California CEEDAR
High Leverage Practices
HLP/TPE Alignment Resource
HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services
Collaborate with families about children’s needs, goals, programs, and progress, and ensure families are informed about their rights and special education processes. Respectfully communicate considering the background, socioeconomic status, language, culture, and priorities of the family. Advocate for resources to help students meet instructional, behavioral, social, and transition goals. Encourage students and families to self-advocate, with the goal of fostering self-determination over time.
U TPE 1.2
Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress
U TPE 2.4
Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.
MMSN 2.7 (pdf)
ESN 2.10 (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 4.5
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 4.7 (pdf)
ESN 4.8 (pdf)
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 5.4
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)
** Elements for TPE 6 are associated with the HLP
U TPE 6.7
Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.
MMSN 6.3 (pdf)
ESN 6.4 (pdf)