Assessment Alignment

TPE 1: Engaging and Supporting All Young Children in Development and Learning

• Element 1.a: Describe the typical progression of young children’s cognitive development, social-emotional skills first- and dual-language development, literacy, mathematics, general learning competencies, physical development, and mental, emotional, and physical health.
• Element 1.k: Monitor children’s development and learning and adjust learning experiences while teaching so that children continue to be actively engaged in their learning 

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.e: Demonstrate the observational skills necessary to appropriately document the effectiveness of the learning activities and use this information to adjust instruction as appropriate
• Element 3.i: Use knowledge about children and learning goals to organize the curriculum to facilitate children’s understanding of key content area concepts and make accommodations and/or modifications as needed to promote children’s access to the curriculum
• Element 3.j: Set individualized goals and objectives for content learning for young children in the early childhood setting
• Element 3.l: Individually and through consultation and collaboration with other educators, plan for effective learning opportunities appropriate for young children and provide multiple ways for young learners to demonstrate their learning development

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.d: Use information from assessment data about children’s current status with respect to the Infant/Toddler and Preschool Learning Early Learning Foundations, as applicable, to identify learning needs and goals and to develop both short-term and long-term learning experiences for children
• Element 4.e: Understand and apply knowledge of the range and characteristics of typical and atypical early childhood growth and development from birth through adolescence to help inform planning learning experiences for all children
• Element 4.f: Design and implement learning experiences that are intentionally developmentally appropriate, engaging, and playful, as well assessments that reflect the interconnectedness of content areas and related children’s skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable
• Element 4.q: Demonstrate effective planning of learning experiences and the use of educational practices based on observation, assessments, and the California Early Development and Learning system resources from the California Department of Education 

TPE 5: Assessing and Documenting Young Children’s Learning

• Element 5.a: Demonstrate understanding of commonly-used early childhood screening and formative assessment strategies
• Element 5.b: Demonstrate understanding of the characteristics and purposes of formative and summative assessments of young children
• Element 5.c: Choose and/or use program- or site-identified formative assessment strategies appropriate for assessing a particular skill
• Element 5.d: Identify and describe the key characteristics of culturally- and linguistically-appropriate assessments
• Element 5.e: Interpret basic assessment findings from formative and summative assessments, seeking assistance as needed from colleagues or other professionals in the early childhood setting
• Element 5.f: Describe how to apply assessment results to inform planning and learning experiences
• Element 5.g: Develop a sample communication appropriate for families regarding children’s assessment outcomes, as consistent with policies and practices within the early childhood setting
• Element 5.h: Collect and analyze assessment data from multiple measures and sources to plan and modify learning experiences and document children’s learning over time
• Element 5.j: Interpret first- and dual-language learners’ assessment data to identify their level of proficiency in English as well as in their home language, as applicable, and use this information in planning learning experiences and sequences

TPE 1: Engaging and Supporting All Young Children in Development and Learning

• Element 1.a: Explain the typical progression of young children’s cognitive development, social-emotional skills, first- and dual-language development, literacy, mathematics, general learning competencies, physical development, and mental, emotional, and physical health
• Element 1.j: Assist in monitoring children’s development and learning and adjust learning experiences as guided or directed by the Teacher and/or the Master Teacher so that children continue to be actively engaged in their learning

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.g: Assist in setting individualized, developmentally-appropriate learning goals and objectives for young children in the early childhood setting
• Element 3.i: Demonstrate observational skills in documenting young children’s development and learning

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.d: Understand information from assessment data about children’s current status with respect to the Infant/Toddler and Preschool Learning Foundations
• Element 4.e: Understand the range and characteristics of typical and atypical development from birth through adolescence to help plan learning experiences for children
• Element 4.f: Assist in implementing learning experiences that are developmentally appropriate, engaging, and playful, as well assessments that reflect the interconnectedness of content areas and related children’s skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable
• Element 4.p: Demonstrate effective planning of learning experiences and the use of pedagogical practices based on observation, assessments, and the California Early Development and Learning System resources from the California Department of Education 

