Competency 0002 Flashcards
Apply knowledge of how to provide a comprehensive, coherent, and equitable curricular and instructional program using research-supported best practices in instruction and assessment that promote academic success for every student. (54 cards)
An elementary school has been piloting a new mathematics curriculum for the past two years. To evaluate the curriculum’s effectiveness, the school’s principal meets with the mathematics team to analyze the results of benchmark assessments, specifically looking at the percentage of students who have met or exceeded grade-level standards. Which of the following actions should the principal take next in using the assessments to evaluate the curriculum?
A. reviewing the assessment data with teachers and discussing the validity of the data
B. sharing with teachers how the standards for the assessments were defined and set
C. working with teachers to identify trends in student performance on the assessments
D. asking teachers to compare students’ progress reports to their assessment scores
Correct Response: C.
Assessment data is essential for measuring the success of a curriculum or program. While aggregate rates of students meeting proficiency standards are important, student performance trends will reveal strengths and areas of need in how the pilot curriculum covers specific learning standards. Working with teachers to identify those trends in performance will be a critical next step in this process.
An elementary principal observes a second-grade teacher for 30 minutes during a science lab. The principal sees the following information displayed on the board.
Today’s Oklahoma Academic Standard Objective:
2.5(A)Classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid.
As part of the standard observation protocol, the principal asks two students near the end of the lesson, “What are you learning about today?” and receives confused looks from both students.
The principal plans to work with the teacher to take steps to improve students’ understanding of expectations for each lesson.
Place in order from first to last the steps the principal should have the teacher take when developing student-centered lesson objectives.
______State the objective and have students reflect on their mastery level based on the completed learning activity.
______Consider what students should know and be able to do based on the OAS for that lesson.
______Display on the board and discuss with students the lesson objective, such as “I can use a scale to measure and classify the mass of different objects.”
______Break down the skill and content in the OAS into appropriate daily objectives, taking into consideration how to decrease the formal language and measure mastery.
The correct order for the steps is as follows.
First, consider what students should know and be able to do based on the OAS for that lesson.
Second, break down the skill and content in the OAS into appropriate daily objectives, taking into consideration how to decrease the formal language and measure mastery.
Third, display on the board and discuss with students the lesson objective, such as “I can use a scale to measure and classify the mass of different objects.”
Last, state the objective and have students reflect on their mastery level based on the completed learning activity.
An effective lesson is built on the foundation of knowing what students need to know and be able to do. The process of reviewing a content standard and breaking it down into prerequisite skills and the context for student performance is important to ensuring appropriate pacing, aligned activities, appropriate scaffolding, and aligned and rigorous assessment of learning. Once lesson objectives are determined, they should be displayed and discussed with students in age-appropriate, student-centered language to better ensure students achieve learning goals. Students will know clearly what the expectation is for the lesson, be empowered to achieve the goal, and have a common focus for learning.
The principal of a rural elementary school completes an assessment of the school’s prekindergarten class using the state-provided rubric. The principal and the prekindergarten teacher meet to review the data, identify strengths and areas for improvement, and make a plan of next steps.
Below is one component of the evaluation.
Feedback on the Instructional Component
Concept and skill development:
Concepts and skills are introduced and reinforced throughout the school day.
Daily class schedule: A daily and weekly schedule is posted but inconsistently followed.
Teaching strategies: There are several periods throughout the day when the teacher leads 45-minute whole-group instruction.
Teacher-student interactions: The teacher redirects and reinforces student behavior regularly during lessons.
Planning: The teacher plans with the kindergarten teacher once a week to engage in vertical planning meetings.
Based on the assessment, which of the following is the most appropriate question for the principal to ask to improve the teacher’s instruction?
A. Have you tried using an integrated thematic approach to instructional planning to support students’ concept development?
B. Have you considered scheduling at least 45 minutes a day on fine and gross motor development to curb student behavior problems?
C. How do you plan for the structuring and grouping of lesson activities in a way that considers student’s developmental capacity?
D. What progress-monitoring tools do you use to gather data, inform intervention plans, and make student referral recommendations?
