FELE

Subtest 3 – Systems Leadership: Written Performance Section

You will have one Written Performance Section prompt. The 60 minutes allotted for this section includes time to prepare, write, and edit your response.

When you practice for the written performance assessment, you should choose a place that is free from distractions. You might wish to time yourself. Plan your response on a separate sheet of paper before you write and leave time for revising and editing.

Organize your thoughts before beginning to write. Preparing an outline may be helpful. You may use the erasable noteboard provided for notes, an outline, or a rough draft. Anything written on the erasable noteboard will not be used in the scoring of your writing sample. Be sure to write an original written response on the given topic.

Your score will be based on the presentation and quality of the information you provide, start uppercase NOT end uppercase on the opinions you express. Your written performance task will be evaluated holistically according to the following criteria.

Performance Criteria
Criteria	Description
Topic	The extent to which the writer states a topic or main idea that is relevant to the writing assignment and also develops the topic using details and examples that interpret, explain, or apply available data.
Data and Plan Alignment	The extent to which the writer establishes plans for change that are aligned with data findings, relevant implications, and analysis of trends.
Purpose and Audience	The extent to which the writer describes the purpose of the communication required by the writing assignment and reflects understanding of the target audience.
Point of View	The extent to which the writer maintains focus on the topic throughout the communication; also the extent to which the writer establishes and maintains the point of view of the author of the communication throughout (usually first person).
Organization	The extent to which the writer organizes and presents information logically and coherently in a manner that contributes to meaning and clarity.
Grammar and Syntax	The extent to which the writer demonstrates facility in the use of proper grammar and syntax.

The data presented in the Written Performance Assessment is generic in nature and you should interpret the data as presented.

The raters will use the criteria below when evaluating your response.

Scoring Criteria

Your response will be scored holistically by two raters. The raters will use the criteria listed below when evaluating your response. The score you receive for your written performance assessment will be the combined total of the two raters’ scores. A score of at least 7 out of 12 points must be achieved to obtain a passing score on the written performance section of FELE Subtest 3.

Essay Scores and Criteria
Essay Score	Criteria
SCORE of 6	The writing sample has a clearly established topic that the writer fully develops with specific details and examples, including accurate and thorough data interpretation, explanation, and application. The writer clearly describes the purpose of the communication and reflects an understanding of the target audience with plans for change appropriately aligned with data findings, all relevant implications, and analysis of trends. Point of view is consistently maintained. Organization is notably logical and coherent. The writer demonstrates superior facility in the use of proper grammar and syntax.
SCORE of 5	The writing sample has a clearly established topic that is adequately developed and recognizable through specific details and/or examples, including mostly accurate and thorough data interpretation, explanation, and application with minor errors in details not affecting conclusions. The writer adequately describes the purpose of the communication and reflects an understanding of the target audience with plans for change appropriately aligned with data findings, relevant implications, and analysis of trends. Point of view is mostly maintained. Organization follows a logical and coherent pattern. The writer demonstrates infrequent errors in the use of proper grammar and syntax.
SCORE of 4	The writing sample has an adequately stated topic that is developed with some specific details and/or examples, including some components of data interpretation, explanation, and application. The writer describes the purpose of the communication and reflects a basic understanding of the target audience with some unexplained terms or references. Plans for change may omit a few necessary details or relevant implications in aligning data findings and analysis of trends. Point of view is somewhat maintained. Organization is mostly logical and coherent. The writer demonstrates satisfactory use of proper grammar and syntax.
SCORE of 3	The writing sample states a topic that is developed with generalizations, with some accurate components of data interpretation, explanation, and application. The writer somewhat describes the purpose of the communication and reflects a marginal understanding of the target audience with several unexplained terms or references. Plans for change omit some necessary details or relevant implications in aligning data findings and analysis of trends. Explanations of some data elements may be faulty, and placement of data-related details may not be effective. Point of view is ambiguous. Organization is occasionally illogical or incoherent. The writer demonstrates some errors in the use of proper grammar and syntax that do not detract from the overall effect.
SCORE of 2	The writing sample presents an incomplete or ambiguous topic, with most components of data interpretation, explanation, and application omitted or inaccurate. The writer poorly describes the purpose of the communication and reflects little understanding of the target audience with numerous unexplained terms or references. Support is developed with generalizations with little description of plans for change or relevant implications in aligning data findings and analysis of trends. Explanations of data elements are faulty, and placement of data-related details is ineffective. Point of view is confusing and distracting. Organization is frequently illogical and incoherent. The writer demonstrates serious and frequent errors in proper grammar and syntax.
SCORE of 1	The writing sample has no evident topic. Numerous components of data interpretation, explanation, and application are missing or inaccurate. The writer fails to describe the purpose of the communication and does not address the target audience. Plans for change and/or relevant implications in aligning data findings and analysis of trends are minimally addressed. Development is inadequate and/or irrelevant. Point of view has not been established. Organization is illogical and/or incoherent. The writer demonstrates severe and pervasive flaws in the use of proper grammar and syntax.

