1

Classroom Contextual Factors

Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students. Students: Total # 25 Males: 9 Females: 15

Gender
24 22 20 18 16 14 12 10 8 6 4 2 0

15 9 Boys Girls

Gender

Source: Classroom Teacher

Chart 1

Nineteen students in the class have blue eyes. Four of the students in the class have brown eyes; one student has green eyes. Three of the above blue eyed students wear glasses. Ethnicity
Race: White: 22 Asian: None Hispanic/Mexican: 1 Native American: None African American: 1

Ethnicity Chart

Ethnicity
23 21 19 17 15 13 11 9 7 5 3 1

22 1 Caucasian Hispanic 1 African American

Key 24

Source: Classroom Teacher

Chart 2

Accommodations Out of the 24 students, there is 1 English Language Learner (ELL), 5 intensive readers needing extra remediation, 4 individual education program (IEP) students, and 2 students requiring speech therapy. Students are pulled out at different times of the day and for different reasons and to help with English and reading skills. They take all tests with an aid who reads the questions to them. Accommodations Chart

Subgroups Identified
IEP's 3 1 5 19 2 ELL, IEP Intensive Readers Speech, and IEP Students With No Special Needs

Source: Classroom Teacher

Chart 3

Two students are taken out for speech therapy once a week and IEP three days per week. Student number 19, when young, had a seizure and now has a speech problem which makes it hard for others to understanding what is being said. Three students have an individualized educational plan (IEP) for communication problems, and go every day for help. There is one student that is an English Language Learner (ELL) for English and IEP every day. Exceptionalities Chart Gifted and Talented Education (GATE) students, according to my second grade mentor teacher, stated as of February 6, 2014, she has no gate students. CRT Scores, according to my second grade mentor teacher, stated as of February 6,, 2014, CRT Scores have not been posted for the 2013/2014 school year.

Exceptionalities
20 20 15 10 5 0 Below Grade Level On Grade Level Above Grade Level 1 3 Exceptionalities

Source: Classroom Teacher

Chart 4

According to the Developmental Reading Assessment (DRA), one student is below grade level, 20 students are on grade level, and three students are above grade level. Language Proficiency

Language Proficiency
3 1

WIDA Level 1 WIDA Level 2 WIDA Level 3

19

Source: Classroom Teacher There are no WIDA levels above 3 in the class.

Chart 5

My mentor teacher mentioned four of the students need to meet with an IEP instructor for help with reading questions who administers the assignment, and test these students orally. All students are rated on a scale of 1 to 3. These are based on their math, reading assignments, and

test scores. In my mentor teachers class there is only one student below grade level, twenty students are on grade level, and three students are above grade level.
Policies and Procedures The classroom policies are; when the students are on task they receive tickets or a card which are kept in the students desk. If a student loses a pencil, white board eraser, or any other item they need, the student has to ask another student if they have a spare. Then that student has to give two tickets to the student with the spare. Drawings are held for prizes, at the end of the week on Friday. If students are off task they do not receive any tickets. This procedure works well because, if a student wants to buy something from the weekly store, they need tickets. Fewer students are losing their pencils because they do not want to give away their tickets. There are only four basic rules in my mentor teachers classroom, these are; stay in your seat, raise your hand, be friendly, and whisper; unless the teacher is asking for an answer. She also has three foundation rules of; be Resilient, Respectful, and Responsible. With direct instruction, if the students are following these rules, the flow of teaching and learning proceeds smoothly. When the students are not following these rules, the students will stay in from recess to finish their project as a minor punishment. This often works well for students. If the students stay on task throughout the day, they receive five pom-pom type cotton-balls, which are put into a vase. When the vase is full, the students get a popcorn party.

Modifications/Accommodations While teaching the seven lessons in my unit on math measurements and data, I plan to make modifications and accommodations for the low level ability students, and any above level students in this subject. I will create appropriate level worksheets for the students that are below, on, and above level. The English Language Learners (ELL), students with communication issues, and the IEP students will not always be in the classroom, because they are taken out at different

times to work orally, one-on-one, with the IEP instructor. I will send the unfinished worksheets with the students, when they leave to meet with the aid. For the low ability level students, I plan to have them paired with a higher ability student, or work in groups with higher level students. I intend to have lower level questions for these students, so they feel comfortable when called on to answer questions in front of the class. I will check on students progress by walking around and listening to small groups, or paired groups. I will increase this monitoring throughout the lessons, to help redirect misconceptions and confusion. For the high level students, I will have higher level thinking questions available; and for the ELL student, I will ask more about background knowledge to better understand what the student has
heard or done before; thus utilizing more manipulatives. I will incorporate many visuals in the lessons, and Sheltered Instruction Observation Protocols (SIOP) will be included in every lesson. I will use technology to assist with making the abstract concepts more concrete, like videos or see and do activities; where different students can come up and click on the correct answer from within the picture video. All students will have numerous opportunities for interaction.

Students with communication problems often have a restricted vocabulary; therefore it is difficult to understand what the students are saying, unless he/she is on subject. Therefore, I will bend down next to the student to try and understand what is being said. However, to modify the lesson for him/her I have asked the special education teacher to put some key vocabulary words on the word selections, for example; symbol, data, and tally marks. I will have the student use the words when called on in class discussions, but the test will be given to the student in a one-on-one setting. I will also observe the student throughout all of my lessons, and if the students are having difficulties, the students will be paired with a high ability student.