Education CTC Accreditation Literacy TPE Certification
Literacy TPE Certification responses and documentation can be found under their corresponding tabs in the left-hand menu.
Response to CTC Feedback (March 2025)
"In ED 170, the Dyslexia Guidelines are listed as 'Other Required Readings and Resources' Only one session includes any assignment related to the Guidelines and it is unclear whether the instructions to 'read strategically' the Dyslexia Guideline means the document in its entirety."
- In response to the feedback provided by the CTC, we updated our ED170 syllabus to remove the "strategically" language and more accurately demonstrate how the CA Dyslexia guidelines are read by candidates in their entirety. This update is reflected in the updated Week 11 and Week 12 scheduled readings and the removal of "strategically" from Week 11.
"Please indicate or clarify where candidates are reading the Guidelines in their entirety and where there are specific assignments related to them as required by SB 488."
- Because candidates may not have direct experience with students with dyslexia in their field placements, we provide multiple opportunities to learn about and practice the teaching approaches consistent with those described in Ch. 9 & 11 of the CA Dyslexia Guidelines. In particular, students are required in to: 1) plan and teach peer lessons in phonemic awareness, phonics, vocabulary, and comprehension skills that align with the structured literacy instruction principles; 2) understand the purposes of and collect diagnostic assessment data using a variety of measures listed in Appendix A (including the universal dyslexia screener) of the guidelines to build a student case study of a student in their early fieldwork placement; 3) participate in a mock student study team during ED170 for a student with dyslexia and complete a journal reflection on the strategies they can use if they had a similar student in their future classroom; 4) watch a lecture on dyslexia and the brain that offers ideas for teacher strategies; 5) revisit the CA Dyslexia guidelines during student teaching including an overview of the assessments and teaching strategies outlined in Ch.9 & 11 and work with peers to analyze sample data for a student with dyslexia and identify strategies and supports; 6) provide evidence of the use of assessments during student teaching, including assessments that would be relevant for students with dyslexia.
Copy of Phase 3 Feedback from CTC (April 2025)
