CPACE Practice Questions (2026) — Free Sample Questions with Answers

Answer: A

The School Plan for Student Achievement, developed by the School Site Council: Correct. The SPSA is the site plan, developed by the SSC and approved by the governing board, that consolidates goals and federal/state program funds in alignment with the LCAP.

The Individualized Education Program, which sets goals and services for a student with a disability: An IEP is a student-level plan under IDEA, not a schoolwide planning document.

The School Accountability Report Card, which the school publishes each year for families: The SARC reports school conditions and outcomes to the public; it is not the site plan for goals and spending.

The Comprehensive School Safety Plan, which the school site reviews and updates every school year: The safety plan addresses emergency procedures and climate, not academic goals and funding aligned to the LCAP.

LCAP = district plan; SPSA = school plan written by the School Site Council that aligns site goals and funds to it.

Answer: A

Sharing specific observed evidence tied to the CSTP and agreeing on one or two focused next steps: Correct. Evidence-based, standards-referenced feedback with a small number of agreed actions is specific and usable.

Giving an overall rating of the lesson and a list of general reminders about classroom routines: A global rating with generic reminders gives the teacher little actionable information about what to change.

Emailing a copy of the observation notes and asking the teacher to reply if anything is unclear: Notes without a conversation miss the reflective dialogue that helps teachers own improvements.

Delaying the conversation until the formal evaluation so all feedback can be delivered at one time: Feedback is most useful when timely; saving it for the evaluation removes the chance to improve during the year.

Effective feedback is timely, evidence-based, tied to the California Standards for the Teaching Profession, and focused on a few next steps.

Answer: B

Present data on the curriculum's effect on student achievement in other districts: Impact data addresses consequence-stage concerns; these teachers are still at the personal stage.

Respond to the personal concerns by clarifying expectations, time, and support: Correct. The questions reflect personal-stage concerns; CBAM recommends responding to them before expecting focus on student impact.

Invite the teachers to design adaptations that combine the curriculum with other programs: Refocusing (modifying the innovation) is a later stage; it does not match concerns about time and evaluation.

Remind teachers that adoption was a district decision and implementation is expected: Dismissing concerns tends to increase resistance and does not reflect the developmental view of change.

CBAM stages progress from self (informational, personal) to task (management) to impact (consequence, collaboration, refocusing); leaders respond to the stage teachers are in.

Answer: D

A single full-day workshop with an outside speaker at the start of the year: One-time workshops rarely change practice because they lack follow-up and application.

A menu of unrelated conference sessions each teacher selects according to personal interest: Unconnected sessions do not build coherent schoolwide practice tied to improvement goals.

An online video library teachers may view on their own time if they are interested: Optional independent viewing lacks collaboration, coherence and accountability for application.

Ongoing team cycles of classroom trials, student-work analysis, and coaching: Correct. Sustained, job-embedded, collaborative learning with coaching and student-work analysis is linked to changes in practice.

Effective professional learning is sustained, job-embedded, collaborative, content-focused and supported by coaching.

Answer: A

The teacher must report directly to a designated agency, and the principal may not impede the report: Correct. Each mandated reporter must report reasonable suspicion directly; supervisors may not prevent or require approval of a report.

The principal can make the report, which satisfies the teacher's reporting duty: Reporting duties are individual; telling a supervisor does not relieve the teacher of her duty.

The principal should first call the parents to hear their explanation before anyone reports: Investigating or contacting parents first can endanger the child; reporters must report suspicion promptly.

The school should report only if the student confirms the abuse a second time: Reasonable suspicion triggers the duty; confirmation is not required.

Mandated reporting is a personal duty: report reasonable suspicion directly, immediately by phone, with a written follow-up within 36 hours.

Answer: D

Avoid comment until the investigation ends so no inaccurate information is shared: Silence lets rumors fill the gap; families need prompt, accurate information.

Ask teachers to explain what happened to families during pickup that afternoon: Informal, uncoordinated explanations can produce inconsistent and inaccurate messages.

Respond individually to each social media post that contains incorrect details: Responding post by post is inefficient and may escalate the situation.

Send a prompt, factual message to families, coordinated with district communications: Correct. Timely, accurate, coordinated messaging builds trust and counters misinformation.

In a crisis, communicate early, accurately and consistently through coordinated official channels.