Part 5- ESN

5.1

Table 5.1.

5.2a

• 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 542a Introduction to Clinical Practice in ESN)
  • CT Letter for clinical placement (EDSP 542b Final Clinical Practice in ESN)
• 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

5.2b

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, diagnostic techniques, and early intervention techniques.

In EDSP 521 Literacy and Language in Diverse Classrooms, candidates have been informed of the following:

• Candidates will be introduced to several diagnostic reading assessments and have opportunities to administer them. 
• Candidates will also analyze the results and create a lesson plan that addresses one or two identified needs of a K-12 student. 
• During the semester, candidates will complete and be assessed through thePrimary Literacy Diagnostic ReportandIntermediate Case Study.

In Clinical Practices (EDSP 542a and EDSP 542b), TPEs 7.2 and 7.10 (Table 5.1) have been addressed, and 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 542a and EDSP 542b) to practice the skills in the selected elements within TPEs 1–7. 
• Candidates will complete bi-weekly reflective journal activities (EDSP 542a and EDSP 542b) by reflecting on their ability to demonstrate and engage with the skills in the selected elements within TPEs 1–7 (including TPEs 7.2 a–c, 7.10a–b, 7.10c–d and EX7.1) 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, which is linked to TPEs 7.2a (Section 2 of the Lesson Plan) and TPEs 7.2b-c (Section 9).
• Lastly, candidates will be assessed on the abovementioned skills through Clinical Evaluations (TPEs 7.2 a–c, 7.10a–b, 7.10c–d and EX7.1), Methods Mid-Term Dialogue, and Field Observations (7.2a and 7.2b-c) with Lesson Plans (7.2a and 7.2b-c).

5.2c

• Practice 1: The required skills for TPEs 7.2 are practiced (Table 5.1) by:
1. Candidates designing six DLT Lesson Plans (TPEs 7.2a and 7.2b–c) for Field Observations – EDSP 542a and EDSP 542b
• Practice 2: The following outlines the process of practicing TPEs 7.2 and 7.10 (Table 5.1):

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 2, Focus Area 3, Focus Area 6), which include 7.2 a–c, 7.10a–b, 7.10c–d and EX7.1, for at least two weeks for each Focus Area. 
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 1: The required skills for TPEs 7.2 (Table 5.1) are assessed: 
1. Six Field Observations (TPEs 7.2a and 7.2b-c) – EDSP 542a and EDSP 542b
• Assess 2: The required skills for TPE 7.2 and 7.10 (Table 5.1) 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 (TPEs 7.2 a-c, 7.10a-b, 7.10c-d, and EX7.1) at the end of the semester (EDSP 542a & EDSP 542b)

5.3a

The California Dyslexia Guidelines are embedded throughout the Special Education program, ESN specialization, so candidates have opportunities to be introduced, practiced, and assessed in the following courses, including in the clinical practices:

• EDLT 503 Child Development and Inclusive Environments
• EDSP 521 Literacy and Language in Diverse Classrooms, 
• EDSP 523 Planning and Instruction for Content Standards, 
• EDSP 542a Introduction to Clinical Practice in ESN, and 
• EDSP 542b Final Clinical Practice in ESN. 

In EDLT 503, the California Dyslexia Guidelines are introduced in Session 9 (Chapters 4–6 & 12). In EDSP 521, the California Dyslexia Guidelines are introduced and practiced in Session 8 (chapters 1–7, 9, and 11). In EDSP 523, the California Dyslexia Guidelines are introduced and practiced in Session 4 (Chapters 8, 10, & 13), Session 6 (Chapters 7 & 12) and Session 7 (Chapters 9 & 11). 

