Elementary Mathematics

Task 1: Context for Learning Information

TASK 1: 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.)
Urban: _____
Suburban: __X__
Rural: _____
2. What grade levels are at your school site (e.g., K6)?
[ K-8 ]
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.
[The school that I completed my learning segment at is a charter school currently serves a
population of 384 students, grades kindergarten through eighth grade. The elementary school is
a neighborhood school with families within close proximity, therefore bus services are not
provided and many of the students walk to school. The student ethnic population is
predominantly Hispanic or Latino with 68 percent of the students attending are Hispanic and/or
Latino, 13 percent African American, 12 percent Asian, 3 percent Caucasian, 3 percent Two or
More Races, and 1 percent Filipino. This charter school inhabits a low-income population, with
110 percent of the school population being socioeconomically disadvantaged and 100 percent
of the school receiving free lunch, which is an indicator of the socio-economic strata.
Furthermore, a little over half of the school population is English Learners and the school also
has a high ratio of students in Special Education.
My classroom specifically consists of 20 students, 7 girls and 13 boys. Half of my students are
English learners, 5 of my students have an Individualized Education Plan (IEP), and 4 of my
students this trimester are currently receiving intervention support. Additionally, throughout the
day, the classroom has additional support from an aide who helps with daily task and pulls
groups for one-one or small group support.]
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.
[My school requires that we follow and use Common Core Standards, iReady Curriculum that is
both online and textbook based, and my team specifically uses a weekly pacing guide for all
subjects. Furthermore, during the time of this particular segment will take place, students will
have half-days as parent-teacher conferences will be taking place all week.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[60-90 minutes are devoted to mathematics each day.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
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Elementary Mathematics
Task 1: Context for Learning Information

[Based on students iReady assessment test scores, students are placed into small
mathematics groups. This assessment was taken at the beginning of the year and shows
students overall grade level ability as well as their abilities in different areas of mathematics
such as number and operations, geometry, etc. Due to the fact many of my students scored
below grade level, lots of differentiation will occur and students will be working in small groups
or one-on-one with either the classroom aide or myself throughout the lessons.]
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.
[iReady Curriculum was adopted school-wide and is the primary curriculum used for
mathematics instruction.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[Hands-on and visual manipulatives are used for mathematics instruction. The classroom also
has a Smart Board, which is sometimes used during mathematics instruction. Additionally,
students use IXL, which is an online tool where students can gain extra practice and reteaching in specific areas.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[3rd Grade]
2. Number of

students in the class: __20__

males: __13__ females: __7__
3. Complete the charts 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 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 Assessment Task 3, 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

California candidatesIf 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.

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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 Mathematics
Task 1: Context for Learning Information

IEPs/504 Plans:
Classifications/Needs
Specific Learning Disability

Number of
Students
2

Autism

Speech or Language
Impairment

Hard of Hearing

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Visual cueing, directions given in multiple
ways, modified classwork, homework,
and assessments, separate setting for
testing, ability to choose preferred method
of solving common core problems,
frequent breaks, preferential seating
Although high functioning and excels in
math struggles with staying on task and
oral communication. Modifications include
but are not limited to: Separate setting for
testing, preferential seating, checklists
and frequent reminders, access to wiggle
cushion and/or stress ball, organizational
tools to help him stay organized and keep
track of his supplies and papers
Mild to Minor Speech Impairment for all
three students. Modifications are: Allow
longer oral response time, reinforce
accurate production of speech sounds,
preferential seating, shorten oral
directions, use of visual aids, weekly
Speech sessions
High function student and excels in all
areas: Supports and Modifications are:
Student use of cochlear and FM system,
repeat students comments/answers, extra
time to complete assignments, visual
cues, preferential seating

Students with Specific Language Needs

Language Needs
English Learners

Number of
Students
10

Supports, Accommodations,
Modifications
Sentence frames, close monitoring, front
load vocabulary, vocabulary chart(s),
visual aids, use of positive reinforcement,
allow additional response time, frequent
check for understanding, repeat all
responses and/or directions

Students with Other Learning Needs

Other Learning Needs

Supports, Accommodations,
Modifications

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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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 Mathematics
Task 1: Context for Learning Information

Struggling Readers

Talented and Gifted

Leveled text, guided reading, reading text

to students
Additional enrichment activities and
additional discussion questions with
higher level thinking

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

4 of 4 | 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.