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Context for Learning Information Directions: Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.About the School Where You Are Teaching1. In what type of school do you teach?Middle school: [ ]High school: [ - ]Other (please describe): [ ]Urban: [ ]Suburban: [ - ]Rural: [ ]2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.[ Connetquot High School is a suburban area school that is considered a medium sized school. Each class is designed to fit the students ability to make them comfortable with the pace of the material along with the size of the work load. They offer all courses such as Regents and Honors level classrooms along with AP. Some classes have Co-teachers incase if the class size gets too big. ]3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.[ All of the history teachers follow the NYS Framework for Social Studies along with coordinating with each other to make sure they are all on track to review for the Regents exam at the end of the year at the same time. ]About the Class Featured in This Assessment1. What is the name of this course?[ Global Studies 9R/AP Prep Europe 9th Grade ]2. What is the length of the course?One semester: [ ]One year: [ - ]Other (please describe) : [ ]3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?[ 42 minutes, one class period a day ]4. Is there any ability grouping or tracking in history/social studies? If so, please describe how it affects your class.[ Mr. Edwards, of Connetquot High School, will give students a quiz every week to see how well they are understanding the material. If they seem confident then he will give them the unit test. ]5. Identify any textbook or instructional program you primarily use for history/social studies instruction. If a textbook, please provide the title, publisher, and date of publication.[ There is no textbook that is used in the classroom but they do use the NYS Framework to teach their classrooms. ]6. List other resources (e.g., electronic whiteboard, resource library in classroom, online resources) you use for history/social studies instruction in this class.[ Students are given a Chromebook that easily connects them to their Google Classroom for certain projects, assignments, and to see their grades. Each class is also equipped with a SMART Board.]About the Students in the Class Featured in This Assessment1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors)[ All 9th grade ]2. Number ofstudents in the class [ 20-25 ]males [ 12-14 ] females [ 12-14 ]3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first two rows have been completed in italics as examples. Use as many rows as you need.Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).Learning NeedsCategoryNumber of StudentsSupports, Accommodations, Modifications, and/or Pertinent IEP GoalsExample: Learning disability2Close monitoring, copy of PowerPoint notes and follow upExample: Struggling readers5Provide oral explanations for directions and simplified text for word problems-English as a secondary language learners2-Teacher aid is provided to ensure they are following along in the class or need extra time on tests.