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Elementary Mathematics for Washington

Context for Learning Information

Context for Learning Information Directions: Respond to the prompts below (no more than 3
single-spaced pages, including prompts) by typing your responses within the brackets following each
prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total
page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies
with all format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching


1. In what type of school do you teach?
Urban: [ ]
Suburban: [ X]
Rural: [ ]
2. What grade levels are at your school site? (e.g., K6)
[ K-5]
3. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[ Math intervention pull out, one child- 30 min. a day, 5 times a week]
4. Describe any district, school, or cooperating teacher requirements or expectations that
might affect your planning or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized tests.
[ Scope and sequence provides a general outline for instruction. Engaged New York acts as the
schools basis for math instruction along with district provided practice geared to prepare
students for success with the SBA. I-Ready online math supplimental instruction may be utilized
to provide students with additional math practice.]

About the Class Featured in This Assessment


1. How much time is devoted each day to mathematics instruction in your classroom?
[ At least one hour day is devoted to mathematics instruction. Of this minimum hour, one student
is pulled out to receive specialized math instruction based on their specific IEP goals for a total
of thirty minutes.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it
affects your class.
[ There are no ability groupings used in mathematics instruction. The only differentiation comes
from the analysis of the pre-test results for each skill. Those who show mastery in the upcoming
skills prior to the classroom instructional period may be given alternatives such as additional
time on I-Ready math or Zearn. This motivated kids to do their best on the pre-test and then
work hard to learn the skills during classroom instruction.]
3. Identify any textbook or instructional program you primarily use for mathematics
instruction. If a textbook, please provide the title, publisher, and date of publication.
[ The school utilizes Engaged New York as its main curriculum and district provided practice
materials. Much of the instruction is created by the individual teacher.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you
use for mathematics instruction in this class.

Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 1 of 2 | 3 pages maximum
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
Elementary Mathematics for Washington
Context for Learning Information

[ Students respond well to whiteboard practice, songs/chants, and hand on practice. The main
online math resource used is I-Ready, but students also engage in Xtra math, Zearn, Sumdog,
and MobyMax on occasion.]

About the Students in the Class Featured in This


Assessment
1. Grade level(s): [3]
2. Number of
students in the class [25]
males [14] females [11]

3. Complete the chart below to summarize required or needed supports, accommodations


or modifications for your students that will affect your instruction in this learning segment.
As needed, consult with your cooperating teacher to complete the chart. Some rows
have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment (e.g.,
students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students needing greater support or challenge).

Students with Specific Learning Needs


IEP/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
504/Fine motor/attention 1 Close monitoring, handwriting,
comprehension checks
IEP/Mathematics 1 Close monitoring, comprehension
checks, small group testing setting,
goals around adding/subtracting multi-
digit numbers.

Other Learning Needs Number of Supports, Accommodations,


Students Modifications
ELL support 8 Literal condensed oral explanations,
comprehension checks, restating for
understanding, paired working
(translating directions), additional time
Distracted/unengaged learners ~5 Constant comprehension checks, verbal
engagements, movement integration

Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 3 pages maximum
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.