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PHASE I: CONTEXT SETTING

Use this chart to outline each component of context setting. Be sure to distinguish between what you are assuming based on your observations and what you are able to verify based on some authority. You will need to identify your source(s) of information when completing your written description of context.

ASPECTS OF CONTEXT
School

DESCRIPTION

SOURCE OF INFORMATION

Carmen High School of Science and Packet of information Technology supplied by the school. 1712 S. 32nd Street, Milwaukee (located in the old Walker Middle School Building) (414-384-3444) A small public high school option for Hispanic families on Milwaukees South Side. Carmen is a non-instrumentality charter school, meaning the schools teacher and other staff are not MPS employees. Carmen is a college preparatory high school with a liberal arts curriculum that emphasizes science and engineering and requires students to intern in local corporations or nonprofit organizations. The high school has about 240 students enrolled. School:9-12 I will be working with students in My observations/ CT 10-12 grade studying chemistry, physics, and AP Biology. Average class size is about 14. Smallest class is My observations/ CT about 10 students (AP Biology) and largest class size is about 17 students (Chemistry). Throughout the school the class size is generally 13-17 students per class.

Grade Level

Class Size

Students Gender Ratio Number of Fluent English Speaking Students Breakdown of Other Languages Spoken in this Classroom Socioeconomic Status Race and Ethnicity Other School Culture

55% of students are female Handout from Carmen 89% of students receive Free/Reduced Meals 33% of students are English Language Learners 97% of students are Hispanic 2.5% of students are African American 0% of students are White (non-Hispanic) 0.5% of students are other ethnic/racial group Almost all students are bilingual (Spanish and English). Some students are ESL or ELL. CT observations

Mission statement: To graduate all students as Handout from Carmen critical thinkers and self-directed learners prepared for success in college, meaningful careers, community involvement and family life. 89% of students receive Free/Reduced Meals 33% of students are English Language Learners 97% of students are Hispanic Most students are bilingual. 33% are ELL and some students are ESL. The biggest struggle in the classroom is in reading comprehension due to the language barriers. Some students also struggle with emotional/behavioral issues. For some students there is a lack of family support or emotional support.

Range of Student Ability Levels

CT

How will the above information influence your lesson and assessment design?
Knowing this information has made me aware of the conscious effort that I will have to make in always reflecting on the way that I communicate to my students, both in written and oral format. Because most of my students are bilingual and many are still learning English, I will have to always check that when I speak or write my students are given enough time to understand or translate the information. I need to be sensitive to the way that I call on my students, maybe I will have to allow everybody more think time before I ask them to answer, or allow them opportunities to discuss with their peers before I have them share answers, so they feel more comfortable. My assessments will have to be direct and provide enough detail but not an overwhelming amount so they do not feel discouraged by what is in front of them. Knowing that many of their parents do not speak English has made me think about the types of assignments or assessments that I send home for them to complete. I will have to provide my students with enough information and time to complete their tasks, because outside of the class they might not receive the help and support that other students receive.

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