Part 3-MMSN

3.1

Table 3.1

3.2

In the Special Education program, MMSN specialization all components of Standard 7 Foundational Skills are addressed in the following courses, including clinical practice: 

• EDLT 502 Teaching English Learners, 
• EDTP 521 Literacy and Language in Diverse Classrooms, 
• EDSP 534a Introduction to Clinical Practice in MMSN, and 
• EDSP 534b Final Clinical Practice in MMSN. 

Foundational skills are thoroughly covered in EDLT 502 Teaching English Learners and EDTP 521 Literacy and Language in Diverse Classrooms, which serve as the primary literacy instruction courses in the Special Education program, MMSN specialization. Through various activities, all the required foundational skills are introduced, practiced, and assessed. This progression ensures that our candidates advance their understanding of foundational skills for students with various learning needs, including multilingual learners.

• EDLT 502: The elements of foundational skills are introduced in Session 4 and practiced in Session 15. 
• EDLT 521:The elements of foundational skills are introduced and practiced in Session 2, Session 3, Session 9, Session 10, and Session 12. All the elements of foundational skills are assessed through the Primary Literacy Diagnostic Report and the Intermediate Case Study. 

  Candidates have more in-depth practice of foundational skills through two clinical practice courses: 

• EDSP 542a Introduction to Clinical Practice in ESN (1st clinical practice semester) and 
• EDSP 542bFinal Clinical Practice in ESN (2nd clinical practice semester). 

At the beginning of each clinical practice, candidates collaborate with their university supervisor and cooperating teacher to plan their clinical practice using a Field Experience Plan (EDSP 542a and EDSP 542b) to practice the required skills that align with specific elements of TPE 1–7, including TPE 7 and California Dyslexia Guidelines. Candidates complete bi-weekly reflective journal activitiesEDSP 542a and EDSP 542b) by reflecting on their ability to demonstrate and engage with the skills and how they can demonstrate ongoing improvement. The University Supervisor and Cooperating Teacher will complete twoclinical evaluations, along with professional dispositions, based on observations and evaluations of their bi-weekly reflective journals. These evaluations will assess their progress in demonstrating the required skills that align with specific elements of TPE 1–7, including TPE 7 and California Dyslexia Guidelines.

3.3a

• MOU Addendum will be provided to school districts from Spring 2025 forward.
• When securing clinical practice placements, cooperating teachers will receive a letter/email about clinical practice details and requirements, including TPE 7.
  • CT Letter for methods placement (EDSP 534a Introduction to Clinical Practice in MMSN)
  • CT Letter for clinical placement (EDSP 534b Final Clinical Practice in MMSN)
• Each semester, the department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1–7 and Dyslexia Guidelines:
  • Updated DLT University Supervisor and Cooperating Teacher Handbook 
  • CT Orientation
  • University Supervisors Training

3.3b

During the department orientations, which take place prior to the beginning of each semester, all candidates, including those who have chosen an intern option in their last semester, are introduced to the DLT Student Resource site, which lists the TPEs, and DLT Candidate Handbook, regarding TPEs 1–7, including the Dyslexia Guidelines.

In Clinical Practices (EDSP 534a and EDSP 534b), candidates have been informed of the following:

• At the beginning of each clinical practice, candidates will collaborate with their university supervisor and cooperating teacher to plan their clinical practice using a Field Experience Plan (EDSP 534a and EDSP 534b) to practice the skills in the selected elements within TPEs 1–7. 
• Candidates will complete bi-weekly reflective journal activities (EDSP 534a and EDSP 534b) by reflecting on their ability to demonstrate and engage with the skills in the selected elements within TPEs 1–7 (including TPE 7.5 and how they can demonstrate ongoing improvement. 
• Candidates will practice planning and delivering lessons using the DLT Lesson Plan template, which is linked to the TPEs 1–7, and teaching the foundation skills (EDSP 534a and 534b). 
• Lastly, candidates will be assessed on the abovementioned skills through Clinical Evaluations (TPE 7.5) and Methods Mid-Term Dialogue.

3.3c

• Practice: The following outlines the process of practicing the elements of foundational skills (7.5 – Table 3.1):

1. At the beginning of each clinical practice, candidates collaborate with their university supervisor and cooperating teacher to plan their clinical practice using a Field Experience Plan (EDSP 542a and EDSP 542b). 
2. Following their Field Experience Plan, they practice the specific required skills (Focus Area 6), including the foundation skills (7.5), for at least two weeks. 
3. Then, candidates complete bi-weekly reflective journal activities (EDSP 542a and EDSP 542b) by elaborating on how they have been practicing the required skills and their plan to demonstrate ongoing improvement. 

• Assess: The elements of foundational skills (Table 3.1) are assessed twice by university supervisors and cooperating teachers, based on observations and evaluations of their bi-weekly reflective journals using:

1. Methods Mid-Term Dialogue at the mid-semester (EDSP 542a) 

SPED Clinical Evaluations (TPE 7.5) at the end of the semester (EDSP 542a & EDSP 542b)