California CEEDAR
High Leverage Practices
HLP/TPE Alignment Resource
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
Interpret assessment information for stakeholders and involve them in the assessment, goal development, and goal implementation process. Understand each assessment’s purpose, help key stakeholders understand how culture and language influence interpretation of data generated, and use data to collaboratively develop and implement individualized education and transition plans that include goals that are standards-based, appropriate accommodations and modifications, fair grading practices, and transition goals that are aligned with student needs.
U TPE 3.2
Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.
MMSN 3.2 (pdf)
ESN 3.4 (pdf)
U TPE 3.4
Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.
U TPE 4.6
Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
MMSN 4.6 (pdf)
ESN 4.7 (pdf)
U TPE 5.2
Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.
MMSN 5.6 (pdf)
ESN 5.7 (pdf)
U TPE 5.4
Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.
U TPE 5.5
Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
U TPE 5.6
Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
MMSN 5.4 (pdf)
ESN 5.5 (pdf)
U TPE 5.7
Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.
U TPE 5.8
Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.