ILTS Principal as Instructional Leader Subtest 1 Diagnostic Test

Case: Estuary High School: workshop delivery and student-work review

Estuary High School is reviewing a grade 9 algebra recovery initiative intended to improve course completion and independent application of algebra. Forty-eight of the grade's 120 students were eligible for an optional workshop. The principal must decide what to retain in the next cycle and what the evidence can establish about results. These records are simulated.

Document: Workshop delivery and student-work review

The workshop delivered its ten planned sessions. Participants attended seven sessions on average and received a weekly counselor check-in about attendance, assignments, and study arrangements. Eligible nonparticipants could use the regular help desk but did not receive the scheduled counselor check-in. The next cycle could offer the same check-in schedule to both groups.

Work review found that many students who passed the course but missed the application criterion solved a supplied equation correctly. In an unfamiliar situation, they sometimes chose an equation with incompatible units or accepted a numerical answer that contradicted the situation. The principal has the original responses for linking these errors to individual course and assessment records.

The course team is considering either additional equation-solving practice or instruction addressing students' use of the situation when selecting and evaluating a model.

Document: Instructional access and removal records

The grade includes 30 students receiving an identified instructional support and 90 other students. During the review period, the support group accumulated 18 classroom-removal incidents involving 9 students. Other students accumulated 27 incidents involving 9 students. An incident is one removal; a student may have several incidents.

Students removed from algebra missed the lesson segment in progress. A work review identified unfinished modeling tasks among students from both groups. The current report does not link incident reasons, classroom, task demands, instructional supports available, or missed minutes. A staff member argues that the larger incident count among other students indicates that the support group has better instructional access. The principal can arrange a review of incident-level records without waiting for the next annual report.