Selected-Response Practice Exam Questions

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Selected-Response Practice Exam Questions

Principal as Instructional Leader (268)

TExES Principal as Instructional Leader (268) 2 Selected-Response Practice Exam Questions

Table of Contents

A Note about this Document ......................................................................... 3

Selected-Response Practice Exam Questions ................................................... 4

Answer Sheet ........................................................................................... 85

Answer Key and Rationales ......................................................................... 87


A Note about this Document

This document includes: • a full-length set of selected-response questions • an answer sheet • an answer key with item rationales

For sample constructed-response questions and additional information about the examination, including how these items are formatted and scored, refer to the Principal as Instructional Leader preparation manual. Coming Soon This document will be replaced by a full-length interactive practice exam. The interactive practice exam will contain the same selected-response questions found in this document as well as four sample constructed-response questions. The interactive practice exam will provide you with test-taking experience that simulates the operational exam, and with automated results reporting on the selected-response questions.

http://tx.nesinc.com/TestView.aspx?f=HTML_FRAG/TX268_PrepMaterials.html


Selected-Response Practice Exam Questions

Directions: Each of the questions or incomplete statements below is followed by four or more suggested answers or completions. For each question, indicate the best answer using the directions given. Unless otherwise directed, select a single answer choice. Some questions ask you to select one or more answers from a list of choices, and may or may not specify the number of answers to select. For these questions, select all applicable answers. Fill in the corresponding lettered space(s) on the answer sheet.

1. A middle school principal and the campus leadership team plan a year-longprofessional development series on differentiation of instruction. During the firstsession in the series, the team focuses on one strategy for differentiation:allowing choice in the products students complete to demonstrate mastery. Toeffectively plan for the session, the team implements the following sequence ofsteps.

1. Teachers review an exemplar lesson plan with student work samples thatallow students choice in how they demonstrated mastery.

2. __________________________________________________________

3. Teachers analyze how the variety of student work samples supportedeach students’ learning style and needs.

4. Teachers identify their own students’ learning styles and needs togenerate ideas for differentiated student choice.

5. Teachers review upcoming lesson plans and adjust their expectations forstudent work to provide for choice based on identified needs and learningstyles.

6. Teachers set the expectation to bring their student work samples from theadjusted lesson plan to discuss the impact of student choice on masteryat the next professional learning community (PLC) meeting.

Which of the following is the most appropriate second step to complete during the first training sessions?

A. Teachers examine the TEKS for areas that are appropriate for differentiation of products in their lessons.

B. Teachers discuss the characteristics of each work sample and how they measure student mastery at the same level of rigor and alignment to the lesson objective.

C. Teachers research and review additional strategies for differentiating the content and process of future lessons.

D. Teachers review the rubric that will be used by administrators when observing for evidence of differentiated products during walk-throughs.


2. A vision oversight team brainstorms a list of 28 ideas about what should be included in the school’s revised vision. To narrow down the list, the principal instructs each team member to reflect and select 5 of the 28 ideas, based on the following criteria.

1. Will the idea help students succeed? 2. Is the idea important to you?

The principal then tallies the team’s selections. Three ideas have the most votes.

• All students should have the opportunity to succeed, regardless of their life circumstances.

• Education should be of high quality, relevant, and rigorous, and it should effectively prepare students for college, the workforce, and life.

• Students should embrace diversity, be responsible citizens, and make meaningful contributions to the community.

Which of the following is the most appropriate next step for the principal to take?

A. Asking team members to revisit the current vision and identify any shared values with the prioritized selections

B. Facilitating a discussion with the team to determine whether each of the prioritized selections is tenable

C. Narrowing the ideas further by having each team member choose one idea out of the three prioritized selections

D. Working with the team to draft a vision statement that includes common themes from the prioritized selections


3. Dr. Alarnab, an elementary principal, pilots a K–5 online blended learning program with several fourth- and fifth-grade classes. At the end of the year, he evaluates the program by collecting survey information about teachers’ perceptions regarding the effectiveness of the blended learning program.

Statement Strongly Disagree Disagree Agree Strongly

Agree Students are highly motivated and engaged while using the digital content.

5% 5% 65% 25%

The digital content has helped students be accountable for their own learning.

2% 5% 75% 18%

Students’ understanding of TEKS objectives has improved with the use of the digital content.

2% 18% 38% 42%

Students are performing better on classroom assessments and district benchmark assessments as a result of using the digital content.

0% 12% 50% 38%

Based on the data collected, which of the following is the most appropriate next step for the principal to take?

A. Facilitating guided discussions with pilot teachers to identify what changes need to be made to the blended learning program to increase students’ technology self-efficacy

B. Surveying parents to assess their perceptions regarding the effectiveness of blended learning on academic and nonacademic student outcomes to determine whether the program should be continued, adjusted, or discontinued

C. Conducting classroom observations to see how teachers are using blended learning to improve student learning and assessing whether technology infrastructure in classrooms is sufficient for continuing the program

D. Collecting student achievement data to compare the performance of participating students to nonparticipants and determining whether there are quantifiable improvements as a result of the program’s implementation


4. Ms. Dyers, a high school principal, is coaching Mr. Wallis, a teacher struggling to implement feedback consistently in his classroom. Ms. Dyers observes him teaching a ninth-grade English lesson on sensory language in a literary text with the intention of using real-time feedback. Which of the following is the best example of Ms. Dyers effectively using this technique during the observation?

A. Modeling how to effectively use a strategy that Mr. Wallis has just used ineffectively with the class

B. Praising Mr. Wallis’ students immediately after they have made appropriate contributions to the discussion

C. Providing Mr. Wallis with a list of instructional best practices that he can keep on hand to refer to during the lesson

D. Using a preestablished signal or cue card to prompt Mr. Wallis to implement the targeted strategy when needed throughout the lesson

5. Mr. Gutierrez, a highly effective fourth-grade teacher, seeks to become an

instructional leader. The principal brainstorms a list of his strengths and areas for growth.

• Has a track record of high student achievement

• Implements rigorous, engaging classroom lessons

• Plans thoughtful, thorough lesson plans aligned with state standards

• Has been described by colleagues as hard to approach, at times

• Prefers to work independently

• Strives to be the best at whatever he tries

To best ensure that Mr. Gutierrez is able to effectively serve as an instructional leader, the principal should

A. provide training to Mr. Gutierrez on how to develop positive relationships and trust with staff.

B. improve Mr. Gutierrez’ understanding of schoolwide data collection and analysis methods.

C. model for Mr. Gutierrez how to engage in ongoing self-reflection to improve pedagogical efficacy.

D. create opportunities for Mr. Gutierrez to plan and facilitate events for the school community.


For questions 6–11, review the information below and refer to the document(s) provided on pages 9–11.

Ms. Melendez, an elementary school principal, plans to meet with Ms. Whitehorse, a fifth-grade English language arts teacher. Ms. Melendez holds regular coaching sessions with Ms. Whitehorse to build her skills in applying student data to inform her instructional planning, delivery, and assessment.

In preparation for their next coaching session, Ms. Melendez reviews the most recent fifth-grade reading benchmark data analysis chart for Ms. Whitehorse’s classes. In a previous meeting, Ms. Melendez and Ms. Whitehorse confirmed the alignment and rigor of the benchmark assessment questions. Ms. Melendez also reviews the benchmark questions, item analysis information, and notes from Ms. Whitehorse.

Documents 1. Ms. Whitehorse’s Item Analysis Report for the Benchmark Assessment2. Sample Selected-Response Questions from the Benchmark3. Two-point Essay Question from the Benchmark and Rubric4. Sample Student Responses to the Essay with a 2-Point Rubric


Ms. Whitehorse’s Item Analysis Report for the Benchmark Assessment

Note: A blank box indicates the student answered the question correctly.

A box with a letter shows the incorrect option the student selected.

TEKS: 5.6(A) Plot Development; 5.6(B) Characterization; 5.8(A) Figurative Language

TEKS 5.6(A) 5.6(A) 5.6(A) 5.6(B) 5.6(B) 5.6(B) 5.6(B) 5.6(B) 5.8(A) 5.8(A)

Essay with 2-point Rubric 5.6(B)

MC % Correct

Question # 2 6 9 1 3 5 7 10 4 8 11

Lamont A 2 90%

Tonya G A 2 80%

Gavin H H 1 80%

Rodrigo G B D 1 70%

Samantha G D D 1 70%

Tatum A C A 1 70%

Jorge H B C F 1 60%

Sasha G H J F 0 60%

Al-Qual H B D A 0 60%

Terrence G A C A F 0 50%

Cynthia C C D C F 0 50%

Berta J B H B D J 0 40%

Veronica H C C H D C H F 0 20%

Aden J C C H B C B G 0 20%

Percent Correct 29% 71% 57% 64% 50% 36% 50% 79% 57% 93% 32% 59%


Sample Selected-Response Questions from the Benchmark

Question 4 “An anxious feeling scratched at the back of my mind as I approached the end of the diving board.” The figurative language in this sentence shows that the narrator F. recalls her coach’s instructions clearly G. wonders whether her father is watching at poolside H. doubts her ability to complete the required dive J. cannot decide if diving is a sport she enjoys

Question 8 “The sun glinted off the surface of the pool like a million glittering diamonds inviting me to join them.” The author uses the word “glittering” to help readers understand F. the brilliance of the water G. how deep the water looked H. why diving requires skill and talent J. the power of the sun

TEKS 5.8(A) Evaluate the impact of sensory details, imagery, and figurative language in literary text


Two-Point Essay Question from the Benchmark and Rubric

Who in the story do you think most influences the narrator and why? Use evidence from the text to support your claim.

Score 2 1 0

Content Answers the question with ideas that show thought

Answers the question Does not answer the question

Evidence Provides details to support ideas

Provides some support for ideas but without details

Provides no support for ideas

Organization and Style

Ideas are clear and connected

Ideas are loosely connected

Ideas are not connected

Conventions Easy to read and understand; attention to spelling, punctuation, and grammar

Readable, but with some errors in spelling and punctuation

Hard to read because of errors in spelling, punctuation, or grammar

Sample Student Responses to the Essay with a 2-Point Rubric

Terrence—I think she is most like her father. Fathers are more seriuos people. My mother lets me slide, but not my father.

Gavin—Athletes are influenced the most by their coaches. Her coach teaches her how to do all the dives. He invites her to join the team. So he has influenced her most.

Tonya—She is influenced most by her father, who was an Olympic athlete. The story begins with her admiring her father’s medals in track. When she becomes discouraged, she imagines herself standing on top of the winner’s podium, like her father. She also takes his advice on going for the difficult dive in the trials. She is a headstrong, independent character, but she respects and is influenced by her father.

Cynthia—Kristi is her best friend. Girls our age are into friends. We do’nt really care what adults think or what they like. If her friend make fun of her diving, or playing a sport, or whatever, she probably would’nt want to do it anymore.

Tatum—Her mother influences her the most, although maybe it’s her father does. But her mother sews the diving patch on her bathing suit so that has to count for something.

Berta—Her teacher, Ms. Lester. She wants to be proud in front of her teacher because she can’t get good grades in math.

Rodrigo—Her father, definitly. She tries harder and does better at practices when he is there. He has high standards. It’s worth it when he tells her “There’s my girl”.


6. Which of the following is the most valuable action step for Ms. Whitehorse to take to address the students’ performance on question 2?

A. Confirming that the rigor of the question is appropriate for fifth graders B. Retesting with a different set of incorrect choices C. Determining the error or misconception that is leading students to choose

option G D. Designating the question as flawed and recalculating student scores without

it 7. Which of the following analyses by Ms. Whitehorse is best supported by the

student responses to questions 4 and 8?

A. Understanding the subtler uses of figurative language is difficult for my students; I need to facilitate deeper discussions about figurative language as we encounter it within the text.

B. Students are not using context clues to determine the meaning of unfamiliar words; I need to introduce them to more advanced methods of determining word meaning.

C. Long answer choices cause students to forget what the question asks; I need to teach them strategies for identifying key words in questions and answers.

D. I gain more insight into students’ understanding of abstractions through essay questions; I will reserve multiple-choice questions for testing concrete knowledge.


8. Ms. Melendez plans to ask Ms. Whitehorse the following question during the coaching conference.

What did you note about student misconceptions when you compared students’ choices on questions 1 and 10 to their choices on 3, 5, and 7?

By asking this question, Ms. Melendez wants to ensure that Ms. Whitehorse understands which of the following?

A. Test questions need to be of varying levels of difficulty to discriminate between high- and low-performing students; Ms. Whitehorse should continue to ask questions that represent a continuum of difficulty.

B. Students in heterogeneous classes will always show a variation in ability; Ms. Whitehorse should ensure that both remediation and enrichment activities are in her lesson plans.

C. Understanding characterization requires complex cognitive processing; Ms. Whitehorse should expect fifth-grade students to have a steep learning curve.

D. There is variation in student understanding of characterization; Ms. Whitehorse should dig into the type of characterization question that was asked and identify the errors students made on some questions but not others.

9. Which of the following probing questions could Ms. Melendez use to best focus

Ms. Whitehorse’s instruction on improving students’ answers to the open-ended question?

A. Are spelling and grammatical errors affecting students’ ability to receive high scores; how can you reinforce students’ proofreading skills?

B. Are students using the text to support their claims about the characters; how can you help students recognize relevant textual evidence?

C. How well do students understand the motivation behind characters’ actions; what strategies help students build their skills in making inferences?

D. Are students losing focus on the question asked in the prompt; will prewriting help them better organize their thoughts?


10. Which TWO of the following are the most effective methods for Ms. Whitehorse and the other fifth-grade teachers to use for confirming whether students have mastered a specific learning standard?

A. Ensuring that each standard tested on initial benchmarks is tested again on subsequent benchmarks

B. Placing an identical question that targets the standard from the initial benchmark on subsequent benchmarks

C. Testing the knowledge in the standard using both selected-response and open-ended formats

D. Shortening the interval between administrations of benchmark assessments while retaining the number of standards tested

E. Having groups of students generate an inferential question that demonstrates the connection to the standard

11. During a coaching session, Ms. Whitehorse shares that when she gave students

the rubric that showed their scores on an essay question, most of the students earning a composite score of 0 or 1 seemed to lack a clear understanding of why their essays received the scores that they did. Which of the following suggestions would be best for Ms. Melendez to make first in order to address the concern raised by Ms. Whitehorse?

A. Create a new prompt on the same text and have students model how to use the score point 2 descriptors on the rubric to jump-start their brainstorming and organize their thoughts.

B. Ensure the rubric reflects the expectations of the writing task and develop an exemplar essay response that demonstrates the levels of specificity and rigor of the highest score point.

C. Invite Tonya to read aloud her essay response and have her highlight how she addressed content, evidence, organization, style, and conventions.

D. Guide students to redo the essay after providing them with a response template that includes an introductory sentence, a statement of the answer, and three pieces of evidence from the text.


12. Dr. Sanders, the principal of a rural high school, wants to create a pool of qualified and diverse teachers for the district. He plans to implement a grow-your-own program for current students to eventually become teachers in the district. The program would begin with recruiting high school students to take elective courses focused on education and training and end with students graduating from college with a degree in education and teacher certification. Dr. Sanders begins by forming a committee consisting of a counselor and several teacher leaders to develop program goals and objectives, courses, a timeline, and a plan for implementation. The committee identifies partnerships with postsecondary institutions as a critical component of the program to strengthen student pathways toward degrees and certifications, since participants will need access to education courses. Which of the following components should the committee also prioritize as they discuss the design of the program?

A. Partnering with community stakeholders to address potential barriers, such as housing shortages, that might prevent students from coming back to teach in the district

B. Recruiting only students who express an interest in education and training through the use of a schoolwide survey

C. Developing a set of criteria and strategies for recruiting diverse, high-achieving students with specific dispositions necessary for success

D. Asking for teacher volunteers to teach the education and training courses and selecting teachers based on years of experience


13. Dr. Seif, an elementary school principal, reviews the results of an annual survey given to teachers requesting feedback on his performance.

Teacher Survey on School Leadership (n=40)

Statement Percent Agreeing Percent Disagreeing 1. The principal treats me like a professional. 97% 3% 2. I feel comfortable approaching the principal with my concerns. 90% 10%

3. The principal helps me get the resources that I need to effectively do my job. 80% 20%

4. The principal has a good understanding of effective teaching practices. 67% 33%

5. I think the principal views me as an effective teacher. 87% 13%

6. The principal visits my classroom often. 50% 50% 7. I feel empowered to make decisions about my teaching. 92% 8%

8. The principal nurtures a positive culture among the teachers at our school. 88% 12%

Based on the survey responses, which of the following professional growth goals should Dr. Seif primarily consider for the upcoming school year?

A. Increasing visibility and facilitating staff collaboration B. Improving transparency in decision making and enhancing communication

skills C. Strengthening instructional leadership by increasing classroom observation

and feedback cycles D. Acknowledging staff contributions and differentiating between shared

leadership and delegation 14. Which TWO of the following research-based practices can a principal implement

to best encourage students to complete their high school education?

A. Establishing a mentoring program for at-risk students that pairs them with adults who provide encouragement to stay in school

B. Retaining students in elementary school who are significantly below grade level so a strong educational foundation can be established

C. Instituting an attendance-monitoring program that faithfully rewards students for good attendance and imposes fines for unexcused absences

D. Recruiting a team of students who dropped out of school and later earned their general education degrees to counsel students about the drawbacks of dropping out

E. Working with elementary and middle school principals to implement early-warning intervention systems for students identified as at-risk


15. To help inform updates to district social studies curriculum documents, a high school principal has the social studies teachers identify practices that have increased student engagement and academic outcomes. The teachers recommend the following practices to the principal.

• Teachers facilitate in-class debates using historical documents and speeches as starting points for topics.

• Teachers use photographs to hook students and spark interest in various history topics.

• Students read newspapers, court documents, and letters to examine multiple viewpoints on events and issues.

Based on the teacher-recommended practices, the principal should primarily emphasize to district curriculum leaders that

A. incorporating technology can provide students with the opportunity to engage in authentic historical research.

B. primary sources can enrich learning experiences for students by engaging them in historical thinking skills.

C. collaborative problem-solving tasks with real-world implications should be at the core of the curriculum.

D. differentiating historical inquiry activities ensures that advanced students have access to more complex learning.



Mr. Hobbs, principal of a large urban middle school, works with teachers on the sixth-grade team during the first six weeks of the school year. Ms. Rienda, a sixth-grade teacher, has fifteen English learners (ELs) in her classroom. Mr. Hobbs plans to work with Ms. Rienda on reviewing Texas English Language Proficiency Assessment System (TELPAS) data on each of the ELs who have data for the last three years on listening, speaking, reading, and writing. Mr. Hobbs is concerned about the ELs, and he first plans a walk-through in Ms. Rienda’s classroom for the upcoming week during the language arts block of instruction. Ms. Rienda’s lesson plan is on her desk during his walk-through. Mr. Hobbs comes in at the end of the direct instruction portion of the lesson and stays until the end of the lesson.

Documents 1. TELPAS Percent of Students at Each Proficiency Level for Ms. Rienda’s

Students 2. Lesson Plan for Writing Using a Photograph 3. English Language Proficiency Standards (ELPS) Proficiency Level Descriptors

for Writing 4. Mr. Hobbs’s Notes from the Walk-Through 5. Lucia’s Writing Sample from the Lesson Observed with Proficiency Level by

the Teacher


TELPAS Percent of Students at Each Proficiency Level for Ms. Rienda’s Students

Fifth Grade (N=15) Beginning Intermediate Advanced Advanced High

Listening 7% 7% 20% 67%

Speaking 7% 13% 20% 60%

Reading 7% 20% 40% 33%

Writing 7% 20% 33% 40%

Fourth Grade (N=15) Beginning Intermediate Advanced Advanced High

Listening 7% 13% 20% 60%

Speaking 7% 13% 27% 53%

Reading 13% 33% 40% 13%

Writing 7% 27% 33% 33%

Third Grade (N=15) Beginning Intermediate Advanced Advanced High

Listening 7% 13% 27% 53%

Speaking 7% 20% 33% 40%

Reading 13% 33% 27% 27%

Writing 13% 33% 27% 27%

*Percentages are rounded to the nearest whole number.


