Chelsea Schmieding

TWS 1: Contextual Factors (LO 3.3) (APS 1)

TWS Standard: The teacher uses information about the learning-teaching context and student individual differences
to set learning goals, lesson objectives, plan instruction and assessments(s).
A. Classroom FactorsSpringfield Elementary School
Springfield Elementary School, home of the Super Suns, is a Title 1 school located in Greenwood
District 50. Springfield Elementary is a place where students S.H.I.N.E. every day. S.H.I.N.E. is an acronym
for Self-Control, Honesty, Independence, Neatness, and Engagement. Students are expected to display these
qualities throughout the school day. With an enrollment of over 600 students, Springfield is a very established
school in the community. We are very privileged to be at a University that is able to provide educational
partnerships for beneficial clinical experiences.
Mission
The mission of Springfield Elementary School is to provide a proper environment where all children can
achieve to their fullest potential.
Vision
The vision of Springfield Elementary School is to educate todays students for tomorrows world.
Beliefs
1. Children are our focus.
2. Educational success is the shared responsibility of students, families, and our school community working
together.
3. Children learn best when basic human needs are satisfied.
4. Everyone is entitled to respect, encouragement, a safe and nurturing learning environment, and appropriate
educational facilities.
5. All students learn best with, and deserve, quality instruction that addresses individual needs and provides
appropriate support services and establishes high expectations.
6. Learning is a lifelong process that improves the quality of life.
7. Dedicated, highly qualified and highly effective teachers and other staff are essential and valuable assets in
educating our children.
Physical FeaturesThis third grade classroom is decent sized but with twenty-three student desks, it can seem small.
There is one large window that provides a source of natural light and an emergency exit for the classroom. The
temperature is set on a cool setting to keep the students alert and engaged. The teacher monitors the noise level,
and the classroom is generally quiet. It is fairly organized, and the space is utilized well. A small round table is
positioned near the window for small group meetings and conferences. In this area is a classroom library of
labeled books for students to use. There are two groups of six student desks, one group of five, one group of
four and one group of three student desks in the classroom. There is one extra desk available for any new
student that is enrolled. There are three desktop computers and a LaserJet printer along the back counter. Above
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the computers are shelves for extra storage and organization. The teachers personal read aloud books are here
as well. There is a storage closet for extra resources and storage. Along the opposite side of the room, is another
counter with cabinets and shelves where extra supplies and materials are placed. The pencil sharpener and
containers for both sharp and dull pencils are on the counter. A coffee pot and small refrigerator is also located
on this counter. In the front of the room is a bulletin board that spotlights a student each week. There is a small
bookshelf located in the front of the room that holds baskets of markers, crayons, sticky notes, and other needed
materials for learning. The essential question is displayed on a smaller dry-erase board with each subject
identified. The Smart Board is centered on the front wall beside a large dry-erase board instructional use. A
small rectangular table is located by the board where the teachers laptop and stand for the iPad sits. Another
shelving unit is by the board that houses extra materials and items needed for instruction. Dictionaries and
thesauri can be found here. The teachers personal printer is here as well. There are hooks for the students to
hang their belongings if they choose to on the side wall between the door and the front of the room. Class sets of
books are on the shelves above the hooks. There is a file cabinet by the door for storage and files for the
classroom.
Availability of TechnologySpringfield (SPR) is a pilot school for the 50G Initiative. There are several grade-level iPad carts for
classroom use. Each cart holds around thirty iPads for students to use. SPR is a bring your own device
(BYOD) school. Students can bring smart phones, tablets, or iPads to use in the classroom for instructional
use. In each classroom, there is a Smart Board and LCD projector, both vital for daily instruction. This is used
to watch the news show, morning work, lessons for math, science, and social studies. Classrooms also have at
least three desktop computers and a laptop. Each staff member has an iPad to keep in their classroom at all
times. There is a news show every morning, WSPR for students to watch. SPR has two computer labs that
students visit each week during their related arts time. Here, students use Dreambox, a computer program that
is individualized for ability levels in math. Overall, there is a variety of technological sources provided in the
classroom that incorporate the uses and benefits of technology in an educational setting.
EquipmentThere is a science closet in the book room where teachers can go get the necessary materials and
equipment for instruction. The book room is where leveled books are housed for teachers to check out for
differentiated instruction. Each student has earbuds to maintain an appropriate level of noise for success in the
computer labs. Overall, there is not much equipment used in the classroom for daily instruction.
ResourcesThere are many educational resources used throughout this third grade classroom. Many visual aides
are displayed on the walls such as: maps, thinking maps, number line, charts from Readers and Writers
Workshop, book genres, etc. Students read books independently throughout the day when assignments are
completed. There are district pacing guides for Language Arts and Math. Springfield is teaching Readers and
Writers Workshop from Lucy Calkins at Teacher College. In this classroom, Engage New York is the math
curriculum that is used four days a week and Georgia State Department of Education curriculum one day a
week. Engage NY is more direct instruction and Georgia is active engagement through activities.

