JATO+Context+for+Learning


 * Task 1. ****Context for Learning Information **

Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond.

=About the school where you are teaching =

1. Where are you teaching?

Middle school **High school x**

Other (please describe) __

2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.


 * Classroom is co-taught by English teacher and Special Ed. teacher; class is within a program called "The Academy", which deals with at-risk kids.**

3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

=About the subject area/course you are teaching =

4. What is the name of the course you are documenting?: **English 9**

5. What is the length of the course? o one semester x one year o other (describe) _

6. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?: **48 minutes every day**

7. Is there any ability grouping or tracking in English? If so, please describe.


 * The English class was part of “The Academy”, which tracks the progress of at-risk students academically.**

8. Identify any textbook or instructional program you primarily use for English instruction. If a textbook, please provide the name, publisher, and date of publication.


 * N/A**

9. List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for English instruction in this class.


 * We used the Smart Board, white board, and Apple computers.**

=About the students in the class featured in this assessment =

10. Grade level composition of the class: **Ninth Grade**

11. Number of:

a. students in the class: **21 in 3rd hour; 19 in 4th hour**

b. males: **13 in 3rd hour; 11 in 4th hour** females: **8 in each hour**

c. English language learners: 0

d. students identified as gifted and talented: 0

e. students with Individualized Education Plans (IEPs) or 504 plans: **7 in each hour; 14 total**

12. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented **students that will affect your English instruction in this learning segment**. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

//Learning Disability// || //Example:// //4// || //Example:// //Close monitoring, follow up, and Resource Room// ||
 * **Special Education Category** || **Number of Students** || **Accommodations/Pertinent IEP Objectives** ||
 * //Example://
 * //Writing/Reading Learning Disability//

//Attention Deficit Disorder//

//Emotional Behavioral// || Unknown; All students within the IEP either have two or all IEPs. || //Instructional strategy—more visual, reading aloud, graphic organizers, 1 on 1 work with student for understanding, reading checks (ongoing)//

//Structure/order within the classroom—breaking up the period so they are not just doing one thing, visual aids to keep them focused, close monitoring, 1 on 1 work with the student//

//1 on 1 work with the student, close monitoring// ||