Study Guide

Field 109: School Building Leader Part One 
Sample Selected-Response Items

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Competency 0001 
Instructional Leadership for Student Success

Use the scenario and documents provided below to answer the five questions that follow.

Scenario

Ms. Y is the new principal of Monsen Middle School, which currently enrolls 673 students in grades 6–8 in a suburb of a small city. Ms. Y has been at Monsen for 10 years, eight as an English language arts (ELA E L A ) teacher and two as part of the school's administrative team. At her post-hire meeting, the district superintendent told Ms. Y that her familiarity with the school was one of the main reasons she was selected to lead Monsen during a time of transition.

The district is in the third year of a five-year plan to implement new curricula aligned with the New York State P–12 Learning Standards (NYSLS) in all district schools. The initiative was driven by the goals of improving scores on state-mandated assessments and ensuring that students gain the skills they will need to be successful in the twenty-first century. During the past two years, district leadership, principals, teacher-leaders, and consultants studied the alignment of existing curricula with state standards, identified gaps, and developed new curriculum frameworks. Information-sharing meetings and professional learning activities have given faculty at district schools, parents/guardians, and other stakeholders opportunities to understand the work and to contribute ideas. Ms. Y led the coordinating committee at Monsen and is familiar with all aspects of the initiative.

During the current school year, the new curriculum is being piloted in a number of classrooms across district schools. At Monsen, one teacher at each grade level is using the new ELA E L A  curriculum, and one teacher at each grade level is using the new math curriculum. Next year, the ELA E L A  and math curricula will be implemented schoolwide, and new social studies and science curricula will be piloted. By year five, all four core disciplines will have the new curriculum. Teachers of special areas have been working separately to update, coordinate, and vertically align their curricula. Most teachers are cautiously hopeful that the new curricula will improve student outcomes, but a small, vocal group is opposed to the change, seeing it as too much, too fast.

At the end of the first semester, the superintendent asks district principals to assess the progress of the pilot. Specifically, she wants to know (1) if teachers are changing their instructional practice, (2) if the changes are yielding improvements in student performance, and (3) if the pilot has been well received. To prepare her report to the superintendent, Ms. Y reviews results from state assessments and from common interim assessments administered districtwide that are closely aligned to the state tests. She also reviews her notes from walkthrough observations in eighth-grade ELA E L A  and math classes. Finally, she conducts a teacher survey of all faculty and reviews the results.

Document 1

State Assessment Results for All Students
Two-Year Comparison

This table displays the percentage of students scoring at or above Level 3 ("meets proficiency standard").

Subject	School		District		State
	2 Years Ago	Last Year	2 Years Ago	Last Year	2 Years Ago	Last Year
ELA E L A	40%	42%	41%	42%	40%	45%
Math	41%	42%	42%	44%	40%	45%

Interim Assessments Results
Three-Year Comparison, Quarters 1 and 2

(percentage of all students answering more than 65% of interim assessment items correctly)

Teacher Subgroup	Percentage of Students
	2 Years Ago		Last Year		Current Year
	Q1	Q2	Q1	Q2	Q1	Q2
ELA E L A : All Teachers	46%	48%	47%	48%	49%	51%
ELA E L A : Pilot Teachers	--blank	--blank	--blank	--blank	54%	58%
Math: All Teachers	44%	47%	49%	51%	50%	53%
Math: Pilot Teachers	--blank	--blank	--blank	--blank	56%	61%

Document 2

Excerpt from Principal's Notes on Eighth-Grade Walkthroughs, Current Year

Grade 8 English Language Arts
Mr. A (participating in pilot of new curriculum)	Ms. M (not participating in pilot)
Walkthrough 1: Novel study (To Kill a Mockingbird) Pre-reading activity: Students work in groups to analyze speeches made by people who took a stand for justice. (8R2, 9) Student volunteers role-played speakers and explained the position taken to the class; students answered guided questions. Scaffolding: teacher-selected speeches, assigned groups Some students struggled with speech or questions; Mr. A provided support. Exit ticket: Which speech most impressed you? Why? Enrichment: Research consequences of the speech	Walkthrough 1: Novel study (To Kill a Mockingbird) Introduction to novel: Students receive character charts, chapter worksheets, and reading schedule for novel. Ms. M explains the packets, lectures about the time period, civil rights laws ("setting the scene"), assigns Chapter 1. Some students complain about the length of novel. Students aware that they will take a reading quiz tomorrow on Chapter 1.
Walkthrough 2: Novel study (continued) Character study: Atticus Finch (8R1, 6) Mr. A puts a series of questions on whiteboard: What does Atticus say? What does Atticus do? What do others say about him? Think-pair-share, then add comments to the whiteboard; noisy, but most pairs on task. Homework: Students will write a short essay describing Atticus from the point of view of another character. Choose your character.	Walkthrough 2: Novel study (continued) Students watch excerpt (trial scene) from the movie To Kill a Mockingbird, compare/contrast portrayal of Atticus in the book and in the movie. Whole-class discussion, list on whiteboard. Ms. M puts Venn diagram on board: one circle for characteristics revealed in the book, the other for the movie. Students suggest characteristics, identify similarities and differences. Students leave class with filled-in copy of Venn diagram. Ms. M does not explain how it will be used in future instruction.

Grade 8 Mathematics
Ms. C (participating in pilot of new curriculum)	Mr. P (not participating in pilot)
Walkthrough 1: Volume of three-dimensional figures (NY-8.G.9) Ms. C demonstrates pouring sand into a cone, then into a cylinder. Question: How much sand will fill each shape? Discussion of volume. Students work in pairs to find formulas for volume of a cone and cylinder and explain reasoning. Some pairs have difficulty with this task; Ms. C worked with these students. Exit ticket: Students given a volume problem to solve, with option to work in pairs. Most do. Enrichment: Ms. C shows a sphere. Is volume greater than or less than volume of a cylinder with the same diameter?	Walkthrough 1: Algebraic equations Mr. P collects homework, then guides volunteers to solve equations at whiteboard. Teacher anticipates questions and answers them. Class quiet and cooperative during independent practice. Exit ticket: Write the problem you found most difficult to solve. Keep a copy of the solution to use as reference. Homework assigned.
Walkthrough 2: Sprint exercise (area & volume of three-dimensional objects) (NY-8.G.9) Ms. C shares 2 sheets of problems. Sheet 1: Students solve problems independently, review/correct in pairs. Ms. C provides support as needed. Sheet 2: Ms. C encourages students to answer as many problems as possible in 3 minutes. Ms. C then gives answers, students review/correct together. Goal: Improve score from sheet 1 to sheet 2. Students with improved scores given round of applause. Students vote on most difficult, easiest problem. Students volunteer to explain how to solve problems.	Walkthrough 2: Test review Students receive their graded tests. Mr. P reviews test questions, demonstrates solutions to difficult problems on whiteboard. Three student volunteers also solve problems on board. Students copy problem solutions into notebooks (test prep section). Some students who did well on test are not fully engaged. Students who need extra help told to see Mr. P. No homework assigned.

Document 3

Excerpt from Faculty Survey (January of current year)

(85% of teachers responded)

	Strongly Agree	Agree	Unsure/ No Opinion	Disagree	Strongly Disagree
The new curriculum will improve student engagement.	20%	25%	33%	11%	11%
The new curriculum will improve student learning.	15%	22%	38%	16%	9%
The new curriculum will improve outcomes for all students.	11%	22%	40%	18%	9%
The instructional practice of teachers is more important to student learning than the prescribed curriculum.	49%	29%	16%	4%	2%
I fully understand the five-year curriculum implementation plan.	13%	20%	42%	20%	5%
I am comfortable with the pace of the curriculum changes.	20%	27%	29%	15%	9%
I have received sufficient information and training to understand what will be expected of teachers in the new curriculum.	16%	24%	27%	20%	13%
I am looking forward to teaching the new curriculum. (Teachers participating in the pilot did not respond to this statement.)	13%	23%	38%	18%	8%

Views expressed by 5 or more respondents:

• Teachers were not involved in the decision to change the curriculum.
• I am excited to get started with the new curriculum.
• I am frustrated that years of lesson plans can no longer be used.
• I hope this is a positive change, but I worry that the new curriculum will be too much for some of our students.
• I am part of the pilot effort, and I love the new curriculum.
• Professional learning on the new curriculum has given me new ideas and new perspectives.
• I don't feel that I have time to do everything that is expected of me.
• My students like the new curriculum in math/English language arts.
• My students have heard that the new curriculum is too difficult.

