Study Guide
Field 248: Superintendent
Sample Constructed-Response Assignment
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
The following materials contain:
- Test directions for the constructed-response assignment
- Sample constructed-response assignment
- An example of a strong and weak response to the assignment, and a rationale for each
- The performance characteristics and scoring scale
Test Directions for the Constructed-Response Assignment
This section of the test consists of one constructed-response assignment. You are to prepare a written response of approximately 300to600 words on the assigned topic. You should use your time to plan, write, review, and edit your response to the assignment.
Read the assignment carefully before you begin to write. Think about how you will organize your response.
As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In your response to the assignment, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.
Your response to the assignment will be evaluated on the basis of the following criteria:
start bold PURPOSE: end bold the extent to which the response achieves the purpose of the assignment
start bold SUBJECT MATTER KNOWLEDGE: end bold accuracy and appropriateness in the application of subject matter knowledge
start bold SUPPORT: end bold quality and relevance of supporting details
start bold RATIONALE: end bold soundness of argument and degree of understanding of the subject matter
The constructed-response assignment is intended to assess subject matter knowledge and skills, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of the scoring criteria. Your response should be written for an audience of educators in this field. The final version of your response should conform to the conventions of edited American English. Your written response must be your original work, written in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topic. You may not use any reference materials during the test. Remember to review what you have written and make any changes you think will improve your response.
Sample Constructed-Response Assignment
Competency 0011
Analyze and interpret information about a district's instructional programs, personnel, demographics, operational and resource management, and culture and climate; and describe a strategy to address district issues relevant to the analysis.
Assignment
Using the scenario and exhibits provided, write a response in which you analyze school strengths and areas of concern at your school district and outline your strategy for addressing one area of concern. In your response:
- identify and describe one significant district strength;
- identify one significant area of concern and describe its implications for strategic planning to meet district goals;
- describe in detail a strategy you will implement to address the area of concern; and
- building on the district strength, describe how you will support your strategy, and explain why the actions you describe are likely to be effective in improving strategic planning and student outcomes.
Be specific in your response, citing evidence from the scenario and exhibits as appropriate. Your response should be approximately 300–600 words.
Scenario and Exhibits for the Constructed-Response Assignment
Scenario
You are the new superintendent of a school district with an enrollment of approximately 250 students in grades EC–12. The district includes two buildings: an elementary school and a high school. Nearly 55% of the student population is White, nearly 25% is American Indian, nearly 10% is Hispanic, over 5% is Black, and over 5% identifies as Two or More Races. The district serves a geographic area of well over 250 square miles. The regional economy is primarily agricultural, but oil and natural gas production are also important industries. The average property valuation per student in the district is close to $275,000 and local property taxes provide most of the district's revenue.
Reliable funding levels have enabled the district to build an experienced faculty and keep student-to-teacher ratios relatively low. The district consistently performs above state averages on state assessments, and administrators, faculty, and staff take pride in the district's record of academic improvement. In your first meetings with the elementary and high school principals, they describe strong schools that support effective teaching and high levels of student learning. Both principals praise their faculties and say that they "give teachers room to do their best teaching"; however, the high school principal questions whether the district is doing enough to meet the needs of students with disabilities. During faculty meetings at both schools, you hear similar sentiments. Teachers are generally proud of their schools and describe most of their students as motivated and ready to learn. While teachers acknowledge that some students do not achieve at the same level as their peers, many see this disparity as unavoidable: "Some students are just not as strong, academically."
Most parents/guardians who speak with you also express happiness with the district's schools. A few parents/guardians, however, suggest that their children's learning needs have not been consistently met. Most notably, you receive a letter from the parents/guardians of a student who has been diagnosed with autism spectrum disorder (ASD). The parents/guardians explain that the district public schools failed to provide adequate special education and related services for their child, and that ultimately their child was transferred to another district at the expense of the home district. While their child now receives adequate services, the parents/guardians describe the transfer to a school over 100 miles away as a hardship. Noting that they have heard similar stories from other parents/guardians, they ask that you consider making special education a priority.
As you prepare for your first year as superintendent, you review recent academic performance data, as well as teacher information; district demographic, revenue, and budget information; and the results from perception surveys conducted at the end of the previous school year.
