WorksheetsSupporting a Successful Merger of Schools
Total questions: 31
Worksheet time: 16mins
During their discussion, Mr. Auckland shares that he does not feel confident in creating math centers to support student learning. He is concerned about the middle-of-the-year mathematics data and wants to develop centers that help students more effectively become kindergarten ready. Ms. Okeke schedules time to work with Mr. Auckland on creating a center that addresses the area of greatest need. Which of the following centers is most developmentally appropriate?
Providing a foam die labeled from zero to five and having students roll the die to determine how many plastic animals to remove from a set and then how many are left in the set
Providing a written practice sheet on basic mathematics sentences for numbers from one to five
Providing egg cartons and plastic eggs and having students sort by color while they place each individual egg within the carton
Providing containers of different shapes and sizes and having students fill them with sand or water to determine which containers hold more or less
After reviewing the information for each school, which THREE of the following actions should Mr. Kapoor plan to implement to support a successful merger of Junction Magnet MS with Riverside MS?
Visiting Junction Magnet MS regularly to interact with students and parents and have an opportunity to communicate with them
Schedule multiple opportunities for Riverside MS and Junction Magnet MS students to participate in team-building activities at Riverside MS
Create a new code of conduct to ensure consistent expectations for all students from Riverside MS and Junction Magnet MS
Disaggregate student disciplinary data to determine which students to target for additional services once the merger is complete
Meet with parent representatives from diverse groups to facilitate the creation of a combined parent-teacher organization
Which of the following best supports Mr. Kapoor's request for choosing the teaching staff based on his staff projections for the merger?
Relying on seniority interferes with the efficacy and motivation of first-year teachers.
Eliminating seniority as the factor in determining which teachers are hired for positions strengthens communication with teachers.
Reconsidering seniority preferences allows for student-performance factors to be used as a criteria in teacher selection.
Ranking teachers solely by seniority when determining contract nonrenewal ensures transparency in decision making.
Which THREE of the following actions should Mr. Kapoor take before sending out the letter regarding the changes to student selection for the STEM program?
Ensuring the selection process includes a consideration for representation from Junction Magnet MS and Riverside MS student bodies
Adding information to the letter regarding the rationale for the new application process when compared to the previous lottery process
Removing any information regarding selection into the magnet program from the letter as this is confidential information
Asking key parents involved in the Riverside MS parent-teacher organization to review the letter for feedback
Forming a committee of representative stakeholders to review the criteria drafted for the application process
Once staff have been selected and Mr. Kapoor is ready to determine the remaining portion of the transition plan, which of the following is the most immediate action Mr. Kapoor should take?
Gathering input from stakeholders about how to use the space at Junction Magnet MS effectively to best support district initiatives after the closure
Selecting parent representatives from each campus who are willing to provide information to students about the merger
Setting the tone for the combined school by planning staff engagement activities that include staff and student culture building and instructional planning
Creating a school transition team of district administrators, school administrators, and teachers who participate in community-wide meetings
As Ms. Garmon refines the direction of the GYO program, which THREE of the following additional goals should she prioritize?
Increase the diversity of the GYO participant pool to support the long-term plan for making the school staff more diverse.
Incorporate a formal appraisal protocol as an integral component of prospective teacher preparation.
Partner with a higher education institution to provide a pathway for high school students interested in becoming certified teachers.
Designate a current pre-K–12 teacher as the GYO program coordinator as the initiative expands to ninth and tenth grades.
Recruit students who show an interest in the areas of secondary science and high school mathematics.
Which of the following recruitment practices is likely to have the greatest impact on the GYO program?
Utilizing teacher role models that reflect the demographics of the student population to encourage Hispanic students to participate in the program
Sharing a flyer including student testimonials to make the student population more aware of the details and benefits of the program
Having prospective participants write an essay explaining why they are a good fit for GYO
Giving primary consideration to prospective participants who express a desire to work at the secondary level
To ensure that all participants benefit from their classroom placements, Ms. Garmon should primarily consider
providing opportunities for participants to attend and contribute to board meetings and other school-related events.
selecting only mathematics and science teachers as mentors to guide participants toward hard-to-staff subject areas.
distributing participants equally across early childhood, upper elementary, middle, and high school classrooms.
pairing participants with highly effective teachers who have a demonstrated track record of academic success and of fostering a strong student culture.