1. Based on the information provided, it will be most appropriate for Ms. Y to report to the superintendent that the new English language arts (ELA E L A ) and math curricula appear to be:

1. gaining support from teachers as they learn about the initial results of the pilot program.
2. promoting student-centered instructional practices and improving interim assessment outcomes.
3. improving access to high-quality instructional and assessment systems for all students.
4. encouraging teachers to integrate technology and twenty-first-century skills into lessons more effectively.

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for monitoring a comprehensive, coherent, challenging, technologically rich, and culturally responsive curricular system. Ms. Y's walkthrough notes indicate that the two eighth-grade teachers who are participating in the pilot of the new curricula are making use of student-centered instructional strategies. For example, Ms. C's students worked in pairs to determine the formulas for the volume of a cone and a cylinder. In addition, interim assessment scores for the pilot classrooms were higher than scores for all English language arts (ELA E L A ) and mathematics classrooms, and those scores increased from quarter 1 to quarter 2. Based on this information, Ms. Y can report that the new curricula appear to be having these positive effects on instruction and student outcomes.

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2. After reviewing her walkthrough notes, Ms. Y can most reasonably conclude that the new curricula for English language arts (ELA E L A ) and math promote which change in teachers' practice?

1. employing multimedia content to increase student engagement with learning
2. planning interventions based on collaborative analysis of student assessment data
3. expanding the use of strategies to monitor student progress and provide individualized support
4. maintaining classroom environments that better encourage student learning and positive behavior

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. This item requires examinees to apply knowledge of skills and strategies for leading collaborative efforts to use student assessment data appropriately to monitor student progress and develop plans for improved learning. Ms. Y's walkthrough notes indicate that Mr. A and Ms. C, the teachers who are participating in the pilot of the new curricula, are using exit tickets to monitor the extent to which students have mastered lesson content. In addition, Ms. Y observed both teachers providing support to students working in pairs or groups. From these observations, Ms. Y can reasonably conclude that the new curricula foster the expanded use of progress-monitoring strategies and individualized support for students having difficulty.

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3. Ms. Y reviews her progress overseeing the curricula initiative at Monsen and assesses the work that remains to be done during the current school year. Based on the results of the faculty survey, her most immediate priority should be:

1. communicating to teachers that the implementation of new curricula will significantly improve student learning.
2. working with her leadership team to ensure that all teachers understand the initiative and have accurate information about the new curricula.
3. sharing anecdotal evidence to persuade teachers that all students can successfully navigate the new curricula.
4. meeting one-on-one and in small groups with teachers who are opposed to the new curricula in order to overcome resistance to the initiative.

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for leading continuous improvement and change processes in support of the school mission and vision, including openly communicating with stakeholders. A review of the faculty survey reveals that, for most survey items directly addressing the new curricula (e.g., "The new curriculum will improve outcomes for all students," "I am looking forward to teaching the new curriculum"), a plurality of respondents answered Unsure or No Opinion. In addition, numerous teachers expressed uncertainty and disengagement in the survey's open comments section (e.g., "Teachers were not involved in the decision to change the curriculum," "I don't feel that I have time to do everything that is expected of me"). Based on these findings, Ms. Y's first priority should be addressing misinformation by ensuring that all teachers fully understand and have accurate information about the new curricula.

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4. Ms. Y meets with other principals in the district to discuss the pilot program and learns that their experiences have been largely similar to Monsen's. Based on this information, which recommendation for district leadership would likely be most helpful as the district moves toward full implementation of the new curricula?

1. expanding professional learning related to current best practices for instruction and formative assessment
2. adopting more rigorous interim assessments that are closely aligned with the New York State P–12 Learning Standards
3. selecting curricular materials and resources that meet the goals of the New York State P–12 Learning Standards
4. mandating that all core-content teachers utilize specific differentiation strategies to support access to the new curricula

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. This item requires examinees to apply knowledge of skills and strategies for organizing, supervising, and supporting rigorous instructional and assessment systems that are based on research- or evidence-based best practices for curriculum, instruction, and assessment. Teachers at Monsen who implemented the new curricula during the pilot program expanded their use of research-based best practices such as think-pair-share activities and exit tickets, as illustrated by Ms. Y's walkthrough notes. In addition, a majority of teachers did not agree that they have received sufficient training to understand what will be expected of them, and five or more expressed frustration over the need to develop new lessons. To address these findings, Ms. Y and the other district principals should recommend that the district provide new professional learning focused on best practices in instruction and formative assessment.

