CPACE PERFORMANCE SCHOOL
LEADERSHIP 2025-2026 |
Questions & Correct Answers |
California Administrator Exam
Prep | Pass Guaranteed - A+
Graded
## Domain 1: Vision, Culture, and Equity
### **Scenario 1: Equity Gap in Discipline**
ou are the newly appointed principal of Roosevelt Middle School, a Title I school serving 850
Y
students in grades 6–8. During your first data review, you discover a persistent disparity in
out-of-school suspension rates. The school completed restorative justice training for all staff in
August 2025, yet implementation has been inconsistent across grade levels and departments.
**Suspension Data by Month (Fall 2025):**
| Month | General Ed Suspensions | Students with IEPs Suspended | % of IEP Students in
School |
|-------|------------------------|------------------------------|----------------------------|
| Aug | 12 | 18 | 14% |
| Sept | 15 | 22 | 14% |
| Oct | 11 | 24 | 14% |
| Nov | 9 | 19 | 14% |
tudents with IEPs represent 14% of the student body but account for 62% of all suspensions.
S
Teachers in the 6th-grade wing report using restorative circles regularly, while 7th and 8th-grade
teachers rely primarily on traditional discipline referrals. The previous principal focused on "zero
,tolerance" messaging. Staff morale is low, and several teachers have expressed skepticism
about restorative practices "working with these kids."
---
* *1a.** Identify the root cause suggested by the data and explain why it is a systemic rather than
individual student issue. Write a response in which you analyze the data and name the primary
systemic barrier.
* *[CORRECT]** The root cause is not a lack of training—staff were all trained in August
2025—but rather a **systemic implementation gap** driven by inconsistent application of
restorative practices across grade levels and departments. The data shows that while 6th-grade
teachers use restorative circles effectively (lower suspension rates in that cohort), 7th and
8th-grade teachers have defaulted to traditional referral pathways, creating a two-tiered
discipline system. This is systemic because it reflects a failure of leadership to establish clear
expectations, provide ongoing coaching, and hold all staff accountable for equitable
practice—not because students with IEPs are inherently more disruptive. The previous "zero
tolerance" culture also undermined the restorative framework, leaving staff without the structural
support to shift practice.
* Rationale: Response correctly identifies the implementation gap rather than blaming students
or citing a training deficit. It references specific data (6th-grade vs. 7th/8th-grade disparity) and
connects the issue to leadership and systemic structures—meets CPACE Domain 1, CAPE 1.4
(equitable access and outcomes) and earns full credit for analytical depth.*
---
* *1b.** Propose two specific leadership actions you will take within the next 30 days to address
the root cause. Each action must include a measurable outcome.
**[CORRECT]**
* *Action 1:** Implement a **weekly restorative practice coaching cycle** for 7th and 8th-grade
teachers, led by the 6th-grade teachers who have demonstrated success. Each participating
teacher will co-facilitate at least two restorative circles with coach support by the end of the
30-day period. **Measurable outcome:** 100% of 7th and 8th-grade teachers complete two
coached circles; pre- and post-survey data show a 25% increase in teacher confidence in using
restorative practices.
* *Action 2:** Establish a **data-driven pre-referral protocol** requiring teachers to document
three Tier 1 restorative interventions (e.g., check-in, restorative conversation, peer mediation)
before submitting any office discipline referral for students with IEPs. **Measurable outcome:**
Office discipline referrals for students with IEPs decrease by 30% within 30 days, as tracked
through the student information system.
, * Rationale: Both actions are time-bound (30 days), directly address the implementation gap,
leverage existing internal capacity (6th-grade teacher coaches), and include quantifiable
outcomes. The response demonstrates data-informed decision-making and equitable resource
allocation—full credit per 2026 CPACE scoring guide, CAPE 1.3 and 1.4.*
---
* *1c.** Write a one-paragraph message to all staff explaining your plan and inviting
collaboration.
* *[CORRECT]** "Team, as we review our fall discipline data, it is clear that our students with
IEPs are being suspended at rates that do not reflect our shared commitment to equity and
belonging. I know many of you have worked hard to implement restorative practices, and our
6th-grade team has shown tremendous growth. Over the next 30 days, we will build on that
success by launching peer coaching cycles and a pre-referral protocol to ensure every student
benefits from consistent, supportive discipline. I invite you to partner with me in this work—your
expertise and voice are essential."
* Rationale: The message uses asset-based language, avoids blame, references specific data
without shaming, highlights existing success (6th-grade team), and explicitly invites
collaboration. It aligns with CPACE Domain 1, CAPE 1.2 (culture of continuous improvement)
and demonstrates culturally responsive communication—full credit.*
---
### **Scenario 2: School Culture and Staff Morale**
ou are the principal of Lincoln Elementary, a K–5 school with 520 students. Your school has
Y
experienced significant staff turnover over the past three years—42% of teachers are in their
first or second year. A recent anonymous staff survey (response rate: 78%) reveals the following
concerns:
* *Staff Survey Results (Top 3 Concerns):**
1. "I don't feel supported when dealing with challenging student behaviors" (68% agree/strongly
agree)
2. "There is no shared vision for what good instruction looks like at our school" (71%
agree/strongly agree)
3. "Professional development feels disconnected from what I actually need in my classroom"
(64% agree/strongly agree)
dditionally, your school's CA Dashboard shows that while overall academic performance is
A
improving, the "Chronic Absenteeism" indicator is in the "Red" status (24% of students
chronically absent). Teachers report that many students arrive anxious or disengaged. A small
LEADERSHIP 2025-2026 |
Questions & Correct Answers |
California Administrator Exam
Prep | Pass Guaranteed - A+
Graded
## Domain 1: Vision, Culture, and Equity
### **Scenario 1: Equity Gap in Discipline**
ou are the newly appointed principal of Roosevelt Middle School, a Title I school serving 850
Y
students in grades 6–8. During your first data review, you discover a persistent disparity in
out-of-school suspension rates. The school completed restorative justice training for all staff in
August 2025, yet implementation has been inconsistent across grade levels and departments.
