Literacy TPE Certification Diagnostic and Early Intervention Techniques

Part 5. Ensuring Candidates are Well Prepared to Understand and Implement Diagnostic and Early Intervention Techniques

5.1 Diagnostic and Early Intervention Techniques Table

As of May 2025, additional evidence in response to the Phase 3 feedback is noted with yellow highlighter in Table 5.1.

5.2 Clinical Practice Opportunities: Diagnostic and Early Intervention Techniques

During the teaching credential program, students are placed in both a lower (K-2) and upper (3-6) elementary classroom. The program collaborates with principals closely  to identify classrooms and mentor teachers that will provide our candidates with opportunities to practice diagnostic techniques that inform teaching and assessment and early intervention techniques. Principals and cooperating teachers must review and agree that the placement will provide these opportunities by signing our Cooperating Teacher Checklist. These checklists are reviewed with and collected from all new cooperating teachers each year. The larger LEA is also made aware of these requirements in our revised MOU with each district where our students are placed. During our program orientation training sessions, candidates review the following handbook pages relevant to literature, language, and comprehension:CT Checklist,  literacy standards & TPEs, clinical practice requirements, and CalTPA requirements, evaluation guidelines, and evaluations.

5.2a Communication and agreements with our partnering K-12 districts regarding clinical practice requirements include:

5.2b Our Teaching Credential Handbook provides candidates with detailed explanations of the new literacy standards, TPEs, and performance assessment requirements, including the requirements for clinical practice related to understanding and implementing diagnostic and early intervention techniques. Several key areas in the handbook include:

5.2c Our clinical practice observation tools and assessments have been updated to include the literacy TPEs to ensure that candidates are practicing diagnostic and early intervention techniques and receiving feedback to guide improvement. Key observation tools and assessments include:

5.3 Incorporation of California Dyslexia Guidelines

All Multiple Subject candidates are introduced to the California Dyslexia Guidelines in their fall coursework in ED170 Reading and Language Arts Instruction. Students are asked to strategically read the guidelines and watch Dyslexia and the Learning Brain webinar with Dr. Maria Luisa Gorno Tempini. During class, the ED170 instructor reviews key concepts and models strategies from the California Dyslexia Guidelines. This discussion builds off of previous class discussions about assessment and early intervention. The class also welcomes a guest speaker literacy specialist who discusses both the broad approach to literacy instruction at a local school district as well as the procedures for early identification and intervention, including dyslexia strategies. Finally, the instructor asks students to participate in a mock student study team meeting where they review assessment evidence and identify appropriate supports, including strategies in the California Dyslexia Guidelines, to write a study team report. Students summarize their experience by completing an in-class reflection where they are asked to identify three specific strategies for a student with dyslexia.

While the explicit instruction on the California Dyslexia Guidelines primarily occurs in ED170, students will informally practice these strategies in both their early field placement and full-time student teaching. During their student teaching seminar, they will revisit the guidelines during orientation and review the use of assessments for literacy in week 6. Candidates will be asked to submit evidence of practicing these strategies in both their student teaching binder and student teaching ePortfolio throughout the semester.

5.3b The California Dyslexia Guidelines are clearly identified in the following coursework:

5.3c Clinical Practice Opportunities: Incorporation of the California Dyslexia Guidelines:

During the teaching credential program, students are placed in both a lower (K-2) and upper (3-6) elementary classroom. The program collaborates with principals closely  to identify classrooms and mentor teachers that will provide our candidates with opportunities to practice strategies identified in the California Dyslexia Guidelines. Principals and cooperating teachers must review and agree that the placement will provide these opportunities by signing our Cooperating Teacher Checklist. These checklists are reviewed with and collected from all new cooperating teachers each year. The larger LEA is also made aware of these requirements in our revised MOU with each district where our students are placed. During our program orientation training sessions, candidates review the following handbook pages relevant to literature, language, and comprehension: CT Checklist, literacy standards & TPEs, clinical practice requirements,  CalTPA requirements, evaluation guidelines, and evaluations.

If a placement does not have a student identified with dyslexia, the program will work with the candidate and cooperating teacher to identify alternative opportunities to practice strategies identified in the California Dyslexia Guidelines. This may require working with an additional mentor teacher and/or student from another class, shadowing an educational specialist and/or literacy specialist, or practicing techniques with students that may not be identified as a student with dyslexia but could benefit from strategies outlined in the California Dyslexia Guidelines.

The program will track our candidates’ experiences with the skills identified in the California Dyslexia Guidelines through a variety of assessment measures, including: formal midpoint and final evaluations of TPE7 by cooperating teachers, weekly observations checking on the incorporation of TPE7 throughout the semester, and student teaching evidence for TPE7 located in their digital binder and ePortfolio.

5.3d Communication and agreements with our partnering K-12 districts regarding clinical practice requirements include:

5.3e Our Teaching Credential Handbook provides candidates with detailed explanations of the new literacy standards and TPEs, including the requirements for clinical practice related to the California Dyslexia Guidelines. Several key areas in the handbook include:

5.3f Our clinical practice observation tools and assessments have been updated to include the literacy TPEs to ensure that candidates are practicing skills identified in the California Dyslexia Guidelines and receiving feedback to guide improvement. Key observation tools and assessments include: