PSA 24-01 revised

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 11

APPENDIX B

SB 488 CERTIFICATION SUBMISSION REQUIREMENTS

LITERACY INSTRUCTION PREPARATION FOR PROSPECTIVE TEACHERS

UPDATED PURSUANT TO PSA 24-08

(* Indicates where changes in language were made to this appendix)

The information described in Parts 1 through 5 below must be made available on the

institution’s accreditation website. The URL for the institution’s accreditation website must

be submitted using the SB 488 Certification Submission Form. This form will be accessible to

institutions just prior to the first submission date of April 26, 2024.

Institutions are strongly encouraged to make their accreditation website open to the public

without requiring a username and password to access. If open public access is not possible,

the username and password must be made available to the public. Google Docs, Dropbox,

Word documents, or PDFs with links will not be accepted in lieu of an accreditation website

and will be returned for resubmission through an accreditation website.

All pathways leading to a credential must be reflected in a program’s submission. It is up to

the institution to determine whether to submit a single submission reflecting all pathways to

a credential or separate submissions. Whichever avenue is chosen, it must be clear to

reviewers.

Important: Where links to syllabi or documentation are required, these links must be

bookmarked to the exact location where the information is located. For instance, links to

candidate handbooks are required for Submission Requirement 3.3b, 4.2b, and 5.2b, but all

require different information from these handbooks. Each link should go to the specific

section for the information requested. This will allow reviewers to find the necessary

information quickly and easily and minimize the number of additional requests for

information to the institution/program.

PART 1. GENERAL INFORMATION TO BE PROVIDED BY ALL PROGRAMS

Submission Requirements for Part 1 (The following information in Part 1 is to submitted using

the SB 488 Certification Submission Form)

1.1. Institution Name

1.2. Dean or Director of Teacher Education Name and contact information

1.3. Primary contact(s) for questions and subsequent follow up communications from the

Commission regarding the literacy certification process, including contact name, title, email,

and phone number. Institutions may list up to 2 individuals. Note: The institution’s Dean or

Director of Teacher Education will receive all formal communication as well as the named

individual(s).

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 12

1.4. Credential program type addressed in this document. (i.e., Preliminary Multiple Subject,

Education Specialist: Mild Moderate Support Needs).

1.5. List of all pathways offered by the institution for this credential (e.g. student teaching

traditional, intern, residency).

1.6. Affirmation by the Dean or Director of Teacher Education of the following statements:

I have read the materials being submitted and authorize their submission for the

purposes of certification pursuant to SB 488 (Chapter 678, Statutes of 2021).

I understand that what is included in this submission process represents selected

aspects of the new literacy standard adopted by the Commission. I understand that the

information submitted represents the information specifically required for literacy

certification as indicated in Education Code section 44259(B) (4)(A) and (B).

I understand that all Preliminary Multiple Subject, Single Subject, Education Specialist,

and PK-3 ECE Specialist Instruction Credential programs must be fully aligned with all of

the applicable literacy instruction standards and TPEs, not just those required for

certification, by July 1, 2024. I further attest that the program and all associated

pathways represented in this submission have undergone a full review by our faculty

and staff and are, or will be, fully aligned to the new literacy instruction standard by July

1, 2024.

I understand that beginning July 1, 2025, all Preliminary Multiple Subject, Education

Specialist, and PK-3 ECE Specialist Instruction credential candidates will be required to

take and pass a Commission-approved Literacy Performance Assessment that is

embedded in the program pursuant to Education Code 44320.3 and is based on the

literacy instruction standard and TPE Domain 7.

PART 2. OVERVIEW OF REQUIRED COURSES FOR LITERACY INSTRUCTION AND PROCESS FOR

PROGRAM REVISIONS

Submission Requirements for Part 2

2.1. Provide a table listing all required courses for each pathway offered for this credential type

where literacy instruction is the primary coursework focus. Institutions may also list other

required courses where literacy instruction is not the primary focus but in which some of the

content in Standard 7 and TPE 7 is covered. (Note: Not all of Standard 7 and TPE 7 will be

reviewed during the literacy certification process, but this information will be helpful to

understand the design of the program with respect to literacy instruction.)

A sample table for a Preliminary Multiple Subject credential program is provided below as

guidance for all affected programs.

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 13

Note: If some of the literacy preparation content is addressed in a program’s ELD coursework

and clinical practice experiences, please also include these courses in the table where

appropriate.

Pathway (Examples) List of all required courses

where the primary focus is

literacy instruction

(Hyperlink the course title to

the current syllabi)

List of any other required

courses where literacy

standard 7 and TPE 7 are

covered but are not the

primary focus of the course

(Hyperlink the course title to

current syllabi)

Multiple Subject Student

Teaching Residency Program

Multiple Subject Student

Teaching Traditional Program

Multiple Subject Teaching

with Middle School Emphasis

Multiple Subject Intern

Pathway

Multiple Subject plus

Bilingual Authorization

Concurrent pathway

2.2. Briefly describe the process (i.e., committee established, specific faculty review committee

work, academic senate approval, etc.) used to review the program to ensure alignment with the

new literacy instruction standards and teaching performance expectations. If this process

differed by pathway, please describe the process for each pathway. Note who was involved in

this effort. Institutions may respond with a table indicating each pathway. The following table

provides an example of how this information could be provided.

Pathway (Examples) Process used for internal

program review to ensure

alignment with new literacy

standards and TPEs.

Identify staff who engaged

in this process and titles

(program director, faculty,

site-based personnel, etc.)

Multiple Subject Student

Teaching Residency Program

Multiple Subject Student

Teaching Traditional Program

Multiple Subject Teaching

with Middle School Emphasis

Multiple Subject Intern

Pathway

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 14

Pathway (Examples) Process used for internal

program review to ensure

alignment with new literacy

standards and TPEs.

Identify staff who engaged

in this process and titles

(program director, faculty,

site-based personnel, etc.)

Multiple Subject plus

Bilingual Authorization

Concurrent pathway

For the remaining requirements in Part 2, please include the full language of the prompt with

your response.

2.3. Describe how the program has ensured that faculty teaching the literacy instruction

courses understand the requirements in SB 488, the new standards and TPEs, and the evidence

base supporting them. If this response differs by pathway, please respond for each pathway.

2.4. Describe how the institution/program has provided opportunities for faculty teaching these

courses to engage in professional learning to ensure that they are prepared to teach new

content as required by SB 488, the standards, and the performance expectations. If none has

been provided to date, provide information about the implementation plan for specific

professional development and learning that will take place. If these responses differ by

pathway, please respond for each pathway.

2.5. What steps has the program taken or will take in the coming months to communicate to

mentor/cooperating teachers and other PK-12 partners the new requirements of SB 488, the

new literacy instruction program standards, TPEs, and upcoming performance assessment

requirements? (meetings, notifications, handbook updates, etc.)

2.6. In what ways did the program’s process for reviewing its coursework and clinical practice

requirements against the new standards and TPEs include individuals with expertise in literacy

instruction for multilingual/English learner students?

2.7. Provide links to syllabi that demonstrate that the English Language Arts (ELA) and Literacy

Standards, English Language Development (ELD) Standards, and English Language Arts/English

Language Development (ELA/ELD) Framework are required and central components for

candidates in literacy instruction coursework. These links should be bookmarked to the exact

place in the syllabi where this occurs. Multiple links to different sections of the same syllabus

are acceptable.

PART 3. PREPARING CANDIDATES TO UNDERSTAND AND TEACH FOUNDATIONAL SKILLS, AS

REQUIRED IN EDUCATION CODE SECTION 44259 (b)(4)(A)(i) and (B)

Below is the language from Education Code Section 44259 (b)(4)(A)(i) and (B).

44259 (b)(4)(A)(i) contains the following requirements:

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 15

…satisfactory completion of comprehensive reading instruction that is research based and

includes all of the following:

(i). The study of organized, systematic, explicit skills including phonemic awareness, direct,

systematic, explicit phonics, and decoding skills.

(B) For purposes of this section, “direct, systematic, explicit phonics” means phonemic

awareness, spelling patterns, the direct instruction of sound/symbol codes and practice in

connected text, and the relationship of direct, systematic, explicit phonics to the components set

forth in clauses (i) to (v), inclusive, of subparagraph (A).

Submission Requirements for Part 3

Part 3 addresses candidate preparation to provide effective literacy instruction consistent with

the above requirements.

If there are differences in candidate preparation for these TPEs across the pathways offered by

the institution, please indicate these differences and ensure they are clearly labeled.

3.1. Program/Coursework Coverage of TPEs – Submission of Table 3.1 (provided in the

appendices). Course coverage of Foundational Skills TPE 7.5 with links to specific content

within course syllabi.(See Appendix C-F, as applicable to each credential program)

3.2. Coursework Coverage of Standard 7 – Provide a narrative with links embedded to specific

location(s) in course syllabi addressing Standard 7a describing how the program prepares

candidates to teach foundational skills and the coverage of the above knowledge and

skills (TPE 7.5), as specified in the excerpt from the Education Code. Please be concise.

Suggested length no more than 1000 words.

3.3 *Clinical Practice: Ensuring Opportunities for Candidates to Practice Teaching

Foundational Skills – Provide direct links to evidence demonstrating how the program

provides opportunities for candidates to practice teaching students foundational reading

skills. The standards require that candidates are provided opportunities to practice

foundational reading skills that are appropriate for the children and/or students they are

teaching in their clinical practice experience. This does not mean that candidates must

practice or be observed teaching every individual foundational reading skill in their

clinical practice setting (see PSA 24-08). This documentation must include all the

following:

3.3a. Communication/Agreement with Districts regarding clinical practice – Direct

link(s) to locations in sample MOU(s) with LEAs or other documentation provided

to districts outlining opportunities that must be provided to candidates in clinical

practice settings (appropriate setting, information about expectations made

available to administrators and mentors at the school site, etc.). This

documentation must include information for mentor/cooperating teachers

about the expectations for candidates to take and pass a Commission approved

literacy performance assessment that includes a focus on foundational literacy

skills and the additional cross cutting themes in literacy.

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 16

3.3b. Candidate Information – Direct link(s) to location(s) in candidate handbooks or

materials explaining the new standards, TPEs, and performance assessment

requirements demonstrating that candidates have been provided accurate and

timely information about what is required during clinical practice related to

foundational skills.

3.3c. *Candidate Clinical Practice Opportunities – Direct link(s) to locations in any

clinical practice observation tools/assessments, if available, that document

where candidates are practicing teaching these foundational reading skills to

students and are being provided formative feedback to guide improvement.

PART 4: PROGRAM INCLUSION OF LITERATURE, LANGUAGE, COMPREHENSION

Below is the applicable language from Education Code Section 44259 (b)(4)(A)(ii):

…satisfactory completion of comprehensive reading instruction that is researched based and

includes all of the following:

(ii) A strong literature, language, and comprehension component with a balance of oral

and written language.

Submission Requirements for Part 4

Note: If there are differences in pathways offered, please indicate these differences and

identify the relevant pathway.

4.1. Program/Coursework Coverage of TPEs – Submission of Table 4.1 (provided in the

appendices) which includes identified TPEs related to a strong literature, language, and

comprehension component for candidates along with a balance of oral and written

language. These include TPEs 7.6, 7.7, and 7.8. (See Appendix C-F as applicable to each

credential program).

4.2. Clinical Practice: Ensuring Opportunities for Candidates to Practice a strong literature,

language, and comprehension component with a balance of oral and written language.

Provide links to evidence demonstrating how the program ensures that candidates are

in clinical practice settings that allow them opportunities to practice TPEs related to oral

and written language, as applicable to the credential program. This documentation must

include all the following:

4.2a. Communication/Agreement with Districts – Direct link(s) to specific

location(s) in sample MOU(s) with LEAs or other documentation provided to

districts outlining opportunities that must be provided to candidates in clinical

practice settings (e.g., appropriate setting, information about expectations made

available to administrators and mentors at the school site) related to the TPEs

related to oral and written language including 7.6, 7.7, and 7.8, as appropriate to

the credential program.

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 17

4.2b. Candidate Information – Direct link(s) to specific locations in candidate

handbooks or other materials explaining the new standards, TPEs, and

performance assessment requirements demonstrating that candidates have

been provided accurate and timely information about what is required during

clinical practice related to the TPEs listed in 4.1.

4.2c. Candidate Clinical Practice Opportunities – Direct link(s) to specific

location(s) in clinical practice observation tools that ensure candidates are

practicing teaching these skills and are provided formative feedback to guide

improvement.

PART 5. ENSURING CANDIDATES ARE WELL PREPARED TO UNDERSTAND AND IMPLEMENT

DIAGNOSTIC AND EARLY INTERVENTION TECHNIQUES

Education Code 44259 (b)(4)(A)(iii) and (iv) read as follows:

…satisfactory completion of comprehensive reading instruction that is researched based and

includes all of the following:

(iii) Ongoing diagnostic techniques that inform teaching and assessment.

(iv) Early intervention techniques.

Submission Requirements for Part 5

Note: If there are differences in pathways offered, please indicate these differences and

identify the relevant pathway.

5.1. Program/Coursework Coverage of TPEs – Submission of Table 5.1 (provided in the

appendices) which includes specific TPEs related to diagnostic techniques that inform

teaching and assessment as well as early intervention techniques. (See Appendix C-F as

applicable to each credential program).

5.2. Clinical Practice Opportunities for candidates to learn about diagnostic techniques that

inform teaching and assessment and early intervention techniques.

*5.2a. Direct link to location(s) in sample MOU(s) or other documentation

provided to LEAs that include explicit reference to efforts that will be made to

provide candidates with opportunities, as practicable, during their clinical

practice to learn about, and where possible, observe, how schools/teachers are

using screening and diagnostic techniques to inform teaching and assessment

and early intervention techniques, as appropriate to the credential and as

identified in the TPEs and standard.

5.2b. Links to specific location(s) in candidate handbooks or materials that

describe for candidates what is expected of them with respect to learning about

diagnostic techniques as well as early intervention techniques.

PROGRAM SPONSOR ALERT 24-01: Literacy Instruction Certification Required by SB 488 Page 18

*5.2c. Links to specific evidence showing how candidates are provided

opportunities to learn about and, where possible, observe how schools/teachers

are using screening and diagnostic techniques to inform teaching and

assessment and early intervention techniques, as appropriate to the credential

and as identified in the TPEs and standard.

5.3 Incorporation of California Dyslexia Guidelines

5.3a. Coursework – Explain how the California Dyslexia Guidelines are incorporated into

the program for all candidates. (300 words or less).

5.3b. Coursework – Provide direct link(s) to specific location(s) in course syllabi where

the content of the California Dyslexia Guidelines is clearly identified.

*5.3c. Clinical Practice

Explain how the program provides, to the extent practicable, opportunities for

candidates in clinical practice settings to observe and practice the concepts and

strategies included in the California Dyslexia Guidelines. Given that not every candidate

will have a child with dyslexia in their clinical practice setting, describe steps taken to

provide other opportunities for these candidates to practice strategies identified in the

California Dyslexia Guidelines. (See 5.3f below)

Additionally, provide all of the following evidence:

Ύ5.3d. Communication/Agreement with Districts – Direct link(s) to sample MOU(s) or

other documentation describing expectations for clinical practice settings related

to providing, to the extent practicable, opportunities for candidates in clinical

practice settings to observe and practice the concepts and strategies included in

the California Dyslexia Guidelines.

5.3e. Candidate Information – Direct link(s) to location(s) in candidate handbooks or

other candidate material that explains the program expectations around the

California Dyslexia Guidelines.

*5.3f. Provide direct links to specific evidence showing how candidates are provided

opportunities to learn about and, where possible, observe how schools/teachers

use the skills described in California Dyslexia Guidelines (may be combined with

5.3c above).