Candidates have more in-depth practice of the concepts and strategies included in California Dyslexia Guidelines through two clinical practice courses: EDSP 542a Introduction to Clinical Practice in ESN (1st clinical practice semester) and EDSP 542b Final Clinical Practice in ESN (2nd clinical practice semester). Candidates complete bi-weekly reflective journal activities (EDSP 542a and EDSP 542b) to critically reflect on their ability to demonstrate and engage with the skills identified in the California Dyslexia Guidelines, including TPEs U7.2c, U7.10b, EX7.1, EX7.2, and EX7.3, and how they can demonstrate ongoing improvement. In addition, candidates practice planning and delivering lessons by incorporating strategies included in California Dyslexia Guidelines using the DLT Lesson Plan template, especially under Section 9: Instructional Design. Lastly, candidates are assessed on the abovementioned skills through SPED Clinical Evaluation, Methods Mid-Term Dialogue, and Field Observations.

5.3b

• EDLT 503: Session 9 (Chapters 4–6 & 12)
• EDSP 521: Session 8 (chapters 1–7, 9, & 11)
• EDSP 523: Session 4 (Chapters 8, 10, & 13), Session 6 (Chapters 7 & 12) and Session 7 (Chapters 9 & 11)
• EDSP 542a and EDSP 542b: Bi-weekly reflective journal activities
• EDSP 542a and EDSP 542b: Lesson Plan and Reflections

5.3c

• Practice: The following outlines the process of practicing the concepts and strategies included in the California Dyslexia Guidelines:

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 2, Focus Area 6, and Focus Area 7), which include TPEs 7.2c, 7.10b, EX7.1, EX7.2, and EX7.3, for at least two weeks for each Focus Area. 
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 concepts and strategies included in the California Dyslexia Guidelines 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 (TPEs 7.2c, 7.10b, EX7.1, EX7.2, and EX7.3) at the end of the semester (EDSP 542a & EDSP 542b)

5.3d

• 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 542a Introduction to Clinical Practice in ESN)
  • CT Letter for clinical placement (EDSP 542b Final Clinical Practice in ESN)
• 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

5.3e

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 542a and EDSP 542b), 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 542a and EDSP 542b) to practice the skills in the selected elements within TPEs 1–7, including California Dyslexia Guidelines. 
• Candidates will complete bi-weekly reflective journal activities (EDSP 542a and EDSP 542b) by reflecting on their ability to demonstrate and engage with the skills in the selected elements within TPEs 1–7, including California Dyslexia Guidelines, and how they can demonstrate ongoing improvement. (TPEs 7.2c, 7.10b, EX7.1, EX7.2, and EX7.3) 
• Candidates will practice planning lessons by incorporating strategies included in California Dyslexia Guidelines under the Section 9 Instructional Design of the DLT Lesson Plan template, which is linked to the TPEs 1–7, and delivering those lessons in their clinical practice placements.
• Lastly, candidates will be assessed on the abovementioned skills through Clinical Evaluations (TPEs 7.2c, 7.10b, EX7.1, EX7.2, and EX7.3), Methods Mid-Term Dialogue, and Field Observations (Section 9 of the DLT Lesson Plan and Instruction Delivery) with Lesson Plans (Section 9 Instructional Design).

5.3f

• Practice 1: The skills identified in the California Dyslexia Guidelines are practiced:
1. Candidates designing six DLT Lesson Plans (Section 9 Instructional Design) for Field Observations – EDSP 534a and EDSP 534b
• Practice 2: The following outlines the process of practicing the skills identified in the California Dyslexia Guidelines :

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 2, Focus Area 6, and Focus Area 7), which include 7.2c, 7.10b, EX7.1, EX7.2, and EX7.3, for at least two weeks for each Focus Area. 
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 1: The skills identified in the California Dyslexia Guidelines are assessed: 
1. Six Field Observations (Section 9 of the DLT Lesson Plan) – EDSP 534a and EDSP 534b
• Assess 2: The skills identified in the California Dyslexia Guidelines 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 (TPEs 7.2c, 7.10b, EX7.1, EX7.2, and EX7.3) at the end of the semester (EDSP 542a & EDSP 542b)