Context for Learning edTPA UWG Block One Training

Context for Learning Evidence used for edTPA Based on your classroom Complete each prompt Ask Cooperating Teacher for help to complete form

TASK 1: LITERACY 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.) Elementary school: _____ Middle school: _____ Other (please describe): _____   Urban: _____ Suburban: _____ Rural: _____ This section is easy to complete. DO NOT INCLUDE ANY SCHOOL NAME.

Begin with a general statement. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, intervention or other leveled small group instruction, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. Begin with a general statement. Ex. The school where I teach is a urban school with 865 students where 75% receive free and reduced lunch services. You can find demographic data on the district or state website. http://ccrpi.gadoe.org/2014/ http://www.gsci.org/ReportCenter/reportcenter.jsp Provide as much information as you can and write in complete sentences. Goal is to show you know information about the students

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. Ask your teacher about any requirements or expectations you need to include to describe your class/school. Examples: pacing guides for the grade level, specific strategies they use in classroom ( graphic organizers, anchor charts, etc.) Specific test or computer programs ( AR, STAR, Star Fall, Dibels, CAFÉ, etc.) Provide as much information as possible. Write in complete sentences.

About the Class Featured in this Learning Segment Answer each prompt in complete sentences. 1. How much time is devoted each day to literacy instruction in your classroom? Tell many minutes is devoted to literacy instruction? 2.Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class. Tell how the groups are formed- ability, tests score, preassessment, do the groups change, when and how. How are the students tracked? Do students leave to go to different classes, small groups, any individual one-to-one instruction?

About the Class Featured in this Learning Segment continued 3. Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide the title, publisher, and date of publication. Houghton Mifflin Harcourt Journeys Common Core Ga 2014, Reads With Sarah, Alpha Skills, 2015 Study Island computer program

About the Class Featured in this Learning Segment continued 4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional resources) you use for literacy instruction in this class. In my class, we use the Smartboard for lessons, have a class set of IPads, and 4 class computers. We use AR reading tests and STAR reading tests. My teacher has many center games both teacher made and store bought materials for the students to use.

About the Students in the Class Featured in this Learning Segment 1. Grade-level(s): 2. Number of students in the class: _____ males: _____ females: _____ This section is based on the grade level you are assigned to for field placement and the students enrolled in that particular class. If you are in a departmentalized grade level team, fill out the Context for Learning for the class you will actually teach the lesson.

Students with IEPS/504 Plans Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your literacy instruction in this learning segment. Students with IEPS/504 Plans IEPS/504 Plans: Classifications/ Needs Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals Example: Visual processing 2 Close monitoring, large print text, window card to isolate text.   In this section you ONLY list the students who have an IEP or 504 Plan. All students who see a Special Education teacher are included here. Learning Disabilities, Behavior Disorder, Speech,

Students With Specific Language Needs Second Part of Table Students With Specific Language Needs Language Needs Number of Students Supports, Accommodations, Modifications Example: English language learners with only a few words of English 2 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 Example: Students who speak a variety of English other than that used in textbooks 5 Make connections between the language students bring and the language used in the textbook In this section of the table, you identified students who have other learning needs, but are not classified as special education students

Students with Other Learning Needs Third part of table Students with Other Learning Needs Other Learning Needs Number of Students Supports, Accommodations, Modifications Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue, conferencing)   Example: Gifted 3  Use open-ended questions, allow students to research other options, give their opinion, problem solving activities, create a project to go with content.

Final Words You may not have any students who have an IEP or 504 Plan, but that does not mean you do not have students who will be identified in the other two parts. Students may be identified at SLD, EBD, Speech-Language Impairment, etc. (See next slide for list of Special Education) Part Two Students with Specific Language Needs: these are the students who does not speak or understand English well. These students need to become proficient in English to help them be proficient in the other academic subjects. Part Three Students with Other Learning Needs: this part covers students who need to be challenged like the gifted and advanced learners to the students who struggle with reading, writing, speaking and listening. There are students in EVERY CLASS who may fit this category. YOU CANNOT LEAVE THIS PART BLANK. YOU WILL NEED TO INCLUDE THE INFORMATION ON THE TABLE ON YOUR LESSON PLANS AS WELL.

Eligibility Categories for Special Education Services Autism Deaf/blind Deaf/Hard of Hearing (D/HH) Emotional & Behavioral Disorder Intellectual Disabilities Orthopedic Impairment Other Health Impairment Significant Developmental Delay Specific Learning Disability Speech-Language Impairment Traumatic Brain Injury Visual Impairment & Blindness