Praxis Performance Assessment for Teachers Task 1 Contextual Factors Chart

This chart is designed to help you to understand that many factors affect teaching and learning. They include the community, classroom procedures, the students, and the physical environment in which you will be teaching. All this information will help you to determine teaching strategies and approaches that will support your students learning. In this chart, address each of the characteristics listed as they pertain to your teaching assignment. (You must attach this document as an artifact in response textbox 1.1.1.)

Source of Factor

Contextual and Environmental Factors *Rural; 69, 756 population White- 46, 049

Community
Urban, suburban, or rural; socioeconomic; census data on families

Black- 22, 595 Hispanic- 3,985 27.2% lives in poverty, 42.2% single parent families, 4,915 (30.4%) children live in poverty Live births to mothers under 18: 3.8%/live birth to single mothers 58.2% *Enrollment number- 8,863, 62% reduced and free lunch

District
Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with IEP; percent ELL; per pupil expenditure

graduation rate 77% 47% white, 40% black, 9% Hispanic, 1% Asian, and 2% other 14% with IEP $8,370 per pupil expenditure *Enrollment number- 531, 53% free and 4% reduced;

School
Enrollment, percent free and reduced lunch; achievement scores; ethnic breakdown; percent with IEP; percent ELL; recognitions; teacher/student ratio

Black- 169 Asian/Hawaiian/Pacific Islander- 13 Hispanic- 32 White- 306 School performance substantially exceeds the

standards for progress toward the 2020 SC Performance Vision Good School performance exceeds the standards for progress toward the 2020, Palmetto Assessment for state standards (PASS) ELA- 51.6% exemplary performance in meeting grade level standard, 33.2% met grade level standard, 15.2% did not meet grade level standard Mathematics- 52.4% exemplary performance in meeting grade level standard, 31.2% met grade level, 16.4% did not meet grade level standard Science- 28% exemplary performance in meeting grade level standard, 47.6% met grade level standard, 24.4% did not meet grade level standard Social Studies- 40.2% exemplary performance in meeting grade level standard, 45% met grade level standard, 14.8% did not meet grade level standard Writing- 43.1% exemplary performance in meeting grade level standard, 34.8% met grade level standard, 22.1% did not meet grade level standard

IEP-12.8% Percent ELL- 42 children Palmetto Gold Awards 2013 teacher/student ratio22.2 to 1

*20 Students Black (5) 25% White (10) 50% Classroom Demographics
Ethnicity, language needs, gender, identified special needs including gifted, physical needs, and cultural characteristics

Hispanic (3) 15% Other (2) 10% 10 male, 10 female Three students receive services through ESL for reading A group of students are reading mid second grade level( level 20 and 24), there are a group of student who are mid level (level 10) and there are a couple students who are low

*Hands-on, visual, auditory, interpersonal, intrapersonal, and kinesthetic Repeater, after school, private school, all were previously k-5 Knowledge of Students
Learning styles, prior learning/experiences, academic proficiencies, behavioral differences, and areas of interest

One overly active student in the classroom that sits towards the back, students that have a hard time focusing and behaving sit in the front in the teachers view. Other students that are well behaved are used as assistants to the other children who struggle with behavior Games, legos, drawing, reading, coloring, acting, decorating, helping, math, science, baseball, sports, skating, and writing

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1.1.1 Community, District, School Contextual Factors Community Factor-(Community) indirect instruction would be the type of instructional strategy. I would teach about the different type of communities and relate it to the type of community that the students live in. The students would learn about the three different communities (Rural, Suburban, and Urban). They would then learn about the type of community they live in and would have to figure out if it is rural, suburban, or urban. This activity would enhance their knowledge on the type of communities in general and it would also provide them with information about their very own community. The students would be introduced to the topic by the reading of a non-fiction book about the different types of communities. We would have a reflective discussion on what the book was about and highlight the most important facts in the story about the types of communities. Direct instruction would also be incorporated with this learning activity by allowing the students to compare and contrast the three different types of communities. I would then have the students create an illustration of their community and the components that are apart it. District Factor- (Graduation Rate) In order to improve the graduation rate for the future, I would teach the students about potential careers that they could be interested in. This would be taught by the use of the independent study instructional strategy. I would start by incorporating the teaching about the communities. I would elaborate on this topic by asking the students what type of businesses the students may see around their community. I would talk about the police department, fire department, hospitals, etc. We would then brainstorm on their potential career choices. The students would then journal their career choice and then present it to the class. This would encourage the children to stay in school and pursue their careers. This would improve their graduation rate because the students would be more determined to finish school. School Factor-(Ethnic Breakdown) Being that Lakeview Elementary is a diverse school, I would incorporate the fact that there are many different ethnicities within the classroom. When students are completing assignments or group projects, I will make sure that there is some of each race in each group. That way each child will be exposed to a different race

while learning at the same time. They will also be given the opportunity to assist their classmates with language barriers if need be. 1.1.2 Classroom Demographics and Knowledge of Students A. When conducting lessons for the students based on the classroom demographics, I would use the method of direct instruction. There are certain students who are above, on, and below reading level. One example of direct instruction would be guided and shared reading. While the children are reading, I would follow along to check and see the fluency of their reading. After allowing the children to read, I would then pick out three focus words and do activities with them. I would have them mix and fix, find what letter is missing, and have them write the word out. This benefits the students because not only will it improve their fluency with reading but, it will help them recognize words that they once struggled with a lot easier. B. Based on the knowledge of students, I would use indirect instruction considering the behavior differences within the classroom. Some of the students are overly active and have a hard time under. Pairing the well behaved students with the overly active and pairing the more advanced students with the children who have a hard time focusing would be a good idea. Ive seen many different situations like this within the classroom already. The more advanced students and well behaved students always provide help where help is needed. This will further the other students learning because their peers are willing to help and work with them. Stations are a good example of this method. While completing stations students are wisely paired based on behavior and if they are low or high students. This method benefits all students because the advanced are getting more practice and the low students are receiving better assistance. Praxis Performance Assessment for Teachers Task 1 Instructional and Support Resources Chart A wide range of services and resources are available within a school system to support instruction. This chart allows you to become familiar with what is available to you within your teaching context. Complete the chart by listing available instructional materials and collegial/collaborative resources. (You must attach this document as an artifact in response textbox 1.2.1.) Resource One Example and Location PBIS(Positive behavior system used by whole school) Behavior Management Community Community training- building community Various books with community building lessons (Found in the teach book room) Students Rights & Responsibilities (Student Handbook) PBIS School expectations matrix ( found throughout the school building)

Building/District Policies

D. Perkins (Instructional Specialist) in charge of curriculum needs; there to help with any instruction needs dealing with standards; helps with RTI children Instructional Support Staff Mrs. Justesen (School guidance counselor)- conducts classes on the behavioral characteristics expected of the students

Teacher book room ( Leveled books) Professional books in the classroom Instructional materials Several professional books and math manipulatives Science Foss Kits

Afterschool/tutoring programs held at school Curricular Programs Long range plans and common core within classroom Computer Lab Laptop Lab Instructional Technology Smart Boards Ipads Power School Running records Student Data Access/Records Permanent Records Observation notes Rubrics Educational Sites (First Grade Blogs, Teacherspayteachers.com)

Other Resources

Copyright 2013 by Educational Testing Service. All rights reserved. ETS, the ETS logo and LISTENING. LEARNING. LEADING. are registered trademarks of Educational Testing Service (ETS). PRAXIS and THE PRAXIS SERIES are trademarks of ETS.

1.2.1 Available Resources to Enhance Student Learning A. Instructional Support Staff The guidance counselor at Lakeview Elementary is extremely helpful for the students. In order to improve their learning, I would definitely use the guidance counselor. The class as a whole usually goes to the guidance counselor once a week. She conducts lessons on the behavioral characteristics expected of the students. Lakeview has behavioral characteristics that the students should be able to display and this meeting with the guidance counselor does just that. I would have a list of characteristics that they have learned about displayed somewhere in the classroom and refer to it if students seem to be lacking one specific characteristic. With behavior being on point, that makes room for students to learn easier and freely.

Community (PBIS) The PBIS system is a great positive incentive that Lakeview Elementary offers. When the students display at least one of the three duties (stay safe, take responsibility, and act respectfully) they pledge to do throughout the day, they receive a star buck. Star bucks are also given to students who behave well during the day, walk in the hallway the proper, or any other rightful behaviors. Starbucks encourage good behavior and provides a comfortable learning environment for all students.

B. I would use the Smart Board in order to accommodate the hands on learners. The Smart Board plays a major role within the classroom in order to support student learning. The Smart Board is used to conduct instruction throughout the day. The smart board is a wonderful tool to have inside of the classroom because it allows the students to be interactive with the material being taught. Another thing that the smart board is used for is stations. There is a Smart Board station that allows the students to play a variety of educational games to enhance their skills. 1.2.2 Student Interest Inventory A. Information from the student interest surveys could influence instructional decisions in a major way. Based on what students like and dislike can affect the way I teach something or even the content of what I am teaching. Depending on what the students preferences are, instructional decisions could be made in order to accommodate that specific student when appropriate. B. On one of the student surveys, a question asking how you learn best was asked. One of the students likes to work within groups. For that specific student, I would make sure that he/she works within groups when appropriate. In order to enhance their learning skills, I would have to accommodate the way he/she learns. Grouping the student with others could also encourage active engagement with the material being taught which leads to better understanding and makes it easier for him/her to learn.

1.2.3 Communicating with the Students and Families A. With some of the children who struggle with language barriers, in the letter, I informed all parents that the learning environment for their child will be warm and loving. Therefore, their child will not feel out of place if he/she is at a disadvantage from any of the other students. I also mentioned that the environment will be safe and nonjudgmental. This ensures them that their child, no matter what they struggle with, the environment will be accepting of that and I will be willing to work with that particular struggle

B. I sent home a parent letter informing the parents of my role in the classroom for the semester. I let them know that I will be working with their child for the next couple of months. I also informed them of the type of environment I will provide their child with. By sending this parent letter out, the parent was able to see that they have an assistant educator that is willing to work with their child and assist in their learning. I made sure that highlighted the fact that I was excited to be a part of their childs learning experience. At the end of the letter, I provided the parents with my contact information if they ever needed to inform me of anything or had any questions. 1.2.4 Rules and Procedures A. While the students are at carpet, they are required to sit on their bottoms with their legs crossed and eyes on the teacher. Although the carpet is a time for sharing, it is also a time for listening and learning. While at the carpet, the students should sit still and listen to what is being taught. This rule impacts the learning environment in a major way. With the students being focused and ready to listen, it makes it easier for content to be taught and retained by the students. The carpet rule also facilitates instruction by providing a learning ready environment. B. The students use the smart board throughout the day for math and during stations. While completing math lessons, the teacher calls up students one at a time to record their answers onto the board. The students must have their answers ready and prepared to come up to the board. The smart board is also used in stations. There is a smart board station that allows the students to play educational games. The students must have their first station completed before moving on to this station. This procedure makes instruction easier because there is order incorporated. The students know that their first station should be completed before going to the smart board station. Before using the smart board, they have to ask the teacher to cut the smart board on. This allows the teacher to see if the student has completed their previous station. It also enhances their learning because they are using technology to learn information. C. Students who are misbehaving throughout the day are dealt with in many ways. There is always a warning given by saying the students name and what you want them to do. Once their name has been called and they are still misbehaving, their number goes up on the board under the eyes signifying that they are being watched. When the child does not listen and continues on misbehaving, there is a dot put beside their name and a note goes home talking about how that child behaved that day. Writing the students numbers on the board facilitates instruction because it does not take up much time from the lesson. When the students see their peers misbehaving and being disciplined their behavior changes as well.