Secondary Science

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; if
“other” applies, provide a brief description.)
Middle school: ___X__
High school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: __X___
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, remedial course, honors course) that will affect your teaching in this
learning segment.
[Romulus Middle School is the only middle school in this city, this district is quite small
compared to neighboring districts. It consists of one high school, one middle school, and four
elementary schools.
Many of the students in this district struggle in science. Last year’s M-STEP concluded that
93% of the 175 students tested are below proficiency. An astonishing 78.3% of the 175 students
tested categorized as not proficient. While I do not have the exact statistics, many of the
students are also struggling with literacy, which can be factor in this lack of science proficiency.
Romulus Middle School has an extremely high number of student’s that are socio-
economically disadvantaged, approximately 87 percent of the student population. Approximately
75% of the students are African American, 2% Hispanic, and 22% Caucasian.]
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.
[This school district requires a set curricula and specific instructional strategies. This district
uses IQWST, which is a set workbook for instruction. These workbooks work directly with NGSS
guidelines. These workbooks promote STEM education that allow for an investigation-centered
science curriculum, tools, and technology. ]

About the Class Featured in this Learning Segment

1. What is the name of this course?
[Physical Science, 7th Grade Science]

1
If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

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 Secondary Science
Task 1: Context for Learning Information

2. What is the length of the course? (Type an “X” next to the appropriate description; if “other”
applies, provide a brief description.)
One semester: _____
One year: ___X__
Other (please describe):
[ ]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[This class meets every day for 50 minutes. ]
4. Is there any ability grouping or tracking in science? If so, please describe how it affects your
class.
[There is no ability grouping or tracking in these classes. ]
5. Identify any textbook or instructional program you primarily use for science instruction. If a
textbook, please provide the title, publisher, and date of publication.
[ Students use the IQWST series.
Physical Science: Why do some things stop while others keep going?
Publishers: IQWST leadership and development team.
2013]
6. List other resources (e.g., electronic whiteboard, graphing calculators, on-line resources)
you use for science instruction in this class.
[Other resources available are on-line resources, smart boards, and an Elmo. The school
provides computers and iPad’s if needed and by request.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[This class consists of all seventh grade students.]
2. Number of
 students in the class: __32___
 males: ___11__ females: __21___
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).

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 4 pages maximum
All rights reserved. V6_0916
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.
 Secondary Science
Task 1: Context for Learning Information

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.2

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
SLD 2 Extended time allowed for work, one
extra day to complete assignments. Test
read aloud. Repeat and rephrase.
Emotionally Impaired 1 Extended time allowed for work. Shorten
reading assignments. Repeat directions
and read test aloud.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
N/A

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling readers 12 Provide oral explanations for directions
and alternative reading material at the
appropriate Lexile level.

2
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V6_0916
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.