Middle Childhood Mathematics

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 ou Are !eaching
. !n what type of school do you teach"
#lementary school ($%&)' ( ) *
+iddle school (&%,)' ( *
$%,' ( *
-%.' ( *
/ther (please describe)' ( *
0rban' ( *
1uburban' ( ) *
Rural' ( *
2. 3ist any special features of your school or classroom setting (e.g.4 charter4 co5teaching4
themed magnet4 remedial course4 honors course) that will affect your teaching in this
learning segment.
(6he students do not receive grades but instead receive a 7plus84 7check84 or 7minus8 for each
standard. 9 minus means they did not meet the standard (they received a &.: or below)4
checks mean they met the standard (they received a -;:5,<:) and a plus means they
exceeded proficiency for the standard (they received a ,<:5;;:). 6his system is used to
evaluate the students every =uarter for each of the >ommon >ore 1tandards that have been
taught during that =uarter. !f the student receives a minus for a standard4 then they are retested
at a later time.*
?. Describe any district4 school4 or cooperating teacher re=uirements4 or expectations that
might affect your planning or delivery of instruction4 such as re=uired curricula4 pacing plan4
use of specific instructional strategies4 interdisciplinary teaming4 or standardi@ed tests.
(6he school is currently focusing its curriculum based on the >ommon >ore 1tandards. 6he
textbook that they use is aligned with all the standards4 and will prepare them for the /99 near
the end of the year. 6his goes along with the school evaluation system4 because students are
now evaluated based on whether they have completed each standard in the >ommon >ore.
6he teachers are also using a 1tandards Aased Report >ard. 6his means that they have to
teach all the standards for =uarter one by the time the =uarter is over. *
About the Class "eatured in !his Assessment
. Bhat is the name of this course" ( Courth Drade +ath *
2. Bhat is the length of the course"
/ne semester' ( *
/ne year' ( ) *
/ther (please describe)' ( *
?. Bhat is the class schedule (e.g.4 <; minutes every day4 .; minutes every other day)"
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ll rights reserved. !2"0#13
The edT$ trade%ar&s are o'ned (y The Board of Trustees of the Leland Stanford Junior University. Use of the edT$ trade%ar&s is
per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.
Middle Childhood Mathematics
Context for Learning Information
(+onday and 6uesday4 this class meets for &; minutes. Bednesday4 this class meets for E<
minutes4 and on Criday4 this class meets for &; minutes. *
E. !s there any ability grouping or tracking in mathematics" !f so4 please describe how it affects
your class.
(6here are five sections of +ath for fourth grade. 6he first section consists of students who have
higher abilities in math. 6he next two sections are average ability students that are typically able
to meet grade level re=uirements. 6he last two sections are for students that have more needs.
6hose students need more accommodations in order to close the gap between grade level
expectations and current abilities4 and are also students that have accommodations because of
an !#P or <;E. !ntervention teachers teach the fourth and fifth sections. ! am going to be using
the third section4 which consists of average ability students for my 6P9>. *
<. !dentify any textbook or instructional program you primarily use for mathematics instruction.
!f a textbook4 please provide the title4 publisher4 and date of publication.
(6he title of the textbook is Math in Focus. 6he textbook is published by +arshall >avendish
#ducation. 6he date of publication is 2;?. 6his textbook is aligned with the >ommon >ore
1tandards and teaches the students using 1ingapore +ath.*
&. 3ist other resources (e.g.4 electronic whiteboard4 graphing calculators4 online resources) you
use for mathematics instruction in this class.
(#lectronic whiteboard (Promethean Aoard)4 /nline 9ctivities provided with the +ath in Cocus
>urriculum4 +ath in Cocus 1tudent Borkbook*
About the oung Adolescents in the Class "eatured in !his Assessment
. Drade level ' (E
th
Drade*
9ge range of students' (. years old5; years old*
2. Fumber of
students in the class ( - *
males ( ; * females ( - *
?. >omplete the chart below to summari@e re=uired or needed supports4 accommodations or
modifications for your students that will affect your instruction in this learning segment. 9s
needed4 consult with your cooperating teacher to complete the chart. 1ome rows have been
completed in italics as examples. 0se as many rows as you need.
>onsider the variety of learners in your class who may re=uire different strategiesGsupports
or accommodationsGmodifications to instruction or assessment (e.g.4 students with !#Ps or
<;E plans4 #nglish language learners4 struggling readers4 underperforming students or those
with gaps in academic knowledge4 andGor gifted students needing greater support or
challenge).
Students #ith Specific Learning $eeds
I%&'()* &lans:
Classifications'$eeds
$umber of
Students
Supports, Accommodations,
+odifications, &ertinent I%& ,oals
Example: Visual processing 2 Close monitoring, translating
information in word problems into
setches
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 3 pages maximum
ll rights reserved. !2"0#13
The edT$ trade%ar&s are o'ned (y The Board of Trustees of the Leland Stanford Junior University. Use of the edT$ trade%ar&s is
per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.
Middle Childhood Mathematics
Context for Learning Information
-ther Learning $eeds $umber of
Students
Supports, Accommodations,
+odifications
Example: !truggling readers " #ro$ide oral explanations for directions
and simplified text for word problems
#nglish 3anguage 3earner Provide oral explanations for directions
and =uestions if needed
Difficulties Handling
#motions
Aehavior plan in place that gives
student rewards for good behavior4 if
the behavior is present throughout the
entire day
1truggling Readers ? Provide oral explanations for directions
and =uestions if needed
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 3 pages maximum
ll rights reserved. !2"0#13
The edT$ trade%ar&s are o'ned (y The Board of Trustees of the Leland Stanford Junior University. Use of the edT$ trade%ar&s is
per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.