California CEEDAR
High Leverage Practices

U TPE 1.3

Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

MMSN 1.5, 1.6 (pdf)
ESN 1.10. 1.11 (pdf)

U TPE 1.4

Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

MMSN 1.9 (pdf)
ESN 1.9 (pdf)

U TPE 1.6

Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

MMSN 1.2 , 1.3 (pdf)
ESN 1.7, 1.8 (pdf)

U TPE 1.7

Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

U TPE 2.5

Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

MMSN 2.9 (pdf)
ESN 2.12 (pdf)

U TPE 3.3

Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline. 

U TPE 3.5

Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

MMSN 3.1 (pdf)
ESN 3.3 (pdf)

U TPE 3.6

Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

ESN 3.1 (pdf)

U TPE 3.7

Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet Security

** Elements for TPE 6 are associated with the HLP

U TPE 6.1

Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

• CA MTSS Framework
  
• CA MTSS Foundational Training for LEA Leadership Teams
  
• MTSS Professional Learning Institute
  
• MTSS Learning Module Website
  
• IRIS | Teaching English Language Learners: Effective Instructional Practices
  
• CA Guide for Educating EL with Disabilities - Announcements & Current Issues (CA Dept of Education) (pdf)
• IRIS | Differentiated Instruction: Maximizing the Learning of All Students
  
• IRIS | Assistive Technology: An Overview