SPE_Context_For_Learning (1)
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Liberty University *
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525
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Mathematics
Date
Feb 20, 2024
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doc
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Special Education
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 Placement and Your Role in the Focus Learner’s Instruction
1.
Context for Learning
a.
Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment
. Address the following:
Type of setting (e.g., first-grade classroom in an elementary school, resource room, a home, a job site) [ Morgan is currently in a nineth grade classroom and receives special education services for certain academics.]
Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)
1
City: _____
Suburb: _x___
Town: _____
Rural: _____
Your role in the focus learner’s instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; part of an instructional team; coordinate services to the family and model working with the focus learner)
[ In the classroom I teach all subjects such as, math, science, reading, social studies and calendar time. Morgan gets pulled out for math by the special education teacher. This is where she focuses on the areas of need in Math. Along with getting pulled out for math, I work closely with the special education teacher to make sure that Morgan has appropriate accommodations and supports to complete her work successfully. Morgan works with the school’s job coach every day at the school store. Here is where she practices stocking and organizing the shelves. In the classroom, Morgan has a one-to-one paraprofessional that assists her when needed. With the paraprofessional, Morgan practices working in a group setting with other classmates. The paraprofessional is there for support to remind Morgan to focus on the task she was assigned to and that it is not appropriate to mimic other students’ behavior. When making the correct choices, Morgan is rewarded with positive verbal praise.]
The schedule for instructional time with the focus learner for the learning goal (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)
[School is Monday through Friday and is 6.5 hours long. Morgan will spend one hour with the job coach on Mondays, Wednesdays and Fridays. The school day consists of math, science, 1
If you need guidance when making a selection, reference the NCES locale category definitions (
https://nces.ed.gov/surveys/ruraled/definitions.asp
) or consult with your placement school administrator.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 4 pages maximum
All rights reserved.
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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.
Special Education
Task 1: Context for Learning Information
reading and social studies, including adapted PE every other day. Morgan will get pulled out by the special education teacher for 30 minutes a day to work on the targeted math goal.]
The primary language of instruction, if other than English (e.g., ASL)
[English is the primary language.]
b.
Describe any district, school, or cooperating teacher, or student teaching requirements or expectations (e.g., prescribed reading curriculum) that might affect your planning or instructional delivery. [In the classroom I follow the school’s curriculum map that is age appropriate for the students. Within the curriculum, there are multiple accommodations that can be made so Morgan can complete her assignments successfully. IEP goals will be worked on throughout the day and at a designated one-to-one time.]
c.
Identify any textbook or instructional program you primarily use for instruction for the learning goal. If a textbook, please provide the title, publisher, and date of publication.
[I use the Unique curriculum for reading, math, science and social studies.]
d.
If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners).
[The classroom is inclusive. Students with disabilities are in a general education classroom and get pulled out by the special education teacher for additional supports. There are also classroom paraprofessionals assigned to the students as needed.]
About the Focus Learner
1.
Age: __15__
2.
Gender (Type an “X” next to the appropriate description.):
Male: ______
Female: ___x___
3.
Grade level:
[ Morgan is in ninth grade.]
4.
Primary language (Type an “X” next to the appropriate description or provide information requested.):
English: __x____
Bilingual in English and other language (please identify): _________________
Other language (please identify): _________________
5.
Describe the disability or disabilities as reported on the focus learner’s IEP.
[Morgan has an intellectual disability.]
6.
List any type of augmentative or alternative communication used by the learner (e.g., communication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).
[Morgan does not have a communication device. There are added visuals throughout the classroom for additional supports.]
7.
Describe any behavior management plans relevant for the focus learner.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
2 of 3 | 4 pages maximum
All rights reserved.
V6_0916
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.
Special Education
Task 1: Context for Learning Information
[Morgan imitates her peers and will occasionally mimic their behaviors. Morgan is going to work closely with her one-to-one paraprofessional in group settings. This is where she will practice staying focused and complete her assigned task. When Morgan exhibits appropriate behavior, her teachers will reward her with positive verbal praise.]
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
3 of 3 | 4 pages maximum
All rights reserved.
V6_0916
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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