other” applies, provide a brief description.)
Elementary school: __X___
Middle school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)
City: _____
Suburb: _____
Town: _____
Rural: ____X_
3 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.
[My teaching assignment will be in a rural school with 580 students enrolled.
The elementary school has the feature of co-teaching because there is the presence of the teacher and the teacher assistant. There is also an instructional coach who comes into provided support for 45, minutes] Where are the demographics?
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.
[My teacher assistant has limits on what texts she should teach or align to specific curricula but is however expected to adhere to the content standards.] The curriculum for ELA is SRA Unit 9. Social studies is embedded. Research this This is the required curriculum.
About the Class Featured in this Learning Segment
1. How much time is devoted each day to literacy instruction in your classroom?
[The classroom has an instructional coach who comes to offer instructional support as well extra support for students that perform at a low level for 45 minutes. A total of 130 minutes is allocated for ELA]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class. What is the question asking?
These were the comments for the first part of the document.
12:39
Comment [D1]: This kind of data can be
found at your district or state website, which
summarizes demographic information for the
school.
Comment [D2]: Begin with general
information….
Comment [D3]: And after providing a general
description, include some specific examples
and possible implications, keeping in mind that
your goal is to show you know your students
well and that you use this information to plan
effective lessons.
Comment [D4]: You can learn about
“requirements and expectations” by talking with
your mentor teacher, principal, and other
support staff
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.
[My teaching assignment will be in a rural school with 580 students enrolled.
The elementary school has the feature of co-teaching because there is the presence of the teacher and the teacher assistant. There is also an instructional coach who comes into provided support for 45, minutes] Where are the demographics?
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.
[My teacher assistant has limits on what texts she should teach or align to specific curricula but is however expected to adhere to the content standards.] The curriculum for ELA is SRA Unit 9. Social studies is embedded. Research this This is the required curriculum.
About the Class Featured in this Learning Segment
1. How much time is devoted each day to literacy instruction in your classroom?
[The classroom has an instructional coach who comes to offer instructional support as well extra support for students that perform at a low level for 45 minutes. A total of 130 minutes is allocated for ELA]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class. What is the question asking?
[ Fast bridge and I Station are used in the school. and EIR (Early Intervention in Reading Program) are used for the struggling readers. One student receives Tier 3 speech and behavior. The students behavior, calls for a modified day]
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.
[This is a kindergarten class, and the students and the teachers edition text that I use is Red, White, and Blue: Imagine it! Unit 9. Who is the author? Publisher? And date of publication? Research this

List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional resources) you use for literacy instruction in this class. Read what is being asked!

[ Hands-on materials are available to the students where they can then chose to use them at the literacy center, listening center and computer center . In each of these centers, the materials available are free for exploration by the students, and they include alphabet magnets, audio stories, stencils, crayons, pencil, markers, whiteboards and books
Fast bridge and I Station are used in the school. and EIR (Early Intervention in Reading Program) are used for the struggling readers. One student receives Tier 3 speech and behavior. The students behavior, calls for a modified day]
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.
[This is a kindergarten class, and the students and the teachers edition text that I use is Red, White, and Blue: Imagine it! Unit 9. Who is the author? Publisher? And date of publication? Research this

List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional resources) you use for literacy instruction in this class. Read what is being asked!

[ Hands-on materials are available to the students where they can then chose to use them at the literacy center, listening center and computer center . In each of these centers, the materials available are free for exploration by the students, and they include alphabet magnets, audio stories, stencils, crayons, pencil, markers, whiteboards and books.]

bout the Students in the Class Featured in this Learning Segment
1. Grade level(s):
[K ]
2. Number of
 students in the class: __17___
 males: __9___ females: ___8__
3. 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. 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 Literacy 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.
Students with IEPs/504 Plans
IEPs/504 Plans: Classifications/Needs Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
EIP 4

Students with Specific Language Needs
Language Needs Number of Students Supports, Accommodations, Modifications

Speech challenges 1 Receives additional support in reading as well as tier 3 speech and behavior. There is modeled language for the student and is also allowed time to speak without any interruption.

Students with Other Learning Needs
Other Learning Needs Number of Students Supports, Accommodations, Modifications

Behavioral challenges 1 In this aspect monitoring the student throughout the day and being accommodative by giving work that is individualized. There is also a modified day put in place for this student.
Struggling readers 5 This includes reading texts and assessments to the students, guiding them through the readings an providing leveled text. EIR (Early Intervention In Reading Program)

My TASK 4: MATHEMATICS CONTEXT FOR LEARNING INFORMATION Rough Draft
Respond to the prompts below (no more than four 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 I teach
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: _____
Other (please describe): _____
2. Where is the school where you are teaching located?(Type an “X” next to the appropriate description.)
City: _____
Suburb: _____
Town: _____
Rural: X
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. What is the question asking? Demographics
[My teaching assignment will be in a rural school with 580 students enrolled. My teaching assignment will be in a rural school with 580 students enrolled.The elementary school has the feature of co-teaching because there is the presence of the teacher and the teacher assistant. There is also an instructional coach who comes into provided support for 45, minutes
]
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.
[There is no math curriculum in the class, and therefore one that meets the standards is designed. However, there are summative assessments that are standardized tests, and also there are unique instructional methods that are aided by an instructional coach for 45 minutes] Fast Bridge Learning combines curriculum based measurement and computer adaptive testing. Research this

