1. Contextual Factors (LO 3.

3) (APS 1)

Classroom Factors:
A. Physical Features:
Mathews Elementary is an extremely friendly school. Faculty members,
including the principal and vice principal, will be waiting to greet you as you walk
in the door. The school is set up with five major hallways and each hall is
connected to the atrium. The entrance hallway includes the office, nurse's office,
and the case manager's office. The hall across from the entrance hall includes
the gym, the music room, the art room and the lunchroom. The other three
hallways are for the classrooms. The grades are grouped into twos on the halls.
Each hall is color coded to help the students navigate around the school.

The second and third grade hall is green. Mrs. Ott's classroom is mid-way
down the hall on the right. Mrs. Ott's classroom is prepared for third graders.
The room is neat and well organized. The back wall includes the classroom
restroom, a countertop with a sink, and storage shelves. Mrs. Ott also uses her
counter space for her two classroom computers. The right side of the room
includes cubby space that the class uses as bookshelves. The left of the room
consists mainly of storage containers or filing cabinets. The two classroom
windows are also on the left side of the room. In the front of the room Mrs. Ott
has two desks. She has her personal desk that holds her school computer. The
other desk is used for student-teacher conferences or guided reading sessions.

The smart board is in the center of the front wall. On the left side of the
Smartboard there is a dry erase board that is used for the date and upcoming
events. On the right side there is a bulletin board that holds the calendar and the
charts for students to make lunch choice. The rug used during whole-class
instruction and Morning Meeting is in front of the Smartboard.

Twenty-one student desks are arranged into groups. The sizes of the
groups differ according to behavioral needs. Each group has a bookshelf for their
textbooks, white boards, tissues, and Clorox wipes. Each group also has a caddy
for school supplies and a bucket for their chapter books.
B. