Literacy Certification Questions and Answers from
Spring/Summer 2024 Office Hours
Last update: August 22, 2024 and September 30, 2024

Please note that questions/answers with an “*” have been updated or added from the August 22, 2024 and September 17, 2024 office hours sessions. There were no new questions from the September 27, 2024 office hours session.

  1. Since the deadline for the submission of certification documentation is October 4, 2024, but programs were required to be in compliance by July 1, 2024, do programs have until October 4 to have their documentation complete?
    • In October 2022, the Commission acted to require all Multiple Subject, Single Subject, and Education Specialist: Mild to Moderate and Extensive Support Needs programs to be aligned to the new Literacy standard and teaching performance expectations (TPEs) by July 1, 2024. However, the evidence for Literacy Certification outlined in PSA 24-01 is not required to be submitted until the October 4, 2024 deadline.
  2. If programs must be fully aligned to the Literacy standard and TPEs by July 1, 2024, what does that mean and how does CTC know we are aligned?
    • Courses and syllabi must be fully aligned to the new standard and TPEs by July 1, 2024. For Literacy Certification, institutions must submit what is required as outlined in PSA 24-01. Review of the full standard and TPE 7 will occur during Program Review in Year 5 of accreditation cycle. For Green cohort institutions that will have their site visits in 2025-26, a modified Program Review process will be developed to facilitate the demonstration of alignment to the full standard and TPEs.
    • *Any changes to an institution’s catalog can be made adhering to institutional timelines.
  3. *Is there an affirmation that must be submitted on July 1, 2024 indicating that our programs are aligned to the new Literacy standard?
    • No affirmation is required.
  4. Program matrices recently released include TPE 7. What matrices need to be submitted for Literacy certification?
    • The appendices in PSA 24-01 provide the information about the tables that must be submitted. Do not use the program matrices provided for program review.
    • Links to the appendices to be submitted can be found at the Commission’s Literacy and Reading Instruction website.
    • Each pathway is submitted separately unless there is an overlap of programs using the same courses.
    • The ECSE program matrix was updated recently but TPE 7 was not included.
      • Appendix D in PSA 24-01 addresses the certification table for the ECSE Literacy TPE. For certification, you will not use the ECSE program review matrices. The ECSE program matrix used for accreditation site visits will be updated soon.
  5. For the pathway process table in Appendix B of PSA 24-01, only multiple subjects is listed, so do other pathways/programs also have to be included?
    • The table in Appendix B 2.1 is an example of what may be included in an institution’s certification submission. All programs and pathways at the institution as outlined in PSA 24-01 must be included in the table and the corresponding appendix (C, D, E, or F) must be included with the institution’s complete submission.
  6. *If we have multiple programs and pathways, how many Appendix Bs do we submit?
    • If the literacy courses and evidence for I, P, and A will be the same for all your programs and pathways, then you will submit one Appendix B. However, if the literacy courses and evidence for I, P, and A are different for your various programs and pathways, then you will need to submit a separate Appendix B for each pathway. For example, if your multiple subjects and education specialist candidates take the same literacy courses then one Appendix B can be submitted. If your multiple subjects and education specialists take different literacy courses, then two Appendix Bs would be submitted.
  7. Are Single Subject programs required to submit information for certification for TPE 7?
    1. No, Single Subject programs are not included in the list of programs in Education Code §44259(B)(4)(A) and (B) that are required to be certified by the Commission. However, Single Subject programs are required to be aligned to the new Literacy standard by July 1, 2024. All programs’ alignment to this standard will be reviewed during the program review/accreditation cycle.
  8. Will institutions going through Initial Program Review (IPR) have to address all of TPE 7 and certification?
    • Institutions going through IPR (including for all PK-3 programs) will address all elements of TPE 7 in their proposals. Newly approved programs will also go through a modified certification process. Because newly approved programs may be in different stages of implementation during the certification year (2024-25), Multiple Subject/Single Subject/Education Specialist/PK-3 ECE programs that have been approved with the new literacy standard and TPEs already embedded (those approved after October 2023) will be contacted late in 2024 with more information. 
  9. Will institutions in the Green cohort have to address all of TPE 7?
    • Yes, whether they have site visits in 2024-25 or 2025-26, institutions in the Green cohort will be required to respond to Standard 7 and TPE 7. Commission staff will provide those institutions with more detailed information about this process soon.
  10. If candidates are admitted to the program August 1, 2024, must their program be in compliance with the Literacy standard and TPEs?
    • Yes.
    • What happens if a reviewer finds something during the certification process that is not aligned in a program that candidates are currently in?
      • Commission staff will work with programs on a case-by-case basis to bring the program into alignment. Programs found to be out of alignment will not be able to be certified.
  11. Has the final approval process been developed?
    • No. All programs will be put forward to the full Commission for consideration and formal certification. The details of the process will be finalized soon, and the information will be made available.
  12. Will templates be provided for the certification process?
    • Required templates and tables are provided in the appendices of PSA 24-01. All programs must provide responses to Appendix B along with the appropriate program-specific tables found in Appendices C, D, E, and F. All of these are available in the Literacy Instruction Certification section of the Literacy and Reading Instruction webpage.
  13. How do we submit our evidence for certification?
    • The institution should place their information on the institution’s accreditation website with evidence outlined in PSA 24-01. Use the appendices as a guideline.
  14. Is documentation for every element of the Literacy TPE required for certification?
    • Not every element of the TPE is included in certification. The certification process documentation is focused on what is specifically required by SB 488. What you submit for certification will inform what you submit for your accreditation site visit.
  15. We have Multiple Subject and a Multiple Subject with BILA programs. Do we submit separate information for each pathway?
    • It depends if candidates in those two programs are taking the same courses for literacy or different courses. If the courses are the same, then the institution would submit one table for both pathways. If the courses are different, then the institution would submit separate tables for each program. Please be clear as to which programs/pathways the documentation applies.
  16. What about candidates whose program will bridge the old and new literacy standards? Will they have to take bridging coursework?
    • Programs need to ensure that candidates are prepared to pass the Literacy Performance Assessment (LPA) as it will be required for all candidates beginning July 1, 2025.
  17. If a program submits a syllabus or assignment as evidence for the certification process, what level of detail is necessary?
    • Linking to an entire syllabus or course objective does not provide clear evidence. Programs should link to an assignment or to where the element is specifically being addressed.
    • If an assignment addresses multiple TPE elements, should the evidence be linked to a specific part of the assignment or the assignment as a whole?
      • Either is fine if the assignment is related to the specific TPE element.
  18. How much evidence is sufficient for each element of the TPE?
    • Institutions need to decide how to provide evidence that their programs are aligned to the TPE elements.
    • The Literacy TPEs are very dense, and SB 488 is very prescriptive about what must be included. Programs should focus on choosing only the best examples – generally no more than four for each I, P, and A – that provide the strongest and clearest examples to demonstrate the TPE element is being addressed.
    • It must be clear how the evidence linked is connected to the standard. Do not assume that the reviewers will understand that linkage.
    • *Please use the exact language of the standard in your linked evidence.
    • Please also see the response to question 27 below.
  19. Faculty have expressed concern about making proprietary information publicly available.
    • Pursuant to Education Code sec. 44320.3(b), the Commission must be able to verify that the required content is being covered in the program in order for certification to be granted.
    • Institutions are encouraged to explore options such as adding disclaimers to the content that indicates it is for use in certification/accreditation only.
    • Additionally, if institutions refer to a chapter in a textbook, the chapter material does not necessarily need to be provided. However, it may be helpful to provide annotations/comments on the side of your documents giving a description that helps reviewers verify how the standard is being met.
  20. *MOU Questions
    • If fieldwork MOUs are not due to be renewed before the submission deadline, can an addendum be submitted once they are ratified?
      • Yes. In your certification submission, please include the addendum with a draft of the future/draft MOU.
    • Does the 10 hours of training for mentors need to be mentioned in MOUs?
      • This is a local decision based on how the training occurs.
    • *Does training of district personnel related to SB 488 have to be addressed in the MOU?
      • No. But while the Commission does not prescribe what needs to be included in the MOU as it relates to training, it is important that district partners understand SB 488 and what is now required of candidates.
    • What needs to be addressed in the MOU related to the Administrator role?
      • While the Commission does not prescribe what needs to be included in the MOU as it relates to the Administrator role, it is important that administrators understand what is now required of candidates. How this is done is a local decision.
    • *What language related to SB 488 should be included in any updated MOUs?
      • It is important to inform partners what implications any new requirements of SB 488 will have for candidates serving in their districts. The title “SB 488” does not have to be included in an MOU. *This can be addressed in an MOU addendum.
    • *Are there sample MOUs available?
    • *How are districts being informed about MOU changes related to TPE 7?
      • The Commission relies on teacher preparation programs to inform their district partners about any Ed Code requirements that impact the MOUs.
  21. Are programs required for certification to submit for every part of TPE 7?
    • No. Only those elements as outlined in PSA 24-01. As programs move through their color cohort accreditation process, they will be expected to provide evidence for the entire TPE at their site visit.
  22. For programs in stage 5 Initial Institutional Approval, what process should they follow for certification?
    • Institutions in Stage 5 of IIA will need to go through the certification process.
  23. How will certification be addressed for programs going through provisional site visits next spring?
    • Programs will be expected to respond to every aspect of the Literacy Standards and TPEs. Commission staff will provide guidance to institutions going through provisional site visits.
  24. How do the new CSTP and Literacy TPEs work together? Should programs have something in their IDP related to the new literacy TPEs?
    • Literacy is threaded throughout the new CSTP, therefore, it should be addressed in the IDP.
  25. What if institutional approval processes for curricular changes go past the October due date?
    • Please submit the draft documentation/evidence and inform Commission staff of their status.
  26. Do assignments used as evidence all have to be signature assignments?
    • No.
  27. *What resources are available to programs preparing to submit for certification?
    • You can email SB488certification@ctc.ca.gov with any questions.
    • The Literacy and Reading Instruction Commission website has many resources available.
    • PSA 24-01 provides important information about the Certification process required by SB 488. Please note there is an updated PSA and PSA 24-05.
    • The Resource Guide on Preparing Teachers for Effective Literacy Instruction from the Commission provides information about how various resources address the California Common Core State Standards for ELA, the California English Language Development standards, the English Language Arts/English Language Development Framework for California Schools, and various other standards and frameworks.  
    • The Accreditation Technical Assistance Commission website provides details about upcoming Literacy Certification office hours opportunities.
    • *The CDE co-director for Literacy and two consultants from CTC recorded three webinars related to SB 488 certification. The first two address the literacy standard and TPEs for certification and the third webinar addresses the certification process. The link for all three recordings can be found on The Literacy and Reading Instruction Commission website. The webinars have a downloadable resource list found under the webinar links.
    • *The UC/CSU Collaborative for Neurodiversity and Learning has provided a CA Dyslexia Guidelines Crosswalk on the intersection with the Literacy TPEs.
  28. Are the new TPE placemats available?
    • Yes, the placemats have been updated with the Literacy Standards.
  29. Will the limited Standard 7 TPEs in the certification table be the only TPEs that are eventually demonstrated in the Literacy TPA?
    • No. The LPA handbooks will be released in the fall with details about the assessment. The LPA is being field tested now.
    • If you have questions about the new Literacy Performance Assessment, please email: literacy@ctc.ca.gov.
  30. What will the time commitment be for those who volunteer to be a reviewer for the Literacy standards submissions?
    • The review process is still being developed; however, it will involve at least one day that will also include training and calibration. Some reading and/or homework activity may be required in advance to assist with reviewer training and calibration.
    • Review sessions will be virtual (Zoom) with Commission staff present to support review teams. More information will be provided to those who volunteer. If you are interested in volunteering and have literacy expertise, please fill out this brief form. Literacy experience and expertise is required. 
  31. When will the submission form be available?
    • It was available as of April 26, 2024.
  32. *What are some helpful submission recommendations from staff?
    • Focus your submission on key pieces of evidence and try to submit no more than 4 links for each Introduce (I), Practice (P), and Assess (A). If an institution feels they need to submit more than 4 links, the submission will not be rejected, but institutions are encouraged to focus on the best and clearest examples for each TPE element.
    • Use the language of the TPE element in your evidence as often as possible. If the language in your evidence is different from the standard language, then please provide an annotation to clarify.
    • Institutions can provide annotations on the side of documents to provide additional information/explanation as necessary.
    • Be sure bookmarks go directly to the evidence for that TPE element. If there are multiple bookmarks on one page of a document, please provide annotations/comments on the side providing information about which bookmark links to which TPE element.
    • For course elements that are not accessible to those outside your institution (e.g., a course assignment posted in an LMS), taking a screenshot and submitting that as evidence is acceptable.
    • Please be sure that hyperlinks are accessible for external reviewers outside your institution’s firewall or other security.
    • *Do not link to the top of a syllabus, to an entire assignment, or to a course objective. Make sure the links go to the exact place that you want to focus the reviewer’s attention. If possible, consider using highlighting and/or annotations to further draw the reviewer’s attention to the specific evidence being referred to.
    • Assignments that give candidates a choice of addressing any of the foundational skills are not specific enough to address one TPE element. Certification requires that reviewers see evidence that all the foundational skills are covered sufficiently.
    • *In the submission tables, how should courses, activities, and assignments that are covering each subcomponent of the TPEs be labeled?
      • According to the submission directions in the appendices, “for each cell below, indicate the course number and title with the direct link to actual places in the syllabi where these can be seen explicitly.” If programs wish to add brief additional information such as an activity, reading, or assignment title, that is fine.
  33. What kind of evidence is expected from the clinical practice portion of a credential program?
    • Sample evidence for clinical practice could be provided by an institution’s clinical practice observation tools, which can provide information about how candidates practice the foundational literacy skills in the classroom.
    • Do all the certification Literacy TPE elements have to be practiced/assessed in clinical practice and in courses?
      • There should be some opportunities for candidates to practice and be assessed for the foundational literacy skills in the classroom.
  34. How should the foundational literacy skills be addressed for education specialist interns who are working in secondary settings?
    • As education specialist candidates are certified for kindergarten through age 22, they must be able to demonstrate competency in all the foundational literacy skills. If these skills cannot be practiced in the intern’s own classroom, the program must find other opportunities for the candidate to practice these skills.
  35. Can evidence for certification only come from Literacy methods courses?
    • Evidence for a Literacy TPE element may be found in a literacy methods course, or another required course(s) for that pathway. Any course/courses that will be used as evidence should be listed on Appendix A, and evidence can be linked in that program’s table.
  36. What about the candidates who do not pass the RICA as of June 30, 2025?
    • Candidates who start programs in the Fall of 2024 need to be provided clear information about this deadline as the LPA will be approved assessment as of July 1, 2025, but candidates should be advised that the RICA will no longer be available after July 1, 2025.
    • Candidates can register through June 30, 2024 to take the RICA with the existing fee waiver. As long as the candidate registers by the deadline, the fee waiver is good for administrations through next year.
  37. Question 2.3 in PSA 24-01 states, “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.” What are staff recommendations for responding to this question?
    • A narrative description describing how the important concepts in SB 488 have been shared with faculty/instructors in the program is sufficient. Commission staff recommend programs review the resources available on the Literacy and Reading Instruction website.
    • *Can training related to literacy instruction that occurred before this academic year be included in this response?
      • Yes.
  38. The Bilingual authorization can be added after someone has a preliminary credential or it can be offered concurrently with a preliminary credential. How will certification be handled for the Bilingual Authorization program?
    • If your institution offers a stand-alone bilingual authorization and a separate multiple subject program that include a bilingual authorization and the two programs have different literacy courses, then the two pathways should be submitted separately for certification.
  39. How will LEAs ensure that current teachers and other literacy-related staff have been trained in the new Literacy standards and the components addressed in SB 488?
    • Programs should ensure that their PK-12 partners, particularly mentor teachers and administrators in whose classrooms and schools candidates will be placed, understand what is now required of teacher preparation candidates under SB 488 and the new teacher preparation literacy instruction standards. 
  40. Are there any implications of SB 488 for Induction Programs?
    • Induction programs should consider candidates’ skills in literacy instruction when working with candidates to develop their ILP. Induction should help new teachers refine and improve their literacy instruction practice, as it should all other instructional practices. Literacy instruction was considered in the development of the revised 2024 California Standards for the Teaching Profession.
  41. If a program anticipates the Literacy standard elements being assessed in the new LPA, can that be addressed in certification?
    • Certification should address the program that will be implemented in the Fall of 2024. Any updates made to the program to address the LPA as of July 1, 2025, will be addressed in the accreditation cycle program review.
    • LPA office hours will be scheduled in the future.
  42. Some required tables in the PSA 24-01 Appendices do not have all sections lettered. How can institutions provide clear information to notate syllabi/assignments to indicate which aspect of the standard they are referring to?
    • Programs can incorporate any notation system that will provide clear information about what aspects of syllabi/assignments provide evidence for each element of the standard.
  43. Will the multiple subject EdTPA be updated to align with the literacy performance assessment expectations?
    • Commission staff have not received any materials from EdTPA for review.
    • Can current EdTPA review materials be used as evidence for literacy certification?
      • No.
  44.  What resources are available for the required Dyslexia Screening?
    • The screening and assessment module from the California Literacy and Dyslexia Collaborative has a list of screening assessments.
    • An Appendix in the California Dyslexia Guidelines also has a list of screening assessments.
    • The Reading Difficulties Risk Screener Selection Panel (RDRSSP) will, by December 31, 2024, create an approved list of evidence-based, culturally, linguistically, and developmentally appropriate screening instruments for students in kindergarten and grades one and two (K–2) to assess pupils for risk of reading difficulties, including possible neurological disorders such as dyslexia, in languages reflecting those spoken by California’s students.
  45. *For narrative responses that do not have a word length guidance provided, how much detail is suggested?
    • This is a programmatic decision, but most narrative responses should not be more than a couple of paragraphs of text.
    • Should narrative responses include links to courses, syllabi, and assignments?
      • Links to courses, syllabi, and assignments should be linked in the Appendix tables.
  46. *In PSA 24-01, on page 15 (section 2 of Appendix B), the directions say to, “Please include the full language of the prompt with your response.” Should we copy/paste the prompt into our document then add our narrative response?
    • Yes.
  47. *Can early fieldwork experiences be used as evidence for certification?
    • Yes, as long as the evidence is clearly linked to a relevant TPE element.
  48. *In PSA 24-01, on page 16 (section 3.3 of Appendix B), the title of the prompt is, “Clinical Practice: Ensuring Opportunities for Candidates to Practice Teaching Foundational Skills.” What does it mean to “ensure opportunities for candidates to practice foundational skills?”
    • There are many places across program standards where programs are required to provide candidates with opportunities to practice the skills they are learning in coursework. This is no different. Thus, the evidence provided by programs needs to show that candidates are being introduced to, given the opportunity to practice, and being assessed in each of the TPE elements.
    • *Please see the updated version of section 3.3 in PSA 24-01.
  49. *For concurrent BILA/MS candidates, do they demonstrate TPE 7 in the field in English or can it be in Spanish?
    • All bilingual models used contain instruction in both English and in a Language Other than English.  Based on the implementation of Standard 7 and TPE Domain 7, the fieldwork for the Bilingual Authorization pathway must include some instruction in English. While the candidate may have coursework and fieldwork in the target language, for literacy instruction they must also include both in English.
  50. *Are Google docs allowable for linked evidence for our certification submission?
    • Yes.; however, the link for your certification submission should not just be a link to a Google Doc. Google sites or any other website platform for your certification website is fine.
  51. *If we have quizzes as assessments, how do we handle posting them publicly, if that means our students will have access to the quizzes?
    • Information submitted for certification can be password protected.
  52. *If we use an assignment for Assess evidence, does it have to be observed with a TPE rubric?
    • No.
  53. *Are Tables 3.1, 4.1, and 5.1 provided as links into the Part 2 submission document or as separate documents?
    • Either is fine.
  54. *In 5.3, Incorporation of California Dyslexia Guidelines, 5.3c. Clinical Practice, it states, “explain how the program ensures that all candidates have opportunities 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 ensure that the are other opportunities for these candidates to practice strategies identified in the California Dyslexia Guidelines. Describe how the program is tracking the clinical practice experiences related to dyslexia that each candidate is provided.” Can this experience be tracked in early field experiences (i.e., not student teaching or internship experiences)?
    • Yes. However, if the experience is not sufficient in early clinical practice, then additional opportunities may need to be included in student teaching or internship experiences. Programs need to ensure that adequate depth and breadth is provided for candidates “to practice strategies identified in the California Dyslexia Guidelines.” Also, please see PSA 24-05 for more information on this topic.
    • • * Please see the updated version of PSA 24-01 and PSA 24-08.
  55. *Do candidates need to be observed teaching and working with students with Dyslexia or those at risk for dyslexia or is writing appropriate lesson plans for students with Dyslexia or those for at risk for dyslexia sufficient?
    • Please see the updated PSA 24-08 for more information on this topic.
  56. *Please provide clarification about section 3.3, which is Clinical practice ensuring opportunities for candidates to practice teaching foundational skills and students with dyslexia.
  57. *How should the CalTPA be referenced in our certification evidence?
    • This is a programmatic decision. Please be clear to what the program is referencing. 
  58. *Our program uses the EdTPA, which does not currently have a literacy component. When will this be available?
    • This is a question for the performance assessment team. Please direct your question to TPA@ctc.ca.gov.
  59. *Will extensions to the October 4 deadline be allowed?
    • The due date for all Literacy Certification submissions is October 4, 2024. On a case-by-case basis, the Commission will consider requests for extensions for submission of SB 488 Literacy Certification documentation. No extensions will be granted beyond November 15, 2024. The Commission requests that any institution that needs an extension contact SB488Certification@ctc.ca.gov. Each request must provide the requested due date and a rationale for the extension.
  60. *What is expected for the narrative response in section 3.2 in Appendix B?
    • The narrative is an opportunity for programs to explain the approach your institution is taking to address the foundational skills in your program.
  61. *Can observations by mentor teachers be used as evidence for certification?
    • Yes.
  62. *After this certification process is complete, will programs receive information and support for addressing the Literacy standard for Single Subject Programs?
    • Like all other initial teaching credentials, the Single Subject teaching programs must have aligned with the new standards and TPEs by July 1, 2024. It is true that the focus for technical assistance recently has been on programs that require certification and where the Literacy Performance Assessment will be required. The Commission will take the suggestion to identify ways in which to assist Single Subject programs and incorporate this into the Commission’s workplan, as possible. 

     

  63. *What are some examples showing how institutions are meeting 2.5 in Appendix B, “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.)”?
    • Institutions shared that they sent out a letter to districts to share with district mentors, included information in their mentor orientation training, sent letters to principals in districts to share with mentors, addressed it in mentor teacher professional development, and included information in a Bi-weekly newsletter that goes out to all mentors.

*Please note that questions/answers with an “*” have been updated or added from the August 22, 2024 and September 17, 2024 office hours sessions. There were no updates from the September 27, 2024 office hours.

Questions about SB 488 Certification can be sent to: sb488certification@ctc.ca.gov.
Questions about performance assessments can be sent to: TPA@ctc.ca.gov.
Questions about Literacy can be sent to: Literacy@ctc.ca.gov.
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There are no remaining office hours for SB488 Certification.
    Updated December 30, 2024