphreys. Multiple Subject Teaching Credential Faculty members attended: Workshop put on by David Bolton on Dyslexia and Struggling Readers at Humphreys University, funded by a grant from the CTC that Humphreys University received. Faculty members attended Dyslexia Collaborative training held by UCLA. Faculty attended was both Part 1 and Part 2 of Examining the Literacy Standard and TPEs, presented by the CTC. This includes student teaching and intern pathways.

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.)

Response: The steps taken to communicate to mentor/cooperating teachers and other PK-12 partners the new requirements of SB 488, communication will take place via multiple pathways of communication;  email updates, faculty/staff memos, and discussions of new requirements during faculty meetings. In addition, the MTSC Student Teaching and Intern Handbook, along with the Student Teaching Orientation presentation, has been updated to communicate the most recent updates regarding SB 488.  Student teaching and Intern Self evaluations have been updated to reflect the new TPE’s as a result of SB 488. This was the pathway used for both student teaching and interns.

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?

Response: The process for reviewing coursework and clinical practice requirements against the new standards and TPEs included two individuals that have extensive expertise in literacy instruction for multilingual students and English learner students.  One of the experts is Eba Martinez who is the Program Coordinator for English learners at Lodi Unified School District and the second is Dr. Annita McManus-White who is a retired Instructional Specialist in the English Learner Department at Stockton Unified. Both were consultants and helped to write and plan the curriculum and syllabi for EDCC 352, Language and Literacy, and Cultural Diversity and EDCC 356 Multicultural Education. Although our program offers two pathways, all MSTC candidates take the same courses.

2.7. Provide links to syllabi that demonstrate that the English Language Arts (ELA) and Literacy Standards, English Language Development (ELD) Standards, and English Language Arts/English Language Development (ELA/ELD) Framework are required and central components for candidates in literacy instruction coursework. These links should be bookmarked to the exact place in the syllabi where this occurs. Multiple links to different sections of the same syllabus are acceptable. This was the pathway used for both student teaching and interns.

Response with Evidence: You will find multiple references to the English Language Arts and Literacy Standards, English Language Development Standards and English Language Arts /English Language Development Framework where literacy instruction is central to the teaching, in most syllabi, but a few examples are included for both student teaching and intern pathways, since all MSTC candidates take the same courses:

EDCC 300, Week 5 

EDCC 351, Week 11 

EDCC 352, Week 1

3.2. Coursework Coverage of Standard 7 – Provide a narrative with links embedded to specific location(s) in course syllabi addressing Standard 7a describing how the program prepares candidates to teach foundational skills and the coverage of the above knowledge and skills (TPE 7.5), as specified in the excerpt from the Education Code. Please be concise. Suggested length no more than 1000 words.

Response:  The lessons embedded in EDCC 300 and EDCC 340, prepare candidates to teach foundational skills and build their knowledge and skills  of TPE 7.5. Candidates receive course work that prepares them to teach foundational skills in the following courses and learning activities:

 EDCC 300 Foundations of Teaching in California provides opportunities for candidates to focus on theoretical and philosophical foundations of becoming an effective teacher as well as expectations specific to the California Commission on Teacher Credentialing, including TPE 7.5. Candidates will be prepared to teach foundational skills as they participate in these activities:

EDCC 300, In week 6, candidates will read and jigsaw the article:Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: Practice Guide Summary. Then, candidates summarize and create a poster to present during a gallery walk.

 Students will practice implementing knowledge and skills in activity requiring them to  read the book A Boy, A Dog and A Frog. Candidates will then practice retelling the story using pictures for support. Candidates will  have collaborative conversations retelling the story using story cubes. Candidates will create sentence frames for ELL students, showing evidence they understand how to support all learners. Candidates will  have collaborative conversations retelling the story using the following sentence frames; “First, what happened?,” and “Then, what did you see?