Lesson Plan for Writing Using a Photograph

Grade Level: 6 Teacher: J. Rienda

Subject: English/Language Arts – Writing Length of Time: 45-60 Minutes

Texas Essential Knowledge and Skills (TEKS) §110.18. English Language Arts and Reading, Grade 6 (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to (A) write imaginative stories that include (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story §74.4. English Language Proficiency Standards (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. The student is expected to (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Objectives and Outcomes Students will develop the basic plot, characters, and setting of a story based on a teacher-provided photograph. ELL/EL Objective: Students will create their own story that includes a basic plot, characters, and setting based on a teacher-provided photograph.

Materials Needed

Photograph: A dog standing near the front steps of a school Blank sheets of paper Additional photographs for each student to create stories for independent practice

Procedure 1. Write the following words on the board: Setting, Main Characters, Problem, and Events. 2. Project the photograph on the screen and identify the characters in the picture. 3. Using the picture, as a group, create a story by identifying the setting, character(s), and plot. 4. Each student is given a different photograph and a blank sheet of paper. 5. Students work independently to develop their stories.

Evaluation Completed story

Differentiation Teacher works with students in special education individually to assist with story creation. Teacher provides picture dictionary to EL.


English Language Proficiency Standards (ELPS) Proficiency Level Descriptors for Writing

Beginning Intermediate Advanced Advanced High

Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully.

Intermediate ELLs have enough English vocabulary and enough grasp of English language structures to address grade-appropriate writing tasks in a limited way.

Advanced ELLs have enough English vocabulary and command of English language structures to address grade-appropriate writing tasks, although second language acquisition support is needed.

Advanced high ELLs have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support.

Students have little or no ability to use the English language meaningfully in grade-appropriate writing assignments in content area instruction.

Students have a limited ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction.

Students are able to use the English language, with second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction.

Students are able to use the English language, with minimal second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction.

Students lack the English necessary to develop or demonstrate elements of grade-appropriate writing (e.g., focus and coherence, conventions, organization, voice, and development of ideas) in English.

Students are limited in their ability to develop or demonstrate elements of grade-appropriate writing in English; communicate best when topics are highly familiar and concrete; and require simple, high-frequency English.

Students know enough English to be able to develop or demonstrate elements of grade-appropriate writing in English, although second language acquisition support is particularly needed when topics are abstract, academically challenging, or unfamiliar.

Students know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English.


Mr. Hobbs’s Notes from Walk-Through

Classroom Walk-Through Form Teacher: Ms. Rienda Date: 11 17⁄

Walk-Through Criteria Observations Follow-Up Discussion

Planning Standards and

alignment Lesson plan references TEKs and ELPS.

Data and assessment Not observed

Activities Each student is given his or her own photograph after direct instruction to construct a story.

Instruction

Communication

Ms. Rienda gave the class instructions for their independent work. Two-thirds of the class began working very quickly after instructions were given, but others did not.

Differentiation

Ms. Rienda worked at her table with students who receive special education services. I noticed dictionaries on seven students’ desks but never observed them being used.

What other strategies can be helpful?

Monitoring and adjusting

Ms. Rienda walked around the classroom to ensure students were staying on task and clarify understanding. Student observations I made: -EL (Tomas) struggled with his photograph of an old courthouse. Tomas was unable to identify the setting of the picture. -EL (Manuel) used a photograph of a mechanic; some of his ideas on the story map were presented in Spanish. -EL (Jennifer) sat with a blank paper for the first seven minutes and sharpened her pencil twice.

Missed opportunities to adjust.

Learning environment Classroom

environment, routines, and procedures

Overall pleasant environment. Ms. Rienda had written simple step directions for the assignment on the board for all to see.

Managing student behavior

Two students (Aaron and Jack) finished their stories in under ten minutes and started disrupting other students. Ms. Rienda gave them a verbal warning and had them work on unfinished assignments in their yellow folders.


Lucia’s Writing Sample from the Lesson Observed with Proficiency Level by the Teacher

Pizza and games weth may Frend

My frend and my wen to mr.gattis weth my family. Shis a rily nais gril and especho frend. Wy take some mony then wy it som pizza, salet, apples and meny mor fud. She says funne tigs and wy laf a lot. After wy finish to id my frend says wy can pley games now. wy went to the games wy pley a lot a game. I pleyet lake mor tatn 4

games because I wos winig a lat of tikets. Wen wy finish pley and get tajr pesens weth tikets. I hat fun weth my frend.

ELPS proficiency level: Beginning


16. After reviewing the lesson plan and conducting the walk-through, Mr. Hobbs schedules time to meet with Ms. Rienda. Which TWO of the following pieces of feedback should Mr. Hobbs consider giving Ms. Rienda to improve her lesson plan?

A. Providing each student with the same pictorial prompt to use during independent practice

B. Modeling for students a teacher-created exemplar that sets the expectation for student work

C. Ensuring that students have an opportunity to check their work against the work of their peers

D. Incorporating time for ELs to repeat teacher-given instructions before they begin the assignment

E. Scaffolding the writing process to support the needs of each student at his or her current ELPS level

17. Based on Mr. Hobbs’s walk-through notes, Mr. Hobbs and Ms. Rienda identify

possible root causes of the difficulties he observed some of the students having with the lesson and discuss strategies to address them. Which THREE of the following strategies would be most appropriate for Ms. Rienda to implement to address the students’ needs?

A. Incorporating authentic materials that students can relate to B. Allowing students to type their stories instead of handwriting them C. Providing a blank story map to help the students develop their ideas D. Ensuring the EL students have a focused, quiet environment needed to learn E. Preteaching lesson-specific vocabulary to EL students

18. During the meeting with Ms. Rienda, Mr. Hobbs discusses the TELPAS

proficiency level data. Which of the following strategies can Mr. Hobbs recommend to help Ms. Rienda collect the most valid data on student progress toward the next proficiency levels?

A. Using proficiency level descriptors as a rubric for developing formative assessments to track student progress

B. Sending home a parent survey that rates students on listening, speaking, reading, and writing throughout the school year

C. Administering reading and writing standardized assessments in the student’s native language

D. Grouping students by proficiency level during collaborative projects to collect anecdotal notes


19. After a follow-up walk-through, Mr. Hobbs realizes that Ms. Rienda needs guidance to more effectively apply the English Language Proficiency Standards (ELPS) when writing her lesson plans. Which of the following strategies is most effective for supporting Ms. Rienda’s implementation of the ELPS into instruction?

A. Comparing the proficiency level descriptors to the English Language Arts TEKS to determine which one will be the primary objective for each lesson

B. Analyzing the proficiency level descriptors to highlight key words that will assist in using scaffolded questions with students

C. Reviewing the reading proficiency level descriptors to determine how to leverage students’ success in reading to help students develop as writers

D. Aligning the expectation for student writing within the lesson to students’ targeted proficiency level and developing scaffolds to support the writing process

20. Mr. Hobbs meets with Ms. Rienda to discuss how to help Lucia achieve the next

level of writing proficiency. Which of the following instructional practices will most effectively allow Ms. Rienda to help Lucia improve her narrative story development, based on her current ELPS proficiency level?

A. Reviewing important and common syntactical errors made by Lucia a week ahead of classroom instruction

B. Teaching high-frequency words and word patterns so that Lucia can apply this learning to her writing

C. Focusing on grammatical structures for sentence writing to help convey Lucia’s thoughts coherently

D. Allowing Lucia to record herself telling a story, then writing the story as she listens to the recording


21. Mr. Hobbs reviews the ELPS proficiency ratings assigned to students’ writingsamples by Ms. Rienda and several other teachers and sees several areas ofconcern. Mr. Hobbs decides to coordinate several short professionaldevelopment sessions for staff members to help better support EL learners.

Match each of the following professional development sessions to its mostappropriate purpose.

Teachers will better incorporate academic language acquisition needs of ELs when planning lessons.

Teachers will better design a path to move students from one proficiency level to the next based on their current proficiency level.

Teachers will norm and calibrate on expectations for each proficiency level and ensure valid and reliable scoring practices.

Teachers will have a better understanding of ELs’ needs to make appropriate accommodations in linguistic instruction.

Professional Development Sessions Purpose Session 1 Teachers will learn to merge the ELPS into content areas in alignment with grade-level TEKS.

Session 2 Teachers will learn the differences between the ELPS proficiency level descriptors.

Session 3 Teachers will practice rating their student work samples in collaboration with other teachers who have the ELs to determine current proficiency ratings.

Session 4 Teachers will use TELPAS results and regular formative assessments and observations of ELs’ proficiency to set goals and plan for steady progress in learning English.


22. A principal plans a series of meetings with parents to discuss a new schoolimprovement initiative focused on technology in the classroom. The initiativehas already been in use by teachers for a few months, but teachers continue tofield questions from parents. During the first meeting, the principal realizes thatthe message is not being communicated in a way that allows parents toconceptualize the new initiative. In preparation for the next meeting, which ofthe following describes the principal’s best next step?

A. Provide a student demonstration for parents to show how the technology willbe implemented in the classroom

B. Provide a sign-up sheet for parents to schedule time with campus leaders forviewing the new technology in action

C. Form a smaller group of parents and community members to determinewhat questions could be answered during future sessions

D. Ask parents and community members to send in questions ahead of timerather than having an open question-and-answer session

23. A principal designates a faculty member to adopt the role of bilingual outreachliaison. The principal works closely with the faculty member to define the newrole and identify the responsibilities associated with engaging bilingual families.Together they initially define two key responsibilities of the bilingual outreachliaison.

1. Helping achieve the goals of the district bilingual parent advisory council,including engaging stakeholders in two-way communication to betterunderstand the priorities and needs of bilingual families and strengthenthe home and school relationship

2. Providing written translation services for school- and district-relateddocuments

Which of the following additional responsibilities is most important to add for the role of bilingual outreach liaison?

A. Helping facilitate teacher and campus leader communication with bilingual families, including phone calls and home visits

B. Assessing the quality of faculty engagement with bilingual families and evaluating conferences held by individual teachers

C. Developing grant applications to secure funds for school-based English classes and computer training for bilingual parents

D. Attending all events planned by the Parent-Teacher Organization (PTO) and monitoring the attendance of bilingual families


24. Before the beginning of the school year, a new middle school principal workswith the campus improvement committee to begin the process of rewriting theschool vision to reflect current school values and needs. Together, the teammembers conduct a needs assessment by reviewing various sources of data,including student achievement, attendance, demographics, and staffevaluations from the previous school year. Which of the following is the bestnext step the committee should take to continue the vision developmentprocess?

A. Creating several draft visions to present to key stakeholder groups to havethem vote on the vision they believe best represents campus values

B. Revising the existing vision and posting it on the school marquee, on theschool Web site, and in the hallways to make stakeholders aware of the update

C. Hiring an outside consultant to facilitate vision development and implementation and guarantee stakeholder buy-in and commitment

D. Assigning committee members to work with groups of teachers to review the data and draft a list of ideas and beliefs based on vision-focused questions

25. Principal Leon wants to ensure that children make a strong start as they beginkindergarten so he sets out to refine the school’s approach to kindergartentransition planning. He uses three guiding principles to improve the transitionprocess.

1. Parents and families of incoming kindergarten students are fully engagedin the kindergarten transition process.

2. Transition activities are implemented over time and continue through thefirst few months of kindergarten.

3. Key external stakeholders are involved in the kindergarten transitionprocess.

Which of the following practices most effectively addresses the three guiding principles?

A. Meeting with families to give them an opportunity to share concerns and insights about kindergarten transition and to build their capacity to advocate for their children during the kindergarten year

B. Scheduling high-intensity, high-frequency activities that allow incoming students to practice skills, connect with peers, and explore the new environment before they start kindergarten

C. Partnering with private day cares and preschools to launch a yearlong school readiness campaign that helps families to register, meet staff, and support children’s participation in early learning activities

D. Collaborating with early childhood and elementary educators to codevelop transition plans for individual students and to ensure that families have ongoing access to the transition plans


Review the documents provided, review questions 26–31, and then review the 2-minute video clip of a portion of the lesson.

Ms. Nunez is a proficient teacher who has taught kindergarten for five years. Mr. Kim, an elementary principal, enters her classroom to complete a walk-through of a mathematics lesson. The observed lesson is an introductory lesson about three-dimensional solid shapes.

Mr. Kim reviews the teacher’s lesson plan to gain a better understanding of the instruction being provided. He makes notes regarding the lesson plan and Ms. Nunez’ instruction. Mr. Kim will create a coaching plan to guide his discussion with Ms. Nunez in a post-observation conference focused on improving instructional practice.

Documents 1. Ms. Nunez’ Lesson Plan2. Mr. Kim’s Walk-Through Notes and Coaching Plan3. Video Clip of Ms. Nunez’ Mini-Lesson and Guided Practice


Ms. Nunez’ Lesson Plan

Texas Essential Knowledge and Skills (TEKS), Kindergarten 6. Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world.

Learning Objectives Students will be able to identify three-dimensional solids, such as cylinders, cones, spheres, rectangular prisms, and cubes, in the real world.

Assessment Independent practice worksheet responses, exit ticket

Lesson Structure and Procedures Warm-Up/Do Now: Complete morning calendar routine. Activating Prior Knowledge: Ask students what we have been studying. (Shapes) Ask students what shapes we have learned. (Star, hexagon, circle, trapezoid, triangle, square) Show the cover of Mouse Shapes by Ellen Stoll Walsh to students and ask which 2-D shapes they recognize (circle, square, triangle). Read the book Mouse Shapes to students. Mini-Lesson and Guided Practice: Tell students that we have not learned all the shapes. Explain that the mouse could have built a better house with different shapes. Tell students we will learn what those shapes are. Use the bag and pull out one 3-D solid shape at a time to show students. Tell students the name of the shape. Have students brainstorm real-world examples of the shape and write their ideas on the chart paper. Independent Practice: Tell students they will work independently to search around the room to find real-world examples of 3-D solid shapes discussed. On the independent practice worksheet, students will draw the 3-D solid shapes they find around the classroom. Check for Understanding: Monitor students responses during the mini-lesson. Monitor students as they complete their worksheet during independent practice. Review student performance on the exit ticket.

Differentiation/Adaptations While walking around the classroom and checking in on all students, work with students struggling to identify real-world 3-D solid shapes during independent practice.


Mr. Kim’s Coaching Plan

Teacher Name: Ms. Nunez Lesson Observed: Identifying 3-D solids Walk-through Notes

and Preparation for the Post-Observation Conference During activating prior knowledge • Ms. Nunez asks students, “What would you build out of the shapes in this book?” while pointing to various 2-D shapes in the book. Student responses include: airplane, train, house. • Students are sitting on the carpet and actively listening. During the mini-lesson and guided practice • The students often wiggle and look around the room. • Students struggle to think of real-world examples of a rectangular prism. Cade raises his hand to suggest “decorations” for an example and expands his answer by saying “like a puppet.” • Ms. Nunez accepts his response and adds “decorations” to the chart paper. During the independent practice • Many students bring objects up to the teacher and ask, “What 3-D shape is this one?” • Students struggle to draw 3-D shapes when objects are correctly identified and, as a result, draw a 2-D shape without labeling their drawing. Review of exit ticket results Students are asked to identify three-dimensional solids when given a picture of a real-world object.

Object Percent Mastery Sphere 90% Cylinder 60%

Cube 50%* Cone 60%

Rectangular prism 60%* * Student struggled to differentiate between a cube and a rectangular prism.

Coaching Plan

PRAISE Ms. Nunez showed great enthusiasm while showing examples of the 3-D solids to encourage student interest in the lesson.

PROBE

How can you adjust your lesson to improve student mastery on the shapes they didn’t understand well? How can you share your thinking process when determining whether a real-world object represents a certain shape?

MODEL/ EXEMPLAR

Show a short video of a teacher demonstrating a think-aloud. Ask Ms. Nunez, “How did this teacher model the process that students should engage in by thinking aloud?”

ACTION STEP Students will benefit from hearing you talk about your thinking.

PRACTICE Script the modeling portion of the lesson, including the language you will use when thinking aloud.

FOLLOW-UP Review the teacher’s lesson plans for modeling aligned to the lesson objective. Complete walk-throughs and provide feedback to the teacher.


Video Clip from the Lesson Observed by the Principal

Review the 2-minute video clip of a portion of the lesson.

The video shows the teacher presenting the mini-lesson and guided practice portion of the lesson. At the beginning of the video, the teacher has students gathered on the carpet as she pulls objects from a bag and records students’ responses.

Play the video.

http://www.tx.nesinc.com/content/docs/media/1_268_IPTVH876513Video.mp4


26. Based on the video, which THREE of the following are effective strategies that Mr. Kim can encourage Ms. Nunez to implement during the mini-lesson to enhance its effectiveness?

A. Lead a conversation about simple attributes of each shape, such as helping students understand how a cylinder can roll more efficiently than a cube can

B. Create a story problem to introduce the concept of three-dimensional solids in order to activate students’ mathematical reasoning skills

C. Anticipate student misconceptions and provide students with examples that allow them to make comparisons and distinguish the attributes of similar shapes

D. Introduce real-world examples of each shape and have students discuss how the real-world object is representative of the model

E. Ask students to work in groups to create an anchor chart that includes a labeled drawing of a cube and a sphere

27. Which of the following is the most appropriate feedback from Mr. Kim regarding

the teacher’s use of content-specific vocabulary such as “faces” when introducing the objects?

A. Define content-specific vocabulary more explicitly to help students use it to understand new concepts and make connections to background knowledge

B. Consider creating an anchor chart with sentence starters to prompt students to use academic vocabulary during mathematics discussions to encourage accountability

C. Revisit how you use your mathematics journal by having students place new mathematics vocabulary in the list with colored coding to increase engagement

D. Think about planning opportunities for students to stand up and skywrite the target vocabulary words while also spelling them out loud to support multisensory learning

28. Which of the following best improves the action step Mr. Kim has included in

the coaching plan for Ms. Nunez?

A. During the modeling portion of the lesson, have students turn and talk to a partner to promote student engagement and ownership of the learning

B. In each lesson, model your thinking for students to demonstrate key concepts and the process to be used when completing the targeted skill

C. Modeling should allow you to follow up on the activating-prior-knowledge portion of the lesson and should be performed before students are asked to demonstrate the skill on their own

D. During the modeling portion of the lesson, students will benefit from multiple “at-bat” opportunities and strengthen their understanding of the targeted skill


29. During the post-observation conference, Ms. Nunez asks for feedback on strengthening the independent practice portion of the lesson. Ms. Nunez states that she wishes she had integrated the class set of tablets, but that she was not sure how to effectively use them in this lesson. Which of the following suggestions by Mr. Kim best addresses the needs of the lesson?

A. Allowing time for students to play an interactive game on the tablet showing how 3-D solids are made

B. Asking students to use the tablet to search the Internet and find examples of 3-D solids introduced in the lesson

C. Allowing students to draw 3-D solids in an application on the tablet, printing the drawings, and posting them on the chart paper

D. Having students walk around the school with a tablet to take pictures of objects that represent the 3-D solids introduced in the lesson

30. During the post-observation conference, Mr. Kim and Ms. Nunez discuss the

types of shapes discussed during the mini-lesson.

Mr. Kim: How did you select the 3-D objects to present to students during the mini-lesson?

Ms. Nunez: Almost all of the shapes are a part of the grade-level TEKS. I thought it would be good to include a three-dimensional shape that students will be introduced to in first grade. I wanted students to be challenged.