Option C is correct because the assessment indicates that the teacher is spending 45 minutes on teacher-led whole-group instruction. Based on the average attention span of a prekindergarten student, this is far too long for direct instruction, even if the content is interesting for the students. The teacher should adjust instruction to shift between developmentally appropriate whole-group, small-group, and choice activities that are well suited for the childrens’ attention spans.
Option A is incorrect because using an integrated thematic approach to learning will not address the primary problem, which is teacher-led whole-group instruction and classroom management.
Option B is incorrect because although it is best practice to allot this amount of time to gross and fine motor development, the purpose of these activities is not explicitly to address problem behaviors.
Option D is incorrect because increasing the use of progress monitoring tools will not address the primary problem, which is teacher-led whole-group instruction and classroom management.
After reviewing the campus-wide needs assessment showing that many English learners struggle with reading comprehension due to their current level of vocabulary development, a middle school principal and teachers work collaboratively to implement an initiative to revise district curriculum to increase and improve vocabulary instruction.
Identify the THREE program elements for effective vocabulary instruction that the school should include in its curriculum revisions.
- Embed vocabulary instruction in engaging text
- Focus on a thorough understanding of a small set of high-utility academic words
- Study a multitude of words within a long text to increase breadth of understanding
- Limit explicit word-learning strategies to advanced students studying challenging texts
- Incorporate a structured writing process to assess and promote the use of target words
The correct options are 1) embed vocabulary instruction in engaging text, 2) focus on a thorough understanding of a small set of high-utility academic words, and 5) incorporate a structured writing process to assess and promote the incorporation of target words.
The research tells us that effective vocabulary instruction includes focusing on deep understanding of a relatively small number of words, their elements and related words in rich contexts. As well, selecting words carefully to make sure they are high utility in nature is more valuable than targeting low-frequency and relatively unimportant words. Last, a balanced direct teaching of words with teaching word-learning strategies is important to support using contextual cues and using one’s morphological awareness skills.
A principal coaches a second-grade teacher who is struggling to determine whether the expectations and work products of a writing lesson taught the day before are at an appropriate level of rigor.
Place the following coaching actions in order from FIRST to LAST to best help the teacher determine what adjustments may be needed.
_____Ensure the knowledge and skills needed to create an exemplar response are included in the lesson’s activities.
______Review the grade-level Oklahoma Academic Standards (OAS) the lesson is intended to address.
______Create an exemplar that defines an ideal student response to exit ticket questions.
______Determine whether exit ticket questions for the targeted OAS lead to the rigor that is demonstrated in the state-mandated assessment questions for the next tested grade level.
The correct order for the steps is as follows.
First, review the grade-level OAS the lesson is intended to address.
Second, determine whether exit ticket questions for the targeted OAS lead to the rigor that is demonstrated in the state-mandated assessment questions for the next tested grade level. Since writing is not tested in second grade or third grade, the Fifth-grade assessment should be reviewed to work backward and scaffold student learning in second and third grade to reach the desired level of rigor.
Third, create an exemplar that defines an ideal student response to exit ticket questions.
Last, ensure the knowledge and skills needed to create an exemplar response are included in the lesson’s activities.
To effectively determine whether the lesson is appropriately rigorous, the principal and teacher need to complete several steps.
They should start with the OAS the lesson is intended to support. By deconstructing the OAS the teacher can see concepts being addressed in the lesson, what students are expected to know, and to what extent students understand the expectation. This allows the teacher to most effectively teach students the information and skills identified in the OAS.
Then, the teacher needs to review the assessment measuring mastery and determine whether the questions are at an appropriate level of rigor and will lead to the level of rigor tested on the next state-mandated assessment in fifth grade. The teacher should review released questions on the state-mandated assessment for the identified OAS and look at released writing samples.
Third, the teacher should draft an exemplar to define the desired level of mastery. This will set the level of expectation and allow the teacher to determine the characteristics of the exemplar.
Last, the teacher should review the exemplar in detail and consider whether the knowledge and skills needed to create the exemplar response are included in the lesson’s activities. Listing the knowledge and skills will help the teacher consider the activities of the lesson and make adjustments to ensure alignment between the activities and the product expected of students at the end of the lesson.
In designing an effective instructional
program for students at the early
elementary level, educators should
be most aware of the need to:
A. emphasize active, hands-on
approaches to learning.