Sample Responses

The sample responses below include an example that meets the general level of writing skill and subject matter knowledge necessary to receive a passing score as well as an example that does not meet the required standard. All responses are scored holistically, meaning that both strengths and weaknesses are weighed when assigning an overall score. While rationales are provided, it is important to keep in mind that not all strengths and weaknesses are identified and that there may be errors in grammar and mechanical conventions, even in the sample passing response.

Sample Prompt

Statewide assessment data for High School LMN have been compiled in the table below. Year 3 is the current school year. The three major populations of the school are represented below.

High School LMN
Student subgroup	Year 1		Year 2		Year 3
Student subgroup	percent at achievement level 3 or higher in reader left paren grades 9 and 10 right paren	percent at achievement level 3 or higher in algebra and geometry	percent at achievement level 3 or higher in reading left paren grades 9 and 10 right paren	percent at achievement level 3 or higher in algebra and geomety	percent at achievement level 3 or higher in reading left paren grades 9 and 10 right paren	percent at achievement level 3 or higher in algebra and geometry
All students	55	73	51	72	48	69
White	68	75	60	73	59	71
Black	40	77	41	80	40	80
Hispanic	31	60	36	63	31	64

The principal of High School LMN has given you, the assistant principal, the task of analyzing the data to prepare a memorandum for the principal and the superintendent summarizing the data and proposing an action plan to improve student performance in the area(s) of need.

The memorandum should include

an overall analysis of students in the school and each subgroup of students;
an analysis of the data to support implementation of professional development aimed at improving instruction;
a description and explanation of professional development, strategies, or both to improve instruction in identified area(s) of need; and
a plan to monitor instructional improvement in the identified area(s) of need.

Sample Passing Response

Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a Not Passing score due to lack of original work.

High School LMN test scores for the last three years have been slowly declining in their performance on reading evaluations in grades 9 and 10 and math evaluations for algebra and geometry. Of the three major ethnicities, white students on average perform above the school average on the reading; however, their scores have declined all three years with an eight percent drop in reading from year one to year two (68 to 60). Black students score below average on reading with no real change in the last three years (40, 41, 40) while their math scores have improved from 77 percent achieving a three or better to 80 percent, well above the school average. Hispanic students continue to score below the school average on both evalutations; however, their math scores have shown steady improvement while their reading scores jumped from 31 percent to 36 percent from year one to year two only to return to 31 percent in year 3.

While minority students have shown gains in math, the school's overall steady decline in both subject areas indicates that action needs to be taken to improve instruction and student performance. Current instructor performance is failing to meet student needs as performances have generally gotten worse year over year.

To increase professional development and achievement across both math and reading, the High School will create a mentorying program between highly effective educators and those that are struggling or ineffective. The pairings will be required to meet on a bi-weekly basis, if not more often. The mentors should be helping ineffective teachers to identify their successful practices and how to increasingly use them to their benefit as well as identifying teacher weaknesses and providing suggestions for improvement. The mentor relationship should help both individuals as it will develop a strong collegial relationship that is personalized and focused on professional development.

To improve reading scores, the High School will increase reading requirements across their entire curriculum and hiring reading coaches. The increased reading requirements across the curriculum emphasize that the declining reading scores is a school-wide problem as reading in integral in all subject areas. The common core curriculum emphasizes this increase in reading, but to increase it within the schools administrators will work with professional learning communities in each subject area to provide professional development for best practices and determine a means of integrating reading within each subject area. One example would be that social studies teachers would increase the amount of primary and secondary sources that students use to explore history and evaluate validity of sources.

The reading coaches would work individually or with small groups of students scoring below a three on their evaluations. The dedicated time to reading and specialization training would be an asset to ensure students receive the individual help required to pass their evaluations. Reading coaches could also provide feedback to teachers of struggling learners such as learning strategies to incorporate into their classroom to improve student performance.

To improve math scores, acknowledging that their have been small gains achieved, teachers will use data analysis within their professional learning communities (PLCs) to identify areas where students are failing to make targeted improvements within their curriculum. Educators will need to be provided with adequate professional development to successfully compile and analyze relevant data, possibly requiring significant administrator or expert support. PLCs should be created among teachers teaching algebra and another among teachers teaching geometry thus they have similar data and can share effective practices between themselves to ensure the best possible learning outcomes once they have identified areas where a teacher's students may be struggling or excelling within the curriculum with formative tests or any other evaluation method the teachers can find to effectively measure student achivement.

