Part 5- DHH

5.1

Table 5.1.

Updated Table 5.1

5.2a

• MOU Addendum
• When securing clinical practice placements, cooperating teachers will receive a letter about clinical practice details and requirements, including TPE 7.
  
  • Clinical Cooperating Teacher Letter
• The department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1-7.
  
  • DHH Clinical Handbook
  • University Supervisors/mentor/CT  Training

5.2b

• The DHH Candidate Handbook is provided to students during orientation for the
  Program. The fall prior to students beginning clinical practice, candidates review the DHH Clinical Handbook: Student Assessment Data.
• All clinical practice requirements that encompass TPEs 1-7 are discussed during the fall review of the  DHH Clinical Handbook.

  • Signature assignment EDSP 521: 7.10

  • Assignment EDSP 548: 7.12

  • Language Arts Lesson Plan Assignment EDDH 525: 7.13

  • EDDH 525: 7.14

  • Lesson Plan: Assessments, Action & Expression

  • Clinical Evaluation: 7.2, 7.10, 7.12, 7.13, 7.14

5.2c

Lesson Plan: Assessments, Action & Expression

Clinical Evaluation: 7.2, 7.10, 7.12, 7.13, 7.14

Clinical Evaluation: Feedback

5.3a

Dyslexia - California Dyslexia Guidelines & Curriculum and Instruction Resources

The California Dyslexia Guidelines are integrated into the program to ensure that all candidates are well-prepared to identify, assess, and support students with dyslexia or at risk for dyslexia. 

In courses such as EDSP 521, EDDH 525, and EDDH 548 candidates are trained in the use of standardized assessment tools and progress monitoring techniques recommended by the California Dyslexia Guidelines. Candidates are taught to interpret assessment results to identify specific areas of need, such as phonological processing, decoding, and fluency.

In courses such as EDSP 521, EDDH 525, and EDDH 548, the program emphasizes structured literacy approaches that are systematic, explicit, and multisensory, aligning with the instructional strategies recommended in the guidelines. Candidates learn to deliver targeted instruction in phonological awareness, phonics, and word recognition skills, which are critical components of effective dyslexia intervention. This instruction is practiced through lesson plans (EDSP 521, EDDH 525) and final unit assessment (EDDH 525).

The program also prepares candidates to provide differentiated support through tiered interventions in inclusive settings, following the Response to Intervention (RTI) model(EDDH 525). Candidates learn to collaborate with families, specialists, and other educators to develop and implement individualized education plans (IEPs) that address the unique needs of students with dyslexia (EDSP 521 & EDDH 525).

Additionally, candidates have more in-depth practice and assessment  in their clinical practice EDDH 560. Through their lesson plans and instruction, candidates receive feedback and guidance from their university supervisor, cooperating teacher/mentor.

5.3b

• EDDH 521 Session 1, 2, 3, 5, 7
• EDDH 525
• EDDH 548
• EDDH 560

5.3c

During clinical practice EDDH 560, candidates are given opportunities to observe and work with students who have dyslexia or are at risk for dyslexia whenever possible. This includes coordinating with cooperating teachers to identify and include dyslexia-specific interventions in the candidate’s observation and practice schedule.

For candidates who don’t have an opportunity to encounter a student with dyslexia, they will be provided a case study. They will be asked to include UDL strategies and differentiation as part of each lesson plan and observation.

The program keeps records of all clinical placements and related experiences. This includes tracking which candidates have had direct experience with dyslexia and which have participated in alternative dyslexia-focused activities.

5.3d

• MOU Addendum
• During the fall semester and prior to clinical placements, cooperating teachers will receive a letter about clinical practice details and requirements, including TPE 7.
  
  • ClinicalCooperating TeacherLetter
• The department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1-7 and the Dyslexia Guidelines:
  
  • DHH Clinical Handbook
  • DHH Supervisor, Mentor/CT Training

5.3e

• DHH Candidate Handbook
• DHH Clinical Handbook: Notebook, Lesson Plan
  
• DHH Lesson Plan: UDL, Differentiation, “Students Do”
• Clinical Evaluation: 7.2, 7.10, 7.12, 7.13
• Student/Intern Tracking Log

5.3f

DHH Lesson Plan: UDL, Differentiation,“Students Do”

Clinical Evaluation: 7.2, 7.10, 7.12, 7.13, feedback