Praxis Performance Assessment for Teachers Task 1 Contextual Factors Chart

This chart is designed to help you to understand that many factors affect teaching and learning. They include the community, classroom procedures, the students, and the physical environment in which you will be teaching. All this information will help you to determine teaching strategies and approaches that will support your students learning. In this chart, address each of the characteristics listed as they pertain to your teaching assignment. (You must attach this document as an artifact in response textbox . . .!

Source of Factor

Contextual and Environmental Factors Greenwood, South Carolina is an urban small city in the Piedmont region of South Carolina. According to data from United Census Bureau (quic facts.census.go!" the #$%# &o&ulation estimate was '(,)*'. +n the county of Greenwood, '*.*, of the &o&ulation is Caucasian, -%.(, are African.America, $.*, are American +ndian, $.(, are Asian, $.%, are /awaiian or Pacific +slander, *.), are /is&anic01atino, and %.%, are two or more races. 2he median household income is around 3#%,$$$ and the &ercent of &eo&le below the &o!erty line in Greenwood county is #$.), Greenwood School 4istrict *$ currently ser!es (,$-). +t currently ser!es 5,5') students in Pre. 6indergarten (65" to *th Grade, #,$)( students in grades ' to 7, and #,5(% students in grades ( to %#. 8f the total number of students, *7, (*,#-# students" recei!e free lunch, *, (5** students" recei!e lunch at a reduced rate, and the remaining -), (-,-*$ students" &ay full &rice for lunches. 2he district has a )'.*, graduation rate. 8f the total number of students in the district, 5*, (5,$5# students" are Caucasian, 5$, (-,'#' students" are African.American, %#, (%,$)- students" are /is&anic, #, (%(* students" are classified as 8ther, and the remaining %, (%$% students" are Asian. 2he &ercentage of students who follow an +ndi!iduali9ed :ducation Plan (+:P" is %#,. 2he &ercentage of students who are classified as :nglish 1anguage 1earners (:11" is %(, of the student &o&ulation. ;inally,

Community
Urban, suburban, or rural; socioeconomic; census data on families

District
Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with IEP; percent ELL; per pupil expenditure

the o!erall e<&enditure &er &u&il is 37,-)$.

School
Enrollment, percent free and reduced lunch; achievement scores; ethnic breakdown; percent with IEP; percent ELL; recognitions; teacher student ratio

=errywood :lementary School currently ser!es a total of *5- students who are enrolled in Pre. 6indergarten to Grade * classrooms. 2here are currently %( students in Pre.6indergarten, 7( students in 6indergarten, %$% students in %st grade, (* students in #nd grade, 7) students in -rd grade, )5 students in 5th grade, and )7 students in *th grade. +n terms of daily lunch &rices, *', (-$* students" recei!e free lunch, *, (#7 students" recei!e lunch at a reduced rate, while the remaining -(, (#%$ students" &ay full &rice for lunch. According to the #$%- school re&ort card, on the Palmetto Assessment of State Standards (PASS", in the content area of :nglish 1anguage Arts, 5).*, of students scored e<em&lary, -'.(, of students scored met, and %*.), of students scored not met. +n the content area of =athematics, -'.(, of students scored e<em&lary, 5%.*, of students scored met, and #%.), of studets scored not met. ;or the >riting &ortion of the test, -#.), of students scored e<em&lary, 5-.7, of students scoed met, and #-.*, of students scored not met. ?(PASS is only ta en by students in -rd, 5th, and *th grades". 8f the total school &o&ulation, *#, (#7# studets" are Caucasian, -#, (%)' students" are African. American, %%, ('% students" are /is&anic, -, (%' students" are 8ther, and the remaining %, (7 students" are Asian. 2he &ercetage of students who areon +ndi!iduali9ed :ducation Plans (+:P" is %#,. 2he &ercentage of students who are classified as :nglish 1anguage 1earners is %*,. 2he current student to teacher ratio is #%@%. =errywood :lementary School recei!ed the U&state 4i!ersity 1eadershi& Award for #$%-. 2his award is gi!en annualy to only one school in South Carolina. 2his school is also nown as a Aed Car&et and Palmotto Sil!er School. 2here are twenty.si< (#'" students in this fifth grade classroom. 8f the students, there are fifteen male students. 8f these male students, ten are Caucasian, four are African.American,

Classroom Demogra hics

Ethnicit!, language needs, gender, identified special needs including gifted, ph!sical needs, and cultural

characteristics

and one is /is&anic. 2here are ele!en female students. 8f these female students, four are Caucasian, fi!e are African.American, one is Asian, and one is /is&anic. =any of the students ha!e s&ecific needs for enrichment and remediation. 2wo /is&anic students recei!e :S81 ser!ices, as they are needed. 2here are si< students who qualify for the Gifted and 2alented Academy of Students (GA2AS or G2" and are enriched for -$$ minutes a wee from the schoolBs GA2AS teacher. :ight students are diagnosed as ha!ing A4/4, while two students ha!e anger management issues and follow a beha!ior &lan on a wee ly basis. 8ne student attends Bec man =ental /ealth Ser!ices. At the beginning of the school year, the classroom teacher ga!e her students a learning style in!entory. ;rom this in!entory, it was re!ealed that the maCority of the students are !isual and tactual learners. According to information about the students, ( of the #' students ha!e &assed #nd, -rd, and 5th grade on the honor roll (All A, A0B, or All B". ' of the students ha!e had &rior notices of &ossible retention in one or more &re!ious grade. =any of the students enCoy and are &roficient in mathematics, science, and social studies. According to an interest sur!ey, many of the students ha!e interests in the content area of science, mathematics, and social studies. Se!eral other students enCoy the content area of language arts and reading. 8utside of school, many students enCoy s&orts and &hysical acti!ities. ' of my students are currently in GA2AS. 2hese students were tested in #nd grade and began recei!ing gifted ser!ices in -rd grade Prior learning. all students ha!e successfully com&leted the 5th grade requirements for &romotion to *th grade. By *th grade students are e<&ected to ha!e mastered basic math facts, all are on *th grade reading le!el with the e<ce&tion of a few, nowledge of American history to ci!il war, and bac ground nowledge in science of weather, light and magnetism, astronomy, organisms, and scientific inquiry. 4ue

!no"ledge of Students
Learning st!les, prior learning experiences, academic proficiencies, behavioral differences, and areas of interest

to the fact, the school is in an urban setting and 2itle % &ast e<&eriences such as farming are limited. Some ha!e ne!er been to the beach or tra!eled far from their home.
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