Mr. Kim: I am pleased that you are maintaining high academic expectations for your students.

Which of the following describes the most appropriate follow-up response by Mr. Kim?

A. “Let’s continue to go deeper with the curriculum and add objects that align to the kindergarten and first-grade TEKS.”

B. “Did you meet with the first-grade teachers to discuss appropriate strategies for teaching the first-grade geometry TEKS?”

C. “Based on student misconceptions, how could you break down the TEKS objective to develop lessons that focus on singular concepts?”

D. “By introducing a variety of three-dimensional solids, you helped students make connections to similar objects and enhanced their understanding of geometric figures.”


31. Ms. Nunez shares that she enjoys incorporating literature into mathematics lessons and feels that it helps expose students to new concepts before the start of a unit. Based on the principal’s walk-through notes, which of the following recommendations should Mr. Kim make to Ms. Nunez when using Mouse Shapes to support this geometry lesson?

A. Have students mimic the book and build objects using the shapes taught today to enrich their understanding of the lesson’s content

B. Design learning centers that connect geometric shapes to multiple types of literature to enhance student understanding

C. Focus on how the book helps students develop an understanding of both procedural and conceptual understanding of geometric shapes

D. Clarify how the book can activate students’ prior knowledge of 2-D shapes and discuss how they can be used to create common 3-D shapes

32. An elementary school principal encourages grade-level teams of teachers to use

the following questions to guide their interdisciplinary units and lesson planning.

• Are the examples used in mathematics word problems rigorous and familiar to students?

• Is the language used in learning materials on grade level and accessible to students?

• Do the read-aloud stories promote positive representations of different groups?

• Do the social studies materials include the historical contributions of different groups?

By encouraging teachers to ask the questions, the principal primarily demonstrates an understanding that

A. selecting appropriate core instructional strategies should be a collaborative process.

B. curriculum resources should accurately reflect the cultural diversity of the school community.

C. teachers should know how to adapt their communication style to meet student needs.

D. activating prior knowledge is foundational to the success of students, regardless of their background.


33. A principal uses the following guiding questions to help teachers ensure that they are implementing a rigorous curriculum.

Content: How does the content being taught align with college and career-readiness standards and require students to synthesize and apply core knowledge? Instruction: As part of the instructional cycle, in what way must students explain, defend, or justify their thinking, arguments, or conclusions? Assessment:

Which of the following questions most effectively guides the conversation about assessment?

A. How does the assessment measure students’ levels of misinterpretation and lack of background knowledge?

B. How are students required to use higher-order and critical-thinking skills to demonstrate their understanding of standards-based content?

C. How do questions address complex terminology that challenges students who are more advanced?

D. How do the scoring rubric and calibration strategy evaluate student knowledge and maintain consistency in grading practices?

34. A principal begins an initiative to focus on digital safety. The initiative includes

the following components.

1. Teacher development: teachers ensure that the goals of twenty-first-century learning are within the guidelines of digital safety.

2. Parent workshops: parents learn how they can support students in being safe while using technology.

3. Technology policies: students and teachers sign acceptable-use agreements.

Which of the following would be the most appropriate fourth component to support digital safety?

A. Technology infrastructure: principal evaluates the technology infrastructure to ensure that all classrooms have high-speed Internet access.

B. Software applications: principal encourages parent use of applications that monitor student technology use to reduce reliance on physical monitoring.

C. Curriculum: principal directs the integration of instruction that teaches students to participate responsibly in the digital world.

D. Rules: principal ensures that students and teachers understand digital rights management and issues of copyright.


35. In an effort to determine how to establish effective communication with parents, a principal gathers feedback using a parent survey at the beginning of the school year. The survey results indicate that parents of students who receive special education services feel that the specific needs of their students are not being communicated effectively and taken into consideration when schoolwide events are planned. Which of the following describes the most effective way that the principal can address these parents’ concerns?

A. Sending a separate newsletter for parents of special education students that provides information on upcoming events, community support services, and tips for working with students at home

B. Hosting a monthly special education advisory group meeting to share ideas and information and gather feedback

C. Requiring teachers to read their students’ IEPs to ensure that they are in compliance when planning events that the students will be attending

D. Providing a list of accommodations to various committees to refer to during their planning meetings



The superintendent of a district works with each high school, as well as eighth-grade teachers, to incorporate the Texas College and Career Readiness Standards (CCRS) into all curriculum planning and instruction.

Before the new school year began, the district provided a one-day professional development session on CCRS implementation. District trainers provided teachers with the CCRS framework and the Texas Essential Knowledge and Skills (TEKS) to communicate the expectation that CCRS be integrated into daily instruction.

During the first few weeks of school, Ms. Dmitri, the principal of Rolling Meadow Middle School works with her school leadership team to design and administer a survey to assess eighth-grade teachers’ perceptions regarding CCRS implementation. To further gauge CCRS implementation, the team conducts walk-throughs in eighth-grade core academic classes to collect evidence of content-specific and cross-disciplinary CCRS integration in daily instruction.

Documents 1. Rolling Meadow Eighth-Grade Teacher Response Survey Results 2. Evidence of Cross-Disciplinary Foundational Skill Indicators in Eighth-Grade

Core Subjects 3. E-mail Between English Department Lead Teacher and Principal


Rolling Meadow Eighth-Grade Teacher Response Survey Results

Statement

Percentage of Teachers Who Agree

or Strongly Agree (n=18)

1. I understand the purpose of the CCRS. 56% 2. Knowing and implementing the CCRS adds value to my instruction. 56% 3. Mastering the CCRS increases students’ potential for success in post-secondary education and careers.

61%

4. Implementing the content-specific CCRS is as important as teaching the TEKS in my subject area.

61%

5. All students are capable of mastering the CCRS. 44% 6. I feel confident teaching • content-specific CCRS (for my assigned subject area) 72% • cross-disciplinary key cognitive skills 67% • cross-disciplinary foundational skills 44% 7. I have received/am receiving support implementing the CCRS in my present assignment.

33%

8. I would like to receive additional CCRS professional development that • is provided by outside experts 39% • allows me to work independently 28% • allows me to work with colleagues 72% • is structured in workshop formats 17% • provides ongoing support 61% • is offered outside of school hours 11% Open-ended prompts: 9. Describe how you implement the English language arts, mathematics, science and/or social studies CCRS in your daily instruction (as applicable). 10. Describe how you implement the cross-disciplinary standards in your daily instruction. Trends in teacher responses to open-ended prompts

• Most teachers seem to have an understanding of how the content-specific CCRS relate to the TEKS. • Teachers who have students who are below grade level express that the cross-disciplinary CCRS aren’t

as relevant for them as teachers who have on- or above-grade-level students. • A few teachers view cross-disciplinary CCRS as a time-consuming additional requirement. • Some teachers view cross-disciplinary CCRS as primarily the responsibility of teachers of advanced

classes. • Some teachers are unsure of how to determine whether students have mastered specific CCRS.


Evidence of Cross-Disciplinary Foundational Skill Indicators in Eighth-Grade Core Subjects (Time Frame: 8 weeks)

x = evidence that the indicator was integrated into instruction and/or is explicitly shown in student work

II. Foundational Skills English

Language Arts

Mathematics Science Social Studies

A. Reading across the curriculum

1. Uses effective prereading strategies. x 2. Uses a variety of strategies to understand the meanings of new words. x x x

3. Identifies the intended purpose and audience of the text. x x

4. Identifies the key information and supporting details. x x x

5. Analyzes textual information critically. x x x 6. Annotates, summarizes, paraphrases, and outlines texts when appropriate. x x

7. Adapts reading strategies according to structure of texts. x

8. Connects reading to historical and current events and personal interest. x

B. Writing across the curriculum 1. Writes clearly and coherently using standard writing conventions. x x

2. Writes in a variety of forms for various audiences and purposes. x x

3. Composes and revises drafts. x x C. Research across the curriculum 1. Understands which topics or questions are to be investigated. x

2. Explores a research topic. x 3. Refines research topic based on preliminary research and devises a timeline for completing work.

4. Evaluates the validity and reliability of sources. 5. Synthesizes and organizes information effectively.

6. Designs and presents an effective product. 7. Integrates source material. 8. Presents final product. x

D. Use of data

1. Identifies patterns or departures from patterns among data. x x

2. Uses statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data.

x x

3. Presents analyzed data and communicates findings in a variety of formats. x x


E-mail Between English Department Lead Teacher and Principal

To: Ms. Dmitri From: Mr. Cruz, English Language Arts Lead Teacher

RE: Integrating Foundational Skills

Ms. Dmitri,

In response to your request for a sample lesson that demonstrates the integration of foundational skills identified in the cross-disciplinary CCRS, I am including a lesson that addresses these performance indicators:

C. Research across the curriculum 6. Designs and presents an effective product. 7. Integrates source material. 8. Presents final product.

The lesson is the result of collaboration between eighth-grade English language arts teachers. We await your feedback.

Lesson Title: Research Presentation

Objective Develop a slide-show presentation, e-book, or short film that communicates the key points of a research report on youth voting in America.

TEKS 8.12 (F) Synthesize information from a variety of sources. TEKS 8.12 (J) Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Procedure 1. Have students review their final draft research paper to determine which medium is most suitable for

presenting the key points of the paper. 2. Model how to select key points from the other information gathered during research. 3. Discuss how to match information with the appropriate communication method (e.g., graph, chart, photo,

etc.). 4. Present exemplars and identify what contributes to effective communication (color techniques, camera

perspectives, etc.). 5. Provide students with a rubric for evaluating their class presentations. 6. Have students prepare digitally enhanced presentations using the rubric as a guide. 7. Have students give their presentations to the class.

Rubric for presentation

Exceeds College Readiness Expectations (4)

Demonstrates College Readiness (3)

Is Approaching College Readiness (2)

Is Initiating College Readiness (1)


36. Based on the survey comments, Ms. Dmitri realizes that further work needs to be done in order to gain teachers’ commitment to CCRS implementation. Which TWO of the following actions address prevalent teacher misconceptions?

A. Providing training to teachers on the organization of the content-specific CCRS and how they support the TEKS

B. Explaining to teachers why assessing student proficiency with the CCRS provides valuable data

C. Emphasizing to teachers that the CCRS are important and accessible to all student groups to develop a strong foundation of knowledge

D. Reiterating that time must be set aside to deliver CCRS instruction to ensure student success

E. Expanding post-observation coaching sessions to include ways to integrate the CCRS into daily lesson plans

37. Ms. Dmitri begins planning CCRS professional development and uses the

teacher survey as a guide. She identifies four professional development options for the next staff development day. Based on the teacher survey results, which of the following options is most appropriate?

A. Teacher teams design CCRS-aligned lesson plans based upon an exemplar and create a protocol for providing constructive feedback on lesson plans and instruction.

B. Teachers complete a self-paced digital learning module that familiarizes them with how the content-specific CCRS compare to the TEKS.

C. A district curriculum director facilitates a make-and-take session and helps teachers create instructional materials such as anchor charts that support student proficiency with CCRS.

D. A consultant from a textbook publisher models for teachers how to create CCRS pacing guides that align to curriculum scope and sequence documents.

38. Ms. Dmitri plans a meeting with the mathematics department to discuss the

evidence collected during the walk-throughs and form a responsive and collaborative plan for improvement. Which of the following questions should Ms. Dmitri pose to best frame their planning?

A. How can we leverage students’ proficiency with data analysis to help them master the rest of the foundational skills?

B. To what degree are you working with the science department to embed opportunities for students to conduct research?

C. Why is explicit reading and writing strategy instruction not shown as being integrated into daily mathematics lessons?

D. Which foundational skills should be prioritized based on how well they support the mathematics TEKS you will be teaching?


39. To best improve the English department’s lesson planning, Ms. Dmitri should guide the teacher to

A. use a more project-based, student-centered approach to teaching foundational cognitive skills.

B. identify how student proficiency will be determined by clarifying what college-ready performance looks like.

C. focus performance expectations on those standards that directly relate to reading, writing, speaking, and listening skills.

D. examine the desired lesson activities and select either the TEKS or CCRS standard that most closely aligns.

40. Ms. Dmitri collaborates with the high school in Rolling Meadow’s feeder pattern

to develop a long-term plan for monitoring progress toward improving college and career readiness. She wants to track cohorts of students as they enter and progress through high school, and she works with the high school leadership to outline the following metrics, which will be used over the next several years to evaluate the success of college and career readiness efforts.

• Four-year graduation rates • Annual dropout rates • Percentage of students taking advanced and/or dual-credit courses • Student growth on state assessments

Which of the following should be prioritized as an additional metric?

A. Student admission rates to two- and four-year colleges B. Student performance on college entry exams C. Semester and cumulative grade-point averages for students D. Student participation in academic organizations


41. Based on the survey results and comments, Ms. Dmitri has a follow-up conversation with the teachers who support students who are performing below grade level to ensure they understand the important role they have in preparing all students for success. During the conversation, one teacher says, and others agree, that the students who are performing below grade level are not ready for learning activities that include CCRS. Sequence the steps Ms. Dmitri should take in the order that best supports a change in the teachers’ attitudes.

Empowering the teachers to act on their changed attitudes by providing targeted coaching and mentoring, constructive feedback, and ongoing support

Creating an awareness among teachers about their attitudes concerning students’ capability to meet the CCRS

Consistently reinforcing the belief that all students are capable of meeting the CCRS to prevent backsliding

Providing motivation for the teachers to change their attitudes by demonstrating the correlation between high expectations and improved student performance

First

Last


42. Mr. Gerrard, a principal, reviews his current communication plan.

Who How

Teachers and staff

Daily announcements and text alerts, weekly online newsletter, biweekly staff meeting, one-on-ones (hallways, classrooms, cafeteria, workroom monthly whiteboard calendar, social networking pages, yearly surveys)

Students Daily announcements, school and classroom Web pages, paper flyers, classroom calendar, social networking pages, yearly surveys

Parents Social networking and Web pages, e-mail newsletter, print flyers, phone calls, yearly surveys, special events (monthly doughnuts with dads, tea with moms, parent breakfast)

Community members

Social networking and Web pages, e-mail newsletter, yearly surveys, special events (monthly coffee shop talks, business luncheons)

Which of the following adjustments to Mr. Gerrard’s current communication plan improves its effectiveness?

A. Identifying the purpose of each avenue of communication to ensure clarity of the intended messages

B. Evaluating each stakeholder group’s need for social networking pages in order to determine whether the pages promote best instructional practice

C. Increasing the frequency that stakeholder groups receive surveys to once a month to ensure that the data are used to improve instruction

D. Including frequent opportunities for one-on-one interaction with parents and community members in multiple settings


43. A principal initiates the use of instructional rounds to develop a culture of collaboration and encourage dialogue about instructional practices. The principal guides a small group of teachers to observe and record notes about a colleague’s fifteen-minute lesson. A debriefing session with both the observed and the observers is scheduled the same day, and the principal establishes norms for the session. Norms

• Observing teachers should talk about the observed lesson only with faculty who participated in the observation.

• Observing teachers should bring notes taken during instructional observations.

To ensure a safe and productive environment, the principal should create an additional norm that observing teachers should

A. share with members of the group how they think the lesson should have been taught based on their previous experiences teaching the standard.

B. plan to facilitate discussion solely on teacher strengths observed during the lesson to maintain positive relationships among the teachers.

C. ask the observed teacher open-ended questions about the lesson to gain insight into the teacher’s lesson-planning process and to foster reflection.

D. focus the discussion on the quality and frequency of student participation throughout the lesson as the primary indicator of the teacher’s effectiveness.

44. To support teachers with fewer than two years of classroom experience, a

principal identifies several potential mentors. The principal creates a list of criteria to help select experienced, dedicated teachers to act as mentors for new teachers.

• Demonstrates a track record of effective instruction and measurable student results

• Demonstrates effective classroom management • Is able to listen attentively and offer emotional support • Understands how to help teachers begin to navigate the school’s systems

Which of the following skills should the principal prioritize when developing the new mentors?

A. Meeting the needs of new teachers at different grade levels B. Providing effective instructional coaching C. Applying knowledge of teacher appraisal rubrics D. Using technology to communicate frequently


45. A middle school principal wants to improve the effectiveness of the school’s various departmental teams. The principal asks members of each team to reflect on, discuss, and agree on the behaviors they consider to be necessary for effective team meetings. The principal then ensures that members of each team fully understand and commit to the expectations established for team meetings. The following is an example of what one of the teams developed.

We pledge to be fully present at meetings by arriving prepared and listening attentively. We pledge to welcome input from all team members and examine all points of view before making a decision. We pledge to maintain a collegial and friendly atmosphere and use humor as appropriate to help us enjoy our work together.

By facilitating this process, the principal primarily emphasizes the importance of

A. using consensus decision making to help teams process information and resolve conflicts.

B. establishing protocols for enforcing consistent expectations for collaboration across all teams.

C. tailoring norms that enable teams to take responsibility for operating in the most productive manner possible.

D. creating explicit processes for team meetings that are research based and focused on effective communication.

46. The principal and campus improvement team discuss effective practices that

address the needs of students living in poverty to guide future teacher professional development. The team lists the following actions to help target this student group’s needs.

1. Set ambitious academic learning goals and affirm students’ ability to achieve them.

2. Build trusting relationships that model caring and respect. 3. Incorporate vocabulary development as part of the daily classroom

routine.

Which of the following is the most appropriate practice to add to the list?

A. Use classroom management practices that control student behaviors at school and help students stay focused and engaged in learning.

B. Build students’ self-regulation skills to allow them to manage stressors that they encounter both at home and at school.

C. Reassure students that even though they may not be strong in some academic areas, they have other strengths they can focus on.

D. Develop a pull-out program that addresses students’ most pressing academic deficits in small, personalized group settings.


For questions 47–52, review the information below and refer to the document(s) provided on pages 49 and 50.

Dr. Galvan is the new principal of a small elementary school in a rural district. Grades K–5 are each taught by one teacher, with an average of twenty students in each class. After reviewing science benchmark and state assessment data from the past three years, Dr. Galvan becomes concerned about potential gaps in student knowledge and skills and decides to prioritize science instruction as a focus for schoolwide improvement. During the first nine weeks of the school year, she reviews teachers’ lesson plans and conducts frequent walk-throughs during science instruction to collect data on student groupings and learning activities as well as the types of knowledge and cognitive processes demonstrated during class. Dr. Galvan also plans and schedules guided inquiry trainings for teachers, beginning in November.

Documents 1. Overview of Teachers’ Magnetism Lessons from Force, Motion, and Energy

Units 2. Summary of Science Professional Development Plan: Guided Inquiry


Overview of Teachers’ Magnetism Lessons from Force, Motion, and Energy Units

Grade Magnetism TEKS Teacher-developed lesson 1 overview

Teacher-developed lesson 2 overview

Kindergarten

K.6(B) Explore interactions between magnets and various materials

Students will be able to use horseshoe magnets to identify which different objects “stick” (pennies, cotton balls, foil, paper clips, etc.).

Students will be able to identify whether different metal objects “stick” (coins, soda cans, nails, etc.).

First Grade

1.6(B) Predict and describe how a magnet can be used to push or pull an object

Teacher will demonstrate how to use a magnet to test materials. Students will watch a video about magnetism.

Teacher will read aloud a book about magnets and students will discuss what they learned.

Second Grade

2.6(B) Observe and identify how magnets are used in everyday life

Teacher will be demonstrate how to classify objects found around the school as magnetic or not magnetic and students will document findings in a science journal.

Students will watch a video that demonstrates how to test objects to determine their magnetic properties.

Third Grade

3.6(C) Observe forces such as magnetism and gravity acting on objects

Students will be able to use sets of bar magnets to observe how magnets attract and repel.

