California CEEDAR
High Leverage Practices
HLP/TPE Alignment Resource
HLP 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs
Compile a comprehensive learner profile through the use of a variety of assessment measures and other sources that are sensitive to language and culture, to (a) analyze and describe students’ strengths and needs and (b) analyze the school-based learning environments to determine potential supports and barriers to students’ academic progress. Collect, aggregate, and interpret data from multiple sources. This information is used to create an individualized profile of the student’s strengths and needs.
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 5.1
Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.
MMSN 5.1 (pdf)
ESN 5.2 (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 5.6
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.