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5. Ms. Y can best support the successful implementation of the new curricula at Monsen over the next two years by taking which action during the second semester of the current year?

1. expanding the pilot program by asking additional teachers to teach the new curricula during the third and fourth quarters
2. working with teacher-leaders to enable teachers who are less familiar with the new curricula to observe in pilot classrooms
3. requesting that teachers currently participating in the pilot program develop common lesson plans for the first and second quarters
4. using upcoming staff meetings to facilitate teachers' review of interim assessment data from pilot and non-pilot classrooms

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for developing implementation plans and taking action to achieve goals, monitoring and evaluating progress and effectiveness, and revising plans as needed. Over the next two years at Monsen, additional teachers at all grade levels and in all core content areas will begin teaching with the new curricula. However, the faculty survey data collected by Ms. Y and her leadership team indicate that a significant number of those teachers remain uninformed about the curricula they will be teaching. Enabling these teachers to observe in pilot classrooms will help ensure that the continued implementation of the new curricula is successful.

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Competency 0002 
School Culture and Learning Environment to Promote Excellence, Equity, and Social Justice

Use the scenario and documents provided below to answer the four questions that follow.

Scenario

Mr. D is beginning his first year as principal at Bridgemere Middle School, which currently enrolls approximately 950 students in grades 6–8. Bridgemere is one of two middle schools in a diverse urban school district, and its student population reflects the demographics of the district at large. Both the school and the district have a record of academic achievement at or above state averages. Bridgemere's vision statement, "An inclusive school where diversity is valued and all students have access to the instruction and support they need to learn at the highest level," is posted prominently on the school's website.

Student enrollment has remained fairly steady over the last few years, and attendance rates are above state averages. Family/caregiver support is generally strong, with parents/guardians of over 75% of Bridgemere's students attending parent-teacher conferences. In addition, Mr. D has inherited an experienced faculty at Bridgemere. The average level of experience for the school's teaching staff is 12 years, and there has been little faculty turnover over the past decade. A majority of the teachers live within district boundaries.

When Mr. D was hired, however, the district superintendent expressed concern that despite a vision of inclusion, achievement gaps were developing at Bridgemere. She asked that Mr. D identify gaps, analyze their root causes, and work with faculty to close them. Mr. D confers with teacher-leaders at Bridgemere, all of whom voice strong support for the school vision, as do most teachers with whom Mr. D interacts day to day. Mr. D also makes a point of speaking directly with parents/guardians as often as possible. Most parents/guardians tell him that they are happy to have their children enrolled at a school with a strong public commitment to inclusion and diversity. However, some express concern about discipline policies and procedures. Several parents/guardians tell Mr. D that their children have received referrals and even suspensions that do not seem fair.

Mr. D assures parents/guardians that he will look closely at discipline incidents. He works with his leadership team to gather and review information about discipline policy at Bridgemere, including data on referrals and suspensions, as well as disaggregated achievement data. The administrative staff conducts a survey of faculty and students. Based on this information, Mr. D and the leadership team consider what actions may be appropriate to take.

Document 1

State Assessment Results for All Students

This table displays the percentage of students in all groups scoring at or above Level 3 ("meets proficiency standard").

Subject	School	District	State
ELA E L A	51%	44%	45%
Math	51%	45%	45%

State Assessment Results, by Student Group
Three-Year Comparison

This table displays the percentage of students, by grade level and group, scoring at or above Level 3 ("meets proficiency standard").

	Percent of School Population	3 Years Ago		2 Years Ago		Last Year
		ELA E L A	Math	ELA E L A	Math	ELA E L A	Math
Female	52%	51%	48%	54%	51%	56%	54%
Male	48%	43%	44%	44%	45%	46%	48%
Grade 6	32%	47%	45%	51%	47%	52%	50%
Grade 7	33%	49%	46%	49%	48%	50%	50%
Grade 8	35%	48%	47%	48%	49%	51%	52%
Economically Disadvantaged	70%	45%	44%	47%	46%	48%	48%
English Language Learners	12%	37%	39%	38%	41%	40%	44%
Students with Disabilities	11%	39%	38%	40%	39%	43%	41%
White	49%	51%	49%	54%	52%	57%	57%
Black or African American	18%	42%	42%	41%	41%	39%	38%
Hispanic or Latino	22%	44%	44%	45%	46%	46%	47%
Asian or Native Hawaiian/Other Pacific Islander	4%	55%	55%	57%	59%	59%	62%
Multiracial	7%	44%	44%	49%	45%	52%	52%

