Elementary Mathematics for Washington

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 You Are Teaching
1. In what type of school do you teach?
Urban: [ ]
Suburban: [My school is in what is considered to be a suburban area because the
towns population is greater than 2,500 people but less than 50,000. According to the
2012 United States Census Bureau, the population of my town was 31,864.]
Rural: [ ]
2. What grade levels are at your school site? (e.g., K6)
[My school features grades K-5 and serves 465 students. Exclusively Spanish speaking
classrooms are also available for grades K - 3. There is also a Head Start Preschool Pro-
gram which provides free preschool for children ages 3 to 5. This program promotes school
readiness and provides services such as health screenings, parent education, family sup-
port services, and parent goal mentoring.]
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.
[My school features a 74% Free/Reduced Lunch population meaning that most of the
students come from a low socioeconomic status. The ethnic minority population is 48%
and offers bilingual classrooms for each grade level. My school is a Title 1 school and 15
of my students access Title 1 assistance for math and reading. My classroom has
two aides each day, one aide assists in math for 45 minutes each day of individualized
instruction with IEP students, and the other aide assists in reading.]
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 the use of the Stepping Stones curricula in math instruction.
Standardized testing is done using aimsweb math assessments.]
About the Class Featured in This Assessment
1. How much time is devoted each day to mathematics instruction in your classroom?
[Each day, 60 minutes is devoted to mathematics instruction, group practice, and individual
work time. In addition to these 45 minutes, 10-15 minutes each day is allotted for calendar
and counting in which students practice the days of the week, months in the year, and
counting to 120 by 1s, 100 by 2s, 5s and 10s, and backwards from 40.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it
affects your class.
[There is not ability grouping in my class. My students are grouped in cooperative learning
groups, however three struggling students are somewhat ability grouped to work separately
with the aide after the lesson for more individualized support. The rest of the students are
grouped in desk clusters with struggling students, ELL students, and gifted students spread
relatively evenly. ]
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Elementary Mathematics for Washington
Context for Learning Information
3. Identify any textbook or instructional program you primarily use for mathematics in-
struction. If a textbook, please provide the title, publisher, and date of publication.
[ORIGO Stepping Stones: Core Mathematics, Student Journal. Origo Education, 2008.
ORIGO Stepping Stones: Core Mathematics, Practice Book. Origo Education, 2008.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you
use for mathematics instruction in this class.
[The ORIGO Stepping Stones curricula is based on online content that include modules and
lessons, differentiation activities, ongoing practice sheets, assessment options, open tasks,
problem solving activities, cross-curricula links, and printable student pages. (Stepping
Stones Online Components. ORIGO Education. Web. 15 Dec. 2013.) A Mimio board is used
in the classroom and occasionally manipulatives (cubes, pattern blocks, counters, 10 frame
mats) are used according to the curricula.]
About the Students in the Class Featured in This Assessment
1. Grade level(s): [1]
2. Number of
students in the class [23]
males [10] females [13]

3. Complete the chart 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 chart. 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/sup-
ports or accommodations/modifications to instruction or assessment (e.g., students with
IEPs or 504 plans, English language learners, struggling readers, underperforming stu-
dents or those with gaps in academic knowledge, and/or gifted students needing greater
support or challenge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
Number of
Students
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
IEP: Speech 2 Additional time allotted for students to
verbalize thoughts/questions, small
group instruction 30 minutes per week
with speech pathologist.
IEP: Math 1 45 minutes of small group instruction
with math aide each day using
manipulatives.
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Elementary Mathematics for Washington
Context for Learning Information
504 Plan: Hearing Disability 1 Sound system accommodations:
microphone around teachers neck and
additional speakers located around the
room. Directions and instruction are
repeated as often and as loudly as
necessary.
Other Learning Needs Number of
Students
Supports, Accommodations,
Modifications
Example: Struggling readers 5 Provide oral explanations for directions
and simplified text for word problems
Struggling readers 15 Read directions out loud to whole class,
provide oral explanations and additional
time with students individually during
practice time. These students are in
small reading groups with
paraeducators and the schools reading
specialist.
English Language Learners 2 Small group instruction, directions
explained orally, provide explanations
using simpler, high-frequency words,
paired with gifted students who are able
to explain concepts. Include pictures,
charts and other visuals in lessons.
Provide additional individual
explanations.
Underperforming students 10 Modified spelling tests with some letters
in the word provided (ex: the spelling
word is cat so the paper has _a_
written already for the students). Three
students are especially
underperforming in math and are
supported by working in small group
practice time using manipulatives and
additional explanations/practice.
Gifted students 5 Provide extension worksheets to math
practice book and student journal.
When done with their own work, gifted
students are encouraged to provide
help to struggling students. Allowed to
progress more quickly in Accelerated
Reader book levels and work more
independently during math and reading
groups.
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. of | 3 pages maximum 3 3
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permit-
ted only pursuant to the terms of a written license agreement.