B. avoid or minimize the use of
assessment as a component of
instruction.
C. focus primarily on small-group
and paired learning activities.
D. individualize learning standards
for students achieving at different
levels.
Answer: A.
Early elementary learners (Pre-K through 2nd grade) develop cognitively, socially, and physically through active exploration of their environment. Research-based instructional programs—especially those endorsed by Oklahoma’s Academic Standards and national early childhood frameworks—emphasize:
*Concrete, hands-on learning
*Manipulatives, movement, sensory experiences
*Opportunities to explore, observe, and experiment
This approach builds foundational skills in language, literacy, math, and science while supporting engagement, retention, and critical thinking—all vital for equitable and coherent instruction.
One goal at an elementary school is to create a climate that reflects a commitment to the belief that all children can learn and achieve success. School leaders can best support achievement of this goal by emphasizing to teachers the value of which of the following classroom practices?
A. engaging students in team academic competitions
B. using a variety of grouping strategies for activities
C. surveying students regularly about their interests
D. differentiating standards used to evaluate student work
Correct Response: B.
This question requires examinees to demonstrate understanding of effective teaching and learning and the use of instructional leadership to promote the success of all student groups. While dividing students into instructional groups can be an effective way to differentiate instruction, no child should be compartmentalized as a single-level learner. Instead, grouping should be a flexible, dynamic tool that employs a variety of grouping strategies that support teaching and learning goals, facilitate active learning, and promote student inquiry and reflection.
Staff at a middle school are ready to implement instructional changes designed to improve students’ math achievement. In planning these changes, the school leader has guided staff in a review of current research on math instruction and an examination of students’ math performance for the last three years. The leader can best ensure that the planned changes achieve the desired results by prompting staff to take which of the following additional actions?
A. outlining steps for phasing in the instructional changes with one subgroup of students at a time
B. communicating the rationale for the instructional changes to students and their families
C. seeking individual professional development as needed to prepare for the instructional changes
D. developing a plan for assessing student improvement during and following the instructional changes
Correct Response: D.
This question requires examinees to demonstrate understanding of how to advocate, nurture, and sustain a positive culture of learning that emphasizes high expectations and an instructional program that promotes success for all student groups. An integral part of any modification designed to improve student achievement is a carefully thought-out method for determining whether the changes that are going to be implemented actually produce the desired outcomes. Therefore, a plan for assessing student improvement during and following the instructional changes must be a built-in component of any new instructional initiative.
A newly hired principal is preparing to assume leadership at a school where state assessment performance has been below state and district averages for the past several years. The principal and superintendent have set improving instruction at the school as a priority for the coming year. Which of the following actions will be most effective for the principal to implement first to achieve this goal?
A. working with district staff to update and expand the school’s instructional technology resources
B. ensuring that all teachers have access to professional development opportunities focusing on current best practices in instruction
C. conducting a staff survey to determine perceptions of current instructional needs
D. facilitating collaboration with faculty to analyze student assessment data and develop instructional action plans based on analysis
Correct Response: D. In order to achieve improvements in student achievement at a school where performance on state assessments is consistently below average, teachers must be able to use assessment data to plan effective instruction and instructional interventions. The principal’s first action should be to begin facilitating collaborative data analysis sessions with small groups of teachers—and to ensure that action plans for meaningful instructional improvements emerge from the sessions.
A principal has been hired to lead a school where assessment is not currently used to drive instruction. The principal has a goal of creating an effective, data-driven instructional program. Which of the following questions would be most important for the principal to address to help make this goal a reality?
A. What types of student achievement issues in evidence at this school are best addressed through data analysis?
B. How can adequate time for collaborative data analysis and discussion be built into teachers’ schedules?
C. How much flexibility should teachers have in determining when and how to use data analysis to plan their own instruction?
D. What is the most effective way to involve a broad cross-section of school stakeholders in data analysis activities?
Answer: B.
Effective, data-driven instruction requires collaborative planning time. Embedding time into teachers’ schedules ensures they can analyze data and adjust instruction, supporting equity and academic success for all students
A principal advises a new teacher to start making frequent use of various types of formative assessment in addition to the end-of-unit tests the teacher already uses. The most important advantage of the principal’s recommended assessment approach is that it will:
A. give the teacher a larger number of data points for making his or her grading decisions.
B. promote a higher level of student motivation to master the content taught.
C. allow the teacher to monitor the effectiveness of his or her instruction on an ongoing basis.
D. provide each student with many opportunities to be a successful learner.
Answer: C.
