Elementary 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.)
Urban: __X___
Suburban: _____
Rural: _____
2. What grade levels are at your school site (e.g., K6)?
[ K-6 ]
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.
[ The second grade team at Jefferson uses a mathematical tactic that groups students in low,
medium, and high groups by pre assessing a mathematical skill that will be assessed on a unit
test aligned with the standards. Students will be taught math skills at or above grade level by
one of four seconds grade educators, depending on how the student scores on the preassessment. Our school is home to the Center for Autism. ]
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.
[ Rochester public schools use a curriculum that is aligned with Everyday Mathematics and
Minnesotas common core mathematical standards. As a class, we strive to use different
mathematic methods to enrich student learning across the whole class. ]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[ As a class, we devote two hours to mathematical instruction per day. ]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[ Yes, during the three mathematics courses that I am teaching, I make sure to differentiate
instruction to individual students by creating a small group where I will read problems to
students who have a difficult time reading and show examples using manipulatives. For
students who are strong in mathematics, they will be given an extension assignment once they
have finished the initial assignment. Lastly, during our differentiated small group work time,
students from all four of the second grade classes are grouped into four groups based on a preassessment of the math skills. ]
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[Everyday Mathematics Grade 2 Textbook. Published by McGraw-Hill Companies, Inc. 2012.
Common Core mathematic worksheets ]
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Elementary Mathematics
Task 1: Context for Learning Information

4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[ Classroom resources include: classroom Smartboard, Base-ten block manipulatives, various
mathematic anchor charts, Everyday Mathematics Smartboard lessons, whiteboard, daily
calender]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[2]
2. Number of

students in the class: __25___

males: __13___ females: __12___
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

Number of
Students
2

Learning Disabilities

504 plan for a student with

seizures and ADHD

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3 digit
numbers
Monitoring, desk setup, extra time to
complete tests, different method for
mathematics (touch dots), students will
have tests that are not based on RLA
standards read to them.
Extra time if needed to take tests, very
close monitoring, action plan that involves
parents if seizure is longer lasting or more
serious than the students typical seizure.

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

English.

Copyright 2015 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.

Elementary Mathematics
Task 1: Context for Learning Information

Speech

Students receive extra support from the

teacher while speaking if needed.

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
Students who have a difficult
time comprehending text

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
Our classroom has no English language
learners. Our class does however have
three students who need extra support in
comprehension while reading text.
Individual support is given by the teacher
to students by re-reading and prompting
using context clues and text features.

Students with Other Learning Needs

Other Learning Needs
Example: Struggling readers

Number of
Students
5

Struggling with mathematics

Struggling readers

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for word problems
The teacher sets up an area for extra
support during independent and partner
work time. The teacher reads the math
test to the seven students in a small
group setting.
Students who are struggling readers
receive reachable and equitable power
goals. Students also read with the
teacher during Action-100 reading time.
The reading specialist spends time
reading with the students and will drop in
during Action-100 reading time.

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

3 of 3 | 4 pages maximum
All rights reserved.
V4_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.