Lastly candidates will  practice, with a partner describing the five steps to writing an expressive language goal, using the following two articles as resources: How to Write Expressive Language Goals [with goal bank & Basics: Print Awareness | Reading Rockets

In week 7, candidates will build skills and knowledge of Structured Literacy, Storytelling and Mentor texts as they read articles: Exploring Diverse Forms of Storytelling With Mentor Texts

Guiding Students to Use Storytelling Across the Curriculum & Structured Literacy Instruction: The Basics | Reading Rockets. Then, candidates placed in small groups, will create PPT slides to present to class. The following groups will be assigned:

Group 1-Literacy environments that ​​are print rich and that foster interest in print

Group 2-Literacy environments that engage young children actively and deliberately with games, books, poetry, oral storytelling and songs that draw their attention to print, the manipulation of sounds, and alphabet letters.

Group 3-Literacy environments that provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax.

Group 4-Literacy environments that advance children’s 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. This was the pathway used for both student teaching and interns.

EDCC 352 Language and Literacy provides opportunities for candidates to acquire effective means of teaching literacy to young children through Foundational Skills, Meaning Making, Language Development, Effective Expression, and Content Knowledge. Students will be taught instruction that is organized, comprehensive, systematic, evidence based, culturally and linguistically sustaining, and responsive to children’s age, grade, and prior literacy development. Candidates will be prepared to teach foundational skills as they participate in these activities:

 In week 1 of EDCC 352, Candidates, using the following resources What Is Structured Literacy? – International Dyslexia Association and California Dyslexia Guidelines – Announcements & Current Issues (CA Dept of Education),  will create a non-linguistic definition of structured literacy and give three examples of strategies to use in your literacy curriculum. 

In week 2 of EDCC 352 candidates will use Teaching Reading Sourcebook, specifically Chapters 3 and 4,  Print Awareness and Letter Knowledge, select a lesson idea, and use the necessary supplies to practice teaching the lesson to other candidates. Teaching Reading Sourcebook, 3rd ed. Honig, Diamond, Gutlohn (2018).

In week 3 of EDCC 352 candidates will read an article titled: The Importance of Meaning-Making in Reading Instruction | Edutopia. Then candidates will create a graphic organizer to summarize the text on meaning making. Then they will be required to present findings of summary to a collaboration group. Lastly, candidates will select a children’s book and create an activity with the story including; Connecting to prior knowledge, Predicting, Retelling, and Comprehension questions. 

In week 4 of EDCC 352,Candidates will read a resource on foundational skills: Resource Guide to the Foundational Skills of the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Next, they will create a definition of each reading Foundational Skills area in their own words using evidence-based sources for reference. The following foundational skills will be included in their paper headings for print concepts, phonological awareness, phonics and word recognition and fluency.

In week 5 of EDCC 352, Candidates will read: Resource Guide to the Foundational Skills of the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Candidates will then discuss: What are the critical areas of foci?

In week 7 of EDCC 352, Candidates will read: Decoding and Word Recognition Teaching Reading Sourcebook, 3rd ed. Honig, Diamond, Gutlohn (2018), specifically Chapter 6 Phonics that will build their knowledge and understanding of the following topics: Systematic and Explicit Phonics Instruction, Approaches to Phonics Instruction, Word Work for Encoding and Decoding, Blending Routines, Phonics Scope and Sequence, Automatic Word Recognition. Then candidates will prepare a sample lesson to practice with their colleagues on sound blending using Elkonin Boxes. Discuss with your partner: what is the difference between phonemic awareness and phonics instruction?

In week 8 of EDCC 352, Candidates will read  Teaching Reading Sourcebook, 3rd ed. Honig, Diamond, Gutlohn (2018). To build candidates’ knowledge in order to teach foundational skills Fluency Instruction, topics addressed in reading are: Comprehension, Informational text, Literary text, Rate and Expression. After the assigned reading, candidates will work with a partner on fluency, prosody and comprehension questions.