Teacher will model how to complete a T-chart that sorts objects by magnetic or nonmagnetic.

Fourth Grade

4.6(D) Design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism

Students will read about how to make a homemade compass to find the magnetic north. Students will be able to create one for extra credit.

Students will be able to read the textbook portion on magnetism and select two comprehension questions to ask classmates.

Fifth Grade

5.6(D) Design a simple experimental investigation that tests the effect of force on an object

Students will be able to pose a question and form a hypothesis in preparation for an experiment about the effects of force on an object.

Students will be able to use a spring scale, a book, and objects of various weights to test their hypothesis about how mass affects the force needed to move objects. Then record findings and draw conclusions.


Summary of Science Professional Development Plan: Guided Inquiry

Phase Component Description

Skill Acquisition: November

Content Instruction Principal will lead two days of teacher trainings on science TEKS.

Pedagogical Instruction

Principal will lead three days of teacher trainings on inquiry-based instruction.

Modeling Principal will model effective lesson planning and instructional strategies.

Practice Teachers will develop and deliver lessons that implement guided science inquiry strategies.

Skill Transfer: November and December

Coaching Principal will facilitate in-person and virtual coaching sessions with teachers over a period of six weeks.

Evaluation and Feedback

Teachers will make a video of a lesson and engage in guided reflection. Coaches will provide feedback on the video of the lesson.


47. Based on her review of teachers’ magnetism lesson plans, Dr. Galvan should first prioritize

A. helping teachers identify ways to maximize instructional time and promote interdisciplinary knowledge by incorporating mathematics, language arts, and social studies TEKS into science lessons.

B. working with teachers to schedule field trips outside the classroom that offer hands-on and contextually rich learning experiences that engage students’ diverse learning styles and connect to students’ prior knowledge.

C. scheduling time for teachers to engage in meaningful vertical planning that allows them to build on the prior year’s instruction and use the knowledge and skills of the requisite standards to develop rigorous content.

D. meeting with teachers to establish a plan for creating student assessments of the science content and process skills taught and identifying appropriate testing accommodations for students who require them.

48. Dr. Galvan identifies a pressing concern based on the magnetism lesson plans,

and she decides to meet with teachers. Which of the following reflective questions is most important?

A. What technology tools have we made available to teachers to assist them with planning and implementing engaging science lessons?

B. How can I ensure that teachers understand the value of investigations as a critical component of science instruction and assist them in planning quality investigations?

C. When teachers plan independent practice tasks, do they consider the unique learning needs of individual students and provide adequate instructional accommodations?

D. Why are teachers not planning science activities for partners to complete, and how can I help them facilitate more effective peer interactions?


49. Dr. Galvan meets with the first- and second-grade teachers to discuss the lessons observed.

Dr. Galvan: I noticed that both of you used videos to explore magnetism in your classroom. Tell me more about that.

First-grade teacher: I find that videos provide a great overview of the topic we are studying rather than having me explain that topic to students.

Second-grade teacher: The video I used provided an in-depth look into how to test objects to determine their magnetic properties. It provides a great springboard for student conversations.

Dr. Galvan: Okay. So you both feel that the videos provide engaging learning situations that support the TEKS?

First-grade teacher: Yes, the video connected back to the TEKS and the kids sat quietly.

Second-grade teacher: Yes, I agree that the video connected back to the TEKS, and my students were well behaved.

Which of the following questions by the principal best helps the teachers think more deeply about their science lessons?

A. What are other ways to help students construct their understanding of how magnets work through observation and hands-on experience?

B. How could creating an essential question about magnetism that is based on the TEKS focus students during the video?

C. Did you preview the video to determine whether it promoted critical thinking skills that students could apply to other magnetism lessons?

D. Did you attempt to foster students’ interest in magnetism to promote intrinsic motivation through an introductory activity before the video?


50. In preparation for the practice portion of the professional development plan, Dr. Galvan decides to model a sample lesson for teachers. Which of the following lesson overviews is most appropriate for Dr. Galvan to model?

A. Invent a brand new alternative energy source and give it a name. Create a mnemonic that will help people remember why this energy source is a good choice. Be ready to present your mnemonic and explain why it is helpful for people learning about your product.

B. Explore the playground outside. Discover and record as many renewable and nonrenewable resources as you can. Select the resource that you think is the most important nonrenewable resource. Share with the class what we can do to conserve it.

C. Work with your group to closely examine your set of resource process cards. Work together to sequence the process of making a chair out of a tree. Now think about a common object you use every day. Research online what natural resources that object is made of and how it is made.

D. Ask students if the local lake water is safe enough to swim in. Make and record observations of lake water samples collected in clear containers. Test the water samples with a water testing kit. In your science journal, identify possible sources of the pollutants and create a plan to help improve the water quality.

51. Based on a review of the professional development plan for science teachers,

which of the following revisions to the plan would best help sustain school improvement in order to ensure the success of the guided inquiry initiative?

A. Providing teachers with online support that includes opportunities to view inquiry-based exemplar lessons

B. Offering trainings that address “what to teach” to supplement trainings that address “how to teach”

C. Leveraging the ability of the fifth-grade teacher to provide ongoing coaching for teachers at other grade levels

D. Ensuring that teachers are encouraged to self-assess their level of expertise with guided inquiry


52. Dr. Galvan wants to monitor teachers’ application of what they are learning from the guided inquiry professional development and creates a plan for conducting walk-throughs during the third and fourth weeks. Which of the following classroom practices should she primarily look for as a focus for evidence collection?

A. Students working in collaborative groups and engaging with kinesthetic learning activities that promote scientific knowledge

B. Students adopting reciprocal teaching roles to guide discussions about science content using summarization, clarification, and prediction strategies

C. Teachers asking higher-level questions that require students to strategically think about connections between science concepts

D. Teachers providing input as students answer scientific research questions by analyzing data and drawing conclusions

53. Dr. Salazar, a middle school principal, works to improve the amount of time she

spends on three important instructional leadership priorities. For three weeks, she tracks the frequency of each priority she has completed based on teachers’ performance levels.

Important Instructional Leadership Priorities

High-Performing Teachers

Proficient Teachers

Teachers in Need of Improvement

Classroom walk-throughs 6 4 2

Formal teacher evaluations 1 1 1

Teacher coaching sessions 1 3 1

Dr. Salazar sets a goal to allocate more time to the important task of coaching teachers. She first blocks time for the post-observation feedback sessions and then schedules the observations. Which of the following planning strategies ensures the most effective use of Dr. Salazar’s time?

A. Dividing up the teachers needing improvement among the leadership team to ensure that each one receives a 45-minute observation in the first quarter

B. Blocking time at the end of the day for observations to ensure that they are completed simultaneously with other high-priority projects

C. Prioritizing her time to include more walk-throughs of the lower-performing teachers and creating a tracking document that records the needs of all teachers

D. Building a schedule for observing teachers based on years of experience to ensure that the newest teachers receive the most support


54. A principal in a district with predominantly Spanish-speaking parents and families has tried several strategies to involve the parents in the Parent-Teacher Organization (PTO). Attendance increased at the initial meetings, but the principal observed that the meetings were conducted in English with occasional Spanish translation by bilingual parents, and the discussion and decision making were dominated by parents who are bilingual or have strong English-language skills. After a few weeks, attendance at the PTO meetings dropped off. Which of the following is the principal’s most effective action for increasing the engagement of all parents at the PTO meetings?

A. Having the full PTO meeting translated into Spanish in real time through the use of headsets

B. Scheduling two PTO meetings, one for Spanish speakers and another for English speakers

C. Conducting the meetings in both Spanish and English to meet the language needs of all parents

D. Encouraging parents with strong English-language skills to involve the parents with limited English-language skills more meaningfully

55. A school implements a tutoring program in which retired teachers and members

of community organizations volunteer during the school day to tutor students who struggle in mathematics and reading. As a result of these tutoring sessions, students’ assessment results and daily grades improve. The hospitality committee and leadership team hold a luncheon to recognize and celebrate the hard work and dedication of the tutors. After the event, the principal includes highlights and photos from the event in school and community newsletters as well as on the school Web site. Which of the following is the primary purpose of the principal’s actions?

A. Providing encouraging feedback to volunteers and maintaining transparency regarding the outcomes of intervention initiatives

B. Communicating to staff the value of supplementing classroom instruction with assistance provided by competent volunteers

C. Using positive press to sustain stakeholder support for programs that emphasize noninstructional volunteer roles

D. Thanking volunteers publicly for their contributions and generating interest to recruit new volunteers


56. Mr. Ocampo, an early childhood principal, strives to promote a healthy, safe, and supportive environment for all students. To help support this goal, he encourages staff members to use a thoughtful, praise-oriented approach with students. Mr. Ocampo collaborates with staff to create posters for the school titled “Twenty Things to Say Instead of ‘Good Job.’” The posters include sentence stems to remind staff members of how they can frame praise to students, including the following examples.

• Thumbs up for [sitting quietly and respectfully while we had a guest]. • I see that you [capitalized the first letter in your name just like your name

card]. • You made an excellent choice when you [took turns at the blocks center].

By creating the posters, Mr. Ocampo primarily shows that he understands the importance of

A. providing specific verbal feedback that reinforces appropriate behavior and academic engagement.

B. developing positive adult-student relationships to improve student academic outcomes.

C. establishing classroom expectations that are developmentally appropriate for early childhood.

D. gathering and valuing input from staff to promote buy-in with school culture and climate initiatives.

57. An early childhood education principal wants to respond to the academic needs

of the school’s large population of English learners (ELs) and build a strong foundation for their academic success throughout elementary school. The principal establishes a team of teachers to revise the school’s language arts curriculum. The team drafts two questions to guide their work.

1. How can we understand the cultural differences in language use and

incorporate them into language development? 2. How can we improve the curriculum by integrating students’ experiences,

interests, and ideas in a manner that supports student learning?

Which of the following questions should be added to best develop a viable curriculum for the EL population?

A. What job-embedded coaching can we provide teachers to support

implementation of the curriculum in the classroom? B. How can we incorporate regular opportunities for oral language development

in both social and academic language contexts? C. What types of schoolwide, multicultural celebrations or activities can we

implement in order to support the current general education curriculum? D. How can we incorporate the use of sight words to support student language

acquisition and early reading skills?



Mr. Jackson, a high school principal, and the school leadership team conduct an audit of the campus science courses offered at the twelfth-grade level that allow students to earn college credit for passing a standardized exam at the close of the year. They use a variety of sources, including the scores on the standardized exam, district benchmark assessments, classroom walk-throughs, grade reports, and a student and teacher survey. They plan to use their data analysis to determine whether changes are needed in the courses of study, the admission requirements, teacher assignments, or instructional and assessment methods.

Documents 1. Campus Profile and Participation in Advanced Science Courses 2. Standardized Exam for College Credit and District Advanced Benchmark

Assessment 3. Teacher Survey and Student Survey


Campus Profile and Participation in Advanced Science Courses

Campus Profile Participation in Advanced Science

Courses - Grade 12

Campus Count

Campus Percent

District Advanced Biology

Advanced Chemistry

Advanced Physics

ETHNIC DISTRIBUTION

African American 237 11.5% 10.1% 10% 9% 9%

Hispanic 686 33.3% 28.4% 17% 16% 12%

White 922 44.8% 44.5% 63% 65% 68%

American Indian 16 0.8% 0.5%

Asian 128 6.2% 13.0% 10% 10% 11%

Pacific Islander 2 0.1% 0.1%

Two or More Races 67 3.3% 3.4%

GENDER

Male 49% 54% 56%

Female 51% 46% 44%

OTHER GROUPS

Economically Disadvantaged 766 37.2% 32.6%

Noneducationally Disadvantaged 1,292 62.8% 67.4%

English-Language Learners (ELL) 89 4.3% 15.5%

Students with Disciplinary Placements 91 4.3% 1.4%

At-Risk 688 33.4% 35.9%

Mobility 242 11.5% 10.6%


Standardized Exam for College Credit—Grade 12

Course % of Students with Passing Scores

Current Year Previous Year

Advanced Biology 44 51

Advanced Chemistry 37 45

Advanced Physics 29 34

District Advanced Benchmark Assessment—Grade 12

Course

% of Students Scoring Proficient and Advanced Proficient

Current Year Previous Year

Advanced Biology 45 52

Advanced Chemistry 38 46

Advanced Physics 30 35


Teacher Survey (Grade 12 Advanced Science Teachers)

Question Yes No

Do students come into the course with the prerequisite science content knowledge? 65% 35%

Do students come into the course with the prerequisite knowledge of scientific inquiry? 20% 80%

Do students come into the course with the prerequisite mathematics knowledge? 60% 40%

Do students keep up with the work and meet the demands of the course? 24% 76%

Do you think your current class size is manageable to meet student needs? 81% 19%

What percentage of time do you spend in laboratory instruction? (Write an estimate) 40%

Student Survey (Grade 12 Advanced Science Classes)

Question Yes No

Did you have the science knowledge to be ready for this class? 71% 29%

Did you have the mathematics knowledge to be ready for this class? 75% 25%

Do you have trouble keeping up with the work and meeting the demands of the course? 20% 80%

Do you think your current class size is too big? 50% 50%

Do you spend enough time doing laboratory experiments? 61% 39%

Do you participate in any extracurricular science or math clubs? 25% 75%


58. The data analysis should lead the team to put which of the following actions in place immediately?

A. Determining whether the existing advanced-level courses meet their intended program goals

B. Analyzing whether the instructional materials used in advanced-level courses contain more complex content than standard science textbooks

C. Asking teachers of twelfth-grade courses to recommend changes in course content and assessments for eleventh-grade science courses

D. Having teachers regularly collaborate using assessment data to identify struggling students and provide timely intervention

59. Which of the following actions will provide the team with the most helpful

information for responding to the scores students earned on the district benchmark?

A. Investigating whether testing conditions are a factor in explaining students’ performance on the benchmarks

B. Conducting item analysis of the district benchmarks to identify instructional needs

C. Comparing the rigor of the course requirements of advanced-level science courses to national standards

D. Working with teachers to review the admission requirements for advanced-level science courses

60. Based on the teacher and student surveys, which of the following is the team’s

best action for increasing students’ preparation for advanced-level science courses?

A. Revising the twelfth-grade curriculum to devote the opening weeks of each course to reviewing the mathematical and scientific processes necessary to succeed in the course

B. Forming teams of teachers to review the depth of content in each advanced-level course to determine whether it exceeds the expectations of the standardized assessments

C. Expanding portions of the eleventh-grade curriculum in which students conduct lab and field investigations, analyze data, and communicate results

D. Increasing opportunities for students in all grade levels to participate in prestigious STEM-related student consortia, challenges, competitions, and symposia


61. The disparity between teachers’ and students’ perceptions of students’ ability to keep up with course demands has academic consequences that may further inhibit student success. Which of the following recommendations by the team will best help teachers address the disparity?

A. Holding students to learning contracts with specific timelines and methods for meeting long-term academic goals

B. Integrating focused instruction on developing students’ ability to monitor their comprehension, assess their progress, and apply other metacognitive skills

C. Using an equal number of self-assessments and peer assessments as teacher-evaluated assessments to determine student competency

D. Decreasing the frequency of formal grade reporting from end-of-unit district benchmarks to midterm and end-of-term assessments

62. Which of the following goals for the coming year is best supported by the total

data collected?

A. Identifying strategies for increasing Hispanic student enrollment in advanced-level science courses

B. Ensuring that rising eleventh-grade students understand the value of taking advanced-level science courses

C. Recruiting science teachers who have previously taught advanced-level science courses

D. Conducting a campus-wide open house to showcase the school’s advanced-level science courses and curriculum highlights

63. Mr. Jackson and the school leadership team use the data collected to help

inform decisions during the site-based budgeting process. Which of the following proposed expenditures is most aligned to the current needs of the school’s science program?

A. Providing training and resources for hands-on investigations and student-led exploration to ninth-, tenth-, and eleventh-grade science teachers

B. Redesigning existing extracurricular science clubs to appeal to and engage students in lower-level science classes

C. Purchasing interactive science e-books to help teachers incorporate virtual self-paced labs that emphasize key science concepts

D. Requesting that the central office allocate funds for hiring additional teachers with experience teaching college-level biology, chemistry, and physics


64. A high school principal wants to use Title II, Part A, funds to support effective instruction. Which of the following is an allowable expenditure?

A. Conference on best practices sponsored by the school B. Student memberships to local civic and community organizations C. Professional development for instructional leaders on observation, feedback,

and coaching D. Educational field trips for students that provide real-world experiences

connected to state standards 65. Ms. Huckleberry, a new principal at a large urban middle school, wants to build

the capacity of teaching staff to work collaboratively on teams by using effective problem solving strategies. After identifying new lead teachers who can serve as facilitators, Ms. Huckleberry can best support the lead teachers and ensure they learn to facilitate effective team discourse and collaboration by doing which of the following?

A. Determining how many team meetings each team can complete each semester

B. Modeling for teachers during faculty meetings how to document and assess team member participation

C. Choosing a common student learning need across the school based on multiple sources of data

D. Establishing protocols for lead teachers to effectively conduct meaningful, collaborative discussions

66. Mr. Vu, an elementary school principal, considers changing from self-contained

classrooms to content departmentalization in grades 3–5. He examines various data in order to make the most informed decision and asks the following questions.

• Do teachers have content expertise in specific subject areas? • Are students excelling in specific subjects with specific teachers? • Are students struggling in specific subjects with specific teachers? • How will departmentalization affect teacher retention?

Which of the following additional questions should Mr. Vu prioritize when deciding whether to implement departmentalization for the following year?

A. Will the exposure to multiple teaching methods enhance student learning? B. To what degree will departmentalization prepare students for the structure

of middle school and high school? C. Are students mature enough to handle the transitions between classrooms

and maintain appropriate conduct in all classes? D. How will departmentalization change the bell schedule, and will those

changes disrupt the routines students are accustomed to?


67. An elementary principal notices that teachers are doing the majority of the talking during read-alouds and guided reading. After reviewing campus data on read-alouds, the principal works with the leadership team to develop a monitoring plan to assess progress toward the following campus improvement objective.

Increase the percentage of student talk during read-alouds and guided reading lessons from 25 percent to 60 percent.

Place the following steps in order to logically describe the process for monitoring progress toward the goal.

Compile the data from the observations to assess progress on increasing student talk schoolwide.

Conduct biweekly classroom walk-throughs to observe instruction.

Address areas that still need improvement and celebrate any increases in the instances of student talk.

Communicate clear expectations and provide training on specific improvement strategies.

First Last

68. After gathering data through classroom walk-throughs, surveys, and conversations with teachers, a new principal concludes the need for higher student expectations but senses the teachers are content with the status quo. Which of the following questions will best help the principal address the situation?

A. Can I create a system that rewards teachers who meet higher standards and ensures consequences for those who do not?

B. Should I reevaluate the higher expectations to determine the feasibility considering current teacher capacity and investment?

C. Will the needed change require new human and material resources and will distributing those resources necessitate district-level approval?

D. What experiences can I provide for teachers that will help them in their daily work to adopt new beliefs and skills that produce the desired results?



Treeline Early Childhood Center has decided to implement a campus-wide positive behavior intervention system (PBIS) to support students’ social and behavior development. The campus includes ten prekindergarten and ten kindergarten classrooms. Mr. Lin, the principal, worked to coordinate training for the faculty and staff over the summer, and implementation began at the start of the school year. At the midpoint of the year, Mr. Lin collects data about the implementation to share with the school improvement team in order to set goals for the spring semester.

Document 1. Midyear Principal Observations of Classroom Physical Environment, Routines,

and Expectations 2. Principal’s Walk-Through Data for One Week of Kindergarten 3. Teacher Questionnaire—Responses to Open-Ended Questions


Midyear Principal Observations of Classroom Physical Environment, Routines, and Expectations

Core Features Look Fors Principal’s Observations of Common Behaviors

Physical Environment

• Classroom layout is designed to facilitate small groups, large groups, and learning centers. • Materials allow for easy student and teacher access.

