30 Questions

• EQ1: What sources of information should be used to evaluate teachers?

5 EXEMPLARY: Three or more key sources are identified. Key sources are directly related to
effective classroom practice and other responsibilities and duties of teachers. The relationship between key sources
and the Standards for the California Teaching Profession is described in a clear, concise, and accurate manner.
Specific examples are provided to illustrate each key source. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key sources are identified. Key sources are directly related to
effective classroom practice and other responsibilities and duties of teachers. The relationship between key sources
and the Standards for the California Teaching Profession is described in a clear, concise, and accurate manner.
Specific examples are provided to illustrate each key source. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key source is identified and accurately described. The key source is directly related to
effective classroom practice and other responsibilities and duties of teachers.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key sources are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key sources are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ2: What are the benefits of principals placing a high priority
for frequent, short classroom visits? Describe each benefit.

5 EXEMPLARY: Three or more key benefits are identified and a clear, concise, and accurate description
of each benefit is provided. Specific effective strategies are provided to illustrate each key benefit.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key benefits are identified and a clear, concise, and accurate description
of each benefit is provided. Specific effective strategies are provided to illustrate each key benefit.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key benefit is identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key benefits are identified, but are not accurately described.
Occasional grammaticaland syntactic errors are noted.

1 FAR BELOW STANDARDS: No key benefits are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ3: What methods would you use to evaluate your school and its problems? Elaborate.

5 EXEMPLARY: Three or more key methods are identified and a clear, concise, and accurate description
of each key method is provided. Specific effective strategies are provided to illustrate each key method.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key methods are identified and a clear, concise, and accurate description
of each key method is provided. Specific effective strategies are provided to illustrate each key method.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key method is identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key methods for evaluating a school and its problems are identified,
but are not accurately described. Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key methods for evaluating a school and its problems are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ4: Identify and describe the components
(e.g., classroom management, instruction, and assessment) of an effective classroom.

5 EXEMPLARY: Three key components are identified and a clear, concise, and accurate description
of each key component is provided. Specific examples are provided to illustrate each key component.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key components are identified and a clear, concise, and accurate description
of each key component is provided. Specific examples are provided to illustrate each key component.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key component is identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key components of an effective classroom are identified,
but are not accurately described. Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key components of an effective classroom are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ5: Share your understanding of current state
and federal accountability initiatives as they pertain to student achievement.

5 EXEMPLARY: Three or more key accountability measures are identified
and a clear, concise, and accurate description of each accountability measure in relation
to student achievement is provided. Specific examples are provided to illustrate each key
accountability measure. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key accountability measures are identified
and a clear, concise, and accurate description of each accountability measure in relation
to student achievement is provided. Specific examples are provided to illustrate each key
accountability measure. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key accountability measure is identified and accurately described in relation
to student achievement. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key accountability measures are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key accountability measures are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ6: Identify and describe a mechanism or structure
to raise student achievement at a school.

5 EXEMPLARY: Three or more key mechanisms or structures are identified
and a clear, concise, and accurate description of each key mechanism or structure in relation
to student achievement is provided. Specific examples are provided to illustrate each mechanism or structure.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key mechanisms or structures are identified
and a clear, concise, and accurate description of each key mechanism or structure in relation
to student achievement is provided. Specific examples are provided to illustrate each mechanism or structure.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key mechanism or structure are identified
and accurately described in relation to student achievement.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key mechanisms or structures to raise student achievement are identified,
but are not accurately described. Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key mechanisms or structures to raise student achievement are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

EDAD 5802

• EQ1: What are the key components of a collective bargaining agreement
and elaborate on the impact of the union contract on the day-to-day operation of a school?

5 EXEMPLARY: Three key components are identified and accurately described. The impact of these key components
on three specific areas of site-level management is discussed. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key components are identified and accurately described. The impact of these key components
on two specific areas of site-level management is discussed. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key component is identified and accurately described. The impact of this key component
on one specific area of site-level management is discussed. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key components are identified, but not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key components are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ2: Identify and describe employment program practices that effectively
identify qualified candidates and protect the district from claims of discrimination.

5 EXEMPLARY: Three key practices are identified and accurately described.
Three specific examples are provided to illustrate these practices in the school setting.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key practices are identified and accurately described.
Two specific examples are provided to illustrate these practices in the school setting.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key practice is identified and accurately described.
One specific example is provided to illustrate this practice in the school setting. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key practices are identified, but not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key practice is identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

•EQ3: Describe characteristics of an effective professional development program for teachers.

5 EXEMPLARY: Three key characteristics are identified and accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key characteristics are identified and accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key characteristic is identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key characteristics are identified, but not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key characteristics are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ4: Describe the difference between “restricted” and “unrestricted” funds
and identify one example of each.

5 EXEMPLARY: Key funds are identified and the differences are described in specific terms.
Examples from a school-based budget are provided to illustrate the differences
(i.e., carry-over, spending restrictions, cost-of-living adjustments). The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Key funds are identified and the differences are described in specific terms.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: Key funds are identified and the differences are described in general terms.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Key funds are identified, but the differences are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Key funds are not identified and the differences are not described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ5: Identify and describe a process (steps) for developing
and implementing a site budget.

5 EXEMPLARY: Five or more key steps are identified and the process is accurately described in specific terms.
Examples are provided to illustrate the process (i.e., carry-over, spending restrictions, cost-of-living adjustments,
district/school goals and priorities). The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Four key steps are identified and the process is accurately described in specific terms.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: Three key steps are identified and the process is accurately described in general terms.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Key steps are identified, but the process is not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Key steps are not identified and the process is not described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ6: Discuss the concept of “cost-effectiveness” when describing instructional programs.

5 EXEMPLARY: Demonstrates a thorough understanding of the concept and provides three or more examples or scenarios
that illustrate the application of the concept in the school setting. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Demonstrates a thorough understanding of the concept and provides two examples or scenarios
that illustrate the application of the concept in the school setting. The narrative is clear, well-organized & concise.
Appropriate grammar & syntax are used.

3 MEETS STANDARDS: Demonstrates a general understanding of the concept and provides one example or scenario
that illustrates the application of the concept in the school setting. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Demonstrates limited understanding of the concept and provides no examples or scenarios
that illustrate the application of the concept in the school setting. Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Demonstrates no understanding of the concept.
Grammatical and syntactic errors are noted throughout the narrative.

EDAD 5803

• EQ1: Discuss the advantages and disadvantages of social relationships
between a recently promoted assistant principal and his/her former teaching colleagues.

5 EXEMPLARY: Three key advantages and three key disadvantages are identified and accurately described
. The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key advantages and two key disadvantages are identified and accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key advantage and one key disadvantage are identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key advantages or disadvantages are identified, but not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key advantages or disadvantages are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ2: The principal is the instructional leader of a school yet is also expected to handle
non-academic issues or conflicts. Identify these non-academic issues
and explain how you will ameliorate them.

5 EXEMPLARY: Three or more key issues are identified and three or more techniques for reaching resolution are accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key issues are identified and two techniques for reaching resolution are accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key issue is identified and one technique for reaching resolution is accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key issues are identified, but techniques for reaching resolution are not described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key issues are identified or techniques for reaching resolution are described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ3: Identify and describe personal characteristics and management skills
that are associated with the role of the principal in the effective administration of a school.

5 EXEMPLARY: Three key characteristics or management skills are identified and accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key characteristics or management skills are identified and accurately described.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key characteristic or management skill is identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key characteristics or management skills are identified, but not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key characteristics or management skills are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ4: Describe the inter-relationship between members of the management team,
including the superintendent, and share scenarios that underscore your description.

5 EXEMPLARY: Three key relationships are identified and accurately described. Three supporting scenarios are provided.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key relationships are identified and accurately described. Two supporting scenarios are provided.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key relationship is identified and accurately described. One supporting scenario is provided.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key relationships are identified, but are not accurately described
and/or supporting scenarios are not provided. Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key relationships are identified or described and supporting scenarios are not provided.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ5: Share examples of ethical decision-making.

5 EXEMPLARY: Three key examples are provided and are representative of ethical decision-making.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key examples are provided and are representative of ethical decision-making.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key example is provided and is representative of ethical decision-making.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key examples are provided, but are not representative of ethical decision-making.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key examples are provided or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ6: Describe leadership styles for managing the day-to-day operations of a school.

5 EXEMPLARY: Three key styles are identified and related to the regular responsibilities of a site administrator.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key styles are identified and related to the regular responsibilities of a site administrator.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key style is identified and related to the regular responsibilities of a site administrator.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key styles are identified, but not related to the regular responsibilities of a site administrator.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: No key styles are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

EDAD 5804

• EQ1: First, identify the membership of a legally-constituted
Individual Education Plan (IEP) Team. Second, briefly describe the responsibilities
of the IEP Team in providing a free and appropriate public education
for students with exceptional needs.

5 EXEMPLARY: Key (mandated) members are identified and three or more key responsibilities are identified
and accurately described. The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Key (mandated) members are identified and two key responsibilities are identified
and accurately described. The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: Key (mandated) members are identified and one key responsibility is accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Some key (mandated) members and/or their responsibilities are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Key (mandated) members are not identified and key responsibilities are not identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ2: Define the Equal Access Act and describe how it relates to
community use of facilities and extracurricular student clubs.

