Which of the following is true about mental health and student learning and achievement?

• Educational problems are not related to mental health issues.

• External stressors can create obstacles to learning and achievement

• Only psychological disorders diagnosed by a health professional can be addressed in schools.

• Only students who qualify for special education services can receive support for mental health issues.

School leaders must know of a wide range of mental health professionals available to students. To which of the following are students most often referred for help that schools cannot provide?

• Career Counselors

• Family Counselors

• Group Counselors

• School Counselors

In terms of assessment, which of the following is a true statement that school leaders should consider when minimizing bias and maximizing equity for all students?

• Accommodations given to students during testing are inherently fair.

• Progress monitoring using student data decreases achievement groups.

• Achievement gaps can be resolved by testing low performing students frequently and extensively.

• Assessment validity and reliability nullifies most non-standardized test results.

An elementary school leader has a set goal of establishing a school climate wherein all educators believe every child can learn and succeed, and are committed to enabling every child to do so. Which classroom practice should the leader encourage teachers to use toward the goal?

• Differentiating Instruction

• Assigning student teams to compete in contests

• Differentiating assessment standards by student

• Regularly researching individual student interests

In a manifestation determination meeting, if a school IEP committee determines a student's behavior was a manifestation of their disability, what correctly identifies an area the IEP committee will address through a suitable plan?

• Modifying implementation of the IEP other than how it is written.

• Adding accommodations, services, etc. without changing the IEP.

• Offering additional services as needed without more evaluations.

• Making a functional behavior assessment to inform the intervention.

The Dean of Instruction analyzed data from the most recent benchmark and noticed that when the data was disaggregated by race and ethnicity, a particular group failed to meet performance standards. How should the Dean address this?

• Talk to teachers who instruct the demographic group and students that belong to the demographic group to identify the challenges they are facing in mastering the content.

• Contact the parents of the students who were not successful and inform them that their child needs tutoring.

• Observe the teachers who instruct the demographic group to determine their efficacy.

• Develop a schedule of tutorials and remediation for the students who did not master the content.

Among classroom assessment principles that school leaders must know for effective collaboration with teachers, which choice is MOST representative?

• A few specific assessment instruments are error free.

• Authors and users typically overestimate testing error.

• Assessment reliability applies to tests, not test scores.

• Good assessment is valid, reliable, ethical, and fair.

Educational research into collaborative data analysis has identified four areas. Which of these areas involves the process of exploring learning standards, goals, and definitions.

• Calibration

• Student data focus

• Educator engagement

• Supportive Technology

What is the primary reason that curriculum and instruction must be aligned to assessment?

• School leaders must be able to justify why they select curriculum and resources.

• Teachers must know what to teach in the classroom.

• Assessments that are not aligned with curriculum and instruction will not accurately measure what students learned.

• Alignment of curriculum and assessments makes it easier to analyze and compare student performance data.

The sixth grade department meets as a PLC and determines that overall students in sixth grade are not performing well on the same three math objectives. However, these same students are performing satisfactorily on other math objectives. Which of the following is the most likely reason that the sixth grade students are not mastering the identified math objectives?

• The math teachers are ineffective in teaching the identified math objectives.

• The curriculum is not properly aligned to address the identified math objectives.

• The students need additional tutoring to master the identified math objectives.

• The assessment used to measure student performance was biased.