Prekindergarten: Teachers tend to use rugs for group instruction. Multiple centers are set up, depending on unit of instruction. Kindergarten: Some parts of the room are not visible to the teacher when he/she is working with small groups at a table during center time. Congestion tends to occur around the pencil sharpener.

Routines

• Teacher taught and established predictable patterns and routines, especially for problematic areas or times of day.

Prekindergarten: Teachers have a clear visual and auditory signal to go to the rug for group time. Students know the routine for using the pocket chart to pick out a daily center. Kindergarten: Teachers seem to miss opportunities to keep the signals consistent when transitioning between large groups, small groups, and center times, causing student confusion.

Expectations

• Classrooms have three to five positive classroom expectations that are understandable, observable, and measurable.

Prekindergarten: Teachers teach three expectations that are posted and reviewed daily in the classroom: “Be safe. Be respectful. Be responsible.” Kindergarten: Teachers use the same language that prekindergarten introduced, but they also start to list behaviors daily that they do not want to see from students— for example, “I do not want to see anyone pushing.”


Principal’s Walk-Through Data for One Week of Kindergarten

Grade – Location Student Behaviors Noted

K – Transitions

Students: Frequent individual student trips to the bathrooms from all classrooms have led to multiple inappropriate interactions in the hallway, such as shouting, tripping, or holding the bathroom door closed. Teachers: Most come out of their doors into the hallway and remind students to follow school rules.

K – Classrooms

Student 1: Tripped classmates who were passing by the student’s desk. Teacher: Called the student up to discuss the behavior. Student 2: Called several peers inappropriate names. Teacher: Called the student up to discuss the behavior. Student 3: Wrestled a book out of the hands of a peer. Teacher: Told the student to stop and apologize. Student 1: Made an inappropriate gesture at peers. Teacher: Called the student up to discuss the behavior.

K – Playground

Student 4: Deliberately threw a ball in a peer’s face. Teacher: Took ball away and had student sit out for five minutes of recess. Student 1: Physically pushed a peer out of student’s play group. Teacher: Had the student apologize and sit out for five minutes of recess.

Other general observations: • All classrooms have age-appropriate expectations clearly posted in a visible location. • Teachers are immediately disciplining students when they do not meet set classroom expectations.


Teacher Questionnaire – Responses to Open-Ended Question

After implementing PBIS this semester, do you think the behavior of your students has changed in a positive or negative way? Describe what you see or how you address behavior in your classroom.

Prekindergarten comments • I am very impressed by how quickly students picked up on the three expectations – Be safe, Be respectful, Be responsible. The tune that the Pre-K team came up with to sing daily has been a big success. • I really like the chart with the three expectations that the Pre-K team decided to use – the graphics are easy for students to refer to each morning while we sing our song. • As a new teacher, the Pre-K team has been very helpful in teaching me their visual and auditory signals for getting students’ attention. Having common signals for the grade level makes working with kids much easier. • Managing students’ behavior during centers has been much easier since implementing PBIS. • The Pre-K team did a group walk through each classroom and talked about how furniture layout can have a huge impact on student behavior, which has led me to change my classroom layout.

Kindergarten comments • I think that some of the behavior of students has worsened. But that just means we have to “up” our disciplinary game. I handle tricky situations on a one-on-one basis and with the students’ best interest at heart. Now and then we have a flare-up, but generally, I have a respectful classroom. • I am still struggling with managing students’ behavior during centers. Students already have a hard time staying engaged. I don’t know how to make sure they behave while I work with a small group. • It seems like PBIS is the latest fad. I’ve seen a lot of new ideas come around. I wonder how long we will have to implement it until the next new initiative arrives.


69. Based on the walk-through data, which of the following best describes an action step that Mr. Lin should take to help kindergarten teachers?

A. Establishing a uniform consequence ladder for student misconduct based on the severity of the infraction

B. Encouraging the team to use a five-to-one ratio of positive reinforcement to negative redirection with students

C. Identifying patterns of problem student behavior specific to certain classrooms or students

D. Asking a behavioral specialist to determine if students exhibit positive behaviors

70. Mr. Lin and the school improvement team collaborate to prioritize strategies to

promote fidelity of PBIS implementation. The initial list includes the following.

1. Monitor that schoolwide expectations are consistently implemented in all areas of the school and within classrooms.

2. Partner with families and community members to explain PBIS goals and to develop a common understanding about the purposes of PBIS.

Which of the following additional strategies should the team prioritize?

A. Facilitate targeted coaching to develop teacher skills needed for effective implementation of PBIS expectations.

B. Review teachers’ unit and lesson plans to ensure that they reinforce the main expectations of the PBIS framework.

C. Disaggregate discipline referral data by frequency, type, and location of problematic behavior.

D. Establish clear procedures for identifying whether teachers or administrators will address problematic behaviors.

71. While the school improvement team is reviewing the open-ended survey

comments with Mr. Lin, a number of people share concerns about the kindergarten teachers’ comments. Which TWO of the following responses by Mr. Lin increase teachers’ support for PBIS as a long-term solution?

A. “PBIS supports improved academic achievement by reducing the loss of instructional time caused by students’ disruptive behavior.”

B. “PBIS provides teachers with strategies to deal with behaviors in the classroom rather than referring problems to administrators.”

C. “PBIS teaches students a common language to self-monitor and manage their own behavior.”

D. “PBIS helps schools connect with community providers who can offer early childhood emotional development services.”

E. “PBIS prevents the need for disciplinary interventions such as suspensions and expulsions because the program is highly structured.”


72. After reviewing all of the data, Mr. Lin determines that providing additional professional development and support to kindergarten teachers is needed. He develops the following action plan centered around having kindergarten teachers observe prekindergarten teachers effectively implementing PBIS during a morning lesson and an afternoon lesson.

1. Identify the criteria that kindergarten teachers will look for during the peer observation.

2. Meet with kindergarten teachers to facilitate a pre-observation conversation.

3. Have the kindergarten teachers observe the prekindergarten teachers. 4. Debrief with the kindergarten and prekindergarten teachers. 5. Facilitate kindergarten teachers’ collaborative development of an action

plan.

Which of the following identifies the most appropriate focus for step 1 to support kindergarten teachers?

A. The frequency that students are allowed to move around the room and the time of the day that students interact in different areas of the room

B. The language used in the posted classroom rules and the systems in place for helping students with learning challenges to understand the rules

C. The signals used to transition students between activities and the strategies used to reinforce the three behavior expectations

D. The order of the class schedule and learning tasks, including times for centers and frequency of small-group work

73. After reviewing the walk-through data he collected during his weeklong

observation of kindergarten classes, Mr. Lin notes that student 1 is repeatedly displaying inappropriate behaviors in the classroom and on the playground. Which of the following is the most effective next step for Mr. Lin to take to ensure consistent expectations for student 1?

A. Meeting with the teacher and student to discuss the challenges the student is having when attempting to make good choices at school

B. Researching best practices for supporting young children who display patterns of oppositional defiance to strengthen their academic performance

C. Working with the teacher to create a behavior folder system that documents appropriate and inappropriate behaviors and is sent home daily

D. Facilitating collaborative development of an individualized behavior plan with more intensive interventions to improve the student’s social skills


74. Which of the following best describes how Mr. Lin can leverage parents to help reinforce the three schoolwide expectations?

A. Train a parent coordinator who will work with parents in their homes on understanding the three expectations

B. Offer a day for parents to come in and watch teachers use the three expectations in the classroom

C. Ask teachers to send home a monthly calendar of classroom topics that includes explanations for how each topic connects to the three expectations

D. Provide examples of how each of the three expectations can be modeled and supported during everyday routines at home

75. Which THREE of the following practices help teachers effectively integrate

technology in daily lessons?

A. Incorporating ongoing professional development for varied levels of technology expertise

B. Giving teachers a list of computer-application software and hardware to use during daily instruction

C. Adding to the school-vision statement that technology integration is essential to student success

D. Establishing time for teachers to discuss key learning as new technology lessons are implemented

E. Providing frequent opportunities for teachers to receive feedback on their attempts to use technology

76. A high school principal reviews the current counseling program to ensure that it

supports students transitioning from the middle school to the high school.

Program Objectives 1. Provide support for students to address academic challenges associated with high teacher expectations and rigorous coursework. 2. Address behavioral challenges associated with student identity development and social stressors.

Which of the following objectives should the principal and counselors add to best support this group of students?

A. Prepare students to navigate the complexities of a larger environment while taking more responsibility for their academic choices.

B. Highlight the benefits of the transition to high school, including the freedom to make new choices about one’s academic direction.

C. Provide intervention services that connect ninth graders struggling with behavior or academics to tenth-grade mentors.

D. Create a joint program with elementary and middle school counselors that informs students of all the skills necessary to be successful in ninth grade.


77. Mr. Guerrero is a principal at an elementary school in a district where only a small percentage of students eventually attend college. He understands how the early development of a college-bound culture influences the number of students who attend college. Which THREE of the following questions are most important for him to consider as he makes an action plan for promoting a consistent college-bound culture with the schools’ parents and families?

A. How can I develop parents’ understanding of critical milestones at each grade level that are the foundation for college readiness?

B. What educational experiences can the school offer students and their families to build shared aspirations for all students to attend college?

C. How can emphasizing technology skills in the lower grades prepare students for success in higher education and the twenty-first century workplace?

D. How could elementary school counselors focus on career awareness to increase the number of students who later pursue postsecondary education?

E. How can I facilitate authentic conversations with parents to better understand the barriers to attending college?

78. Ms. Vasquez, a speech language pathologist, expresses concerns to the

principal that a first-grade teacher is not implementing accommodations required for two students receiving special education services. On several occasions, the speech language pathologist addresses the situation by e-mailing a list of the students’ required accommodations to the teacher, but never receives a response. During continued observations of the first-grade students, the speech language pathologist sees no change in the instruction provided to the two students. Which TWO of the following actions by the principal best address the situation?

A. Providing the first-grade teacher with a copy of the minutes from the most recent Admission Review Dismissal (ARD) committee meeting for the two students in the class

B. Giving the first-grade teacher a common conference period with the school language pathologist to allow the two educators to share their expertise to better address students’ needs

C. Having the first-grade teacher observe another teacher providing modifications that meet the needs of other students receiving special education services

D. Meeting with both teachers to develop a shared understanding of the needs of the two students and how the accommodations meet students’ learning needs

E. Coaching the speech language pathologist regarding how to provide effective support to classroom teachers to strengthen collaboration


79. A middle school principal facilitates a series of ethics training sessions with the faculty. During one training session, the principal works with teachers to brainstorm examples of potential ethical violations.

Emotional violation: Playing favorites or giving preferential treatment to specific students Relationship violation: Meeting a student alone at his or her home Communication violation: Communicating romantically with students

After the brainstorming session, the principal leads a discussion with teachers on making appropriate decisions to prevent these ethical violations. By facilitating this training session, the principal primarily promotes faculty understanding of

A. maintaining teacher and student personal boundaries. B. safeguarding the confidentiality of information relating to students. C. taking an inclusive and nondiscriminatory approach to working with

students. D. acting as role models for students by upholding moral values outside of

school.


For questions, 80–86, review the information below and refer to the document(s) provided on pages 75–78.

Dr. Wallace is the principal of Ponce High School, which is located in a large suburban district. Ponce has sixty full-time teachers, with half of them coaching various University Interscholastic League (UIL) academic, music, and athletic events. The community is a huge supporter of football in particular and has high expectations for teams.

Ponce’s head football coach and athletic director retired this past spring with a strong record of playoff success. Coach Peterson is the new head football coach and athletic director. He has transferred to Ponce, and it is his first head coaching position after many years as an assistant. It is currently the end of the second six weeks grading period and with the playoffs approaching in the coming weeks, he decides to send out a reminder about UIL eligibility to parents of players.

Documents 1. Coach Peterson’s Letter to Parents 2. Parent E-mails to Coach Peterson 3. Coach Peterson’s E-mail to the Principal 4. Principal’s Notes on State and Local Policies


Coach Peterson’s Letter to Parents

Dear Parents,

As you are aware, our varsity football team has made it to the playoffs. There will be a pep rally Friday afternoon at 1:50 p.m. We encourage parents to attend, since we will be recognizing all players at this event.

The community is hosting a parade in honor of the team’s awesome season next Saturday and all eligible players will meet at Crest Park by 10:00 a.m., in uniform, and on the float ready to go.

I also want to remind everyone that UIL has very specific academic regulations, and we are monitoring classroom grades closely. Any student who does not have a passing grade will be ineligible to practice after school or compete in games until the student is passing that course. Please let me know if you have any questions or concerns.

Sincerely,

Coach Peterson


Parent E-mails to Coach Peterson

To: Coach Peterson

Cc: Dr. Wallace

From: Shelly Harper

RE: Grades and Eligibility

Coach Peterson,

I am very confused and angry! My son Bryan received his report card recently and he informed me that he will not be eligible to play for the next three weeks due to a grade of 68 in English. I had no idea that he was failing in any of his classes. He has been working very hard in this class and I do not understand why he is being placed on an ineligible list at this time. I am willing to do whatever it takes to ensure that he can play at the game in two days, as well as all future games. Is there any way you can check into this decision and see what we can do to get him back on the field?

Concerned Parent,

Shelly Harper

To: Coach Peterson

Cc: Dr. Wallace

From: Michael Dutton

RE: Football Participation

Coach Peterson,

I was notified yesterday that my son Shawn was caught with an illegal substance and will be placed in a disciplinary alternative education program (DAEP) for fifteen days. We know our son would not have made such a bad decision if he knew it would impact his football participation. I am very sorry for this behavior, but it is imperative that he be able to participate in all football games because recruiters will be present. Since Shawn has received passing grades all year, I think he deserves to go to the playoffs.

Apologies,

Michael Dutton


Coach Peterson’s E-mail to the Principal

To: Dr. Wallace

From: Coach Peterson

RE: Football Eligibility

Dr. Wallace,

As you are aware, I have had parents contact me with concerns about students being ineligible for the next three weeks, as the playoffs are quickly approaching.

In response to Ms. Harper’s concern, I explained to her that I plan to speak to the English teacher to see if she is willing to update Bryan Harper’s grade if he completes the three missing assignments and perhaps completes some extra credit assignments. I am willing to spend extra time with Bryan to ensure he is understanding the assignments and becomes eligible again before the next game.

Mr. Dutton is still upset about Shawn’s placement in DAEP for possession of an illegal substance. Mr. Dutton pointed out that Shawn has maintained passing grades all year, but I emphasized that students in DAEP cannot regain eligibility through passing grades. I’ve heard of programs where students can do community service and earn half the ineligible time back. Is this a possibility here?

I really need both boys back for the upcoming games since they are two of our best players and they are critical to the team’s success. I am willing to help do whatever it takes to make that happen. Please let me know if you have any ideas.

Coach Peterson


Principal Notes on State and Local Policies

State UIL Rules Local District UIL Standards and Related Policies

Eligibility grades are 70 or higher. Ineligible students have a seven-calendar-day grace period beginning after the reporting period. Regardless of the length of grading periods, all grades must be checked after the first six weeks of school. Grade checks can take place every three weeks and as long as a student is passing all classes, he or she can return after the seven-calendar day waiting period. Three weeks is considered 15 school days. One week can include 3 or 4 days if a scheduled holiday occurs, but the other two weeks must include 5 days. A course grade issued by a classroom teacher is final and may not be changed without Board approval. Students must be eligible to travel to sporting events. Ineligible students cannot be in uniform, nor seated with the team. All students may attend pep rallies, but only eligible students can take part. Parades are considered public performances, and therefore, eligibility is required. Students with individualized education programs (IEPs) are eligible if their IEP requirements have been met. All students may attend rehearsals.

In addition to the mandatory UIL grade check after the first six weeks of school, grades will be checked at the end of every six-week grading period to determine eligibility. Three-week progress reports will be checked to review eligibility for ineligible students. Any student caught with an illegal substance must receive DAEP placement. The duration of placement in DAEP will be determined by the campus principal. Students in DAEP will not be permitted on campus nor will they be eligible to attend any school sanctioned activities.


80. Based on Coach Peterson’s communications, which TWO of the following are misconceptions that Dr. Wallace needs to address with him?

A. Students with DAEP placement lose eligibility regardless of grades. B. Students who have lost eligibility are not allowed to attend practice. C. Students can attend pep rallies but not take part. D. Students can complete extra credit work to regain eligibility. E. Students must have passing grades to be eligible for competitions.

81. Which of the following actions should Dr. Wallace immediately take to best

address the inaccuracies that Coach Peterson has communicated to parents?

A. Review state UIL rules and local policies with Coach Peterson and work with him to develop a revised letter to parents

B. Provide accurate information to parents and explain that Coach Peterson is still familiarizing himself with the district’s UIL procedures

C. Contact parents of students who lost UIL eligibility and assure them that their individual cases will be reassessed by Coach Peterson

D. Ask the coaches of other UIL sponsored sports to mentor Coach Peterson and collaborate with him on a growth plan that targets parent communication strategies

82. Which of the following strategies best supports Dr. Wallace’s goal of improving

proactive communication regarding UIL eligibility?

A. Establishing protocols for how to respond effectively to disputes about a student’s loss or recovery of UIL eligibility

B. Asking Coach Peterson to host family information sessions in which parents and students can ask questions about UIL eligibility and expectations in person

C. Training coaches, students, and parents on an updated and comprehensive athletic handbook that includes UIL rules, local policies, and an eligibility calendar

D. Meeting with campus faculty and district leadership to discuss current UIL policies and invite input for revisions to school policies and procedures for determining UIL eligibility


83. Dr. Wallace receives an e-mail from Ms. Harper, Bryan’s mother, expressing her anger and frustration about Bryan’s lost eligibility. Dr. Wallace outlines a plan for meeting with Ms. Harper, Coach Peterson, and the English teacher to discuss Bryan’s failing grade and eligibility status.

Step 1: Empathize with Ms. Harper about Bryan’s failing grade and ineligibility Step 2: Reiterate the UIL policies and Ponce ISD policies Step 3: Set goals to help Bryan regain eligibility Step 4:

Which of the following describes the most appropriate fourth step for the meeting?

A. Create a plan of how academic progress will be monitored and communicated

B. Document the timeline of events that led to Bryan’s failing grade C. Review the syllabus to identify upcoming projects, tests, and daily

assignments D. Discuss the need for balance between academics, athletics, and social

events 84. As Dr. Wallace works with Coach Peterson to review current student UIL

eligibility, he notes that two football players are students receiving special education services. To ensure that academic eligibility decisions for these students are appropriate, which of the following considerations is most important?

A. Calculating the students’ credits toward high school graduation requirements B. Reviewing grade placement committee decisions regarding accelerated

instruction C. Confirming the students’ progress with any active behavior intervention

plans D. Checking whether the teachers are implementing requirements established

by ARD committees


85. Which TWO of the following actions by Dr. Wallace ensure future proactive communication to families regarding UIL policies?

A. Notifying parents of coaches’ regular eligibility check-in dates with student athletes to review grades and reinforce the expectation that athletes must meet UIL academic requirements

B. Informing Coach Peterson that any further correspondence he has with parents should be reviewed for accuracy by the district public relations coordinator

C. Asking the district central office to handle any correspondence with parents that contains information about individual student’s promotion, graduation, or eligibility status

D. Incorporating training on school-home communication strategies in new-teacher induction programs and closely monitoring coaches’ correspondence during their first year

E. Providing parents with clear expectations that athletics supports athletes as students first and that coaches will offer study hall for athletes who are struggling academically

86. As Ms. Gourde, a new principal, works with stakeholders to redesign the school

vision and mission, she finds that meetings often turn into arguments over the values that should underpin the school’s vision and mission. While some stakeholders value the idea that students come to school with knowledge and the educator’s role is to act as facilitator so that students acquire new understandings and skills, other stakeholders emphasize that educators should share their expertise and provide new knowledge to students. To best address the disagreement, Ms. Gourde should

A. refrain from taking a side and promote positive interactions among the stakeholders by keeping all meetings upbeat and avoiding contentious topics.