TPE 5: Assessing and Documenting Young Children’s Learning

• Element 5.a: Demonstrate understanding of commonly-used early childhood developmental, screening and formative assessment strategies
• Element 5.b: Demonstrate understanding of the characteristics and purposes of formative and summative measures of young children’s development
• Element 5.c: Demonstrate understanding of the key characteristics of culturally and linguistically appropriate assessments
• Element 5.d: Demonstrate understanding of how to interpret, with guidance and assistance from the Teacher and/or the Master Teacher, basic assessment findings from formative and summative assessments
• Element 5.e: Describe how assessment results can be used to inform planning and learning experiences
• Element 5.g: Develop a sample communication appropriate for families regarding results of children’s developmental assessments and outcomes, as consistent with policies and practices within the early childhood setting
• Element 5.h: Describe how to collect and analyze assessment data from multiple measures and sources to plan and modify learning environments and learning experiences to document children’s learning over time
• Element 5.i: Demonstrate understanding of how to Interpret first- and dual-language learners’ assessment results to identify their level of proficiency in English as well as in their home language, as applicable, as well as how to use this information in helping to plan learning experiences and sequences

TPE 1: Engaging and Supporting All Students in Learning

• Element 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.
• Element 1.8: Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

• Element 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.
• Element 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.

TPE 5: Assessing Student Learning

• Element 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.
• Element 5.2: Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time.
• Element 5.3: Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.
• Element 5.5: Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
• Element 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.
• Element 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.

Element 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.

Standard 1: Engaging and Supporting All Students in Learning

• Element 1.6: Monitoring student learning and adjusting instruction while teaching

Standard 3: Understanding and Organizing Subject Matter for Student Learning

• Element 3.2: Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

• Element 4.1: Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
• Element 4.2: Establishing and articulating goals for student learning
• Element 4.5: Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

Standard 5: Assessing Students for Learning

• Element 5.1: Applying knowledge of the purposes, characteristics, and uses of different types of assessments
• Element 5.2: Collecting and analyzing assessment data from a variety of sources to inform instruction
• Element 5.3: Reviewing data, both individually and with colleagues, to monitor student learning
• Element 5.4: Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
• Element 5.5: Involving all students in self-assessment, goal setting, and monitoring progress
• Element 5.6: Using available technologies to assist in assessment, analysis, and communication of student learning
• Element 5.7: Using assessment information to share timely and comprehensible feedback with students and their families

ELR Principle 1: Assets-Oriented and Needs-Responsive Schools 

• Element 1.A. Language and Culture as Assets. The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, wherever possible, the development of proficiency in multiple languages.
• Element 1.B. English Learner Profiles. Recognizing that there is no single EL profile and no one-size-fits-all approach that works for all English learners, programs, curriculum, and instruction must be responsive to different EL student characteristics and experiences. EL students entering school at the beginning levels of English proficiency have different needs and capacities than do students entering at intermediate or advanced levels. Similarly, students entering in kindergarten versus in later grades. The needs of long-term English learners are vastly different from recently arrived students (who in turn vary in their prior formal education). Districts vary considerably in the distribution of these EL profiles, so no single program or instructional approach works for all EL students.
• Element 1.E. English Learners with Disabilities. Schools and districts develop a collaborative framework for identifying English learners with disabilities and use valid assessment practices. Schools and districts develop appropriate individualized education programs (IEPs) that support culturally and linguistically inclusive practices and provide appropriate training to teachers, thus leveraging expertise specific to English learners. The IEP addresses academic goals that take into account student language development, as called for in state and national policy recommendations. 

ELR Principle 3: System Conditions that Support Effectiveness 

• Element 3.C. Assessments. A system of culturally and linguistically valid and reliable assessment supports instruction, continuous improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.