Ms. Fripp can determine that the highest priority action is helping general education teachers
adjust the criteria for determining whether a student needs an instructional accommodation.
use frequent assessments to inform changes to the content standards taught in order to scaffold student learning.
understand how to work with paraprofessionals to monitor each student's progress toward academic IEP goals.
make the general curriculum accessible by adapting instructional practices to meet students' academic or functional needs.
Ms. Fripp and the team want to monitor the implementation of learning from the campus professional development plan. Which of the following classroom practices best demonstrates evidence of progress toward the expected outcomes listed in the professional development plan?
Students receiving special education services are using tablets for independent learning while the general education teacher delivers instruction to the rest of the class and the special education teacher monitors.
The general education teacher delivers whole-group instruction and pairs struggling learners with non-struggling learners during independent practice, with the special education teacher reteaching as needed.
The special education teacher provides the students receiving special education services with small-group instruction while the general education teacher delivers instruction to the rest of the class.
The general education teacher and special education teacher split the class into two groups based on identified needs to teach the same thing simultaneously using specific instructional methods tailored for each group.
Mr. Randolph, a third-grade teacher, has been partnered with Ms. Kirk, a special education teacher, to provide services to five students in Mr. Randolph's classroom. Mr. Randolph communicates to Ms. Kirk that he will provide her with weekly lesson plans so that she will be aware of what the students will be learning when she comes in to work with them. Ms. Kirk insists that they should collaborate and plan lessons together, but Mr. Randolph resists and indicates that he prefers to simply provide her with the plans. The principal, Ms. Fripp, meets with Mr. Randolph and learns that he questions the effectiveness of co-teaching to support the learning of all students. Which of the following strategies would be most effective in building Mr. Randolph's investment in co-teaching?
Providing the teachers with a dedicated regular planning time to allow them to prepare lessons and activities collaboratively
Arranging for Mr. Randolph to observe a successful co-teaching classroom at the school and debrief with Ms. Fripp regarding the impact on student learning
Conferencing with both teachers together to discuss their personal beliefs regarding co-teaching practices to help them overcome barriers
Reassigning Ms. Kirk to work with another general education teacher who is willing to fully implement the co-teaching model
Which of the following should Ms. Fripp add to her list to best ensure a comprehensive evaluation process?
Evaluating the IEP for students receiving special education services for evidence of goal attainment
Reviewing lesson plans for evidence of consistent implementation of parallel teaching strategies
Surveying teachers for changes in knowledge and attitudes regarding inclusive practices
Determining the value-added effects of collaboration between teachers in core content areas
During a classroom observation in the science department, the principal notices multiple containers out on counters near the chemical storage area. What is the principal's next action?
asking the teacher to keep all chemicals away from sources of flame such as burners
requesting that the chemical storage unit be locked at all times and that materials near the storage area be removed
removing all chemicals from the school and requiring that experiments done in the classroom not involve chemicals
confirming with the teacher that all chemicals clearly meet state and federal guidelines for use and appropriate storage
In addition to upholding their many responsibilities to students, staff, and families regarding student outcomes and achievement, school leaders must also allot time for monitoring and addressing physical school operations. To ensure that all building equipment is operational, school leaders should incorporate which of the following into their routine practices?
conducting a building walk at least once a month
implementing weekly equipment maintenance checklists for custodial staff
reviewing annual maintenance logs for major equipment
setting up and monitoring an online portal for staff to submit equipment maintenance requests
Mr. Cruz, the campus principal, conducts a classroom observation and completes walk-through notes on one of Ms. Hawthorne's lessons. After reflecting on his observations, he decides to send in the teacher specialist Ms. Worthington to model which of the following strategies?
flipped classroom
cooperative discipline
cooperative learning
flexible grouping
Read the comments below, then answer the question that follows.
In the middle grades, teachers find their work affected by the need to coordinate with other teachers - in planning, in
delivering the lessons, and in evaluating students and curriculum. In interdisciplinary teaming, the teacher is a member of a
team of teachers who usually share the same students; share responsibility for planning, teaching, and evaluating curriculum
and instruction for multiple courses; share the same schedule, including a common planning period and most often share
the same area of the school building. In this type of structure, teachers feel less isolated and less stressed when they team.
Which of the following Texas Teacher Evaluation and Support System (T-TESS) domains do these comments most likely
address?
