FELE Practice Test

Front

What should the principal and the SAC consider in developing a new school improvement plan given that the past plan did not include professional development for teachers? Options: information on successful previous professional development offerings, analysis of classroom-level student achievement data, informal survey of teachers’ interests, assessment of students’ needs

Back

analysis of classroom-level student achievement data

Front

A principal wants to plan professional development activities for teachers aimed at reversing a school trend toward declining scores on the statewide reading assessment. The principal can most effectively begin the planning process by taking which of the following actions first? Options: analyzing test data to identify specific reading skills needing improvement or subgroups of students needing additional support, reviewing materials disseminated by the state about the types of questions and tasks that appear on the reading assessment, identifying high-quality teacher resources aimed at improving reading instruction that are available in the school or district, meeting with small groups of teachers to elicit information about the methods they currently use to promote student reading skills

Back

analyzing test data to identify specific reading skills needing improvement or subgroups of students needing additional support

Front

Based on the tables above, which of the following statements reflects the most appropriate objective to address reading in the school improvement plan? Options: By July of the following year, 55% of all 5th graders taking the statewide reading assessment will score 3 and above., By July of the following year, the percentage of 4th graders scoring 3 and above on the statewide reading assessment will increase by 2%., By July of the following year, the percentage of 5th graders scoring 3 and above on the statewide reading assessment will increase by 2%., By July of the following year, 70% of all 3rd graders taking the statewide reading assessment will score 3 and above.

Back

By July of the following year, 55% of all 5th graders taking the statewide reading assessment will score 3 and above.

Front

After reviewing the data from the statewide mathematics assessment for the last three years, what should the middle school principal place the highest priority on answering? Options: Should the school investigate other mathematics programs that may maximize mathematics gains for all student groups?, How can the achievement gap in mathematics performance between the total group and the subgroup be closed?, What factors were most important in promoting improvement in the school's overall performance in mathematics?, Has there been a significant change in recent years in the number of students in the total group and the subgroup?

Back

How can the achievement gap in mathematics performance between the total group and the subgroup be closed?

Front

Which strategy is most likely to improve the reading performance of 5th-grade students at the school? Options: using lesson plans and curriculum mapping to align instruction with reading content standards, initiating a daily program of sustained silent reading for all students, providing teachers with state and district reading scores, administering weekly reading comprehension tests for students scoring at statewide assessment Levels 1 and 2

Back

using lesson plans and curriculum mapping to align instruction with reading content standards

Front

What should data reports include to be most useful for teachers' instructional planning? Options: include information about each student's performance on each section of a test., incorporate a variety of summary statistics, such as mean, range, and standard deviation, to characterize student scores., compare an individual's current performance to performance on previous tests, provide an indication of how each class performed on each test question compared with other classes at the same grade level.

Back

include information about each student's performance on each section of a test.

Front

Identify which practice the groups should develop and implement first to enhance student learning and achievement as measured on the benchmark tests: integrated thematic units, peer coaching assignments, instructional focus calendar, cooperative learning activities.

Back

instructional focus calendar

Front

A principal has established grade-level teacher teams to provide teachers with professional support and improve school performance. A key school goal at this time is to "set and achieve high academic expectations for every student." In observing the teacher teams in action, the principal can best ensure that they are effectively striving to meet this goal if team members place the greatest emphasis on discussing ways to respond to students who are progressing at different rates in the classroom.

Back

respond to students who are progressing at different rates in the classroom.

Front

Which learning strategy would be best suited to students in intermediate grades? Options: asking students to complete a worksheet containing 100 two- or three-digit multiplication problems in small groups, asking students to explain the steps taken in solving a two- or three-digit multiplication problem, asking students to solve two- or three-digit multiplication problems at the chalkboard without discussion, asking students to complete a two- or three-digit multiplication worksheet alone at their desks

Back

asking students to explain the steps taken in solving a two- or three-digit multiplication problem

Front

A recently hired principal at a low-performing school wishes to create a school climate that fosters strong academic achievement for all students. Which approach would best help promote attainment of this goal? Options: using a variety of means to communicate a vision of high expectations for students and faculty on a regular basis, guiding faculty to give students ample flexibility in determining what they will learn and how they will learn it, providing meaningful incentives to reward faculty when a specified proportion of their students meet expectations, prompting faculty to offer students a mix of individual, small-group, and whole-class learning opportunities

Back

using a variety of means to communicate a vision of high expectations for students and faculty on a regular basis