CA MTSS logo Data to Inform Instructional Practice

Read the high-leverage practices specific to assessment.

High Leverage Practices
HLP4	Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
To develop a deep understanding of a student’s learning needs, special educators compile a comprehensive learner profile through the use of a variety of assessment measures and other sources (e.g., information from parents, general educators, other stakeholders) 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. Teachers should collect, aggregate, and interpret data from multiple sources (e.g., informal and formal observations, work samples, curriculum-based measures, functional behavior assessment [FBA], school files, analysis of curriculum, information from families, other data sources). This information is used to create an individualized profile of the student’s strengths and needs.
HLP5	Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
Teachers interpret assessment information for stakeholders (i.e., other professionals, families, students) and involve them in the assessment, goal development, and goal implementation process. Special educators must 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, and fair grading practices, and transition goals that are aligned with student needs.
HLP6	Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
After special education teachers develop instructional goals, they evaluate and make ongoing adjustments to students’ instructional programs. Once instruction and other supports are designed and implemented, special education teachers have the skill to manage and engage in ongoing data collection using curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, self-assessment of classroom instruction, and discussions with key stakeholders (i.e., students, families, other professionals). Teachers study their practice to improve student learning, validate reasoned hypotheses about salient instructional features, and enhance instructional decision making. Effective teachers retain, reuse, and extend practices that improve student learning and adjust or discard those that do not.

High Leverage Practices.pdf

As you develop systems change at your school and move towards ensuring a continuum of support that addresses the universal needs of all students, remember that High Leverage Practices are the foundational skills all educators need to ensure the needs of all students are being met in an inclusive classroom setting.

Reflect

- What data sources does your school currently collect to "develop a comprehensive understanding of students' strengths and needs." Collecting data through assessments is another high-leverage practice and a key element for the successful implementation of CA MTSS.
  - - Element 2B: Curriculum and Instruction Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations and outcomes.
    - Element 2C: Assessment and Accountability Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes and student learning.
    - 3D-4 Engage staff in professional learning and formative assessments with specific feedback for continuous growth.
    - 5A-4 Continuously improve cultural proficiency skills and competency in curriculum, instruction, and assessment for all learners.