B. meet with the stakeholders who support teacher-centered classrooms and share research and articles about the benefits of student-centered instruction.

C. accept that unanimous agreement may not be reached on the vision and mission but guide stakeholders to shift the conversation to prioritizing an alternate set of values.

D. understand that conflict can be constructive and ensure that stakeholders investigate contrary opinions and use this information to guide decision making.


87. A principal meets with the crisis team at the beginning of the school year to review the portion of the crisis management plan that addresses emergency evacuation drills. The team wants to reduce the time it takes for students to evacuate the building. Which of the following is the most appropriate action the team can implement to reduce evacuation times?

A. Providing all teachers with a floor plan of the building with the evacuation route from their classrooms highlighted

B. Giving teachers and staff advanced warning of evacuation drills so they can take measures to prepare the students

C. Meeting with faculty and staff within the first month of the school year to discuss their roles and responsibilities during evacuation drills

D. Determining problematic areas of the evacuation route that need to be streamlined and clarifying the adult roles and responsibilities in those areas

88. Ms. Lorenzo, a high school principal, wants to form a student advisory

committee that will provide students with authentic opportunities to participate in school-wide initiatives. Which TWO of the following practices are most important for Ms. Lorenzo to include when planning the committee?

A. Ensuring diversity among the committee members to guarantee equitable representation from various student groups

B. Basing committee member selections on student performance on standardized tests to establish high standards for the committee

C. Involving the committee in campus-level decision-making processes to ensure that their voices are heard and valued

D. Interviewing potential committee members’ parents and teachers to gain background knowledge on each student’s personality and interests

E. Requiring committee members to complete a predetermined number of community service hours throughout the school year in order to stay eligible to serve the following year


89. Ms. Neal, a new principal, establishes a school faculty dress code that calls for business casual attire. At the beginning of the year, she notices that a high-performing teacher, Mr. Hart, wears torn jeans and beach shoes to work regularly. Ms. Neal sends an e-mail to all staff reminding them to adhere to the dress code, but the teacher continues to dress in the same manner. She decides to schedule a meeting with Mr. Hart to address the issue. Which of the following describes the most appropriate focus for the meeting?

A. Considering Mr. Hart’s perspective, since clothing choice can be a delicate topic, and gently reminding him that all staff are expected to wear business casual attire

B. Defining for Mr. Hart what business casual attire means and describing the importance of a professional appearance and demeanor to support the school’s vision for success

C. Speaking with Mr. Hart about his preference for wearing comfortable clothes and considering revising the dress code to be more lenient

D. Disciplining Mr. Hart for his disregard of school policies and requesting that he immediately adjust the way he dresses for school

90. A principal and a school improvement team consider implementing a school

uniform policy for the upcoming school year. They administer a survey both online and on paper to gather feedback from stakeholders. The survey has multiple questions, but overall response data are similar to those of the survey question listed below.

I think we should have a school uniform policy.

Strongly Agree Agree Neutral Disagree Strongly Disagree

Teachers 5% 45% 10% 40%

Students 40% 50% 10%

Parents 45% 5% 40% 10%

After reviewing the survey results, the committee’s most appropriate action is

A. redistributing the survey with a letter from the principal justifying the need for a uniform policy.

B. presenting the survey results to the superintendent for approval to proceed with the implementation of a school uniform policy.

C. conducting focus groups to gain insight into each group’s viewpoint on a school uniform policy.

D. notifying stakeholders in writing that the principal plans to abandon the initiative due to lack of support from students.


91. An elementary school principal is approached by the student council sponsor with a request to sell gum and candy to students in the cafeteria during lunchtime. The student council will use this fund-raiser to help cover the cost of attending a leadership conference. Which of the following is the principal’s most appropriate response to the request?

A. Approve the request, explaining that the foods sold must be purchased at a store and individually packaged

B. Deny the request, explaining that foods that fail to meet the competitive foods standards can only be sold the last 30 minutes of the school day

C. Approve the request, explaining that the school has six exemption days for this type of fund-raiser

D. Deny the request, explaining that a fund-raiser cannot be held in competition with school lunches


Answer Sheet

1. 21. 37. 53. 2. 38. 54. 3. 39. 55. 4. 40. 56. 5. 41. 57. 6. 22. 58. 7. 23. 59. 8. 24. 60. 9. 25. 61. 10. 26. 42. 62. 11. 27. 43. 63. 12. 28. 44. 64. 13. 29. 45. 65. 14. 30. 46. 66. 15. 31. 47. 67. 16. 32. 48. 17. 33. 49. 18. 34. 50. 19. 35. 51.

68. 20. 36. 52.


69. 75. 81. 87. 70. 76. 82. 88. 71. 77. 83. 89. 72. 78. 84. 90. 73. 79. 85. 91. 74. 80. 86.


Answer Key and Rationales

Question Number

Competency Number

Correct Answer Rationales

1 05 B Option B is correct because while students should be given choice in the manner in which they demonstrate mastery, all students should be held to the same level of rigor. Option A is incorrect because teachers need to first identify the expected qualities within the exemplar student work samples before they can begin to plan for future instruction. Option C is incorrect because this session focuses on differentiated products. To ensure depth of understanding by participants, other types of differentiation should be presented in detail during future sessions. Option D is incorrect because the intention of the professional development session is to create a shared understanding of the expectations for differentiated student work that can then later be used to guide walk-throughs.

2 02 D Option D is correct because during a brainstorming session is the appropriate time to begin drafting the new vision statement. Once the team members have identified three prioritized values/beliefs, the team can work together to craft a vision statement that blends the ideas of all three. Option A is incorrect because examining the school’s current vision should have already occurred before brainstorming what to include in the new vision. Option B is incorrect because the team members would have already considered the tenability of the ideas as they applied the criteria to make selections from the original brainstormed list of ideas. Option C is incorrect because visions often incorporate multiple core ideas. It is not necessary to vote for only one.


Question Number

Competency Number


3 03 D Option D is correct because 80% to 88% of teachers report improvements to student understanding of TEKS and classroom assessments. Their responses provide qualitative data supporting possible expansion of the pilot program, but the principal should first measure student learning using a targeted approach to quantify and confirm teacher perceptions. Option A is incorrect because there is no evidence in the survey data to suggest that students lack technology self-efficacy. Option B is incorrect because a parent survey will not determine whether the program should be continued, discontinued, or modified. Option C is incorrect because this is the end of the year; it is not the time to begin conducting classroom observations to see how teachers are using the program. This should have been done throughout the piloting process.


Question Number

Competency Number


4 04 D Option D is correct because the principal is implementing a specific, real-time-feedback approach that actively helps Mr. Wallis improve his teaching. Preestablished hand signals or cue cards effectively prompt teachers to implement strategies aligned to the feedback provided during the most recent observation debrief, minimizing the disruption to the learning environment. The feedback is timely and can be implemented by the teacher immediately. Option A is incorrect because the more appropriate approach would be to provide the teacher feedback after the observation and establish a time in which the principal could come and model the practice. Option B is incorrect because the more appropriate approach would be to prompt the teacher to praise students. Option C is incorrect because a list of instructional best practices would not be tailored to meet the teacher’s real-time instructional needs.


Question Number

Competency Number


5 06 A Option A is correct because, since being in the role of an instructional leader requires frequent collaboration with other teachers, the principal should ensure that potential teacher leaders have effective interpersonal skills (i.e., they promote positive relationships and build trust). Option B is incorrect because there is no evidence to suggest that Mr. Gutierrez’ understanding of data use is limited or needs improvement. Option C is incorrect because, based on the principal’s notes, Mr. Gutierrez is an effective teacher; this implies that he demonstrates a high level of pedagogical efficacy. Option D is incorrect because an instructional leader’s primary focus should be on supporting teachers and classroom instruction.

6 04 C Option C is correct because it can be safely assumed that the question contains appropriate rigor and has viable option choices, so the incorrect responses are a result of student misunderstanding. Determining what aspect of the question students misunderstood will guide the teacher in selecting what to reteach. Option A is incorrect because determining appropriate rigor should occur before the test is given, which Ms. Whitehorse and Ms. Melendez did. Option B is incorrect because it misses the opportunity to address the student misunderstanding or weakness revealed in choice G and therefore does not improve student outcomes. Option D is incorrect because there is no evidence that the question is flawed.


Question Number

Competency Number


7 04 A Option A is correct because the difference between the two questions is that question 8 contains a simile, which is easy for students to recognize, and two familiar synonyms—glittering and brilliance. Question 4 relies on students recognizing the more subtle personification/anthropomorphism of a feeling scratching on the neck. It also involves them relating feelings of anxiety to the narrator’s doubts. Students who are just learning figurative language need targeted exposure to and practice with recognizing its more subtle uses. Option B is incorrect because the misconception trend indicated students’ inability to understand more subtle figurative language instead of students’ comprehension of unfamiliar words. Option C is incorrect because there is no evidence in this context that indicates that the length of the answer choices leads to student error. Option D is incorrect because multiple choice questions can provide insight into students’ thinking, as in this case, lack of knowledge about figurative language.


Question Number

Competency Number


8 04 D Option D is correct because by conducting an item analysis, teachers are able to identify specific areas of course content that need greater emphasis or clarity. Option A is incorrect because the purpose of item analysis is not to maintain a continuum of difficulty but to identify common misconceptions shared across some or all students. Option B is incorrect because the teacher’s item analysis should inform the lesson reteach or intervention rather than general lesson planning. Option C is incorrect because recognizing that a skill has a steep learning curve does not excuse the teacher from finding ways to build student understanding, even if incrementally.

9 04 B Option B is correct because the question asked students to use evidence from the text to support their choice of the person in the story who most influences the narrator. The data show that only two students received the full two-point credit for the essay, indicating the rest of the class needs help utilizing textual evidence. Option A is incorrect because while there are a few spelling and grammatical errors apparent in the student responses, they do not impair the reader’s ability to understand the message. Option C is incorrect because the essay question is not focused on character motivation. Option D is incorrect because the root cause of student misconception is not that they are losing focus, it is because they do not yet have the skills to recognize and utilize text evidence as shown by their responses.


Question Number

Competency Number


10 04 A, C Option A is correct because by reviewing multiple benchmarks that assess the same standards, the teacher can determine if there is consistent demonstration of student mastery. Option C is correct because providing multiple opportunities for students to show their content knowledge (through selected-response and open-ended questions) will provide a more accurate and in-depth picture of students’ knowledge of the standard. Option B is incorrect because placing an identical question on a subsequent benchmark may cue the student to the answer from the previous benchmark and misses opportunities to gain additional insight into student understanding. Option D is incorrect because reducing the amount of time between the administrations of the benchmarks would be inappropriate and ineffective in allowing teachers to address students’ misconceptions and reteach topics that were misunderstood. Option E is incorrect because having students generate questions does not measure the mastery of the standard.


Question Number

Competency Number


11 06 B Option B is correct because the fact that many students were unclear on why their responses received the scores that they did indicates that Ms. Whitehorse should consider creating exemplars at the highest score point to clarify for herself and students the expectation of the rigor needed in student responses and then adjust instruction to align to the expectations. Option A is incorrect because reading the score point 2 descriptors is unlikely to help with brainstorming ideas for responding to the prompt. Option C is incorrect because while asking Tonya, a student who excelled at the essay, to share the characteristics she sees in the response can be helpful for checking understanding, the teacher should first make explicit what the expectations of the rubric are to all students. Option D is incorrect because although templates are a strong scaffold, first Ms. Whitehorse needs to set the vision for student expectations through the development of an exemplar essay response.


Question Number

Competency Number


12 06 C Option C is correct because a grow-your-own program should aim to develop teacher candidates that reflect the diverse student populations that they will be teaching and that have certain dispositions that will help them be successful. Option A is incorrect because addressing community barriers such as housing shortages is not the most immediate concern as they design the program. Option B is incorrect because students can build their motivations for teaching while engaging in the education and training courses; therefore, student recruitment at the onset should not be limited. Option D is incorrect because the education and training course teacher can have a significant impact on student investment and persistence; therefore, multiple measures should be considered when selecting the teacher, including track record of achievement.


Question Number

Competency Number


13 05 C Option C is correct because the survey indicates that, although teachers think the principal views them as effective, the principal is not highly visible in classrooms. Teachers also disagree that the principal has a good understanding of effective teaching practices. This indicates that the principal should develop his instructional leadership capacity by conducting more walk-throughs and providing targeted feedback to teachers. Option A is incorrect because, although only 50% of teachers indicate that the principal visits their classroom often, the survey does not specify anything about collaboration or about the principal’s visibility in other aspects of the school. Option B is incorrect because there is nothing in the survey to suggest that the principal is not an effective communicator or is not transparent with decision making. Option D is incorrect because there is nothing in the survey to suggest that the principal does not acknowledge staff contributions or needs to work on differentiating between delegation and shared leadership.


Question Number

Competency Number


14 11 A, E Option A is correct because research shows that adult mentors provide at-risk youth the sense of support, belonging, empowerment, and resilience the youth need to overcome obstacles, thus decreasing the likelihood that they will drop out of high school. Option E is correct because dropping out of school is a process that begins well before the high school years; early identification and intervention has proven successful in reducing the likelihood of an at-risk student eventually dropping out. Option B is incorrect because students who are older than their grade-level peers (due to retention or other factors) have a higher likelihood of dropping out of high school. Option C is incorrect because studies suggest that fining students for truancy or poor attendance may have unintended consequences. Option D is incorrect because former students may not be equipped to provide counseling to students unless they have undergone the appropriate educational training.


Question Number

Competency Number


15 03 B Option B is correct because the three practices that teachers indicate have been working well all include the use of primary sources (i.e., documents, speeches, photographs, newspapers, letters). Option A is incorrect because although technology can support student historical research, this is not the primary focus of the teacher practices indicated. Option C is incorrect because the three practices shared by the teachers are not characterized by students working collaboratively to solve a problem with real-world implications. Option D is incorrect because differentiation is not evident in the three practices highlighted by the teachers.

16 06 B, E Option B is correct because modeling a teacher-created exemplar for students provides a clear guide for the assignment. Option E is correct because scaffolding the process will define the expectations for the activity, reduce frustration, and help EL students build prior knowledge and internalize new information, eventually making the students become independent writers. Option A is incorrect because providing each student with the same prompt for independent practice fails to differentiate on the basis of individual student needs. Option C is incorrect because simply having students check their work against that of their peers without first checking it against the exemplar may not provide meaningful feedback. Option D is incorrect because having ELs repeat teacher-given instructions before starting the assignment does not address the underlying skills needed to master the objective.


Question Number

Competency Number


17 05 A, C, E Option A is correct because the teacher should utilize examples, pictures, and stories that more closely relate to students’ backgrounds and experiences to activate prior knowledge and build bridges to new learning. Option C is correct because a story map serves as a scaffolded approach for ELs to organize their thoughts and ideas. Option E is correct because preteaching lesson-specific vocabulary allows ELs to utilize the new vocabulary in meaningful ways throughout the lesson. Option B is incorrect because while one student did appear to struggle with legibility, having all students type the story does not address gaps in student understanding. Option D is incorrect because while Mr. Hobbs did note that two students were disrupting the learning of other students, there is no evidence that a focused, quiet environment would have led to improved student outcomes in this lesson.


Question Number

Competency Number


18 04 A Option A is correct because the ELPS proficiency descriptors are aligned with TELPAS, which is a summative assessment that documents the proficiency levels of ELs. Using the ELPS proficiency level descriptors as a rubric will help Ms. Rienda develop formative assessments that will allow her to monitor student progress, tailor content area instruction, and integrate second language instruction according to the proficiency level needs of her ELs. Option B is incorrect because the survey will not provide the alignment or level of accuracy needed to produce valid data. Option C is incorrect because administering standardized assessments in the student’s native language will not provide the data needed to show progress toward the next proficiency levels. Option D is incorrect because grouping students heterogeneously may be a more effective strategy as students at higher levels of proficiency model and support the language development of their peers.

19 05 D Option D is correct because Ms. Rienda needs to first set individual students’ targeted proficiency levels and then ensure that her instructional planning is aligned to the intended outcomes and supporting students in their efforts to reach them. Option A is incorrect because the ELPS language objectives should be integrated with the ELA TEKS. Option B is incorrect because highlighting key words will be ineffective in helping to create scaffolded questions about writing for students. Option C is incorrect because using the reading proficiency level descriptors will not be effective, since the student TELPAS data showed a lack of growth in reading as well as in writing.


Question Number

Competency Number


20 03 B Option B is correct because teaching high-frequency words will help Lucia master the common words that she is misspelling (“we,” “with,” “than”). Then teaching phonemic word patterns such as -ay or CVC-silent e would be beneficial for Lucia, as she would be able to better recognize sounds and generalize them in her writing (e.g., “play,” “more”). Option A is incorrect because timely feedback on writing is critical in order for student skills in writing to continue to grow. Option C is incorrect because while Lucia struggles with accurate English grammar and sentence structure, this will not facilitate her advancement to the next ELPS proficiency level. Option D is incorrect because while incorporating technology to focus on an EL’s strength in speaking can result in more coherent storytelling, this strategy would not address Lucia’s area for growth.


Question Number

Competency Number


21 05 See rationale

The continuum of these sessions follows the best practices in building teacher skills. First, the teachers need to be able to understand how the ELPS relates to their content area and then create a vision of what each of the ELPS proficiency level descriptors looks like. The teachers will then be ready to practice using the knowledge they just gained to rate student work samples. The final session allows teachers to apply their knowledge from the first three sessions to set goals and implement instructional strategies.

Session 1

Teachers will better incorporate academic language acquisition needs of ELs when planning lessons.

Session 2

Teachers will have a better understanding of ELs’ needs to linguistically accommodate instruction appropriately.

Session 3

Teachers will norm and calibrate on expectations for each proficiency level and ensure valid and reliable scoring practices.

Session 4

Teachers will better design a path to move students from one proficiency level to the next based on their current proficiency level.


Question Number

Competency Number


22 07 A Option A is correct because the principal realizes that the parents are having a difficult time understanding exactly how the initiative will be used with students, so a student demonstration would address the gap in parent understanding. Option B is incorrect because asking every parent to schedule time to view the technology in the classrooms would be inefficient. Option C is incorrect because forming smaller groups of parents and community members would exclude some perspectives at the outset. Option D is incorrect because parents and community members will want to ask questions during the session, so it would be inappropriate to expect them to ask all of their questions before each meeting.


Question Number

Competency Number


23 01 A Option A is correct because facilitating communication between the school and bilingual families is an appropriate responsibility for the bilingual outreach liaison. In addition to providing translation services for documents sent home, it is important for the liaison to facilitate verbal communication (e.g., home visits and phone calls) to strengthen the partnership between home and school. Option B is incorrect because the bilingual outreach liaison should support the communication goals of the school by working with teachers but should avoid taking an evaluative role with respect to individual teachers. Option C is incorrect because although grant opportunities may arise, those should be driven by needs identified through interactions with teachers, students, and families. Option D is incorrect because, while attending PTO-sponsored events will help highlight the new liaison position to the community, attendance at every single PTO-sponsored event is not the most important focus for this new role.