Formative assessments help teachers adjust instruction in real time to meet student needs. This supports data-driven decision-making and promotes effective, equitable instruction.
In a school where performance on state assessments is used to help enforce accountability, the principal should be most concerned about which of the following issues?
A. Item formats used on most classroom tests differ substantially from those used on the state assessments.
B. School staff have no access to the state assessments prior to the test administration dates.
C. Students have very limited opportunity to take practice tests to prepare for the state assessments.
D. The curriculum taught in the school is not closely aligned with the content on the state assessments.
Answer: D.
Coherent, research-based instruction aligned with state standards and assessments is essential. If the curriculum does not match state assessment content, students will not be adequately prepared, impacting achievement and accountability.
According to research, which of the following would be the most likely outcome of a decision to significantly increase the use of ability grouping for academic instruction within each classroom in an elementary school?
A. Teachers will generally be able to teach the curriculum more quickly and efficiently to the students in each group.
B. Teachers will tend to find it more challenging to organize and implement data-driven differentiation and intervention.
C. Students will mostly perform at the level expected of them based on the group(s) to which they are assigned.
D. Students will perceive the learning environment overall as more personalized and responsive to their own strengths and needs.
Answer: C
Research indicates that ability grouping often leads to self-fulfilling expectations, where students in lower groups may receive less rigorous instruction and have lower academic expectations, ultimately limiting their growth. High-expectation learning environments and flexible grouping strategies are more effective for ensuring equitable academic success for all students.
High schools throughout a district are collaborating in creating a Web-based program of elective courses. With this program, selected teachers from each high school will provide online elective courses, and students attending any high school in the district may enroll in any of the courses. Which of the following is likely to be the greatest advantage of the program?
A. maximizing curricular offerings in a cost-effective way
B. standardizing the presentation of instructional content across the district
C. exposing students to diverse peers and perspectives
D. promoting a districtwide sense of accountability regarding teaching and learning
Answer: A.
Web-based elective programs allow schools to expand access to specialized courses without duplicating resources at each site. This model enables districts to offer a broader range of learning opportunities—such as niche electives or advanced subjects—without increasing staffing or facility costs, making it a highly cost-effective solution for maximizing curriculum options across multiple campuses.
In recent years, an elementary school has experienced a rapid increase in the proportion of students who are English Language Learners. Most of these students spend part of each day in English Language Learner (ELL) classes and part of the day in regular education classes. Standardized test scores and report card grades indicate that the needs of most English Language Learners are not currently being met. The school principal can best begin to address the problem by:
A. requesting funds to increase the school’s ELL staff and expand the amount of time English Language Learners spend in ELL classes each day.
B. developing a system to facilitate classroom teachers’ ability to communicate with the administration about English Language Learners who are struggling.
C. surveying classroom teachers about their work with English Language Learners to identify those most in need of relevant professional development.
D. forming grade-level teacher teams to analyze English Language Learners’ classwork and test results to identify specific areas of need.
Answer: D
Collaborative analysis of student work and assessment data helps teachers identify specific academic and language development needs of English Language Learners. This approach allows educators to make informed instructional adjustments and provide targeted supports based on evidence. It also builds shared responsibility for student success and ensures that instructional strategies are responsive to actual learning gaps.
During a review of a school’s math curriculum, a committee of educators identifies and addresses gaps in the current curriculum. Which of the following would most likely be the primary benefit of this action?
A. helping teachers plan math instruction that is based on well-organized, clearly defined goals and objectives
B. facilitating alignment between the learning materials students use in math and the instruction they receive
C. helping ensure that instruction will be appropriate for students who have varied levels of proficiency in math
D. ensuring that students acquire the prerequisite math knowledge and skills needed to benefit from subsequent instruction
Correct Response: D.
Identifying and addressing gaps in the curriculum ensures that the sequence of instruction builds logically over time, allowing students to develop foundational skills before moving on to more advanced concepts. This improves student readiness and supports long-term academic success by preventing learning gaps that could hinder future achievement.
