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Secondary Mathematics

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: _____
High school: _X__
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate
description.)1
City: _____
Suburb: __X__
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.
[ My classroom is a Level 1 Special Education room. All the students in this class have IEPs
and math goals. Since it is a special education class, it is much smaller than most general
education classes. Additionally, these students range in skill level. Although they are all
classified as Level 1 Special Education, they each range in their skills and learning readiness.
Additionally, this class only has students with academic goals, so it is similar to a remedial
course. It works with students to catch them up to their grade level peers.]
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.
[ In this Special Education class students are required to complete probes on a weekly, or biweekly basis. The instruction I am providing is based on the skills the probes will be testing.
Some instruction may be adapted for students at different grade levels because of courses they
have or have not completed.]

About the Class Featured in this Learning Segment


1. What is the name of this course?
[ The name of this course is Instructional Methods.]

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.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.


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Secondary Mathematics
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: _____
Other (please describe):
[ This course is by term because the school is on a block schedule. There are two terms per
semester. The students are scheduled into Instructional Methods by term because many of
their other courses are scheduled the same way.]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[ The class schedule is 90 minutes ever day. ]
4. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[ There is no ability grouping in this course. Although students have different academic goal
areas, all students participate in whole group instruction. There is tracking through progress
monitoring. The students complete math probes for their IEPs, which tracks their growth, or
decline, in skill.]
5. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[There is not a specific textbook or instructional program used in this course. The math probes
used in this course are from easyCBM.com ]
6. List other resources (e.g., electronic whiteboard, graphing calculators, online resources) you
use for mathematics instruction in this class.
[ The resources for this course include: document camera, projector, calculators, mathematics
workbooks, and online resources. Students also have access to calculators and cell phones as
calculators. As the instructor, I have access to a laptop where I can project online resources for
students. ]

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):
[ 2 tenth graders, 2 eleventh graders, and 1 twelfth grader. ]
2. Number of

students in the class: __5__


males: __2__ females: __3__
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

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.


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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 Mathematics
Task 1: Context for Learning Information

needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
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:
Classifications/Needs
Math Goal

Number of
Students
5

Writing Goal

Reading Goal

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Students are allowed extended time on
assignments, can take modified
exams, use notes on exams, and can
take exams in an individualized setting.
Students will need extra prompting
when working on Math activities.
Students also benefit from modeling
instruction.
Students are allowed extended time on
assignments. Students are allowed to
complete assignments in individualized
settings. Students may also use notes
on exams.
Students are allowed extended time on
assignments, can take modified
exams, use notes on exams, and can
take exams in an individualized setting.
Students may have tests and
assignments read aloud to them.

Students with Specific Language Needs


Language Needs

Number of
Students
0

Supports, Accommodations,
Modifications

Students with Other Learning Needs


Other Learning Needs

Number of
Students
0

Supports, Accommodations,
Modifications

California candidatesIf 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 4 | 4 pages maximum
All rights reserved.
V5_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 Mathematics
Task 1: Context for Learning Information

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.


4 of 4 | 4 pages maximum
All rights reserved.
V5_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.