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 Community

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

Contextual and Environmental Factors

Community demographics contribute in the planning and learning process. Community demographics of Greenwood provide information on the presence of diverse cultures, the percentage of poverty, and the communitys perception and support of education. The city of Greenwood is located in the Lower Piedmont region of upstate South Carolina. Greenwood consists of the following races$ t has an estimated population of !", "!#. The population of

White alone - 10,402 (45.0%) Black alone - 10,167 (44.0%) Hispanic - 1,788 (7.7%) Two or more races - 426 (1.8%) Asian alone - 166 (0.7%) Other race alone - 140 (0.6%) American Indian alone - 19 (0.08%)

The level of education earned by its citi%ens is also

important. This information affects the new industry in the community and the level of support for education. These are the most current percentages for people !& years and older$ high school or higher$ '&.(), *achelor+s degree or higher$ ,-.!), Graduate or professional degrees$ &..). The top employing industries in Greenwood are Self/ 0egional 1ealthcare, Greenwood County School 2istricts, 3u4ifilm, nc., and Carolina Pride 3oods. 5any of the businesses such as Self/0egional 1ealthcare and various food industries support the needs of the Special 6ducation students by training these students and later providing a 4ob placement opportunity. The unemployment and poverty rates in the

community are also important factors to consider. f a family e7periences unemployment and poverty, the children in the household are affected. 6ducation can become less important. Sometimes the student would be re8uired to financially support or contribute to the household. This time can ta9e away from the time needed to allocate for schoolwor9. currently at ,(..). Greenwoods t is unemployment rate is on a declining trend. poverty rate is between ,"..') and !".""). Resources:

2ependent upon the %one, the

http$::www.city/data.com:city:Greenwood/South/Carolina.html http$::www.cityofgreenwoodsc.com:;boutGreenwood.asp7 <http$::%ipatlas.com:us:sc:greenwood:%ip/code/ comparison:population/below/poverty/level.htm=

n Greenwood 2istrict &(, there are two secondary schools, three middle schools, eight elementary schools, a career center, and one alternative center. n addition to the traditional setting, Choice and 5agnet programs are available through an application process. These programs concentrate on an area of interest and
District
Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with IEP; percent ELL; per pupil expenditure

provide those teachers with a uni8ue form of instruction. ;t the secondary level, there are >0?TC programs represented by the ;rmy and the ;ir 3orce. Greenwood School 2istrict &( serves .,,'- students and #.& certified teachers. 2istrict demographics and standardi%ed test results provide pertinent information for formulating academic goals and purchasing necessary curriculum supplements to increase academic success. The district can purchase

supplements to be used district wide. @hereas individual schools can supplement their programs to address particular needs.
School
Enrollment, percent free and reduced lunch; achievement scores; ethnic breakdown; percent with IEP; percent ELL; recognitions; teacher student ratio

*rewer 5iddle School is located at ,((( 6merald 0oad in Southeast Greenwood. 3orty/si7 certified teachers instruct appro7imately seven/hundred students in grades A/-$ / #,.". )$ @hite / #-.-, ) ;frican ;merican / ,.,. ) ;sian:Pacific slander / (.(( ) ;merican ndian

?f this population, A,) 8ualify for 3ree:0educed lunches. *rewer 5iddle School offers a traditional curriculum consisting of 5ath, 6L; <6nglish Language ;rts=, Social Studies, Science, and 0elated ;rts. The school provides a single gender class in each grade. ;CTS magnet program is a part of this school. The students and teachers support and follow a school/ wide discipline program, *ulldog Pride. positive choices and good behavior. *ulldog Pride is a positive reinforcement program that rewards t rewards a student of the wee9, student of the 8uarter, and first/ class bulldogs. The teachers and administration use a 2iscipline Ladder System. This gives the teacher and student options before receiving an ?ffice 0eferral and builds in parental contacts by the teachers. 5any ongoing activities and special events build a community atmosphere, school spirit, and character$ 0ed 0ibbon wee9, nternet Safety wee9, ;nti *ullying Campaign, 4ob shadowing, Career 3air, *rewer 5iddle School Talent Show, and 3ield 2ay. There are student organi%ations available that build leadership s9ills and provide team/building s9ills$ The ;cademic Challenge Team, ;nger 5anagement services, 3C;, >unior *eta Club, Student Council, Boung Gentlemens Club, GL6C;Ss Girls, and DTowards Co 2rugsE The

Prevention.
Resources:
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Classroom Demogra hics

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

n the special education program, *rewer serves students with disabilities in several settings depending upon the needs of the individual student and according to the information provided in his:her ndividuali%ed 6ducation Program < 6P=. The 6P states the students primary disability along with specific data from sources such as 5;P, state testing, curriculum/based measures, behavioral data collections, teacher observations, and other assessments relevant to serving the needs of the child. This data develops a learning program, which best meets the needs of each student. n this nine/student classroom, there are si7 students whose 6Ps indicate they are in the general education classroom from -(/,(() of the day. The remaining three students are in the general education classroom #(/'.) of the day, which indicates that they receive instruction in 5ath and:or 6L; in the special education classroom. These students are significantly below their grade placement in 5ath and:or 6L;. These students receive 5ath and:or 6L; in the special education classroom as well as fifty minutes of special services during 6nrichment. 2uring 6nrichment, additional assistance in academic areas and other class

assignments is provided. ?f the nine students, si7 are females and three are males. Two students are Caucasian and the remaining seven students are ;frican/;merican. ;ll of the students spea9 6nglish as their primary language. ;s a whole group, the demographics of this particular group of students create a rhythm that guides learning and instruction.
!no"ledge of Students
Learning st!les, prior learning experiences, academic proficiencies, behavioral differences, and areas of interest

The individual student learning styles, behavioral differences, academic proficiencies and areas of interest are tools, which help the teacher to construct a safe and motivating learning environment. individually. ;t the beginning of my field study, spo9e with the students This one/one conversation built our as9ed relationship and visually connected us. academic interests and their academic interests. @hat do you li9e to do when you are at homeG 2o you live with both of your parentsG 2o they wor9G @hat type of house/hold responsibilities do you have when you are homeG ;re your parents able to help you with studyingG

8uestions, which provided information on their non/

@hat type of boo9s do you li9e to readG 2o you have a favorite sportG @hats your favorite television showG 2o you have brothers and:or sistersG @hats your favorite sub4ect at schoolG observed the students behavioral

;fterwards,

differences and noted how these differences were affecting their learning and their classmates learning. Then gathered information from the 6Ps. The information documented how the individual behavior and:or disability affects their learning and restricts them from participating in a general education setting.

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