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Competency Number


24 01 D Option D is correct because it represents a collaborative strategy for vision development. The involvement of teachers in the development process will help them take ownership and have buy-in, making effective implementation more likely. Option A is incorrect because vision development should be a collaborative effort that includes other stakeholders. Having the campus improvement committee members develop draft visions for the stakeholders to vote on is not a collaborative development strategy that engages others. Option B is incorrect because it does not involve more stakeholders in the development process. The committee’s job is to review and analyze data in order to prepare to facilitate meetings with stakeholder groups to continue the development process. The committee should not single-handedly revise the vision without input from the faculty. Option C is incorrect because vision development is a process that can and should be led by school leaders to result in greater investment.


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Competency Number


25 02 C Option C is correct because a yearlong school readiness campaign resulting from a community partnership addresses all three guiding principles. Families are fully engaged in this process, community members contribute supports and resources, and transition activities are facilitated over time. Option A is incorrect because meeting with families to gather input and building parent capacity for advocacy appropriately engages parents and families but does not engage external stakeholders. Option B is incorrect because these activities address child-to-school connections but do not explicitly engage families and communities. Option D is incorrect because having educators develop transition plans for individual students does not actively engage families or community members.


Question Number

Competency Number


26 03 A, C, D Option A is correct because discussing simple attributes of the cube and sphere to help students identify real-world objects is a developmentally appropriate mathematics strategy that relates to the TEKS. Option C is correct because the lesson’s learning objective is to have students identify real-world objects that represent each 3-D shape. By discussing the simple attributes of 3-D shapes, students will have the necessary language and skills to more effectively identify real-world objects. Option D is correct because the focus of the lesson is to identify real-world objects, and the students should see the teacher demonstrate this during the model portion of the lesson and have opportunities to practice it during the guided practice portion of the lesson. Option B is incorrect because this activity would not help improve alignment to the lesson’s objective or enhance student understanding of the objective. Option E is incorrect because asking kindergarten students to create a labeled drawing of a three-dimensional shape is not aligned with this lesson’s objective.


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Competency Number


27 03 A Option A is correct because the teacher should determine what content-specific vocabulary is important to introduce and define for students in order to help them make connections. Ms. Nunez uses the word “face” in the video lesson but does not define or help students understand the word “face” in the context of the lesson. Option B is incorrect because while creating an anchor chart with sentence stems is helpful, first the teacher must define the important content-specific vocabulary for students. Option C is incorrect because placing vocabulary words in the journal without discussing the key attributes of them with the class will not be helpful to students. Option D is incorrect because skywriting vocabulary words during the mathematics lesson will not help introduce students to new vocabulary words such as “face.”


Question Number

Competency Number


28 05 B Option B is correct because the teacher can enhance the lesson by modeling her thinking for students. She can show students a real-life object and model for students how to determine whether the object has the attributes of a certain shape. The principal should write an action step addressing this area of concern that is clear, measurable, and can be implemented within the week. Option A is incorrect because while there could be more opportunities for student-to-student interactions, the focus of the principal’s action step is to better model for students how to determine whether a real-world object is an example of a certain shape. Option C is incorrect because this statement defines when modeling should occur in a lesson but does not provide the teacher with a clear, measurable action step that can be implemented to improve her lesson right away. Option D is incorrect because this statement focuses on the primary purpose of the guided practice not the modeling portion of the lesson.


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Competency Number


29 03 D Option D is correct because student struggled to draw 3-D objects. So, having students take photos will provide Ms. Nunez with immediate feedback as to which students learned the new 3-D solid shapes and are able to accurately identify real-world examples of the shapes. Option A is incorrect because playing an interactive game related to the lesson is a fun way to incorporate technology for students but does not help students achieve the lesson objective of identifying real-world 3-D solids. Option B is incorrect because asking kindergarten students to search the Internet freely is developmentally inappropriate. Option C is incorrect because asking kindergarten students to draw a 3-D shape in the application is inappropriate, and then printing and comparing the shapes based on the chart labels could prove to be difficult based on the student drawings.


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Competency Number


30 04 C Option C is correct because based on the walk-through notes and student exit tickets, students are still unable to successfully identify real-world 3-D shapes. Therefore, Ms. Nunez should consider chunking the content to introduce and explicitly teach each shape one at a time. Mr. Kim’s response most effectively guides her to that conclusion. Option A is incorrect because student mastery noted by the principal in the walk-through demonstrates that students still need more instruction on the current shapes rather than instruction on new shapes. Option B is incorrect because while vertical alignment should be encouraged, asking the first-grade teachers how to teach the first-grade TEKS in kindergarten does not address the gap in Ms. Nunez’ ability to break down the TEKS into appropriate daily objectives. Option D is incorrect because this feedback from the principal incorrectly represents student mastery of the lesson’s objective.


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Competency Number


31 05 D Option D is correct because Ms. Nunez uses the book that shows pictures of 2-D shapes as a way to introduce her mini-lesson on 3-D shapes. It would enhance critical thinking in students to address the differences between 2-D and 3-D objects. This would provide a clearer connection between the mathematical content of the unit and the use of this book. Option A is incorrect because this activity is not aligned to the learning objective. Option B is incorrect because, while designing centers to connect the book to other content areas can be helpful, this feedback statement is too broad and vague to be helpful to the teacher. Option C is incorrect because there is no evidence in the lesson plan or walk-through notes that the book addresses procedural knowledge.

32 11 B Option B is correct because by asking the guiding questions relating to accessible language, stereotypes, and student backgrounds, the principal helps teachers ensure that curriculum materials reflect the cultural diversity of the school. Option A is incorrect because the focus is not on collaboration but rather on the teachers reflecting on the cultural responsiveness of their instructional materials. Option C is incorrect because the questions do not guide teachers to reflect on their communication styles; the questions guide them to specifically analyze whether instructional materials are culturally responsive. Option D is incorrect because although activating prior knowledge is an important part of effective instruction, this represents only one aspect of culturally responsive curricula.


Question Number

Competency Number


33 03 B Option B is correct because an adequately rigorous assessment measures a varied range of critical-thinking skills in connection to specific standards-based content. Option A is incorrect because rigorous assessments are meant to measure what students know, not what they don’t know. Option C is incorrect because complex vocabulary might confound measures of students’ understanding of the assessed concept. Option D is incorrect because it addresses validity and reliability of scoring or grading, not rigor of assessment.

34 01 C Option C is correct because the principal needs to design and implement a cohesive digital citizenship curriculum that provides the necessary pieces of information on using technology safely and responsibly in the digital world. Option A is incorrect because determining whether all classrooms have high-speed Internet access is not aligned to the digital safety initiative. Option B is incorrect because asking parents to monitor student technology usage is not the highest-leverage action that the principal should take based on the current components that are already in place. Option D is incorrect because digital rights management and issues of copyright are not the most pressing digital safety issues.


Question Number

Competency Number


35 01 B Option B is correct because it establishes a system for gathering input from this parent group to ensure that the school is promoting an inclusive culture. Option A is incorrect because it is one-way communication that does not provide a system to gather input from this parent stakeholder group. Option C is incorrect because it does not address the parents’ core concern about communicating the needs of their students. Option D is incorrect because it does not provide a system of communication for gathering input from this parent stakeholder group.


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Competency Number


36 04 C, E Option C is correct because teachers indicated that cross-disciplinary CCRS are more relevant to teachers and students in advanced classes. This belief should be addressed by the principal by emphasizing that the CCRS are intended to help all student groups acquire a strong foundation of knowledge and skills that prepare them for both college and the workplace. Option E is correct because many teachers indicated that they are not receiving support in integrating the CCRS and prefer professional development that offers ongoing support. Coaching sessions with the principal meet both these needs. Option A is incorrect because most teachers seem to already have an understanding of how the content-specific CCRS relate to the TEKS. Option B is incorrect because the survey indicated that some teachers are unsure of how to determine student mastery of the CCRS, but there is no indication that they do not understand why assessing student mastery holds value. Option D is incorrect because CCRS instruction should be integrated within daily instruction and not necessarily explicitly taught within its own block of time.


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Competency Number


37 05 A Option A is correct because the survey indicates that the majority of teachers would like professional development that allows them to work with colleagues and provides ongoing support. Having teacher teams work together on lessons and create a protocol for feedback targets both the need for collegial planning and ongoing support. Option B is incorrect because only twenty-eight percent of teachers indicated that they prefer to work independently. A self-paced module may not be effective. Option C is incorrect because only a minority of teachers indicated that they preferred professional development provided in a workshop format, such as a make-and-take. Option D is incorrect because only a minority of teachers indicated that they preferred professional development provided by outside experts.

38 04 D Option D is correct because the mathematics department should identify which foundational skills are most aligned to the mathematics TEKS and prioritize those in their instruction. Option A is incorrect because it is unclear that teachers would be able to leverage these skills to address the rest of the foundational skills. Option B is incorrect because the mathematics department must first identify whether embedding opportunities for students to conduct research effectively supports student mastery of mathematics TEKS. Option C is incorrect because first the mathematics department should identify whether prioritizing reading and writing instruction will most effectively support student mastery of mathematics TEKS.


Question Number

Competency Number


39 03 B Option B is correct because the sample lesson does not articulate what student products and presentations should look like to meet college- and career-ready performance expectations. Option A is incorrect because the presentation assignment is already project based and student centered. Option C is incorrect because the first step to improve lesson planning should be to focus on defining the student expectations for the given CCRS and TEKS regardless of the targeted skill. Option D is incorrect because CCRS standards are meant to be integrated with the TEKS and should be determined before teachers design lesson activities.

40 09 B Option B is correct because performance on state or college placement tests is an appropriate accountability metric for achievement of the CCRS. Option A is incorrect because college admission rates measure progress only for students continuing to higher academic education, not those entering vocations or apprenticeships or going directly into the workforce. Option C is incorrect because report card grades and grade-point averages are not always reliable indicators of college and career readiness. Option D is incorrect because participation in academic organizations (e.g., clubs) is not one of the primary indicators of students’ college and career readiness.


Question Number

Competency Number


41 01 See rationale

The correct order of options is 2, 4, 1, 3 because this order allows the principal to support teachers in altering their thinking in a developmental manner. The principal first builds awareness around teacher attitudes and mind-sets and then uses that awareness to motivate teachers to shift their attitudes, mind-sets, and actions. The principal then uses coaching to encourage and reinforce continued changes. First step: Creating an awareness among teachers about their attitudes concerning students’ capability to meet the CCRS Second step: Providing motivation for the teachers to change their attitudes by demonstrating the correlation between high expectations and improved student performance Third step: Empowering the teachers to act on their changed attitudes by providing targeted coaching and mentoring, constructive feedback, and ongoing support Fourth step: Consistently reinforcing the belief that all students are capable of meeting the CCRS to prevent backsliding


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Competency Number


42 07 A Option A is correct because communication should be purposeful and fulfill a specific need. In addition, when messages are sent via various avenues, recipients can lose or overlook them. Option B is incorrect because although it is appropriate to evaluate the effectiveness of a communication tool, the purpose must first be determined. Option C is incorrect because although it may be appropriate to increase the frequency of the surveys, the effectiveness should first be evaluated. Option D is incorrect because the principal is already participating in multiple special events with parents and community members, which would provide opportunity for one-on-one interaction with these stakeholders.

43 01 C Option C is correct because it allows for the development of all teachers participating by allowing the observed teacher to share his or her thinking process and reflections, thus building all teachers’ ability to identify their own strengths and areas for growth. Option A is incorrect because the discussion should not be focused on individual preferences, but instead should focus on observable teacher and student actions. Option B is incorrect because focusing solely on teacher strengths misses opportunities for teacher reflection and growth. Option D is incorrect because while student engagement is important, it is not the primary indicator of a lesson’s effectiveness. The primary indicators are student achievement and measurable outcomes.


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44 06 B Option B is correct because a mentor should be able to coach new teachers in pedagogy and instructional issues as problems arise. This is a critical role of the mentor to help ensure new teachers develop effective practices and ensure student success. Option A is incorrect because teachers should be able to perform mentor duties across grade levels regardless of that teacher’s grade-level experience. Option C is incorrect because a mentor should focus on guiding and coaching the teacher and can do this without specifically citing the appraisal rubrics. Option D is incorrect because although the mentor teacher should be expected to demonstrate effective communication skills, concentrating solely on technology as a communication tool is too narrow a focus.

45 01 C Option C is correct because by allowing the teams to develop their own norms and ensuring they commit to those norms, the principal has enabled the teams to take responsibility for operating in a productive manner. Option A is incorrect because by encouraging the teams to identify the behaviors necessary to carry out effective meetings, the principal is not focused on information processing or conflict resolution. Option B is incorrect because the expectations will not be the same across all teams, since each team is developing its own set of expectations. Option D is incorrect because norms do not define in detail the processes a team will use in any given situation but rather focus on overarching principles that will guide the team’s work.


Question Number

Competency Number


46 08 B Option B is correct because stressors often exist in these students’ lives. Teaching self-regulation skills will provide students with the tools they need to better manage stressful situations and achieve academic goals. Option A is incorrect because directive classroom management strategies reinforce student compliance over authentic engagement. Option C is incorrect because the focus should be on affirming and reinforcing effort to encourage students to persist, make smarter strategy choices, and have a growth mind-set. Option D is incorrect because students should first be provided access to effective teaching practices within the classroom through tier 1 instruction.

47 04 C Option C is correct because teachers’ current plans do not logically build upon one another from one grade level to the next. Teachers need time to vertically plan and determine how to more effectively ensure alignment to the TEKS and the expected level of rigor on the fifth-grade state-mandated assessment. Option A is incorrect because the principal should focus on ensuring alignment to science TEKS and promoting vertical alignment between grade levels in science before targeting interdisciplinary lesson planning. Option B is incorrect because field trips can support what is being taught in the classroom, but the principal should prioritize improving teachers’ daily instruction. Option D is incorrect because there is not enough information in the lesson overviews to suggest that assessments and accommodations should be prioritized.


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Competency Number


48 06 B Option B is correct because only one classroom is cited as having investigations as the dominant student activity. The principal wants to spread the frequency of investigations in science classrooms because it leads to increased critical thinking skills and engagement. Option A is incorrect because although technology tools can enhance instruction, this focus is not a pressing concern, based on the data provided. The principal needs to prioritize the underutilization of scientific investigations as a concern before anything else. Option C is incorrect because there is no data to support the idea that students’ individual learning needs are not being met during independent practice. Option D is incorrect because teachers need to first ensure that the lesson plan is aligned to the TEKS and supports the development of scientific cognitive processes, and then determine student groups.


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49 08 A Option A is correct because allowing students to create their own meaning through performing investigations and having hands-on experiences rather than through watching a video can lead to deeper understanding of scientific concepts. Therefore, the principal should use this question to shift the focus of the conversation. Option B is incorrect because essential questions help target standards to organize content, which should have been done when the magnetism unit was written, not explicitly for the video. Option C is incorrect because while the teacher should have previewed the video, the video alone could not promote critical thinking skills and should not have been selected for this purpose. Option D is incorrect because performing hands-on investigations builds intrinsic motivation more effectively than does watching a video.


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Competency Number


50 04 D Option D is correct because the activity requires students to test, investigate, and create, which are actions that require higher-order thinking skills. Based on the walk-through data, this activity is appropriate, since teachers are currently including learning tasks that address lower-level thinking skills. Option A is incorrect because it does not walk the students through the process of observing a problem and creating an investigation to solve the problem, which is a process that involves more cognitive thinking. Option B is incorrect because finding and recording resources on the playground and identifying how a particular resource can be conserved does not engage students in metacognition. Option C is incorrect because sequencing process cards and researching how a product is made does not engage students in evaluation, creation, or higher-order thinking skills.


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Competency Number


51 05 C Option C is correct because teachers will need access to ongoing support, and the fifth-grade teacher is a strong in-house person to provide such support. The fifth-grade lesson plans reflect alignment between the TEKS and activities that integrate appropriate cognitive processes and scientific inquiry. Leveraging the fifth-grade teacher’s ability to provide ongoing support is a good solution, as it allows the fifth-grade teacher to take on a leadership role and share her professional knowledge with peers and will best help support and sustain the school improvement process over time. Option A is incorrect because there is no guarantee that teachers will use the online support, and the current professional development plan already provides for teacher access to exemplars during the Modeling component of the Skill Acquisition phase. Option B is incorrect because the current professional development plan includes both content instruction (what to teach) and pedagogical instruction (how to teach). Option D is incorrect because the current professional development plan allows for teacher self-assessment and reflection during the Evaluation and Feedback component.


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Competency Number


52 05 D Option D is correct because guided inquiry involves students designing investigations that help them answer specific research questions by analyzing data. Through guided inquiry, teachers provide input and guide students as they engage with scientific research designs. Option A is incorrect because hands-on, collaborative learning tasks are not necessarily inquiry-based. Option B is incorrect because reciprocal teaching is typically used as a small-group activity to promote comprehension of a text. It is not representative of guided inquiry. Option C is incorrect because inquiry-based learning involves scientific research design in addition to higher-level questioning.


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Competency Number


53 08 C Option C is correct because the principal is not targeting observations or coaching sessions to the teachers in need of improvement. She should create a tracking document that will allow her to capture individual teachers’ current development goals and observe trends across all staff. Option A is incorrect because while distributing instructional leadership responsibilities among the leadership team is a best practice, they should be prioritizing more-frequent observation and feedback cycles rather than longer, formal evaluations to encourage the more-rapid development of teachers in need. Option B is incorrect because the principal should target observations based upon individual teacher needs, which may require her to observe the teachers at different times throughout the day. Option D is incorrect because the principal should strategically provide scaffolded support to those most in need rather than observe teachers by years of experience.


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Competency Number


54 02 C Option C is correct because the meetings should meet the needs of all parents; by conducting the meetings in both Spanish and English, parent engagement will likely increase. Option A is incorrect because the majority of parents speak Spanish; therefore communication could be more effectively fostered by conducting the meeting in both languages. Option B is incorrect because separate meetings defeat the unifying purpose of the PTO. Option D is incorrect because the initial step in engaging participants should be removing language barriers. Once the language barrier is removed, the limited English-language parents may no longer need encouragement to engage.

55 02 D Option D is correct because by sharing the event online and in newsletters, the school recognizes tutors’ efforts publicly while also generating interest from members of the community who may see the article/photos, become inspired, and want to sign up to volunteer. Option A is incorrect because it’ not clear that the event information and photos clearly communicate specific outcomes of the volunteer tutoring program. Option B is incorrect because the primary purpose of celebrating the volunteers’ contributions is not to convince teachers that there is value in the supplemental instruction. Option C is incorrect because the tutors have instructional roles.


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56 01 A Option A is correct because the posters provide prompts for staff to use specific, as opposed to general, praise statements. Behavior-specific praise is an evidence-based practice that reinforces specific desirable behaviors and builds student confidence. Option B is incorrect because the purpose of the praise statements is not to explicitly develop positive adult-student relationships. This is a secondary outcome of positive communication. The purpose is to reinforce appropriate student behavior. Option C is incorrect because the posters provide prompts for staff to help them provide specific praise statements to students; the posters do not provide classroom expectations for students. Option D is incorrect because the goal of creating the posters is to reinforce specific student behaviors rather than increase teacher investment.

57 11 B Option B is correct because a viable curriculum for English learners must include a detailed developmental sequence of academic and social experiences that allow students to develop and practice the use of the English language. Option A is incorrect because this question focuses on teacher coaching rather than on best practices in curriculum development for English learners. Option C is incorrect because the multicultural celebrations and activities may not be sufficient to address the language development needs of ELs. Option D is incorrect because incorporating sight words is more appropriate for supporting reading fluency.


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58 06 D Option D is correct because teachers should be using assessments routinely to identify struggling students so that their needs can be addressed through reteaching or other types of interventions. Option A is incorrect because there is no evidence that indicates the program goals are unmet. Option B is incorrect because while analyzing the quality of instructional materials is an appropriate long-term action, the more immediate action is to adapt instruction to meet the needs of students based on the data. Option C is incorrect because teachers should work collaboratively on course redesign. In addition, this action would not address the immediate needs of the students.