Academic Performance Data
start bold Academic Achievement and Graduation
(2-year comparison) end bold
This table displays percentages of students meeting or exceeding grade-level standards by scoring at or above the proficient level on their state test, as well as the graduation rate and dropout rate for the graduating classes in each year.
| left intentionally blank | District | State | ||
|---|---|---|---|---|
| 2 Years Ago | Last Year | 2 Years Ago | Last Year | |
| ELA | 47 percent | 53 percent | 35 percent | 33 percent |
| Math | 47 percent | 51 percent | 31 percent | 32 percent |
| Science | 40 percent | 47 percent | 40 percent | 35 percent |
| Senior Graduation Rate | 94 point 4 percent | 100 percent | 96 point 8 percent | 97 point 5 percent |
| 4-year Dropout Rate (graduating class) | 5 point 5 percent | 0 percent | 9 point 2 percent | 9 point 8 percent |
start bold Assessment Performance by Grade Level and Student Group
(last year) end bold
This table displays the percentage of students meeting or exceeding grade-level standards by scoring at or above the proficient level on their state test.
| left intentionally blank | All | ELA | Math | Science |
|---|---|---|---|---|
| All Students | 51 percent | 53 percent | 51 percent | 47 percent |
| Female | 52 percent | 52 percent | 47 percent | |
| Male | 50 percent | 50 percent | 47 percent | |
| Grades 3to5 | 50 percent | 51 percent | 45 percent | |
| Grades 6to8 | 52 percent | 53 percent | 48 percent | |
| Grades 9to12 * | 53 percent | 52 percent | 51 percent | |
| American Indian | 37 percent | 37 percent | Data Not Shown | |
| Black | Data Not Shown | Data Not Shown | Data Not Shown | |
| Hispanic | 52 percent | Data Not Shown | Data Not Shown | |
| Two or More Races | 53 percent | Data Not Shown | Data Not Shown | |
| White | 59 percent | 58 percent | 55 percent | |
| Economically Disadvantaged | 45 percent | 44 percent | 44 percent | |
| English Learners | Data Not Shown | Data Not Shown | Data Not Shown | |
| Students with Disabilities | 25 percent | Data Not Shown | Data Not Shown |
Data Not Shown (DNS) Possible reasons: (1) Not applicable (2) Data protected by privacy laws (3) No valid data to complete calculation
* Proficiency for Grades 9to12 based on student performance on available assessments
Teacher Information
start bold Certified Professional Staff by Building and Length of Service in District
(end of previous year) end bold
| Elementary School (178 students) | # of Staff | 0to3 Years | 4to7 Years | 8to12 Years | Over 12 Years |
|---|---|---|---|---|---|
| Non-Special Ed Teachers | 14 | 1 | 1 point 5 | 4 point 5 | 7 |
| Special Education | 1 | em dash | em dash | 1 | em dash |
| Counselors | 0 point 5 | em dash | 0 point 5 | em dash | em dash |
| Other Certified Professional Staff | 1 | em dash | 0 point 5 | 0 point 5 | em dash |
| High School (74 students) | # of Staff | 0to3 Years | 4to7 Years | 8to12 Years | Over 12 Years |
| Non-Special Ed Teachers | 12 point 5 | 1 | 1 | 3 | 7 point 5 |
| Special Education | 0 point 5 | em dash | em dash | em dash | 0 point 5 |
| Counselors | 0 point 5 | em dash | em dash | 0 point 5 | em dash |
| Other Certified Professional Staff | 1 | em dash | em dash | em dash | 1 |
| TOTALS | 31 | 2 | 3 point 5 | 9 point 5 | 16 |
start bold Teacher Performance Ratings by Content Area
(end of previous year) end bold
This table displays teacher performance ratings from annual teacher evaluations, by content area (end of previous year).