In week 9, candidates will build knowledge of Effective Expression through reading the assigned text: 2014 ELA/ELD Framework, Chapter 3,& 5 Simple (but effective) Expressive Language Activities Following the reading, candidates will plan three activities of effective expression to use in their classroom. Lastly, these activities will be presented to their colleagues for feedback and discussion. Although our program offers two pathways, all MSTC candidates take the same courses.

Ensuring Opportunities for Candidates to Practice Teaching Foundational Skills – Provide direct links to evidence demonstrating how the program provides opportunities for candidates to practice teaching students foundational reading skills. The standards require that candidates are provided opportunities to practice foundational reading skills that are appropriate for the children and/or students they are teaching in their clinical practice experience. This does not mean that candidates must practice or be observed teaching every individual foundational reading skill in their clinical practice setting (see PSA 24-08). This documentation must include all the following:

3.3a. Communication/Agreement with Districts regarding clinical practice – Direct link(s) to locations in sample MOU(s) with LEAs or other documentation provided to districts outlining opportunities that must be provided to candidates in clinical practice settings (appropriate setting, information about expectations made available to administrators and mentors at the school site, etc.). This documentation must include information for mentor/cooperating teachers about the expectations for candidates to take and pass a Commission approved literacy performance assessment that includes a focus on foundational literacy skills and the additional cross cutting themes in literacy. 

Response and Evidence: The Intern and Student Teaching MOUs both include language on page 3, number 3, in the Intern MOU and page 2, letter f in the Student Teaching MOU regarding information that both parties will provide opportunities for candidates in clinical practice settings to practice, take and pass a Commission approved literacy performance assessment that includes a focus on foundational literacy skills and the additional cross cutting themes in literacy. This was used for both student teaching and interns as the courses are the same for the two pathways.

 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.

Response and Evidence: Candidates are provided the Multiple Subject Teaching Credential Student Teacher and Intern Handbook in their first course EDCC 300.  On pages 27-37 of the Multiple Subject Teaching Credential Student Teacher and Intern Handbook, Candidates are provided knowledge of the seven domains of the TPEs and links to CTC websites. Candidates are introduced to the TPE’s,including the foundational skills, in Week 1 of EDCC 300 where Candidates will create a presentation on one of the seven Teacher Performance Expectations and present as a group. Throughout the course students will be introduced to what is required during EDCC 377 and 372 Seminar A clinical practice. 

Teacher Performance Assessment requirements are explained on page 23-27 of the Multiple Subject Teaching Credential Student Teacher and Intern Handbook . Although our program offers two pathways, all MSTC candidates take the same courses.

3.3c. *Candidate Clinical Practice Opportunities – Direct link(s) to locations in any clinical practice observation tools/assessments, if available, that document where candidates are practicing teaching these foundational reading skills to students and are being provided formative feedback to guide improvement.

Response and Evidence: In EDCC 377 and 372 Seminar A, Candidates will create and teach a lesson in which the learning goals will be based on standards for Common Core State Standards in English Language Arts, Preschool Learning Foundations and Framework, ELD Standards, Dyslexia Guidelines on Foundational Skills. This assignment Lesson Plan #2 (Week 4 EDCC 377 &372A) will  take place in Week 4 and will be scored on a rubric. Candidates also will record themselves teaching a lesson to their students in Foundational Skills and submit it on an online platform called GoReact. The Candidate will be scored by their University Supervisor on a Formal Observation Template which includes teaching foundational reading skill to students as one of the four required lesson observation objectives. This is the process used for both student teaching and interns.

4.2. Clinical Practice: Ensuring Opportunities for Candidates to Practice a strong literature, language, and comprehension component with a balance of oral and written language. Provide links to evidence demonstrating how the program ensures that candidates are in clinical practice settings that allow them opportunities to practice TPEs related to oral and written language, as applicable to the credential program. This documentation must include all the following:

 4.2a. Communication/Agreement with Districts – Direct link(s) to specific location(s) in sample MOU(s) with LEAs or other documentation provided to districts outlining opportunities that must be provided to candidates in clinical practice settings (e.g., appropriate setting, information about expectations made available to administrators and mentors at the school site) related to the TPEs related to oral and written language including 7.6, 7.7, and 7.8, as appropriate to the credential program.

