Secondary Science

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): _____
Urban: _____
Suburban: _____
Rural: _X____
2. 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.
[
The school is a rural high school that has an enrollment of 1,020 students total. The
median class size in the science department is 28 students. The demographics of the school
include 30% economically disadvantaged, 13% students with disabilities, <5% English
Language Learners and 86.5% regular attenders. The student body contains 85% white, 2%
multi-racial, 6% Hispanic, 2% Asian and 4% American Indian. The school is very collaborative in
that all teachers meet once a week for Professional Learning Communities (PLCs) as a whole.
Teachers are able to work with fellow content colleagues and also with colleagues from other
content areas when needed. ]
3. 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.
[
One main requirements is within the science department itself. There are three teachers
that are teaching Physical Science this year plus the one class that I am teaching. At least for
this semester, my mentor teacher and colleagues require that each Physical Science class
takes the same test on the same day, or within two days of each other. ]

About the Class Featured in this Learning Segment

1. What is the name of this course?
[

Physical Science ]

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: __X___
One year: _____
Other (please describe):
[ ]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
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Secondary Science
Task 1: Context for Learning Information

Mondays 40 minutes
Tuesday through Friday 50 minutes ]

4. Is there any ability grouping or tracking in science? If so, please describe how it affects your
class.
There is not tracking or grouping at this school for 9th grade students. ]

5. Identify any textbook or instructional program you primarily use for science instruction. If a
textbook, please provide the title, publisher, and date of publication.
[

A textbook is used periodically in this course. Physical Science. Glencoe Science. 2002.]

6. List other resources (e.g., electronic whiteboard, graphing calculators, on-line resources)
you use for science instruction in this class.
[
Other resources used during this course are a whiteboard and projector connected to a
computer and document camera. Occasional use of online videos also occurs during this
course. ]

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):
[
There are 24 total student in this Physical Science class. Of the 24 total, 21 are 9th
grade, 2 are 10th grade and 1 is 11th grade. ]
2. Number of

students in the class: __24___

males: __13___ females: _11____
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
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.1
Students with IEPs/504 Plans
IEPs/504 Plans:
Classifications/Needs
Example: Visual processing
1

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large size graph paper

California candidatesIf you do not have any English language learners, select a student who is challenged by academic

English.

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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 Science
Task 1: Context for Learning Information

Reading Comprehension

Extra time for assignments, copy of notes,

reminders to stay focused

Students with Specific Language Needs

Language Needs
Example: English language
learners with only a few
words of English

Example: Students who

speak a variety of English
other than that used in
textbooks

Number of
Students
2

Supports, Accommodations,
Modifications
Pre-teach key words and phrases
through examples and graphic organizers
(e.g., word cluster, manipulatives, visuals)
Have students use pre-taught key words
and graphic organizers to complete
sentence starters
Make connections between the language
students bring and the language used in
the textbook

Students with Other Learning Needs

Other Learning Needs
Example: Struggling readers

Number of
Students
5

Supports, Accommodations,
Modifications
Provide oral explanations for directions

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 4 pages maximum
All rights reserved.
V5_0915
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.