Вы находитесь на странице: 1из 4

About the School Where You Are Teaching

1. In what type of school do you teach?


Elementary school: [ X ]
Middle school: [ ]
Urban: [ X ]
Suburban: [ ]
Rural: [ ]
This school has 619 students, and 86% are considered economically
disadvantaged.
The student to teacher ratio is 10:1.
2. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet, classroom aide, bilingual, team taught with a special
education teacher) that will affect your teaching in this learning segment.
[The school where I teach is a Title 1 school that receives money from the federal
government to sustain their regular programs. All students receive free breakfast
and lunch from the school. 30% of the students at this school are English Learners.
The average for this in the state of Georgia is 6%. 13% of our students have
learning disabilities, which is normal considering the state and national averages.
45% of the students are black or non-Hispanic, 38% of students are Hispanic, and
11% of students are white. The other 6% of students identify as another ethnicity.
Our specific classroom has a general education teacher, a special education
teacher, and a paraprofessional present at all times. Other teachers and assistants
come and go throughout the day ]

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 classroom in which this lesson will take place is a regular classroom equipped
with a smartboard, individual student desks, and group tables. Parts of this lesson
will also take place outside of the classroom at various places on the schools
campus. These locations will include the cafeteria, library, playground, and any
other regular activity location that the teacher decides will add to the lesson and
benefit the students.]

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your


classroom?
[1.5 hrs- small group, whole class, and one-on-one]
2. Is there any ability grouping or tracking in mathematics? If so, please describe
how it affects your class.
[There are not any ability grouping within our class, but when there is a
paraprofessional that comes in and pulls a group of students who need more oneon-one and small group learning. The paraprofessional takes different students
within that small group at different times so that there is a variety, but these
students enjoy this small group time and it is very helpful for them to understand.]
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.
[The students use Pearsons Envisionmath 2.0 by Scott Foresman and there is a
Teacher Edition as well. We use a multiplication facts program called Kick It from
Teachers pay teachers that includes timed tests, different achievement levels with
colored belts for each level.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources)
you use for mathematics instruction in this class.
[Resources used in the classroom are Smartboard, two whiteboards, one to one
computers, individual white boards and expo markers. Manipulatives include: unifix
cubes, fake money, multiplication charts, and place value charts.]
About the Students in the Class Featured in This Assessment
1. Grade level(s): [ 5 ]

2. Number of
students in the class [ 18 ]
males [ 10 ] females [ 8 ]

3. Complete the chart below to summarize required or needed supports,


accommodations, or modifications for your students that will affect your
mathematics instruction in this learning segment. As needed, consult with your
cooperating teacher to complete the chart. 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 IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students needing greater support or challenge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Ne
eds

Number
of
Student
s

Supports, Accommodations,
Modifications, Pertinent IEP Goals

N/A

N/A

N/A

Other Learning
Needs

Number
of
Student
s

Supports, Accommodations, Modifications

RTI Reading Tier 2

Small group, DLI boxes and individual support


during reading rotations, Resources like Big
Universe and Classworks reading for 20
minutes a day

RTI Reading Tier 3

Small group, DLI boxes and individual support


during reading rotations, Resources like Big
Universe and Classworks reading for 20
minutes a day, Pull out during ELT

RTI Math Tier 2

Small group and one-on-one attention, use of


hands on manipulatives and extra guided
practice

RTI Math Tier 3

Small group and one-on-one attention, pull out


during ELT

RTI Tier 4 (SPED)

All of the above and below. A SPED teacher is in


class and also pulls these students out during

ELT.
ESOL monitored

Can have tests read to the student, extra help


with language barriers in writing and reading in
one-on-one and small group. Graphic
organizers and visuals.