Document 2

Summary of Levels of Behavior Infractions (from School Code of Conduct)

Level 1 infractions may include: Noncompliance with adult direction or insubordination; noncompletion of assigned work; inappropriate social interactions, such as talking out of turn, teasing, or not getting along with others; difficulty with self-regulation of behavior; difficulty communicating or managing emotions appropriately; minor misconduct in the hallway, cafeteria, or public spaces

Level 2 infractions may include: Aggressive arguing; alcohol or drug possession, or under the influence (first offense); emotional outbursts including profanity; damage to personal or school property; leaving school without permission; horseplay, physical aggression in the form of pushing or shoving

Level 3 infractions may include: Alcohol or drug possession, or under the influence (second offense); attacking student or school personnel; bullying, harassment; sexual offense; fighting; verbal or written threats

Discipline Referrals by Student Group (last year)

	Percent of School Population	Level 1 (1,751 total)	Level 2 (810 total)	Level 3 (342 total)
Female	52%	39%	32%	26%
Male	48%	61%	68%	74%
Economically Disadvantaged	70%	69%	71%	73%
English Language Learners	12%	12%	*	--blank
Students with Disabilities	11%	18%	15%	*
White	49%	31%	27%	21%
Black or African American	18%	36%	42%	47%
Hispanic or Latino	22%	18%	19%	20%
Asian or Native Hawaiian/Other Pacific Islander	4%	*	*	--blank
Multiracial	7%	*	*	*
*Percentage suppressed to protect student privacy.

Suspension Rates by Student Group (last year)

	Percent of School Population	1–2 Day Suspensions (201 total)	3–4 Day Suspensions (109 total)	5+ Day Suspensions (37 total)
Female	52%	25%	29%	18%
Male	48%	75%	71%	82%
Economically Disadvantaged	70%	70%	68%	74%
English Language Learners	12%	*	*	*
Students with Disabilities	11%	*	*	*
White	49%	26%	22%	*
Black or African American	18%	41%	46%	54%
Hispanic or Latino	22%	15%	19%	*
Asian or Native Hawaiian/Other Pacific Islander	4%	*	*	--blank
Multiracial	7%	26%	11%	*
*Percentage suppressed to protect student privacy.

Document 3

Excerpt from Faculty and Student Survey Results (current year)

	Percent Agreeing or Strongly Agreeing
	Faculty (88% responding)	Students (90% responding)
Students feel respected and supported in their classes.	90%	51%
Students feel respected in common spaces of the school.	85%	53%
Student diversity is appreciated and all students' cultures are respected.	93%	51%
There is a welcoming atmosphere of trust and collaboration between students and staff.	96%	57%
Classroom rules and expectations are clear and consistent.	88%	46%
Classroom rules and expectations support a safe environment for learning.	96%	49%
All students are consistently treated fairly.	96%	46%
Discipline problems are handled fairly according to the Code of Conduct.	93%	44%
Consequences for discipline infractions are fair and communicated clearly.	94%	49%

Views expressed by 5 or more teachers:

• All students are treated fairly and equitably.
• I make sure that my students feel respected and supported at all times.
• Teachers and staff promote safety in all areas of the school.
• Teachers all follow the Code of Conduct, which students appreciate.

Views expressed by 5 or more students:

• My teachers are always threatening me and my friends with referrals.
• Some students don't get referrals, when others get them for the exact same thing. It's not fair.
• I get referrals but no one tells me what I've done wrong.
• I get a Level 2 [or 3] consequence for Level 1 [or 2] infraction.

6. Based on the information provided, the most urgent concern for Mr. D and school leaders at Bridgemere is:

1. the low percentage of students who feel that they are treated fairly and respectfully at school.
2. assessment scores that reflect achievement gaps for students who are English language learners and students with disabilities.
3. uncertainty about behavior infraction levels and the high number of discipline referrals for all infraction levels.
4. the disproportionate rates of discipline referrals and suspensions for African American, economically disadvantaged, and male students.