Response and Evidence:  Included in the Intern MOU page 4, letter 5, and the Student Teaching MOU page 3, letter h, opportunities must be provided to candidates in clinical practice settings related to the TPEs related to oral and written language including 7.6, 7.7, and 7.8, as appropriate to Humphreys University. This was used for both student teaching and interns.

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.

Response and Evidence: Candidates attend a MSTC Orientation presented by the Credential Programs Administrator before the beginning of each quarter.  At the presentation, students are given a copy of the Multiple Subject Teaching Credential Student Teacher and Intern Handbook and the TPEs, including the new standards and the performance assessment requirements, are explained. Candidates are also provided the Multiple Subject Teaching Credential Student Teacher and Intern Handbook in their first course EDCC 300.  On page 29 of the Handbook, Candidates are provided knowledge of the seven domains of the TPEs and links to CTC websites. Candidates are introduced to the TPE’s, including the foundational skills, in Week 1 of EDCC 300 where Candidates will create a presentation on one of the seven Teacher Performance Expectations and present as a group. Throughout the course students will be introduced to what is required during EDCC 377 and 372 Seminar A clinical practice. 

Teacher Performance Assessment requirements are explained on page 23-27 of the Multiple Subject Teaching Credential Student Teacher and Intern Handbook.  Although our program offers two pathways, all MSTC candidates take the same courses.

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.

Response and Evidence: In EDCC 377 and 372 Seminar A, Candidates will create and teach a lesson  in which the learning goals will be based on standards for Common Core State Standards in English Language Arts, Preschool Learning Foundations and Framework, ELD Standards, Dyslexia Guidelines on Foundational Skills. This assignment Lesson Plan #2 (Week 4 EDCC 377 &372A) will  take place in Week 4 and will be scored on a rubric. Candidates also will record themselves teaching a lesson to their students in Foundational Skills including TPE 7.6, 7.7, and 7.8  and submit it on an online platform called GoReact. The Candidate will be scored by their University Supervisor on a Formal Observation Template which includes teaching foundational reading skills to students as one of the four required lesson observation objectives for both student teaching and intern pathways.

5.2. Clinical Practice Opportunities for candidates to learn about diagnostic techniques that inform teaching and assessment and early intervention techniques.

 *5.2a. Direct link to location(s) in sample MOU(s) or other documentation provided to LEAs that include explicit reference to efforts that will be made to provide candidates with opportunities, as practicable, during their clinical practice to 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.

Response and Evidence: Evidence of reference to efforts made to provide candidates with opportunities to practice, learn about and observe how teachers use screening and diagnostic techniques as appropriate to the credential and as identified by the TPE and standard are found on page 3, number 4 in A-15 Intern MOU , and on page 3, letter g in MOU Student-Teaching

 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. 

Response and Evidence: The California Dyslexia Guidelines are incorporated in all courses in the Teacher Credentialing Program. Candidates will complete a Module for Screening and Assessment of Dyslexia: Assessing Dyslexia Module 3 in EDCC 355, which presents research-based information and addresses current issues surrounding screening and assessment of students at risk for and with dyslexia. Although our program offers two pathways, all MSTC candidates take the same courses.

Candidates receive information regarding the Dyslexia Guidelines in the MSTC Student Teaching and Intern Handbook, pages 37-38 The topics covered in courses are all encompassing for preparation in the classroom including:

Twenty First Century Definition of Dyslexia

The Neuroscience of Dyslexia

Dyslexia as a Language-Learning Disability

Characteristics of of Dyslexia

Socioemotional Factors of Dyslexia

Concerns Other Than Dyslexia

Dyslexia in English Learners

Pre-Service and In-Service for Educators

Special Education and 504 Plans

Effective Approaches for Teaching Students with Dyslexia

Assistive Technology

Information for Parents

California Dyslexia Guidelines – Announcements & Current Issues (CA Dept of Education)

*5.2c. Links to specific evidence showing how candidates are provided opportunities to 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.

