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Secondary Mathematics
Task 1: Context for Learning Information
2. What is the length of the course? (Type an X next to the appropriate description; if other
applies, provide a brief description.)
One semester: _____
One year: _____
Other (please describe):
[ This course is by term because the school is on a block schedule. There are two terms per
semester. The students are scheduled into Instructional Methods by term because many of
their other courses are scheduled the same way.]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[ The class schedule is 90 minutes ever day. ]
4. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[ There is no ability grouping in this course. Although students have different academic goal
areas, all students participate in whole group instruction. There is tracking through progress
monitoring. The students complete math probes for their IEPs, which tracks their growth, or
decline, in skill.]
5. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[There is not a specific textbook or instructional program used in this course. The math probes
used in this course are from easyCBM.com ]
6. List other resources (e.g., electronic whiteboard, graphing calculators, online resources) you
use for mathematics instruction in this class.
[ The resources for this course include: document camera, projector, calculators, mathematics
workbooks, and online resources. Students also have access to calculators and cell phones as
calculators. As the instructor, I have access to a laptop where I can project online resources for
students. ]
Secondary Mathematics
Task 1: Context for Learning Information
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For 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.2
Students with IEPs/504 Plans
IEPs/504 Plans:
Classifications/Needs
Math Goal
Number of
Students
5
Writing Goal
Reading Goal
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Students are allowed extended time on
assignments, can take modified
exams, use notes on exams, and can
take exams in an individualized setting.
Students will need extra prompting
when working on Math activities.
Students also benefit from modeling
instruction.
Students are allowed extended time on
assignments. Students are allowed to
complete assignments in individualized
settings. Students may also use notes
on exams.
Students are allowed extended time on
assignments, can take modified
exams, use notes on exams, and can
take exams in an individualized setting.
Students may have tests and
assignments read aloud to them.
Number of
Students
0
Supports, Accommodations,
Modifications
Number of
Students
0
Supports, Accommodations,
Modifications
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.
Secondary Mathematics
Task 1: Context for Learning Information