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Special Education Context for Learning.docx
Special Education Context for
Learning Information
Use the Context for Learning Information to supply information about your school/classroom context.
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, self- contained classroom, a home, a job site)
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; coordinate services to the family and model working with the focus learner)
The schedule for instructional time with the focus learner for the primary and secondary learning targets (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)
The primary language of instruction, if other than English (e.g., ASL)
b. If instruction of the focus learner for the learning segment does not occur in a group setting, explain why.
c. Describe any district, school, or cooperating teacher, or student teaching requirements or expectations that might affect your planning or instructional delivery (e.g., prescribed reading curriculum).
d. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication.
e. 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).
About the Focus Learner
1. Age:
2. Gender (Type an “X” next to the appropriate description.):
Male:
Female:
3. Grade-level:
4. Primary language (Type an “X” next to the appropriate description or provide information requested.):
English:
Bilingual in English and other language (please identify):
Other language (please identify):
5. Describe the disability as reported on the focus learner’s iep.
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).
7. Describe any behavior management plans relevant for the focus learner.
Target Student Identification & Context Information_Directions.htm
*Target Student Identification and Context Information
To protect confidentiality, in all written materials, refer to your target student (s) by first name only, initials or in general terms (“my target student”)
A large part of this course is developing and conducting actual curriculum-based assessments. To that end, you need to identify a student with whom you can work.
The student should be experiencing learning needs in two curricula areas: reading and math.
Ideally, you will need to select a student who is addressing typical reading and math skills, but who may be one or two grade levels below where he/she should be (for example, a student participating in the RTI/Response to Intervention may be a great candidate for this class assessments). Ideally, you need a student to be at least at third grade because that student needs to be one or two grades below his or her current grade level for the purpose of our class assessments (math and reading skills).
Alternatively, a student(s) with IEP (a special needs student) may be selected, however, make sure that such student has already mastered some basic reading and math skills and that his or her delays in reading and math skills are not too severe.
Since you will be working closely with the student and will be conducting assessments over a period of time, please be sure to select a student who has a good attendance record. However, I would strongly advise that you select another student (as a back-up student) for conducting all the class assessments just in case if you may have any issues with working with your first target student. You will need to obtain a separate parental permission in writing for this student as well.
Your selected target student (s) needs to be approved by the professor. For that purpose, you need to submit Target Student (s) Identification and Context Information to the Assignment Box. That is, write a detailed description of each of your potential target student(s). In your description, describe specific learning needs of your potential target student(s) in two curricula areas: reading and math and provide detailed justification why you think the selected student (s) meets the identified by the professor characteristics. In addition, using provided by the edTPA template, Special Education Context for Learning Information, describe thoroughly background knowledge and context information of your potential target student(s). Finally, provide citations for the sources of all materials that you used to generate information about your potential target student(s) (e.g., materials form other educators, published texts, websites). List all your citations using APA style at the end of your submission. Please review the scoring checklist to guide your description of the Target Student (s) Identification and Context Information.
Target Student Identification and Context Information is due on 1/31/2023 by 11:30 P.M.
As soon as you have obtained the professor’s approval of a student (s) to assess, you need to obtain parental permission in writing (no later than February 15, 2022). Download the permission form I have provided – you will turn in this form with your first Decoding Skills assessment, so be sure to make a copy and keep it in a safe place.
*Target student is what edTPA would call “the focus learner” (edTPA Special Education Assessment Handbook, 2014, September, p. 1).
edTPA Special Education Assessment Handbook (2014, September). The Stanford Center for Assessment, Learning and Equity (SCALE). Stanford, CA: The Board of Trustees of the Leland Stanford Junior University.
Target Student Indentification and Context Information Scoring Checklist.htm
Target Student Identification and Context Information Scoring Points
(Maximum of 30 points)
Specific Learning Needs
Describes specific learning needs of potential target student(s) n two curricula areas: reading and math ____/10
Justification
Provides detailed justification why the selected student (s) meets the identified by the professor characteristics ____/5
Background Knowledge and Context Information
Describes thoroughly background knowledge and context information of the potential target student(s)
based on the edTPA template, Special Education Context for Learning Information (the template is attached with the submission) ____/10
Source Citation
Provides citations for the sources of all materials used to generate information about the potential target student(s); APA style is followed ____/5
Total Points ____/30
Comments:
Target Student Indentification and Context Information Template.jpg
Target Student Indentification and Context Information Template Cont..jpg
Table of Contents.html
| Assessment and Learning Section Y01 Fall 2025 CO – Target Student Identification and Context Information
1. Special Education Context for Learning 2. Target Student Identification & Context Information_Directions 3. Target Student Indentification and Context Information Scoring Checklist/Rubric 4. SEGC 6020 Permission Letter and Form 5. Target Student Indentification and Context Information edTPA Template 6. Target Student Indentification and Context Information edTPA Template Cont. |
