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CPACE PERFORMANCE QUESTIONS AND ANSWERS
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CPACE PERFORMANCE QUESTIONS AND ANSWERS
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CPACE PERFORMANCE QUESTIONS AND ANSWERSTypical areas for school improvement
Academic Achievement (ELA/Math), Family Engagement, School safety/culture (ie.
suspensions, expulsions), Supporting Special Populations (SPED, EL)
Identify two school needs and cite evidence.
One school need is _____ based on Artifact #_. This is an issue because__. A second
school need is ____ based on Artifact #_. This is an issue because____.
Identify two school strengths and cite evidence.
One school strength is _____ based on Artifact # __. This is a strength because _. A
second school strength is ____ based on Artifact #__. This is a strength because _.
Get to your point ______.
QUICKLY! This is not a writing assessment to determine your writing ability. Make your
point crystal clear. Use the questions to frame your responses. Support your response
with evidence from the artifacts.
Prompt for addressing school leadership issues
One issue is ____ based on artifact___. One way to address this issue is by _____.
Typical instructional improvement areas
Let's assume the teacher will struggle with.. Differentiation, Supporting students from
special populations (EL or SPED, more than likely), Classroom Management ,Rigor of
Questions ,Facilitating Student Discussion
Instructional Leadership: Assess teacher performance by....
Reviewing student growth.
Blooms Taxonomy: Level of questioning
Addressing chronic absenteeism
Use Mentors to Promote Good Attendance, Promote an Attendance Culture When
Connecting With Guardians, Manage Behavior Effectively, Address the Underlying
Factors, When Possible, Use a Multi-Tiered System of Supports, Reward Positive
Behavior
Addressing high suspension/expulsion rates
Implement the restorative justice framework, increase engagement with educational
partners/stakeholders, address the school culture/climate, determine any
overrepresentation of student populations and address the need, implement a system of
Positive Behavioral Intervention and Supports (PBIS), determine staff need for
continued PD in classroom management and behavior de-escalation strategies
Creating a Professional Development Plan
1. focused on teacher and student needs
2. Mentorship and peer coaching
SMART Goals
Specific = What will be accomplished
Measurable = How success will be quantified
, Achievable = Not unrealistic
Relevant = How it fits with overall mission
Time-bound = Intermittent checkpoints
Characteristics of High Performing Schools
1. Clear and shared focus
2. High standards & expectations
3. Effective school leadership
4. High levels of collaboration & communication
5. curriculum, instruction, and assessment aligned with standards
6. Frequent monitoring of learning & teaching (MTSS)
7. Focused professional development
8. Supportive learning environment
9. High levels of family & community involvement
Culture of Learning should be..
Supportive atmosphere,
Good communication,
Inclusive,
Differentiated instruction,
Focus on solutions,
Sense of community
School-wide system to reduce suspensions
Analyze data, look for patterns, apply 80/20 rule to determine systems for fostering
positive behavior and school culture.
Historical data dig: Are 80% of students behaviorally successful? If yes, then Tier 1
Systems are effectively supporting students. Continue to monitor students and systems
schoolwide while creating a plan for targeted and intensive supports for T2, T3 students.
If no and more than 20% of students have behavior infractions, the school should
consider revamping Tier 1 school wide systems.
How to implement 80/20 rule to reduce school suspension rates
Set strategic goals: have a school-wide suspension reduction goal and individual
student behavior goals for T2 & T3 students including goals from BIPS and IEPS.
Plan for Action: Create a timeline, ensure adequate resources and determine the
educational partners and their roles. Clearly define what successful behavior looks like
(Use common language, clear expectations, clear behavior descriptors.)
Monitor Progress: Cycle: ID Challenge, Collaborate, take action, reflect, evaluate -
data cycles should be short; at least monthly. Review reports often, maybe at the 9
weeks mark. At the end of a semester is considered an autopsy of data. Look for
frequent events that are contemporaneous - hotspots in the moment. Contemporaneous
- happening at the same time. Engage all stakeholders/ educational partners to further
power innovation that leads to change.
Achieve and Celebrate
Engage all stakeholders/ educational partners to...
further power innovation that leads to change.
Data driven approaches to combat suspension (ideas)
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