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. This item requires examinees to apply knowledge of skills and strategies for recognizing and confronting implicit and institutional biases that impede access and opportunity. The district superintendent alerted Mr. D to the growing achievement gap for students, a concern that is underscored by disaggregated state assessment results from the past three years. However, parents/guardians expressed greater concern about the school discipline practices. Discipline referral and suspension rates, as well as student responses to the survey, clearly indicate that disproportionality in discipline rates for students who are African American, students who are economically disadvantaged, and students who are male is the most urgent concern facing Mr. D and his leadership team.

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7. After reviewing the state assessment data, Mr. D recognizes that he needs additional information in order to understand the root causes of achievement gaps at Bridgemere. Which action should be his highest priority in continuing to evaluate the school's learning environment?

1. reviewing referral rates by classroom and meeting with teachers and school counselors to determine if student support systems are in use in all classrooms
2. disaggregating student achievement data by classroom to identify teachers in need of professional learning related to culturally responsive instruction
3. meeting with all special education and English as a new language faculty to determine if they have adequate resources to support student learning
4. working with teacher-leaders across grades to determine if teachers are using instructional practices that support active learning and student engagement

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. This item requires examinees to apply knowledge of skills and strategies for establishing and sustaining coherent and equitable systems of academic, behavioral, and social supports to meet the needs of all students. Because achievement gaps at Bridgemere overlap significantly with the impact disproportionality in discipline referrals and suspensions, Mr. D should prioritize analyzing discipline practices as he evaluates the learning environment. In particular, Mr. D needs to determine if some teachers at Bridgemere are issuing higher numbers of discipline referrals than others, in particular to students who are African American, students who are economically disadvantaged, and students who are male. Mr. D also needs to know if equitable student support systems are in place at Bridgemere and fully in use in all classrooms.

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8. Mr. D plans to hold a series of meetings focused on improving school culture at Bridgemere. Based on the survey results and on his interactions with teachers and teacher-leaders, Mr. D can best ensure that faculty and staff recognize the need for improvement by sharing which type of information at the outset of the meetings?

1. state assessment results, disaggregated by student groups
2. a comparison of discipline referral rates across schools in the district
3. a side-by-side comparison of faculty and student responses to the survey
4. discipline referral rates, alongside excerpts from the school Code of Conduct

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. This item requires examinees to apply knowledge of skills and strategies for using data to evaluate the school culture and learning environment and employing situationally appropriate strategies in support of a positive and inclusive school culture and learning environment. In the materials that Mr. D has already gathered, one particularly striking detail is the divergence between faculty and student responses to the survey. For example, 96% of faculty respondents agreed or strongly agreed with the statement "All students are consistently treated fairly," while only 46% of students agreed or strongly agreed. Similarly, 94% of faculty agreed or strongly agreed with the statement "Consequences for discipline infractions are fair and communicated clearly," while only 49% of students agreed or strongly agreed. Presented side by side, these responses should serve as a powerful message to faculty and staff that improvement is needed.

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9. Mr. D facilitates an all-staff meeting focused on disciplinary process and suspensions at Bridgemere. During the meeting, some teachers question whether the leadership team's concern about this issue is warranted. While acknowledging that there are exceptions, several teachers contend that faculty and staff are generally consistent and fair in issuing referrals. Others add that referrals and suspensions are important tools for managing student behavior. Mr. D can best begin to address the teachers' comments by pointing out that:

1. discipline referrals during the previous school year were approximately 300 percent of total student enrollment.
2. survey responses show that a majority of faculty members do not believe that discipline referrals negatively affect students.
3. high rates of referrals and suspensions for some student groups indicate that the school has failed to recognize institutional biases.
4. referrals and suspensions have not been successful in promoting positive student behavior or improving student achievement levels.

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. This item requires examinees to apply knowledge of skills and strategies for articulating core values and maintaining a school culture of high expectations, equity and inclusiveness, and shared commitment to and accountability for social justice and confronting disproportionality. Discipline referrals and suspension rates provide clear evidence of disproportionality that is negatively affecting students at Bridgemere who are African American, students who are economically disadvantaged, and students who are male. Faced with faculty and staff resistance, Mr. D's most appropriate response is to direct attention to these data and emphasize that this evidence clearly demonstrates institutional biases that must be confronted and overcome.

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