To monitor instructional improvement, all students should be given pre-tests in their math and reading classrooms determining baselines prior to any instruction. Once instruction begins, students should be taking regular formative tests in addition to teacher observations to determine whether student performance is meeting achievement benchmarks or whether students need additional support. Students will also continue to take their regular annual evaluations to compare results on a year-to-year basis. At the end of each quarter, teachers and administrators should conduct informal evaluations with each mentoring pair or PLC to determine how the relationships are going and to identify any best practices that might be shared among other members of the school.

The sample is Passing based on the following performance characteristics:

Sample Passing Response Criteria Rating
Category	Description
Data Findings	The writing sample clearly presents a topic in its first paragraph relevant to the needs for improvement in High School LMN. The data interpretation includes most of the relevant data points (specific numbers) for all students and subgroups with analysis. Most of the data includes at least first and last years’ data comparisons.
Communication	The response shows understanding that reading is the most significant area of need. Plans included targeted professional development, mentoring, coaching and Professional Learning Communities to improve instruction in reading. The examinee included an improvement plan for math; however, it was clearly a lower priority than reading. In addition, the plan includes methods of monitoring instructional improvement, such as benchmark and formative assessments, teacher observations, and informal evaluations.
Writing Mechanics	The level of writing is sufficient to maintain the point of view and present data and plans coherently, with few errors in mechanics.

Sample Not Passing Response

Based on the report on all subgroups, it is apparent that there has not been an signifant growth in students' scores over the three- year period. Overall, White students have dropped in reading scores; Black students have increased by one percent in year two, but have dropped the following year; Hispanic students have also made a gain in year two, but, have also dropped the following year. In math White students decreased over the three years.Black and Hispanic students increased somewhat.

It is apparent that teachers will need to attend various professional development (PD) in order to support their students. Regardless of the subject area they teach, teachers will need to support each of the core subject areas. With that said, all teachers will need to attend professional development on reading and math strategies. It is imperative that differentiated instruction is one of the PDs offered as teachers will need to be able to support all students in their classes. Math teachers will need to attend PD on reading strategies as this will support them in helping their students to read math problems strategically. Social Studies, Language Arts, and Reading teachers will need to partake in weekly collaborative planning in order to ensure that students are remediated on reading strategies that will support them in the above classes. Reading teachers will also work with math teachers to support them in utilizing specific strategies with their students. The reading and math coach will plan a schedule targeting specific weekly reading strategies that the entire school will utilize. Upon completion of each benchmark, teachers will assess their students to determine areas of proficiency and plan to differentiated instruction through a rotational instructional model. Assessment will take place periodically to ensure students are making gains. Teachers will provide ongoing updates to students and parents of progress, along with ways parents can support their child at home. In addition, monthly department meetings will take place with the administrative team to discuss student progress and ways they can support teachers.

The sample is Not Passing based on the following performance characteristics:

Sample Passing Response Criteria Rating
Category	Description
Data Findings	The topic presented in the first paragraph does not identify reading as the greatest need for improvement. Both reading and math scores are generally stated without details (specific data points). Additionally, there is minimal data analysis and interpretation.
Communication	This response recognizes the need for professional development to improve instruction; however, it does not recognize reading as the greatest area of need. The instructional improvement plan is not grounded in data analysis. There are some specifics, including benchmark assessments, progress reports, and monthly administrative department meetings to monitor instructional improvement, but the plan overall remains generic.
Writing Mechanics	Minor errors in grammar and mechanics do not affect the overall communication of the ideas. The second paragraph should be separated into two paragraphs, professional development and monitoring.

Additional Sample Prompt

Statewide assessment data for a middle school have been compiled in the table below. Year 3 is the current school year.

Middle School EFG
Student group	Percent of school population	Year 1		Year 2		Year 3
Student group	Percent of school population	Percent passing reading	Percent passing mathematics	Percent passing reading	Percent passing mathematics	Percent passing reading	Percent passing mathematics
All students	100 percent	57	40	59	43	62	44
Economically disadvantaged	48 percent	49	32	51	33	54	31
ELL	25 percent	31	27	29	27	26	24

The principal of Middle School EFG has given you, the assistant principal, the task of analyzing the data presented in the table. You are to use this information to prepare a memorandum for members of the school advisory council that summarizes the data and describes plans for improving student performance in one or more areas of need. The memorandum should include

identification of data trends for all students in the school and for each subgroup of students;
an analysis of the data to support the implementation of professional development aimed at improving instruction in one or more areas of need;
a description and explanation of professional development and/or strategies to improve instruction in an identified area of need; and
a plan to monitor instructional improvement in the identified area of need.

Essay Response Field

Word Count: 0

Additional Resources

The online FELE Written Performance resource page Link opens in a new window. also includes several resources intended to further aid examinees in their individual test preparation efforts. These additional resources include an overview of the FELE written performance assessment, rubric and scoring information, sample prompts, and examples of supplemental rating criteria. Note that the test information guides and other Department-produced resources are not intended as all-inclusive sources of content or pedagogical knowledge, nor are they substitutes for college course work.

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