Response and Evidence: Evidence of how opportunities are provided to Candidates to learn about and observe how schools/teachers are using screening and diagnostic techniques to inform teaching and assessment and early intervention techniques, can be found in a Module for Screening and Assessment of Dyslexia which Candidates will complete. The Module Assessing Dyslexia Module 3 which presents research-based information and addresses current issues surrounding screening and assessment of students at risk for and with dyslexia, will be completed by all Candidates in EDCC 355. This is for both student teaching and intern pathways.

5.3a. Coursework – Explain how the California Dyslexia Guidelines are incorporated into the program for all candidates. (300 words or less). 

Response: Evidence of the Chapter of the CA Dyslexia Guidelines have been clearly incorporated into all ten courses; They are introduced in Block 1 course (EDCC 300,352 and 352) Practiced in Block 2 courses (EDCC 353,354,350,355 and 356) and assessed in EDCC 372 and 377A and B.See matrix below, This is for both student teaching and interns:

5.3b. Coursework – Provide direct link(s) to specific location(s) in course syllabi where the content of the California Dyslexia Guidelines is clearly identified. *

Response and Evidence: links to specific locations in course syllabi where California Dyslexia Guidelines are incorporated can be found in the following courses for both student teaching and interns.

 Introduced: 

EDCC 300,  Week 4, Week 6

EDCC  352, Week 1 

EDCC 351, Week 2

Practiced:

EDCC 350, Week 7

EDCC 356, Week 3 

Assessed: 

EDCC 377 AND 372 A Week 4

EDCC 377 and 372 B Week 2

 5.3c. Clinical Practice -Explain how the program provides, to the extent practicable, opportunities for candidates in clinical practice settings to observe and practice the concepts and strategies included in the California Dyslexia Guidelines. Given that not every candidate will have a child with dyslexia in their clinical practice setting, describe steps taken to provide other opportunities for these candidates to practice strategies identified in the California Dyslexia Guidelines. (See 5.3f below) Additionally, provide all of the following evidence: 

Response: In EDCC 377 and 372 Seminar A, Week 4, Lesson Plan #2, students will work in pairs to present a beginning of a lesson plan which will include learning goals and standards for CCSS for ELA, Preschool Learning Foundations and Framework, ELD Standard, Dyslexia Guidelines. Candidates will read Chapters 11 and 12 of the California Dyslexia Guidelines for additional information to prepare for lesson planning. Additionally in Week 6, Chapter 10 will be studied; Special Ed and 504, and a class discussion will occur on determining whether a student is eligible to receive special education. Other topics include:

• Federal guidance on use of the word “dyslexia” in individualized education programs 
• Information about 504 plans and applying assessment results to differentiate instruction 
• Online sources for more information

Candidates will incorporate the Dyslexia Guidelines from Chapter 10 into a Lesson Plan. In Week 10 of, EDCC 377 and 372 Seminar A, Chapter 12 will be discussed and Candidates will create a Reading Room for their classroom that contains equitable and diverse titles that would be beneficial as the introduction to concepts, or reinforcement of concepts of equity, diversity and inclusion and use forms of assistive technology such as Texthelp, Inc., and ReachDeck and UDL strategies to benefit student needs: Reachdeck by Texthelp (formerly Browsealoud) – International Dyslexia Association. Although our program offers two pathways, all MSTC candidates take the same courses.

In EDCC 377 and 372 Seminar B, Week 6 and 7, Chapters 10-12 of the California Dyslexia Guidelines will be discussed and Candidates will submit and present a lesson plan using the lesson plan provided, asking Candidates to incorporate the California Dyslexia Guidelines (middle of lesson plan).

