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134 views3 pages

Williams Task4a Macl

Uploaded by

api-376753605
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

TASK 4: MATHEMATICS CONTEXT FOR LEARNING INFORMATION


Respond to the prompts below (no more than 4 single-spaced pages, including prompts ) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching


1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.)
Elementary school: __X___
Middle school: _____

Urban: _____
Suburban: _____
Rural: __X___

2. 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.
[This school is a Pre-K through 5th grade elementary schools. The district’s mission statement
says: Committed to Excellence, Focused on Success. My school is a STEM certified school with
a mission statement saying they will inspire life-long problem solving and academic excellence
by engaging students through real life STEM activities. It serves 638 students in grade levels
Pre-K through 5th. Majority of the student body is on free or reduced lunch. The student body is
made up of 63 percent white, 28.8 percent black, 5.2 percent multi-racial, 2.4 percent Hispanic,
0.5 percent Asian/pacific islander, and 0.2 percent American Indian/Alaskan native. 64.1 percent
of the student body is economically disadvantaged while 17.6 percent are students with a
disability. Its College and Career Ready Performance Index (CCRPI) score in 2018 (which ranks
it on a percentile in various categories), this school received an 82.5 overall with a 69.1 in
content mastery. The district score was 75.9 while the state score was 65.7. In mathematics,
11.7 percent of students ranked as a beginning learner, 36.5 percent ranked as developing
learner, 38.3 percent ranked as proficient learner, leaving the last 13.5 percent ranking as a
distinguished learner. SOAR is the gifted program and students are pulled out for one day a
week. The other two elementary schools in the district have their students that are in the SOAR
program bussed in for the day. The special features of my classroom setting are having two
groups of students pulled out for the Early Intervention Program (EIP) during reading and
mathematics, a paraprofessional being utilized for small groups and reading leveled small group
instruction that I need to be aware of when I am teaching my learning segment.]

3. 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.
[There is a grade-wide pacing plan that is to be followed because the first-grade teachers are
wanted to teach the same things together. The pre and post assessments from illuminate will
have to be used to analyze what the students know before the unit and what they have learned
after the unit.]

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 4 pages maximum
All rights reserved. V4_0915
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 Education - Mathematics
Task 4: Mathematics Context for Learning Information

About the Class Featured in this Learning Segment


1. How much time is devoted each day to mathematics instruction in your classroom?
[One hour and twenty-five minutes are devoted each day to mathematics instruction in my
classroom. Forty minutes are devoted to calendar and whole group math. Forty-five minutes is
devoted to guided math.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[There is ability grouping and it is based on pre-assessment data and STAR math scores. This
affects my class because there are two groups that are pulled out for the Early Intervention
Program as well as the way small groups are set up.]
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 text book curriculum primarily used for Mathematics in this classroom is McGraw-Hill.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[The resources for literacy instruction in this class are the electronic whiteboard, manipulatives,
personal white boards, and online professional resources.]

About the Students in the Class Featured in this Learning


Segment
1. Grade-level(s):
[The grade level of my class is first grade.]
2. Number of
 students in the class: __23__
 males: __11___ females: __12___
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your mathematics instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the charts. 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
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Mathematics Assessment Task 4, you will choose work samples from 3 focus students.
At least one of these students must have a specified learning need. Note: California
candidates must include one focus student who is an English language learner.1

Students with IEPs/504 Plans

1
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 4 pages maximum
All rights reserved. V4_0915
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 Education - Mathematics
Task 4: Mathematics Context for Learning Information

IEPs/504 Plans: Number of Supports, Accommodations,


Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window
card to isolate text
504 Plan 1 Frequent breaks when off task, check for
clarification after instructions are given,
allowed extended time on projects
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic organizers
words of English (e.g., word cluster, manipulatives, visuals)

Have students use pre-taught key words


and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language
speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Early Intervention Program 12 Pulled out for small group instruction
for reading utilizing leveled text, targeted guided
reading, ongoing reading assessment
(e.g., running records, miscue,
conferencing)
Early Intervention Program 11 Pulled out for small group instruction
for math reinforcing standards being taught.

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V4_0915
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.

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