About the Class Featured in this Learning Segment
1. How much time is devoted each day to mathematics instruction in your classroom?
[60 minutes are devoted each day to mathematics instruction.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects your class.
[There is tracking in mathematics through summative assessments, and the same material is used with different paces and support. The effect of the tracking in my class is that as a result of inclusion preparation is key to meeting the various needs of the various learners. Therefore difficulties among the various students require to be assessed in advance to have any form of support that may be required ready] There is Istation and Fasbridge. (research this)
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.
[ identify the text book] There is not a text book. There is a pacing guide, standards and Georgia Frameworks.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use for mathematics instruction in this class. Read question?
[Resources that are available at the math’s center for instructions include, whiteboards, books, blocks, counters as well as other resources that are teacher created to enhancing effectiveness during instructions ].
About the Students in the Class Featured in this Learning Segment
1. Grade level(s): Kindergarten
[ grade 3-5] Why do we have this? This is a kindergarten class.
2. Number of students in class 17
Males 9 Females 8
 students in the class: males females:
3. Complete the charts 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 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 Mathematics Assessment Task 4, 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.
Students with IEPs/504 Plans
IEPs/504 Plans: Classifications/Needs Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
EIP
The information should be the same as the table above.

Students with Specific Language Needs
Language Needs Number of Students Supports, Accommodations, Modifications
The information should be the same as the table above.

Students with Other Learning Needs
Other Learning Needs Number of Students Supports, Accommodations, Modifications
The information should be the same as the table above.
Fast bridge and I Station are used in the school. and EIR (Early Intervention in Reading Program) are used for the struggling readers. One student receives Tier 3 speech and behavior. The students behavior, calls for a modified day]
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.
[This is a kindergarten class, and the students and the teachers edition text that I use is Red, White, and Blue: Imagine it! Unit 9. Who is the author? Publisher? And date of publication? Research this

List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional resources) you use for literacy instruction in this class. Read what is being asked!

[ Hands-on materials are available to the students where they can then chose to use them at the literacy center, listening center and computer center . In each of these centers, the materials available are free for exploration by the students, and they include alphabet magnets, audio stories, stencils, crayons, pencil, markers, whiteboards and books.]

bout the Students in the Class Featured in this Learning Segment
1. Grade level(s):
[K ]
2. Number of
 students in the class: __17___
 males: __9___ females: ___8__
3. 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. 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 Literacy 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.
Students with IEPs/504 Plans
IEPs/504 Plans: Classifications/Needs Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
EIP 4

Students with Specific Language Needs
Language Needs Number of Students Supports, Accommodations, Modifications

Speech challenges 1 Receives additional support in reading as well as tier 3 speech and behavior. There is modeled language for the student and is also allowed time to speak without any interruption.

Students with Other Learning Needs
Other Learning Needs Number of Students Supports, Accommodations, Modifications

Behavioral challenges 1 In this aspect monitoring the student throughout the day and being accommodative by giving work that is individualized. There is also a modified day put in place for this student.
Struggling readers 5 This includes reading texts and assessments to the students, guiding them through the readings an providing leveled text. EIR (Early Intervention In Reading Program)

My TASK 4: MATHEMATICS CONTEXT FOR LEARNING INFORMATION Rough Draft
Respond to the prompts below (no more than four 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 I teach
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: _____
Other (please describe): _____
2. Where is the school where you are teaching located?(Type an “X” next to the appropriate description.)
City: _____
Suburb: _____
Town: _____
Rural: X
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. What is the question asking? Demographics
[My teaching assignment will be in a rural school with 580 students enrolled. My teaching assignment will be in a rural school with 580 students enrolled.The elementary school has the feature of co-teaching because there is the presence of the teacher and the teacher assistant. There is also an instructional coach who comes into provided support for 45, minutes
]
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.
[There is no math curriculum in the class, and therefore one that meets the standards is designed. However, there are summative assessments that are standardized tests, and also there are unique instructional methods that are aided by an instructional coach for 45 minutes] Fast Bridge Learning combines curriculum based measurement and computer adaptive testing. Research this

About the Class Featured in this Learning Segment
1. How much time is devoted each day to mathematics instruction in your classroom?
[60 minutes are devoted each day to mathematics instruction.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects your class.
[There is tracking in mathematics through summative assessments, and the same material is used with different paces and support. The effect of the tracking in my class is that as a result of inclusion preparation is key to meeting the various needs of the various learners. Therefore difficulties among the various students require to be assessed in advance to have any form of support that may be required ready] There is Istation and Fasbridge. (research this)
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.
[ identify the text book] There is not a text book. There is a pacing guide, standards and Georgia Frameworks.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use for mathematics instruction in this class. Read question?
[Resources that are available at the math’s center for instructions include, whiteboards, books, blocks, counters as well as other resources that are teacher created to enhancing effectiveness during instructions ].
About the Students in the Class Featured in this Learning Segment
1. Grade level(s): Kindergarten
[ grade 3-5] Why do we have this? This is a kindergarten class.
2. Number of students in class 17
Males 9 Females 8
 students in the class: males females:
3. Complete the charts 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 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 Mathematics Assessment Task 4, 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.
Students with IEPs/504 Plans
IEPs/504 Plans: Classifications/Needs Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
EIP
The information should be the same as the table above.

Students with Specific Language Needs
Language Needs Number of Students Supports, Accommodations, Modifications
The information should be the same as the table above.

Students with Other Learning Needs
Other Learning Needs Number of Students Supports, Accommodations, Modifications
The information should be the same as the table above.

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