59 09 B Option B is correct because item analysis will best help teachers identify any gaps in instruction and/or in students’ understanding. Option A is incorrect because a testing condition that could affect the performance of twelfth-grade advanced students should be apparent to teachers during the administration. Option C is incorrect because the district benchmarks should be aligned to the requirements of advanced-level science courses, not national standards. Option D is incorrect because there is no evidence in any of the documents that lax admission requirements are a causal factor in students’ weak performance.


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60 03 C Option C is correct because inquiry-based experiences such as labs develop the conceptual understanding necessary to excel in advanced-level science courses. Students with limited lab experience in eleventh grade will have difficulty meeting the expectations of the twelfth-grade course. Option A is incorrect because building foundational skills in earlier grades is a better long-term strategy. Option B is incorrect because it is unlikely that the courses are too rigorous, given the low passing rate on the standardized exam. Option D is incorrect because although these experiences may be motivating, there is no evidence that participating in them improves students’ understanding of the content taught in advanced-level courses.

61 03 B Option B is correct because research indicates that students who are overconfident may have underdeveloped metacognitive skills, which could be exacerbated by a lack of timely or frequent feedback regarding their academic progress. Option A is incorrect because while setting long-term goals is important, because of the identified gaps in student understanding, the students should work to set short-term goals and monitor their own progress. Option C is incorrect because increasing the number of self-assessments and peer assessments is likely to confirm students’ overconfidence unless they are receiving explicit instruction to develop their metacognitive skills. Option D is incorrect because decreasing the frequency that students will be receiving academic feedback will not help them develop the skills needed to monitor their own progress.


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62 04 A Option A is correct because based on the data there is underrepresentation of Hispanic students in the advanced-level science courses. Option B is incorrect because the data do not indicate that enrollment in advanced courses is dropping. Option C is incorrect because the principal should first work with the teachers who are currently at the school before looking to make new hires. Option D is incorrect because while this strategy may raise awareness and interest in advanced-level science courses, it does not address the challenges indicated by the data.

63 09 A Option A is correct because 80 percent of twelfth-grade advanced science teachers reported that students did not enter their classes with prerequisite knowledge of scientific inquiry. It would be appropriate to provide resources and high-quality training for science teachers on campus. Option B is incorrect because the data show that a majority of students are not participating; therefore, allocating money to clubs is an ineffective strategy for engaging students in science. Option C is incorrect because providing digital self-paced labs may not help students build their prerequisite knowledge of scientific inquiry. Option D is incorrect because there is no evidence that a lack of content expertise on the part of current teachers is causing the gaps in student performance.


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64 10 C Option C is correct because Title II, Part A, funds may be used to provide professional development for instructional leaders. Option A is incorrect because conferences sponsored by the school are not an allowable expense under Title II, Part A, funds. Option B is incorrect because student memberships to civic and community organizations are not an allowable expense under Title II, Part A, funds. Option D is incorrect because field trips are not an allowable expense under Title II, Part A, funds.

65 06 D Option D is correct because a facilitator needs to be able to maintain collaborative dialogue among grade-level teachers. By establishing protocols for the lead teachers, the principal provides tools to achieve successful facilitation and can provide feedback to the lead teachers for continued growth based on the implementation of the protocols. Option A is incorrect because the principal’s primary focus should be providing support to lead teachers to facilitate these meetings, rather than on ensuring the completion of these meetings. Option B is incorrect because the principal should be focusing on how to model the best practices for facilitating team meetings. Option C is incorrect because each team needs to decide what data they will gather based on the area or problem that they determine exists.


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Competency Number


66 11 A Option A is correct because the principal should focus his considerations on the potential impact on student learning. It is most appropriate to ask whether exposing students to diverse teaching methods is likely to have a positive effect on student outcomes. Option B is incorrect because the principal’s primary consideration should not be on whether the change will better prepare students for the structure of middle and high school; he should primarily consider the impact on student learning. Option C is incorrect because students will become accustomed to transitions if care is taken to properly acclimate them to the new structure. Option D is incorrect because the potential impact of departmentalization on the bell schedule is secondary to its potential impact on student learning and outcomes.


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Competency Number


67 09 See rationale

The correct order for the steps is as follows: First, the team should communicate clear expectations and provide training on specific improvement strategies aimed at increasing student talk. This action ensures that teachers have a clear understanding of what classroom strategies are expected. Second, the team should conduct biweekly classroom walk-throughs to observe instruction. This action ensures that the team closely monitors how improvement strategies are being utilized in classrooms. Third, the team should compile data from the observations to understand how student talk is being utilized schoolwide. This action ensures that the team uses multiple sources of data to draw conclusions about the success of the initiative. Fourth, the team should celebrate any increases in the instances of student talk and reflect on what still needs improvement. This action ensures that the team makes necessary adjustments to promote continued progress and recognize movement toward the campus improvement objective. Fifth, the team should adjust the student talk initiative to respond to teacher and student needs. This action ensures that the team is responsive to the needs of teachers and students, based on the current progress made, and makes necessary adjustments to promote continued progress toward the goal.


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68 01 D Option D is correct because the principal needs to provide professional development and coaching to teachers around the beliefs and skills needed to reach the higher student expectations. Additionally, the principal should highlight and celebrate teacher and student progress throughout the process. Option A is incorrect because a system of rewards and punishments may lead to teacher compliance rather than a change in teacher beliefs and practices. Option B is incorrect because based upon the data the principal collected, it is in the best interest of students to establish higher expectations. Option C is incorrect because while the principal may need to evaluate whether resources are needed to promote the needed change, the primary concern is providing experiences that will promote a change in teacher beliefs and practices.


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Competency Number


69 09 B Option B is correct because the kindergarten teachers need to focus on acknowledging positive student behaviors in order to encourage and reinforce the desired behaviors. The midyear observation noted that the kindergarten team is currently teaching the three expectations but is then focusing on the negative of each expectation (i.e., “don’t do ___”). Walk-through data notes that kindergarten students are exhibiting a large amount of inappropriate behaviors that teachers should be managing. Option A is incorrect because the teachers are already focused on using consequences for student problem behaviors, and no evidence in the data supports that they are not differentiating the consequences. Option C is incorrect because identifying problem behavior specific to certain classrooms or students will be ineffective, since the problem seems to span all of kindergarten. Option D is incorrect because using behavioral support team members to shadow classrooms looking for positive behavior is an ineffective use of their time until the principal is certain that kindergarten is providing consistent PBIS implementation.


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70 08 A Option A is correct because in addition to monitoring implementation of schoolwide expectations, the principal should provide support structures, such as targeted coaching, to develop teacher skills and ensure effective PBIS implementation. Option B is incorrect because curriculum and instructional planning is not the primary indicator of effective PBIS implementation; observations of adult-to-student and student-to-student interactions are stronger measurements. Option C is incorrect because disaggregating discipline referral data does not represent day-to-day student behavior and thus does not provide a full picture of PBIS implementation. Option D is incorrect because there is no evidence that there is a lack of schoolwide systems for addressing behaviors.


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71 08 A, C Option A is correct because in long-term studies, PBIS has shown effectiveness in improving academic achievement by increasing instructional time in the classroom. Option C is correct because having a common language for students to self-regulate and manage their own behavior decreases the number of disciplinary incidents in schools. Option B is incorrect because while PBIS does provide student behavior expectations for teachers, it does not prevent teachers from referring appropriate incidents to administrators. Option D is incorrect because while PBIS gives school staff members a common language to use when talking with community providers, it does not help schools connect to those providers. Option E is incorrect because PBIS does not prevent suspensions and expulsions, although it may reduce the number occurring on the campus.


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72 05 C Option C is correct because the kindergarten teachers are struggling with transitioning between large group, small group and center time and are also using negative behavior statements to communicate expectations (e.g., “I do not want to see anyone pushing”). The prekindergarten teachers have demonstrated that they have clear signals for transitions and that they teach and review the three expectations daily, even using a song to reinforce the expectations. It would be appropriate for the kindergarten teachers to focus their peer observation around transitions and reinforcing the three expectations. Option A is incorrect because focusing on the frequency that students are allowed to move around and interact with different areas of the room will not provide much insight into how student behaviors are managed effectively. Option B is incorrect because the language used in the posted rules (i.e., the three expectations) should be consistent (Be safe, Be respectful, Be responsible). The data collected does not suggest that focusing on students with learning challenges is an area where kindergarten teachers need support. Option D is incorrect because the order of the class schedule and the learning tasks included in centers will vary between kindergarten and prekindergarten. Observing how behavior expectations are set and reinforced in a positive manner during all times of the day would be most helpful for kindergarten teachers.


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73 01 D Option D is correct because the student appears to be struggling with social skills (e.g., tripping classmates, making inappropriate gestures, and pushing a peer), so the principal should work with the teacher to provide more intensive interventions to successfully meet the expectations of PBIS. Option A is incorrect because while discussing how to make good choices is an appropriate conversation to have with a kindergarten student, merely discussing challenges is too vague to support the student. The teacher has already called the student up to discuss the behavior several times while the principal was present. Option B is incorrect because PBIS is already a research-based system to help with behavioral issues such as oppositional defiance. Using the established structure provided in the PBIS will help the student adjust his or her behavior over time so long as consistent implementation of the program is used. Option C is incorrect because documenting the observed inappropriate behaviors does not align with the PBIS framework.


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74 07 D Option D is correct because the examples will allow parents to have a concrete way to implement the three expectations at home. The school can create examples of how students can demonstrate the expectations while getting ready in the morning, riding in the car, eating meals, and getting ready for bed. Option A is incorrect because having one parent coordinator to train twenty classes of parents would not be the most efficient use of resources. Option B is incorrect because while having parents come in to observe how teachers use the expectations would be helpful, it would not support the connection to PBIS application at home. Option C is incorrect because while a monthly calendar of classroom topics would provide some ideas of what parents could talk about with their children at home, it would not help parents with applying the expectations.


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75 03 A, D, E Option A is correct because for teachers to effectively integrate technology into lessons, they must be frequently exposed to varied ways to use it and be taught how to maximize its potential at their current level of expertise. Option D is correct because providing time for teachers to reflect on new technology integration and share key learnings with others will increase the likelihood of effective implementation. Option E is correct because giving teachers feedback on their attempts to integrate technology shows the principal’s commitment to the initiative and helps the teachers to develop their skills more efficiently and effectively. Option B is incorrect because providing teachers with a list of computer applications does not necessarily mean technology will be integrated in meaningful ways into daily lessons. Option C is incorrect because while the vision statement does provide a direction for what the school wants to become, it is insufficient in helping the teachers integrate technology into their lessons.


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76 11 A Option A is correct because the principal should help students learn to navigate a larger high school building, choose from a larger menu of scheduling options (both academic and extracurricular), and implement strategies for becoming a more independent learner. Option B is incorrect because solely focusing on the benefits does not build the underlying skills students need to navigate making choices. Option C is incorrect because intervention services would be better provided by adults who can provide the support incoming high school students need. Option D is incorrect because while a joint program with the middle school counselors would likely provide support and ease some of the stress of transitioning to the high school, elementary counselors would likely not be the most appropriate resources to target for this work.


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77 01 A, B, E Option A is correct because parents who are knowledgeable about and engaged in college readiness early have greater impact on their students’ preparedness and self-efficacy, significantly improving chances that students will go on to college. Option B is correct because the school can expose students and their families to experiences that help build their desire, interest, and determination to attend college. Option E is correct because the principal can gain insightful information through authentic conversations with parents, which will allow him to identify and address barriers that might prevent students from attending college. Option C is incorrect because there is no clear cause-and-effect relationship between having strong technology skills and attending college. Option D is incorrect because focusing on career awareness is more appropriate for middle and high school counselors.


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78 02 D, E Options D is correct because the principal should address the situation by facilitating a meeting with both educators to develop a common understanding of students’ learning needs. Having a shared understanding will allow the speech language pathologist (SLP) and teacher to address any barriers and ensure that the first-grade teacher implements each student’s individual education program requirements. Option E is correct because the speech language pathologist (SLP) has provided feedback electronically to the first-grade teacher, but has not facilitated a conversation with the teacher to determine why she is struggling to implement the accommodations and develop a shared understanding of the students’ needs. The principal should meet with the SLP to provide strategies and model best practices in facilitating two-way collaboration. Option A is incorrect because the school language pathologist has already provided the list of accommodations to the teacher, which would be duplicated in the minutes. Option B is incorrect because while stronger collaboration is needed between the two educators, changing the school schedule is not needed to address the situation. Option C is incorrect because the speech language pathologist (SLP), principal, and teacher should first develop a shared understanding of the needs of the students. This shared understanding would lead to a more effective use of observation.


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79 11 A Option A is correct because the violations discussed during the training session all relate to breaches of professional boundaries between teachers and students. Option B is incorrect because none of the violations that were brainstormed relate to issues of confidentiality. Option C is incorrect because only the emotional violation (playing favorites) demonstrates preferential treatment to certain students. Option D is incorrect because only the second potential violation (meeting a student alone at his or her home) relates to teacher conduct outside of school.

80 10 B, D Option B is correct because based on UIL rules, ineligible students are still eligible to participate in practice. Option D is correct because six-weeks grades are final; students cannot complete extra credit to raise their report card grades and regain eligibility. Option A is incorrect because Coach Peterson notes that Shawn’s grades will not affect his ineligibility due to DAEP placement, so this is not a misconception for the coach. Option C is incorrect because ineligible students can attend pep rallies, but not take part in performances or speeches. Option E is incorrect because students do need passing grades to maintain eligibility for participation in competitions.


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Competency Number


81 01 A Option A is correct because the principal needs to work with the coach to help him become better informed and ensure accurate communication to the parents. Option B is incorrect because the principal should not circumvent the coach. The principal should work with the coach instead on improving the accuracy of his communications. Option C is incorrect because all parents need access to the updated information, not just parents of students who lost eligibility. Option D is incorrect because it is not appropriate to ask another coach to take part in developing a growth plan for the football coach.

82 07 C Option C is correct because training all relevant stakeholders on eligibility guidelines will improve understanding of UIL rules and local policies and promote accountability. Option A is incorrect because responding to a dispute represents a reactive strategy, not a proactive strategy. Putting a plan into place in which the coach checks on students’ grades earlier and addresses parents before it’s too late could help avoid these disputes. Option B is incorrect because not all parents may be able to attend in-person information sessions; it is also clear that the coach needs clarification on rules and policies. These sessions are not the best way to improve proactive communication. Option D is incorrect because UIL policies cannot be revised by schools unless the district is making updates that reflect a more stringent policy than what is written in state UIL rules.


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83 10 A Option A is correct because creating a plan of how academic progress will be communicated will address Ms. Harper’s concern that she felt unaware and surprised that Bryan had a failing grade. Option B is incorrect because documenting the events that led to Bryan’s failing grade will not help Ms. Harper move forward and plan for ensuring Bryan’s return to eligibility. Option C is incorrect because reviewing the syllabus to identify upcoming projects and tests will not directly impact Ms. Harper’s current concern of lack of communication and awareness of failing grades. Option D is incorrect because discussing the need for a balance between academics and athletics is tangential to the primary focus of the conversation, which is helping Bryan to get passing grades.

84 11 D Option D is correct because during weeks 7-36 of the year, eligibility for students in special education is determined by examining whether students are meeting their IEP requirements so it is critical for teachers to properly implement them. Option A is incorrect because during weeks 7-36 of the year, eligibility for students in special education is determined by examining whether students are meeting their IEP requirements, not by calculating graduation credits. Option B is incorrect because grade placement committee decisions with regard to eligibility only affect the first six weeks of the school year. Option C is incorrect because the status of behavior intervention plans does not impact academic eligibility.


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85 07 A, E Option A is correct because proactively working with students to ensure that they are aware of their grades near eligibility dates and providing those dates to parents will help communicate the importance of academic performance and ensure families are aware of their student athletes’ status in classes. Option E is correct because the coaches need to ensure that all stakeholders understand the importance of how athletics can support the students’ academic success. This shift in philosophy can be made concrete by providing an established study hall time for students to provide athletes support before failing classes becomes an issue. Option B is incorrect because the purpose of the district PR coordinator is to function as a liaison between the district and external stakeholders, not to monitor teachers’ correspondence. Option C is incorrect because providing information regarding students’ status is the responsibility of the individual school, not the central district office. Option D is incorrect because educating only new teachers does not address misunderstandings that may exist among current teachers.


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Competency Number


86 02 D Option D is correct because it is the principal’s job to ensure that stakeholders feel comfortable expressing contrary opinions and dissent. Conflict, when handled effectively, can be constructive and lead to informed decision making. Option A is incorrect because this action will potentially cause groups in the future to be less likely to engage in meaningful ways. Option B is incorrect because by meeting with only one group, the principal limits the groups’ ability to hear multiple perspectives and could potentially damage her relationships with the other group. Option C is incorrect because it is important to continue the conversation that brought the disagreement to light.

87 10 D Option D is correct because the principal and crisis team should monitor the evacuation time of various exit routes to identify problematic areas and the contributing factors. Then the roles of adults can be clarified in problem areas to reduce the evacuation time. Option A is incorrect because simply providing teachers with a highlighted floor plan of the school does not help to target factors that contribute to slow evacuation times. Option B is incorrect because in the event of an actual crisis, there will not be advance warning. In addition, this does not target factors that slow evacuation times. Option C is incorrect because faculty and staff responsibilities should be communicated prior to the beginning of the school year and then reinforced through opportunities to practice.


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Competency Number


88 01 A, C Option A is correct because having a diverse student committee will ensure that different viewpoints and ideas are considered when planning school-wide initiatives. Option C is correct because involving students in decision-making processes helps to build student support for school initiatives and makes students feel valued and appreciated. Option B is incorrect because basing committee selection on student performance on standardized tests limits the pool of potential committee members. Option D is incorrect because students should be selected objectively, on their own merit, and not by interviewing parents or teachers, who may be more subjective. Option E is incorrect because the student advisory committee’s purpose is to be involved in initiatives and decision-making that involves the school and students, not community service.

89 06 B Option B is correct because the principal should clearly define what business attire means so the teacher understands exactly what is expected. The principal should also discuss how the teacher’s actions are misaligned with the school’s vision and work to address the situation. Option A is incorrect because this action communicates only the expectations and not the rationale. Option C is incorrect because the principal does not need to revise the dress code to be more lenient; it is important to establish expectations regarding professional appearance. Option D is incorrect because discipline is not yet necessary and will only be required if the teacher continues to disregard the dress code after their meeting.


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Competency Number


90 01 C Option C is correct because survey results indicate that each stakeholder group is split on their views on school uniforms. Focus groups will allow the principal and team to gain more insight and listen to concerns as participants share their thoughts and rationales. Option A is incorrect because redistributing the survey will not give the team any additional insight. Option B is incorrect because the team does not have enough information to recommend a determination about a school uniform policy. Option D is incorrect because, while the majority of students are not supportive of the initiative, the principal should ensure all stakeholder input is considered before dropping the initiative.


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91 10 D Option D is correct because the Texas Public School Nutrition Policy prohibits schools from serving or selling foods that do not meet the competitive food nutrition standards (e.g., gum or candy) to students on the school grounds during the school day. For up to six days per school year, a school can have an exempted fund-raiser, but it may not be held in competition with school meals in the food service area. Therefore, the principal should deny this request. Option A is incorrect because food with minimal nutritional value cannot be provided on campus during the school day regardless of packaging. Option B is incorrect because foods that fail to meet the competitive food nutrition standards cannot be sold during the school day, except on one of the school’s exemption days. Option C is incorrect because while the school has exemptions for fund-raisers that do not meet the competitive food nutrition standards, fund-raisers held under an exemption must not be sold in competition with school meals in the food service areas during the school meal service.