After reviewing student scores on a statewide assessment, a middle school principal determines that a significant proportion of students from diverse cultural backgrounds are not benefiting fully from the instruction they receive in their classes. The principal raises this concern in a faculty meeting and then asks the teachers to generate a list of ideas for strategies they can use in their classes to remedy the situation. Which of the following suggestions would be most appropriate to include in the list?
A. Offer students flexibility in defining their own learning goals and determining how to achieve them.
B. Divide students into groups based on prior performance and implement varied curricula that reflect each group’s strengths and needs.
C. Use examples that are likely to be familiar to all students to illustrate and clarify instructional content.
D. Focus instruction on basic knowledge and gradually incorporate higher-level learning after students master basic concepts.
Correct Response: C.
Using familiar, inclusive examples helps students from diverse backgrounds connect new learning to their own experiences, making instruction more accessible, engaging, and culturally responsive. This supports equitable learning and improves comprehension across all student groups.
On the most recent administration of the statewide assessment, a majority of fourth graders at an elementary school scored far below the standards in math, and a majority scored at a level approaching the standards in reading and writing. Which of the following steps would be most useful for school staff to take first in analyzing these results?
A. Compare the fourth-grade test data with that of other elementary schools within the school district to determine whether the problems are systemwide.
B. Review third-grade test data from the previous year to see whether there have been significant changes in the performance of this group of students.
C. Compare the fourth-grade test data with the report card grades received by the school’s fourth graders during the school year.
D. Disaggregate the test data for the entire school to determine the performance and needs of specific student groups.
Correct Response: B.
Reviewing prior-year data helps identify whether low scores reflect a new performance decline or a pattern of underachievement. This establishes a baseline for the current cohort and supports data-informed instructional planning to target specific areas of need.
After analyzing student assessment data, a middle school principal recommends to the school site council that writing should be a focus for improvement during the next three years. The site council agrees, and the principal appoints a committee of language arts teachers to investigate potential writing programs for the school. After several weeks of reviewing various writing programs, the committee presents its recommendation to the principal. In reviewing the information, the principal realizes that the new program will require substantial changes in instructional practices for many teachers. Which of the following steps would likely be most effective for the principal to take in an effort to facilitate a smooth transition to the new program?
A. Request that teachers submit a weekly progress report to document their implementation of the new program.
B. Have the committee develop a series of short-term goals for teachers to achieve during the implementation of the new program.
C. Develop a plan for providing teachers with ongoing professional development during the implementation of the new program.
D. Arrange for teachers to visit and observe classrooms in other schools that have already implemented the new program.
Correct Response: C.
When instructional practices must shift, ongoing professional development is essential to support teachers in learning and applying new methods effectively. It ensures consistency, builds confidence, and promotes successful long-term implementation of the new program.
How do standards or changes in standards impact curriculum development and revision?
Standards define what students must know and be able to do. Any changes require schools to revise curriculum and instructional plans to ensure alignment with grade-level expectations, maintain rigor, and promote equity in student learning outcomes.
How do various instructional strategies, such as team or collaborative teaching, positively or negatively impact instruction?
Collaborative teaching can support differentiation, improve access to content, and allow for shared expertise. However, without clear planning, it can lead to instructional inconsistency or confusion over roles, reducing effectiveness.
What steps may need to be taken to ensure that the curriculum and instruction are aligned to student assessment and content standards?
- Reviewing and unpacking standards
- Designing daily objectives and assessments aligned to those standards
- Analyzing sample test items
- Using data to inform adjustments
This ensures instructional coherence and prepares students for rigorous assessments.
What trends in student achievement data might indicate that there are problems in curriculum alignment?
Signs include:
- Low performance on state tests despite high classroom grades
- Gaps in skills between grade levels
- Discrepancies in performance between subgroups
These trends suggest instruction may not be fully aligned with standards or assessments.
What role do formal and informal assessments play in evaluating the effectiveness of a school’s instruction and programs?
Formal assessments (e.g., benchmarks, state tests) provide measurable outcomes, while informal assessments (e.g., exit tickets, observations) give real-time insights into learning. Together, they guide instructional decisions and help evaluate program impact.