| left intentionally blank | TOTAL (FTE) | Ineffective | Needs Improvement | Effective | Highly Effective | Superior |
|---|---|---|---|---|---|---|
| Grades ECto5 | 10 point 5 | em dash | 1 | 6 point 5 | 2 | 1 |
| ELA | 3 | em dash | em dash | 2 | em dash | 1 |
| Math | 3 | em dash | em dash | 2 | 1 | em dash |
| Science | 2 | em dash | 1 | em dash | 1 | em dash |
| Social Studies | 1 point 5 | em dash | em dash | 1 | 0 point 5 | em dash |
| Specialists (Music, Arts, Languages, Title 6) | 3 point 5 | em dash | 1 | 1 | 1 point 5 | em dash |
| Vocational-Technical | 0 point 5 | em dash | em dash | 0 point 5 | em dash | em dash |
| Physical Education, Health | 2 point 5 | em dash | 1 | 1 | 0 point 5 | em dash |
| Special Education | 1 point 5 | 0 point 5 | 0 point 5 | 0 point 5 | em dash | em dash |
| TOTAL | 28 | 0 point 5 | 4 point 5 | 14 point 5 | 6 point 5 | 2 |
Demographic, Revenue, and Budget Information
start bold Selected District Demographic Data
(end of previous year) end bold
| Total EC–12 Enrollment: 252 | |||
|---|---|---|---|
| American Indian | 24 percent | Female | 53 percent |
| Black | 6 percent | Male | 47 percent |
| Hispanic | 9 percent | Economically Disadvantaged | 63 percent |
| Two or More Races | 7 percent | English Learners | 1 percent |
| White | 54 percent | Students with Disabilities | 21 percent |
| Census Data, Preparation, Attendance | |||
| District Population | 1,240 | KGto3rd Graders Receiving Reading Remediation | 28 percent |
| Average Household Income | 53,482 U S dollars | In Good Attendance | 79 percent |
| Median Household Income | 40,623 U S dollars | One suspension of 10 days or less for every blank students | 29 |
| percent of Population below Poverty | 21 percent | One suspension of more than 10 days for every blank students | not applicable |
| Highest Educational Level for Adults Age 25+ | |||
| Without H.S. Diploma | 7 percent | Some College, Associate's Degree | 23 percent |
| H.S. Diploma Only | 52 percent | Bachelor's Degree and Above | 18 percent |
start bold District Revenue and Budget Allocations
(end of previous year) end bold
| left intentionally blank | Current Year | Next Year (Projected) | ||
|---|---|---|---|---|
| U S dollar amount | percent | U S dollar amount | percent | |
| District Revenue (All Funds) | ||||
| District and County | 2,642,542 U S dollars | 71 percent | 2,714,598 U S dollars | 72 percent |
| State (Dedicated and Appropriated) | 856,035 U S dollars | 23 percent | 829,461 U S dollars | 22 percent |
| Federal | 223,313 U S dollars | 6 percent | 226,217 U S dollars | 6 percent |
| TOTAL | 3,721,890 U S dollars | left intentionally blank | 3,770,276 U S dollars | left intentionally blank |
| District Budget Allocations, by Category | ||||
| Instruction | 1,882,436 U S dollars | 50 point 6 percent | 1,915,390 U S dollars | 50 point 8 percent |
| Instructional Support | 115,327 U S dollars | 3 point 1 percent | 124,425 U S dollars | 3 point 3 percent |
| Student Support | 197,172 U S dollars | 5 point 3 percent | 162,129 U S dollars | 4 point 3 percent |
| School Administration | 245,535 U S dollars | 6 point 6 percent | 245,079 U S dollars | 6 point 5 percent |
| District Administration | 234,374 U S dollars | 6 point 3 percent | 237,539 U S dollars | 6 point 3 percent |
| District Support * | 770,088 U S dollars | 20 point 7 percent | 795,566 U S dollars | 21 point 1 percent |
| Other ** | 275,297 U S dollars | 7 point 4 percent | 290,325 U S dollars | 7 point 7 percent |
| TOTAL | 3,720,229 U S dollars | left intentionally blank | 3,770,453 U S dollars | left intentionally blank |
* District Support includes General Services, Operation and Maintenance Services, and Student Transportation Services.
** Other includes Child Nutrition Programs.
start underline Survey Results end underline
| Survey Question: | percent agree or strongly agree | |
|---|---|---|
|
Faculty open parens 94 percent responding close parens |
Parents/ Guardians open parens 84 percent responding close parens | |
| Our school is succeeding in its mission and vision. | 90 percent | 76 percent |
| Our school environment supports teaching and learning. | 93 percent | 81 percent |
| Our school is focused on meeting the needs of all students. | 87 percent | 71 percent |
| Diversity is respected and celebrated at our school. | 83 percent | 66 percent |
| Teachers at our school are respectful to all students. | 80 percent | 62 percent |
| Teachers at our school believe that all students can learn at a high level. | 73 percent | 64 percent |
| Teachers at our school are knowledgeable about students' backgrounds and experiences. | 73 percent | 59 percent |
| Teachers at our school respect and are available to parents/guardians. | 90 percent | 71 percent |
| Parents/guardians at our school are active partners in their children's education. | 70 percent | 61 percent |
| I feel supported by administrators at my school. | 90 percent | em dash |
| I have the knowledge and skills necessary to meet the learning needs of all students. | 63 percent | em dash |
| I would benefit from professional development on meeting the needs of diverse learners. | 43 percent | em dash |
|
Views expressed by 3 or more faculty:
Views expressed by 5 or more parents/guardians:
|
||
Sample Strong Response to Constructed-Response Assignment
Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a score of "U" (Unscorable) due to lack of original work.