Professional Practices and Responsibilities
Planning
Instruction
Learning Environment
Jose Martinez is the principal of Adams Elementary School. He has been informed that he will have a job opening for a teacher in first grade. Which of the following is the most important legal consideration for Mr. Martinez to remember as he interviews candidates?
asking questions focused on job requirements specified in the job description
the demographics of the campus and the staff
the age and experience of each candidate
finding a good "fit" with the existing teaching team
As principal of Longmeadow Middle School, Mr. Jones is working with a first-year teacher who is struggling in the classroom.
The teacher, Mr. Aardvark, is a math teacher. A growth plan was developed and implemented during the first semester.
However, Mr. Aardvark is still struggling with showing expected performance improvement; there has not been any
noticeable improvement at all. What would be an important step for Mr. Jones to do before considering non-renewal of Mr.
Jones' contract?
Determine if all the legal steps have been followed to provide assistance to the teacher and to document the results
of the growth plan.
Meet informally with Mr. Aardvark and explain that he is considering non-renewal of his contract.
Visit with the team leader of the math department and see what alternatives they have for moving the teacher to
another position.
Write a memo to Mr. Aardvark discussing the steps to non-renewal that are being taken.
An elementary school principal conducts a teacher's appraisal and rates the teacher's performance below expectations. The principal then receives the teachers' written response to the evaluation marked by strong resistance to the outcome. In this situation, what should be the principal's best response to solve this problem?
Allow the teacher to be evaluated a second time by a different appraiser.
Request the superintendent to mediate this problem.
Make a strong case for the support of the superintendent for his evaluation of the teachers' appraisal.
Obtain copies of previous appraisals to compare consistence of results.
In Texas, teachers' performance is evaluated directly by measuring and comparing the learning gains of every teacher's
students on standardized tests such as the State of Texas Assessments of Academic Readiness. Accountability, as it relates to
teachers, means which of the following?
I. Teachers are responsible for collaborating with colleagues and other professionals for continuous growth and
development.
I. Teachers are responsible for improving STAAR-related performance of all students on campus.
Ill. Teachers are responsible for making the whole school safe and orderly, and a stimulating learning environment for
children.
IV. Teachers are responsible for maintaining a high level of attendance that promotes student achievement.
I, Il and IV only
I, Il and Ill only
I, Ill and IV only
I and Il only
Ms. Powell, a middle school leader, has grown increasingly concerned about the high rate of chronic absenteeism among her students. She suspects that underlying factors, ranging from transportation challenges to family engagement issues, may be driving these attendance patterns. To better understand and address the problem, Ms. Powell plans to take the following steps:
1. Conduct a thorough review of attendance records and student-level data to pinpoint when and where absenteeism is most prevalent.
2. Examine the effectiveness of the school's current attendance support initiatives and community outreach efforts.
3. Collaborate with teachers, guidance counselors, and local organizations to identify root causes and develop more targeted, sustainable strategies for improving attendance.
Which of the following factors most likely contribute to the school's chronic absenteeism problem?
limited and unreliable morning transportation options, causing repeated difficulty getting students to school on time
periodic mild weather disruptions that lead to attendance fluctuations
sporadic scheduling of special assemblies that alter routines
inconsistent reminders about attendance policies, leaving some families confused
What is the most effective use of the following data sets when making adjustments to the middle school reading program?
implementing additional programs in the Language Arts curriculum that could improve Language Arts gains for every group
isolating instructional practices that promote improvement in the ELL group in all three grades
making decisions based on the number of students who represent the all-student group and the number of students who make up the ELL subgroup
closing the achievement gap in Language Arts performance between the all-student group and the ELL subgroup for all grade levels
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 student 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?
What job-embedded coaching can we provide teachers to support implementation of the curriculum in the classroom?
How can we incorporate regular opportunities for oral language development in both social and academic language contexts?
What types of schoolwide, multicultural celebrations or activities can we implement in order to support the current general education curriculum?
How can we incorporate the use of sight words to support student language acquisition and early reading skills?
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?
Facilitate targeted coaching to develop teacher skills needed for effective
implementation of PBS expectations.
Review teachers' unit and lesson plans to ensure that they reinforce the main
expectations of the PBIS framework.
Disaggregate discipline referral data by frequency, type, and location of problematic
behavior.
Establish clear procedures for identifying whether teachers or administrators will address
problematic behaviors.
