SLLA Test PrepSLLA Test PrepSession #2Session #2

November 2008November 2008

Dr. Tamerin CapellinoDr. Tamerin Capellino

Test Prep Day #2 Test Prep Day #2 OverviewOverview

IntroductionsIntroductions Review- Pop QuizReview- Pop Quiz Master SchedulingMaster Scheduling More Test Taking TipsMore Test Taking Tips Practice QuestionsPractice Questions

RemindersReminders

Next Test Date: January 10th Next Test Date: January 10th Score Report Mailing Date: February Score Report Mailing Date: February

1212thth Registration Deadline: December Registration Deadline: December

1313thth

Next Prep Session: December 10thNext Prep Session: December 10th

Pop QuizPop Quiz

1.1. SLLA stands for?SLLA stands for?

2.2. The SLLA is a ___ hrs long written test.The SLLA is a ___ hrs long written test.

3.3. The SLLA is based on what standards? The SLLA is based on what standards?

4.4. You have ___ minutes per question when You have ___ minutes per question when taking the Evaluation of Actions I section taking the Evaluation of Actions I section of the test.of the test.

5.5. You have ___ minutes per question when You have ___ minutes per question when taking the Evaluation of Actions II section taking the Evaluation of Actions II section of the test.of the test.

6.6. The case studies are ____ long each.The case studies are ____ long each.

What is the SLLA?What is the SLLA? The SLLA measures whether entry-level The SLLA measures whether entry-level

principals and other school leaders have the principals and other school leaders have the standards-relevant knowledge believed standards-relevant knowledge believed necessary for competent professional practice.necessary for competent professional practice.

6 hour written assessment6 hour written assessment Evaluation of Actions I (1 hr)- Ten vignettes Evaluation of Actions I (1 hr)- Ten vignettes 6 6

minutes each 20% of scoreminutes each 20% of score Evaluation of Actions II (1 hr)- Six vignettes Evaluation of Actions II (1 hr)- Six vignettes 10 10

minutes each 20% of scoreminutes each 20% of score Synthesis of Information and Problem Solving (2 Synthesis of Information and Problem Solving (2

hrs)- Two case studies hrs)- Two case studies 1 hour each 30% of score1 hour each 30% of score Analysis of Information and Decision Making (2 Analysis of Information and Decision Making (2

hrs)- Seven documents approx. hrs)- Seven documents approx. 17 minutes each 17 minutes each 30% of score30% of score

ISLLC Standards for School ISLLC Standards for School LeadersLeaders

National Standards for School National Standards for School Leaders used in part or whole by Leaders used in part or whole by many statesmany states Standard 1: VisionStandard 1: Vision Standard 2: School CultureStandard 2: School Culture Standard 3: ManagementStandard 3: Management Standard 4: CollaborationStandard 4: Collaboration Standard 5: Professional EthicsStandard 5: Professional Ethics Standard 6: Community AdvocatingStandard 6: Community Advocating

Don’t need to have memorized!Don’t need to have memorized!

Testing TipsTesting Tips ““There is no such thing as a wrong answer”There is no such thing as a wrong answer” Bullet your way to success!Bullet your way to success! Use the student/Parent/Staff/District/Community Use the student/Parent/Staff/District/Community

model to address all stakeholdersmodel to address all stakeholders Know and practice your pacing Know and practice your pacing Do not use state specific lingo (ex. CSTs and Do not use state specific lingo (ex. CSTs and

CLAD)CLAD) Be specific- do not say ‘professional Be specific- do not say ‘professional

development’, say professional development development’, say professional development in in explicit direct instructionexplicit direct instruction

Read the question carefully. Underline all areas Read the question carefully. Underline all areas to be addressed.to be addressed.

Read all questions first. Start with the one you Read all questions first. Start with the one you feel most confident.feel most confident.

REMEMBER….You are the PRINCIPAL, not REMEMBER….You are the PRINCIPAL, not a teacher! a teacher!

Synthesis of Information Synthesis of Information and Problem Solving and Problem Solving

(Module II)(Module II) Both case studies in the Synthesis of Both case studies in the Synthesis of

Information and Problem Solving Information and Problem Solving section are scored on a four-point section are scored on a four-point scale, with 3 the highest and 0 the scale, with 3 the highest and 0 the lowest. lowest.

The two responses to the two The two responses to the two questions are treated as a single questions are treated as a single response for scoring purposes, so only response for scoring purposes, so only one score is assigned to each case. one score is assigned to each case.