Chelsea Schmieding

Parent/Guardian InvolvementThe parent/guardian involvement in this classroom is about 40% is involved and 60% are not as
involved. There are several families who are members of the PTO and are always involved with various events
throughout the school year. Forms of communication between the classroom teacher and parents/guardians
include phone calls, notes in their agendas, emails, and conferences. The teacher also gives out her personal cell
phone number out as another way to communicate. A grade-level newsletter goes out every month to highlight
upcoming dates and what students are learning in class. There is also a school newsletter that the principal sends
out each month.
Classroom Rules & RoutinesThe classroom teacher uses the Love and Logic approach to discipline and management. Students
are encouraged to make the right choices and will be encouraged to correct poor choices appropriately. When
an action is done that does not meet expectations, students will receive an appropriate consequence depending
on the choice made. Consequences include warning, note in agenda, phone call home, silent lunch, and major
referrals if needed. The school-wide expectations are self-control, honesty, independence, neatness, and
engagement throughout all areas. Students are expected to SHINE in the classroom, hallway, restroom,
cafeteria, on the bus, and on the playground. This is through PBIS (Positive Behavior Intervention Supports)
matrix. Students receive Sunny Money when positive behavior is displayed. This is given to individual
students or the class as a whole when they are caught shining. Expectations and procedures are presented
throughout the first few weeks of school to ensure they understand what is expected of them. Students who
receive a certain number of Sunny Money will receive some sort of privilege, whether it is extra recess time,
ice cream party, etc.
For non-instructional routines, the teacher draws a Popsicle stick with students names on it to delegate
different tasks. Students are lined up according to their lunch choice (lunchbox, choice 2, followed by choice
1). Work is collected by the teacher or placed in their center basket at their groups. The teacher checks the
seating arrangement of the students to take attendance on Power School. Students get 2 sharpened pencils at
the beginning of each day. The students return the pencils to the cup at the end of the day. Sharpened pencils
are kept available in the classroom. Homework is displayed on a chart on the easel and students are
responsible for copying it in their agendas. Homework is checked daily. Materials are kept in organized
containers throughout the classroom. At each group, there is a red bin with markers, rubber cement, blue pens,
sticky notes, and erasers. This is for convenience of needed materials for daily instruction. When other
materials are needed, the teacher makes sure they are available for use. Students are to use the restroom during
morning procedures. The class goes to the restroom after related arts and after lunch. Students who need to use
the restroom can go during non-instructional time. Overall, there are daily routines that the children expect
each day. When there is a change in the daily routine, students can become unfocused or distracted. The
routine provides structure for the students day to day. At this point of the school year, students know the order
of daily routines, and know what they are supposed to be doing at all times.
Grouping PatternsThe students experience several different grouping patterns in the classroom. The first is the
arrangement of their desks. There are five groups of four to six student desks in each group. This arrangement
takes up a majority of the floor space. The lower-performing students are sitting near an academically strong
student to challenge them. Students with vision difficulties sit near the front of the classroom as well as
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students who have a hard time staying focused. The teacher meets with small groups throughout the day as
well. This is for the benefit of all learners. Students are placed in these grouping patterns for efficiency and
convenience, as well as for small group instruction time with students on the same levels. Students have
reading and writing partners to work with during Readers and Writers Workshop. These partners have been
strategically chosen based on social and academic reasons.
SchedulingThe children have a routine schedule that is expected throughout the year. Students start to arrive at the
school around 7:00 and sit in the hallway until the teacher greets them at the door. The students come in one by
one and complete their lunch choice on the file cabinet by the door. They get 2 sharpened pencils, and go to
their desks and begin morning work. The teacher polls the students about breakfast. When breakfast arrives, the
students eat while finishing their morning work. The morning show, WSPR, is displayed on the Smart Board
during this time. The teacher uses the document reader to go over and check morning work after adequate time
has been given for students to complete. Students are expected to follow along and make necessary changes to
their answers.
Writers Workshop is from 8:15 until 9:00. Then the students have related arts 9:05 until 10:05. On A
weeks, the students have Computer Lab on Mondays and Thursdays, P.E. on Tuesdays, Art on Wednesdays, and
Media Center on Fridays. On B weeks, the students have Computer Lab on Mondays and Wednesdays, P.E.
on Tuesdays, Music on Thursdays, and Science Lab on Fridays. After related arts, we use the restroom as a
class. Math is taught when we return to the class. Any homework is checked before beginning the new lesson.
At 11:10, we do Readers Workshop. Lunch is at 12:05, followed by restroom break and recess at 12:35. At
1:05, the students return to class to do science/social studies/Project Based Learning. Students begin packing up
at 2:25 and dismissal is at 2:30.
B. Student Demographics & CharacteristicsStudent Demographics
Total Number of Students

