Secondary History/Social Studies

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: __X___

Rural: _____

2. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet, remedial course, honors course) that will affect
your teaching in this learning segment.
Central High is a 5A school of around 900 students in a predominantly rural county. The
student to teacher ratio is 25:1, significantly higher than the national average of 15:1. 53.4% of
students identify as Caucasian, 40.6% are Hispanic, which is almost twice the typical Hispanic
population for the state of Oregon. 54.2% of the student population are eligible for free or
reduced lunches.
The student body has a significant Hispanic population, reflecting the diverse community
around the school. As a result it is important to incorporate culturally relevant aspects into
curriculum and instruction to ensure that all cultures are being engaged in ways that are
personally relevant.

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.
The school and economics classroom have a number of distinct qualities. The school uses a
modified performance-based grading system, where 85% of a students grade comes from
academic achievement, or their ability to meet the required standards for the course. This
places an emphasis on summative assessments and projects. If a student misses an
assignment or test they are allowed to resubmit or retest up for up to three attempts. The
remaining 15% of the grade is based on personal accountability which factors in behavioral
characteristics such as attendance, late work, cheating/plagiarism, and classroom conduct. If
there are any instances of cheating or plagiarism this grade automatically drops to 0 for the
remainder of the unit (approximately 6 weeks).
The clinical teacher uses the co-teaching method, which relies on cooperative interaction
between clinical teacher and teacher candidate. This collaborative method incorporates 6
different strategies to involve a teaching candidate into instruction, such as one teach, one
assist, team teaching, or station teaching.

About the Class Featured in this Learning Segment

1. What is the name of this course?

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Secondary History/Social Studies

Task 1: Context for Learning Information

High school Economics

2. What is the length of the course?

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)?
Classes are 50 minutes every day.

4. Is there any ability grouping or tracking in history/social studies? If so, please

describe how it affects your class.
There is no ability grouping or tracking, because the class is comprised almost entirely of
seniors due to the fact it is one of the last requirements a student must meet before graduation.

5. Identify any textbook or instructional program you primarily use for

history/social studies instruction. If a textbook, please provide the title,
publisher, and date of publication
Economics: Today and Tomorrow by McGraw-Hill, unknown publishing date.

6. List other resources (e.g., electronic whiteboard, resource library in

classroom, online resources) you use for history/social studies instruction in
this class.
The class makes use of a whiteboard for most lectures, but also incorporates a
document camera for worksheets, and a smart board that is used almost entirely for news
articles and educational videos. The handouts are based on chapters from the textbook.

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):
The class is almost entirely comprised of high school seniors.

2. Number of
students in the class: __22__
males: __13__ females: __9__
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.

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.

Secondary History/Social Studies

Task 1: Context for Learning Information

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
Learning Disability

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Preferential seating to limit distractions,
reminders of assignment due dates

Students with Specific Language Needs

Language Needs

Number of
Students
0

Supports, Accommodations,
Modifications

Students with Other Learning Needs

Other Learning Needs
Talented and Gifted

Number of
Students
2

Supports, Accommodations,
Modifications
One student labeled TAG for Math &
Reading, another TAG for Reading &
Intellectually Gifted

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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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.