Embedded HLP
HLP 5
Interpret and Communicate Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs
Educators interpret assessment information for different partners (e.g., other professionals, families/caregivers, students) and involve them in the assessment, goal development, and goal implementation process. Educators must understand each assessment’s purpose, help key partners understand how bias may influence interpretation of data generated, and use data to collaboratively develop and implement individualized and culturally inclusive education and transition plans that include goals that are standards-based, include appropriate accommodations, modifications, and fair grading practices that are aligned with students’ intersectional needs.
| Download Leadership Guide | This resource is intended for school leaders (Administrators, Teacher Coaches, Mentors, etc.) to support their teams in effectively implementing the high-leverage practices (HLPs) in the classroom. |
| Download Faculty Guide (Higher Education) | This resource is intended to support educator preparation faculty and staff looking to embed high-leverage practices (HLPs) in professional development, implementation, teacher candidate observation and feedback efforts at their school site. |
| Watch Video - Coming Soon | This resource features video exemplars of teachers implementing high-leverage practices (HLPs) in a variety of instructional settings. The settings include elementary-level, secondary-level, one-on-one, small-group, whole-group, and virtual instruction. |
HLP 5 Information
Having all the relevant data is foundational, but is only the first step in data-driven planning. Assessment data must be interpreted and communicated for it to be useful in informing instruction, paying particular attention to the challenges faced by students from culturally and linguistically diverse backgrounds. Additionally, researchers have reported that families feel overwhelmed with data contributing to their anxiety and limiting their participation (Dunn et al., 2022; Rossetti et al., 2020). Providing data to families in preparation for meetings can assist in easing anxiety and give them time to bring questions (Larios & Zetlin, 2022; Sanderson & Goldman, 2023). Moreover, research suggests that families appreciate positive communication that highlights student assets and strengths (Carlson et al., 2020). There is evidence that working in a collaborative team to discuss and interpret data helps to improve the use of data (Abrams et al., 2021; Schildkamp & Poortman, 2015) and encourages families to participate (Mahdavi, 2017).
Assessment data can be overwhelming for educators so it is not surprising families and students may feel anxious about the communication of data results. Family involvement, by recognizing and valuing family input, is an important cultural and linguistic consideration. Educators can assist in alleviating these feelings by taking an active role in including families. Providing assessment results, in easily understandable, jargon-free language, prior to a meeting can allow families to digest information and form questions. In meetings, educators must dedicate enough time to ensuring every partner, including families, understands the assessment results, and can ask questions or provide perspectives of results that may include factors related to culture and language.