23

Caucasian Students

African-American Students

12

Latino/Hispanic Students

Asian/Pacific Island Students

Other Race Students

Total Male Students

10

Total Female Students

13

Age of Students

8-9 years

Chelsea Schmieding

Special Services
Speech Services

ESOL Services

Resource

Pulled-Out for Reading

Pulled-Out for Math

GATAS

Other Services

Dynamic Duos (Behavior Mentors) 2

Occupational Therapy 1

In this third grade class, there are 23 total students. Of these students, there are two IEPs, both for
speech. There are four students who receive ESOL services. There is one student with asthma and one student
with peanut allergies. There are several students who take medicine for ADHD. From an interest survey, most
of these students prefer to work in partners or groups. At this age, most students are either visual or kinesthetic
learners. Their interests include sports, watching television, playing computer games, and reading. These
students are curious and are motivated by meaningful experiences to life outside of the classroom. 17 of the
students in this classroom have internet access at home. The students MAP (Measures of Academic Progress)
scores for Reading ranged from 156-206 with 189 being on grade level for fall. Math MAP scores ranged from
160-210 with 191 being on grade level for fall. The class average RIT score for reading was 182.6 and the
district grade level RIT score is not available at this time. The class average RIT score for math was 188.5 and
the district grade level RIT score is not available at this time. In this class, the range of grade levels for reading
is from first grade to fifth grade. The range of grade levels for math is from kindergarten to fifth grade. The
class reading levels range from DRA Level 14-40.
C. Instructional ImplicationsDue to the varied achievement gaps and developmental levels, the teacher must keep in mind what is
best for all learners when planning lessons and assessments. The teachers adaptations include Response to
Intervention (RTI), modification to instruction as needed, small group instruction, and one-on-one assistance.
RTI is for students who scored in the lowest 20% on MAP and they receive additional support in reading. The
students performed the weakest in the vocabulary section of the reading MAP test. In math, the students
performed the weakest in operations in algebraic thinking. The contextual information of the classroom is
relevant and impacts instruction. Every student has a different learning style. Because of the number of both
Spanish-speaking and ESOL students as well as the diversity of the learners in the classroom, the teacher must
keep these two contextual factors in mind when planning. The teacher also allows students to work on
DreamBox and Odyssey in the mornings before the school day begins. These computer programs are selfpaced and are geared towards math and reading academic needs.
Project-Based Learning, PBL, is differentiated instruction for all students. Springfield Elementary has
adopted PBL as a focus for this school year. Students are given a driving question and from that point, they are
able to conduct research and work within small groups to design and deliver a project/presentation for an
audience. Every project should have significant content as well as opportunities for student voice and choice
within the boundaries of the project. All students participate in PBL projects and are graded based upon a
rubric given at the beginning of the project.
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When planning for instruction, the teacher has placed her students in strategic groupings. There are
student partnerships that provide many benefits for all students. There are many different performance and
knowledge levels within this group of third graders, ranging from kindergarten to fifth grade. To benefit these
students, students are in leveled reading groups that meet with the teacher during guided reading at least three
times per week. This individualized on-level learning allows students to work on what they need and it is
geared towards their grade levels. One-on-one individual conferencing is a large component of the Readers
and Writers Workshop. Conferencing is based upon individual needs. Keeping in mind ESOL students and
the diversity within this classroom is very important when planning lessons to teach them. Overall, many of
the contextual factors influence how the teacher plans and teaches lessons within the classroom.