This Unified School District boasts of a low student-to-teacher ratio in the classroom and has an experienced staff with seven or more years (82%) of teaching experience with 82% having been rated in their performance reviews as being effective or better than effective educators by their supervising administrator. In addition, another 11% of the teaching staff have at least 4 years of teaching experience helping the school establish a reputation for quality learning outcomes and student success. Both school site principals in the district praise their faculties for their professionalism and effectiveness.
However, one significant area of concern that could impact the district's reputation and overall effectiveness in meeting the needs of their student population is the district's lack of site-based support services for their students with disabilities who are on an Individualized Education Program (IEP) and require specialized support services to meet their annual goals and benchmarks. In fact, several of the district parents have voiced concerns, along with the high school principal, that the district is not adequately meeting the learning needs for this segment of the student population which is nearly 21% of all students being served by the district. When students with disabilities are unable to be served by their home district, the district must seek out programs outside of their attendance area at a higher cost than operating those programs locally.
One possible strategy to address the issue of effectively serving students with disabilities would be to examine how current support staff are utilized to provide the specialized support services for students on an IEP. In addition, local revenue expectations may provide for the hiring of an additional special education teacher to help build a more expansive continuum of specialized support services within the district or help fund professional development activities that could focus on differentiating instructional practices for students with a disability.
If the district can reconceptualize how their instructional support staff are utilized to focus on providing more direct support for students with a disability, the learning outcomes for these students would likely increase. Also, by utilizing the strength of the faculty tenure in the district, general education teachers could become more adept at providing modifications and supports identified in student Individualized Education Programs (IEPs) and increase their professional capacity to support these students. In addition, if district funding permits the hiring of more special education staff within the district, there could be fewer recommendations and requests to send students to specialized academic programs outside of the school district attendance area. This outcome would also lessen the concerns expressed by several parents that the district cannot meet the learning needs of their child with a disability.
Rationale for the Sample Strong Response
Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.
The response fulfills the purpose of the assignment by addressing all charges of the prompt. The response reflects a general knowledge and understanding of the subject matter by identifying one significant district strength (i.e., experienced and effective teaching staff) as well as a significant area of concern (i.e., inadequate continuum of programming needs for students with disabilities). The writer cites relevant examples from the exhibits that support their choices. Overall, the quality and relevance of supporting evidence is adequate. A stronger response would have included more details and specifics as well as citing further evidence from the exhibits throughout the response. Overall, the response demonstrates a general understanding of the subject matter.
Sample Weak Response to Constructed-Response Assignment
One significant strength at the Unified School District is the district's experienced and effective teaching staff. Over 82% of the teaching staff is rated as effective or better with nearly 82% having taught for eight or more years. Having experienced teachers is good for a district since the teachers know what they need to do to be effective educators.
One significant area of concern is the number of parents who have complained that the district doesn't do more for their students with disabilities. Some parents have had to send their child to other district programs that are over 100 miles away just to get the services need for their child's education. If students cannot be served by the district it will become even more costly to send students to other district programs when the money could be better spent by strengthening the district services for students with disabilities.
One strategy would be to hire more special education teachers to serve the needs of these students. With more teachers who are skilled at developing special education programs, students who have disabilities and learning needs could be helped by the district instead of traveling far away to other district programs. This would reduce the overall costs for the district but would also increase the learning outcomes for special education students in the district since they would receive more help at school.
Since the district has a solid local property tax base and has a strong number of teachers who have experience with the district, the hiring of additional staff would allow the district to provide additional support services for the 21% of their student body that have been identified as a learner with a disability. Additional special education support staff could also provide support for students while they attend their core classes by helping them access the curriculum and stay on top of their assignments.
Rationale for the Sample Weak Response
Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.
The response partially fulfills the purpose of the assignment by attempting to address all charges of the prompt. The response identifies one strength (i.e., experienced staff that have been identified as effective or better) and one weakness (i.e., inadequate special education services). This response reflects a limited analysis and is poorly reasoned because although most students perform above the statewide average on standardized assessment, 21% of all students are identified as a student with a disability and only 25% of these students score at or above grade level proficiency in the statewide assessment measures. The response also lacks sufficient supporting data that describe the implications for teaching and learning. The response provides limited evidence and details are weak throughout. Overall, this response reflects a limited understanding of the subject matter.
Performance Characteristics
The following characteristics guide the scoring of responses to the constructed-response assignments.
Scoring Scale
Scores will be assigned to each response to the constructed-response assignments according to the following scoring scale.