California CEEDAR
High Leverage Practices
HLP/TPE Alignment Resource
HLP 11: Identify and prioritize long- and short-term learning goals.
Provide meaningful access to and success in the general education and other contextually relevant curricula. Use grade-level standards, assessment data and learning progressions, students’ prior knowledge, and IEP goals and benchmarks to make decisions about what is most crucial to emphasize, and develop long- and short-term goals accordingly. Understand essential curriculum components, identify essential prerequisites and foundations, and assess student performance in relation to these components
U TPE 3.1
Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.
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 4.1
Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
MMSN 4.4 (pdf)
ESN 4.5 (pdf)
U TPE 4.3
Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.
MMSN 4.3 (pdf)
ESN 4.4 (pdf)
U TPE 4.5
Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
MMSN 4.1 (pdf)
ESN 4.3 (pdf)
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.
** 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.