Synthesis of Information Synthesis of Information and Problem Solving and Problem Solving

ScenarioScenario You are the newly assigned principal of James You are the newly assigned principal of James

Madison School, an elementary school with an Madison School, an elementary school with an excellent reputation in the area, enriched excellent reputation in the area, enriched programs in all grades, and high level of programs in all grades, and high level of parent participation. The district has embarked parent participation. The district has embarked on a major initiative in cooperative learning. on a major initiative in cooperative learning. By and large, the school has experienced rapid By and large, the school has experienced rapid growth as a result of extensive real estate growth as a result of extensive real estate development in the area. One change evident development in the area. One change evident in the past five years is that a much smaller in the past five years is that a much smaller proportion of the student population now proportion of the student population now participates in lessons, classes, sports participates in lessons, classes, sports activities, and other educational and personal activities, and other educational and personal opportunities outside the scope of the school. opportunities outside the scope of the school.

Synthesis of Information Synthesis of Information and Problem Solving and Problem Solving

Scenario (cont)Scenario (cont) School Improvement Goals:School Improvement Goals:

To improve implementation of To improve implementation of cooperative learning in all classroomscooperative learning in all classrooms

To improve achievement levels of all To improve achievement levels of all students in basic skills in the core students in basic skills in the core areas: reading, writing, and areas: reading, writing, and mathematicsmathematics

Synthesis of Information Synthesis of Information and Problem Solving and Problem Solving

Scenario (cont)Scenario (cont) Questions:Questions:

1.1. Based on your understanding of Based on your understanding of learning and teaching and larger learning and teaching and larger educational issues, educational issues, identify and identify and describe the broader challengesdescribe the broader challenges faced by the school.faced by the school.

2.2. Evaluate the given school improvement Evaluate the given school improvement plan in terms of its plan in terms of its strengths and strengths and weaknessesweaknesses. Describe the . Describe the actions actions the the principal should take to principal should take to implement the implement the planplan and and elicit community support. elicit community support.

Scoring RubricScoring Rubric

Well developed analysis and synthesis Well developed analysis and synthesis of all documentsof all documents

Describe challenges faced by the Describe challenges faced by the schoolschool

Evaluation of Improvement Plan Evaluation of Improvement Plan (strengths and weaknesses)(strengths and weaknesses)

Multiple ways to elicit community Multiple ways to elicit community supportsupport

Multiple actions principal should takeMultiple actions principal should take

Analysis of Information and Analysis of Information and Decision Making (Module Decision Making (Module

III)III) The seven exercises in the Analysis of The seven exercises in the Analysis of

Information and Decision Making Information and Decision Making section are scored on a three-point section are scored on a three-point scale, with 2 the highest possible scale, with 2 the highest possible score and 0 the lowest. The responses score and 0 the lowest. The responses to the two questions are associated to the two questions are associated with each document are treated as a with each document are treated as a single response for scoring purposes. single response for scoring purposes.

Approx. 17 minutes per responseApprox. 17 minutes per response

Analysis of Information and Analysis of Information and Decision MakingDecision Making

The types of documents used in this The types of documents used in this module may include:module may include: Assessment dataAssessment data School improvement plansSchool improvement plans Budget informationBudget information SchedulesSchedules Staff allocationsStaff allocations Curriculum informationCurriculum information

Analysis of Information and Analysis of Information and Decision Making (Module Decision Making (Module

III)III) The table you have been provided with The table you have been provided with

presents enrollment data for students of presents enrollment data for students of different backgrounds in a high school of different backgrounds in a high school of nearly 1,200 students. Look at the table nearly 1,200 students. Look at the table carefully and answer the following questions.carefully and answer the following questions.

Assume that the superintendent informed Assume that the superintendent informed you of a recently adopted Board goal to you of a recently adopted Board goal to increase the academic achievement of all increase the academic achievement of all students.students.

1.1. What important What important patterns do you observepatterns do you observe in the in the data? Identify and data? Identify and describe at least threedescribe at least three..

2.2. As principal of the high school, what As principal of the high school, what additional additional informationinformation would you want? How would you would you want? How would you obtainobtain this information? this information?

Scoring RubricScoring Rubric In order to achieveIn order to achieve a score of 2, the response a score of 2, the response

specifically cites the three important patterns specifically cites the three important patterns observed (Asian Population and AP course observed (Asian Population and AP course enrollment, males in AP classes, Black enrollment, males in AP classes, Black population and basic math, etc.) and thoroughly population and basic math, etc.) and thoroughly addresses the additional information needed addresses the additional information needed such as:such as: GradesGrades Standardized test score informationStandardized test score information % of students entering 4 year universities% of students entering 4 year universities How students are placed. How students are placed.

Explains how the information would be Explains how the information would be obtained. obtained.

Questions???Questions???

Next MeetingNext Meeting Date: December 10th, 2008Date: December 10th, 2008 Time: 3:30-5:30pmTime: 3:30-5:30pm Agenda:Agenda:

More practice questionsMore practice questions Key content knowledgeKey content knowledge Last minute adviceLast minute advice Other??Other??