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Task 4a Context For Learning Edtpa Math

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217 views2 pages

Task 4a Context For Learning Edtpa Math

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api-327064630
Copyright
© © All Rights Reserved
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Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

TASK 4: MATHEMATICS CONTEXT FOR LEARNING INFORMATION


Respond to the prompts below (​no more than 3 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.)
Elementary school: ___X__
Middle school: _____

Urban: _____
Suburban: ___X__
Rural: _____

2. 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 school provides specialized accommodations for students that may affect my teaching in
this segment. Intervention, leveled small group instruction, classroom aide (paraprofessional),
and bilingual (ESOL) are special features included in my classroom.]
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.
[N/A]

About the Class Featured in This Assessment


1. How much time is devoted each day to mathematics instruction in your classroom?
[An hour and 15 minutes.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[The program used to track math at the school is Star 360 Math. It provides students
differentiated math practice and instruction to fit every learner, and monitors whether the
students are making progress within the districts standards. Star Math 360 also informs
teachers what math area they need to build upon to meet the needs of their students.]
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 following are textbook materials used for math instruction. Go Math Textbook Common
Core 2014 Houghton Mifflin Harcourt Publishing Company, PARCC Grade 4 Mathematics:
Workbook PARCC Assessments Test Prep Team Publisher]

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University.​ 1 of 2 | 3 pages maximum
All rights reserved. V3_0914
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 Education - Mathematics
Task 4: Mathematics Context for Learning Information

4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[The Cleartouch electronic whiteboard and Accelerated Math 2.0 (online resource) are used in
math instruction.]

About the Students in the Class Featured in This Assessment


1. Grade-level(s): [4th]
2. Number of
◼ students in the class: __21___
◼ males: __11___ females: __10___
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., English language learners,
gifted students needing greater support or challenge, students with Individualized Education
Programs [IEPs] or 504 plans, struggling readers, underperforming students or those with gaps
in academic knowledge).
Students with Specific Learning Needs
IEP/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Visual Processing 1 Close monitoring, Understanding place
values, Understanding regrouping
ESOL 2 Provide visual cues, graphic
representations, and pictures. Use
Manipulatives, Real-life math connections

Other Learning Needs Number of Supports, Accommodations,


Students Modifications
N/A 0 N/A
EIP 5 Small group, conferencing, Using planned,
mathematically focused activities,

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University.​ 2 of 2 | 3 pages maximum
All rights reserved. V3_0914
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.

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