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)
My school site is composed of the grade levels Kindergarten-5th grade.
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.
All general education staff members at my school, including my mentor teacher, team-
teach with a special education teacher to assist students that require special education.
A couple of my students leave my classroom during instruction time to get additional
help from a special education teacher in the Resource room.
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.
The Smarter Balance Assessment (SBA) is a required Washington State standardized
test that affects the planning and delivery of instruction in my classroom. The 4th grade
students in my class are required to take this test in the spring of 2018. My school also
follows a district-wide curriculum for math, writing, and reading.

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?
About 60-75 minutes is devoted each day to mathematics instruction in my classroom. On a
normal day in the classroom, math instuction takes place from about 9:20 a.m.-10:30 a.m.
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
There is not ability grouping or tracking in mathematics in our classroom. Two of the
students who reeceive special education for math are seated in the same table group of
four, but usually these students are pulled-out of class for special instruction in the Resource
room. When they return, their table group members help answer questions that they may
have.
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.

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 Elementary Mathematics for Washington
Context for Learning Information

In our classroom, the textbook called Math Expressions Common Core is our primary
instructional program for math. We use the Grade 4, Volume 1 edition, which was published in
2013 by Hougton Mifflin Harcourt.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
Other resources used for math instruction in our classroom include an electronic
whiteboard, manipulatives, a document camera, personal whiteboards, and Dell
computer tablets, which have online websites the students may use to practice their
math. Additionally, students are given an online math test at the beginning of the year to
determine their math competency. This test is given through the STAR Math program.

About the Students in the Class Featured in This

Assessment
1. Grade level(s): [ 4th ]
2. Number of
students in the class [ 28]
males [ 11 ] females [ 17 ]

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
Special Education 2 Read test items, directions, or content
material aloud, students are pulled out to
Resource Room a certain number of
minutes per day, check work frequently
to make sure students are
understanding, students given a
multiplication chart to use for homework
and tests, reduce the length of
assignments.
Highly Capable 1 Give student additional problems in math
when they have finished, engage in
dialogue with student to promote further,
deeper learning
Student with ADHD 1 Student has a work area in the back they

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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

may go to instead of sitting at desk, an

allotted time to take medicine, student
seated in the back of the class to allow to
walk around during acceptable time, student
provided with additional work to complete
when finished.

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
ELL Students 3 Visual guides in the front of the room,
tests read aloud, leveled text, guided
reading, certain hours a day allotted to
working in the Resource Room with an
ELL teacher.
Struggling readers/writers 4 Leveled text, oral reading practice, monthly
reading assessment, extended work time.

Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 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.