Which of the following best describes how Mr. Lin can leverage parents to help reinforce the
three schoolwide expectations?
Train a parent coordinator who will work with parents in their homes on understanding the
three expectations
Offer a day for parents to come in and watch teachers use the three expectations in the
classroom
Ask teachers to send home a monthly calendar of classroom topics that includes
explanations for how each topic connects to the three expectations
Provide examples of how each of the three expectations can be modeled and supported
during everyday routines at home
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?
How could creating an essential question about magnetism that is based on the TEKS
focus students during the video?
What are other ways to help students construct their understanding of how magnets
work through observation and hands-on experience?
Did you preview the video to determine whether it promoted critical thinking skills that
students could apply to other magnetism lessons?
Did you attempt to foster students' interest in magnetism to promote intrinsic motivation
through an introductory activity before the video?
Dr. Brown is the newly hired principal of Highland Middle School, a school in an area that has recently transitioned from rural to suburban. He is replacing the current principal, Ms. Aleman, who is transitioning to a district-level position. Ms. Aleman is well-loved and highly active in the Highland Middle School community. Highland Middle School has 523 students enrolled for the upcoming school year.
Starting this upcoming school year, it will also absorb the neighboring school, Green Trace Middle School, which has 347 students currently enrolled. Over the last three years, its enrollment has declined due to students attending magnet programs at other schools in the district. The principal of Green Trace Middle School, Ms. Williams, has accepted a position as the principal of the new high school, Overland High School, that will be housed in the building Green Trace Middle School is vacating.
The superintendent has directed that the principals work together to merge and transition leadership of the schools. Ms. Aleman has assured the district superintendent that she will work with Dr. Brown and Ms. Williams on the transition. They have met several times to work towards the merger of the two schools. The most recent meeting covered staffing and classroom allocations for the upcoming school year.
Key Documents:
Student Demographic Information - Highland MS and Green Trace MS
Preliminary Transition Plan
Student Level of Confidence Data
Merger Parent Concerns
Staff Allocation Projection: Highland MS
Correspondence to Parents
The merger plan is complete and integration of the two schools is underway. Dr. Brown is sending a letter to parents to keep them updated on the integration implementation. Which of the following statements should be included in the letter?
"Parents can send a written request for specific teachers to the registrar."
"I am seeking parents to participate on a committee to provide feedback on the integration experience."
"The district magnet programs are still accepting applications for the upcoming school year."
"I have done my best to keep as many teachers as possible from Green Trace MS."
A school leader is implementing a new School Improvement Plan to address declining student achievement in math and reading. Parents, teachers, and community members have expressed concerns about the plan's effectiveness and want regular updates on progress. How can the school leader best be accountable to stakeholders regarding the School Improvement Plan?
hold regular meetings with stakeholders to share updates on the plan's progress, using data to highlight areas of growth and areas that need further attention
post updates on the school's website with graphs and data showing progress on the improvement plan
send quarterly newsletters to stakeholders summarizing key updates on the improvement plan and addressing concerns that arise
delegate the responsibility of reporting progress to department heads to ensure communication is consistent across grade levels
A school leader has a limited budget and must decide between allocating funds to update the curriculum or investing in physical materials and facility upgrades. Which approach best balances the school's long-term needs while ensuring an effective learning environment?
focus on curriculum updates but allocate some funds to essential physical upgrades
prioritize physical upgrades and defer curriculum updates to the next budget cycle
update the curriculum and defer physical upgrades to the next budget cycle
split the budget to address both curriculum updates and physical upgrades
A middle school's special education population has grown by 18% in the last two years. Several students now require one-on-one aides according to their IEPs. To meet legal requirements, the school must hire two additional aides immediately. However, doing so will require cutting funding from the after-school tutoring program, which serves 180 general education students and has shown strong achievement gains. Parents of general education students are already concerned about reduced opportunities.
Which of the following is the most appropriate leadership action?
reassign existing aides from students with less intensive needs to cover the new IEP requirements
cut the tutoring program because legal compliance takes priority over discretionary programs
conduct a needs assessment and present data to request additional district funding
reduce tutoring program hours so that both programs can continue operating
An ESL teacher has given the students the task of writing a persuasive essay. Which of the following would be most helpful to them in the brainstorming and prewriting phase?
a sequence chart
a compare and contrast chart
a KWL chart
a bilingual dictionary