**Suspension Data by Month (Fall 2025):**
| Month | General Ed Suspensions | Students with IEPs Suspended | % of IEP Students in
School |
|-------|------------------------|------------------------------|----------------------------|
| Aug | 12 | 18 | 14% |
| Sept | 15 | 22 | 14% |
| Oct | 11 | 24 | 14% |
| Nov | 9 | 19 | 14% |
tudents with IEPs represent 14% of the student body but account for 62% of all suspensions.
S
Teachers in the 6th-grade wing report using restorative circles regularly, while 7th and 8th-grade
teachers rely primarily on traditional discipline referrals. The previous principal focused on "zero
,tolerance" messaging. Staff morale is low, and several teachers have expressed skepticism
about restorative practices "working with these kids."
---
* *1a.** Identify the root cause suggested by the data and explain why it is a systemic rather than
individual student issue. Write a response in which you analyze the data and name the primary
systemic barrier.
* *[CORRECT]** The root cause is not a lack of training—staff were all trained in August
2025—but rather a **systemic implementation gap** driven by inconsistent application of
restorative practices across grade levels and departments. The data shows that while 6th-grade
teachers use restorative circles effectively (lower suspension rates in that cohort), 7th and
8th-grade teachers have defaulted to traditional referral pathways, creating a two-tiered
discipline system. This is systemic because it reflects a failure of leadership to establish clear
expectations, provide ongoing coaching, and hold all staff accountable for equitable
practice—not because students with IEPs are inherently more disruptive. The previous "zero
tolerance" culture also undermined the restorative framework, leaving staff without the structural
support to shift practice.
* Rationale: Response correctly identifies the implementation gap rather than blaming students
or citing a training deficit. It references specific data (6th-grade vs. 7th/8th-grade disparity) and
connects the issue to leadership and systemic structures—meets CPACE Domain 1, CAPE 1.4
(equitable access and outcomes) and earns full credit for analytical depth.*
---
* *1b.** Propose two specific leadership actions you will take within the next 30 days to address
the root cause. Each action must include a measurable outcome.
**[CORRECT]**
* *Action 1:** Implement a **weekly restorative practice coaching cycle** for 7th and 8th-grade
teachers, led by the 6th-grade teachers who have demonstrated success. Each participating
teacher will co-facilitate at least two restorative circles with coach support by the end of the
30-day period. **Measurable outcome:** 100% of 7th and 8th-grade teachers complete two
coached circles; pre- and post-survey data show a 25% increase in teacher confidence in using
restorative practices.
* *Action 2:** Establish a **data-driven pre-referral protocol** requiring teachers to document
three Tier 1 restorative interventions (e.g., check-in, restorative conversation, peer mediation)
before submitting any office discipline referral for students with IEPs. **Measurable outcome:**
Office discipline referrals for students with IEPs decrease by 30% within 30 days, as tracked
through the student information system.
, * Rationale: Both actions are time-bound (30 days), directly address the implementation gap,
leverage existing internal capacity (6th-grade teacher coaches), and include quantifiable
outcomes. The response demonstrates data-informed decision-making and equitable resource
allocation—full credit per 2026 CPACE scoring guide, CAPE 1.3 and 1.4.*
---
* *1c.** Write a one-paragraph message to all staff explaining your plan and inviting
collaboration.
* *[CORRECT]** "Team, as we review our fall discipline data, it is clear that our students with
IEPs are being suspended at rates that do not reflect our shared commitment to equity and
belonging. I know many of you have worked hard to implement restorative practices, and our
6th-grade team has shown tremendous growth. Over the next 30 days, we will build on that
success by launching peer coaching cycles and a pre-referral protocol to ensure every student
benefits from consistent, supportive discipline. I invite you to partner with me in this work—your
expertise and voice are essential."
* Rationale: The message uses asset-based language, avoids blame, references specific data
without shaming, highlights existing success (6th-grade team), and explicitly invites
collaboration. It aligns with CPACE Domain 1, CAPE 1.2 (culture of continuous improvement)
and demonstrates culturally responsive communication—full credit.*
---
### **Scenario 2: School Culture and Staff Morale**
ou are the principal of Lincoln Elementary, a K–5 school with 520 students. Your school has
Y
experienced significant staff turnover over the past three years—42% of teachers are in their
first or second year. A recent anonymous staff survey (response rate: 78%) reveals the following
concerns:
* *Staff Survey Results (Top 3 Concerns):**
1. "I don't feel supported when dealing with challenging student behaviors" (68% agree/strongly
agree)
2. "There is no shared vision for what good instruction looks like at our school" (71%
agree/strongly agree)
3. "Professional development feels disconnected from what I actually need in my classroom"
(64% agree/strongly agree)
dditionally, your school's CA Dashboard shows that while overall academic performance is
A
improving, the "Chronic Absenteeism" indicator is in the "Red" status (24% of students
chronically absent). Teachers report that many students arrive anxious or disengaged. A small