5 EXEMPLARY: Act is accurately defined and two or more applications are identified and accurately described for each scenario:
facility use and student clubs. The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Act is accurately defined and one key application is identified and accurately described for each scenario:
facility use and student clubs. The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: Act is accurately defined and one key application is identified and accurately described for one of two scenarios:
facility use or student clubs. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Act is accurately defined; however, application of the Act in the school setting is not provided.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Act is inaccurately defined and key applications are not identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ3: Identify and describe the elements of due process related to student suspension.

5 EXEMPLARY: All three key elements are identified and accurately described. Application of these elements is provided
by providing one or more examples. Historical precedence and case law citations are provided to provide a legal context.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: All three key elements are identified and accurately described. Application of these elements is provided
by providing one or more examples. The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: All three key elements are identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key elements are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key elements are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ4: Define the Family Educational Rights and Privacy Act (FERPA) of 1974
and describe the confidentiality protection afforded students.

5 EXEMPLARY: Act is accurately defined and three or more key protections are identified and accurately described.
One or more examples are provided to illustrate the Act’s application in the school setting. Historical precedence
and case law citations are provided to provide a legal context. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Act is accurately defined and two key protections are identified and accurately described.
One or more examples are provided to illustrate the Act’s application in the school setting.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: Act is accurately defined and one key protection is identified and accurately described.
Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Act is accurately defined; however, key protections are not identified or accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Act is not defined and key protections are not identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

•EQ5: Identify and describe three sources of legal expertise
from which a new administrator can draw.

5 EXEMPLARY: Three or more key sources are identified and accurately described.
Three or more examples are provided to illustrate these sources.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key sources are identified and accurately described.
Two examples are provided to illustrate these sources.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key source is identified and accurately described.
An example is provided to illustrate this source. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key sources are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Key sources are not identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ6: Identify and describe the professional relationship
between the governing board and the following individuals and groups:
(1) superintendent, (2) principal, (3) teachers, and (4) community.

5 EXEMPLARY: Key relationships between the governing board and three or more individuals/or groups
are accurately identified and described. In addition, examples are provided to illustrate these relationships.
The narrative is clear, well-organized, and concise. Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Key relationships between the governing board and two individuals/or groups
are accurately identified and described. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: A key relationship between the governing board and one individual/or group
is accurately identified and described. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: Key relationships are unclear and non-specific.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: Key relationships are not identified or described for any of the individuals or groups listed.
Grammatical and syntactic errors are noted throughout the narrative.

EDAD 5805

EQ1: Describe responsibilities of the school board
in the overall management of a school district.

5 EXEMPLARY: Three or more key responsibilities are identified and accurately described.
Three or more examples are provided to illustrate these responsibilities. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key responsibilities are identified and accurately described.
Two examples are provided to illustrate these responsibilities. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key responsibility is identified and accurately described.
An example is provided to illustrate this responsibility. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key responsibilities are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key responsibilities are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

•EQ2: Describe three public relations strategies,
which can be implemented effectively at the site-level.

5 EXEMPLARY: Three or more key strategies are identified and accurately described.
Three or more examples are provided to illustrate these strategies. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key strategies are identified and accurately described.
Two examples are provided to illustrate these strategies. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key strategy is identified and accurately described.
An example is provided to illustrate this strategy. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key strategies are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key strategies are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ3: Describe effective communication techniques that can improve school culture.

5 EXEMPLARY: Three or more key techniques are identified and accurately described.
Three or more examples are provided to illustrate these techniques. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key techniques are identified and accurately described.
Two examples are provided to illustrate these techniques. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key technique is identified and accurately described.
An example is provided to illustrate this technique. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key techniques are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key techniques are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ4: Describe strategies that capitalize on student diversity
in terms of raising academic achievement.

3 MEETS STANDARDS: One key strategy is identified and accurately described.
An example is provided to illustrate this strategy. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key strategies are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key strategies are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

• EQ5: Describe strategies to increase parent participation at school.

3 MEETS STANDARDS: One key strategy is identified and accurately described.
An example is provided to illustrate this strategy. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key strategies are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key strategies are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.

EQ6: Describe school partnerships and how these relationships can improve school programs.

5 EXEMPLARY: Three or more key partnerships are identified and accurately described.
Three or more examples are provided to illustrate these partnerships. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

4 ABOVE STANDARDS: Two key partnerships are identified and accurately described.
Two examples are provided to illustrate these partnerships. The narrative is clear, well-organized, and concise.
Appropriate grammar and syntax are used.

3 MEETS STANDARDS: One key partnership is identified and accurately described.
An example is provided to illustrate this partnership. Appropriate grammar and syntax are used.

2 BELOW STANDARDS: One or more key partnerships are identified, but are not accurately described.
Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: None of the key partnerships are identified or described.
Grammatical and syntactic errors are noted throughout the narrative.