Lesson plan presentations will include:

• Preschool Learning Foundations

• Preschool Curriculum Framework

• Common Core State Standards for ELA

• ELD Standards

• CA Dyslexia Guidelines

• UDL Strategies

• Technology

• Higher order thinking questions

• Informal and formal assessments

• Lesson will be graded on a rubric

5.3d. Communication/Agreement with Districts – Direct link(s) to sample MOU(s) or other documentation describing expectations for clinical practice settings related to providing, to the extent practicable, opportunities for candidates in clinical practice settings to observe and practice the concepts and strategies included in the California Dyslexia Guidelines.

Response: Evidence of expectations for clinical practice settings related to providing, to the extent practicable, opportunities for candidates in clinical practice settings to observe and practice the concepts and strategies included in the California Dyslexia Guidelines can be found on page 3, number 4 in A-15 Intern MOU, and on page 3, letter g in MOU Student-Teaching.

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.

Response and Evidence: The California Dyslexia Guidelines are incorporated in all courses in the Teacher Credentialing Program. Candidates will read, throughout their coursework, the California Dyslexia Guidelines where all chapters are embedded in coursework.  California Dyslexia Guidelines – Announcements & Current Issues (CA Dept of Education) . Candidates are expected to complete three modules related to Dyslexia: Intro to Dyslexia Module 1,   Dyslexia and the Brain, Module 2   ,Assessing Dyslexia Module 3  .  Evidence can be found in the  MSTC  Student Teaching and Intern Handbook , page 38. Although our program offers two pathways, all MSTC candidates take the same courses.

*5.3f. Provide direct links to specific evidence showing how candidates are provided opportunities to learn about and, where possible, observe how schools/teachers use the skills described in California Dyslexia Guidelines (may be combined with 5.3c above).

Response: In EDCC 377 and 372 Seminar A, Week 4, Lesson Plan #2, students will work in pairs to present a beginning of a lesson plan which will include learning goals and standards for CCSS for ELA, Preschool Learning Foundations and Framework, ELD Standard, Dyslexia Guidelines. Candidates will read Chapters 11 and 12 of the California Dyslexia Guidelines for additional information to prepare for lesson planning. Additionally in Week 6 of EDCC 377 and 372 Seminar A, Chapter 10 will be studied; Special Ed and 504, and a class discussion will occur on determining whether a student is eligible to receive special education. Other topics include:

• Federal guidance on use of the word “dyslexia” in individualized education programs 
• Information about 504 plans and applying assessment results to differentiate instruction 
• Online sources for more information

Candidates will incorporate the Dyslexia Guidelines from Chapter 10 into a Lesson Plan. In Week 10 of, EDCC 377 and 372 Seminar A, Chapter 12 will be discussed and Candidates will create a Reading Room for their classroom that contains equitable and diverse titles that would be beneficial as the introduction to concepts, or reinforcement of concepts of equity, diversity and inclusion and use forms of assistive technology such as Texthelp, Inc., and ReachDeck and UDL strategies to benefit student needs: Reachdeck by Texthelp (formerly Browsealoud) – International Dyslexia Association. 

In EDCC 377 and 372 Seminar B, Week 6 and Week 7, Chapters 10-12 of the California Dyslexia Guidelines will be discussed and Candidates will submit and present a lesson plan using the lesson plan provided, this is inclusive of both student teaching and intern pathways. Lesson plan presentations will include:

• Preschool Learning Foundations  

• Preschool Curriculum Framework

• Common Core State Standards for ELA

• ELD Standards

• CA Dyslexia Guidelines

• UDL Strategies

• Technology

• HIgher order thinking questions

• Informal and formal assessments

• Lesson will be graded on a rubric

Additional evidence can be found in EDCC 300 Week 4,  and Week 6, EDCC  352 Week 1, EDCC 351  Week 2, EDCC 350 Week 7 and EDCC 356 Week 3.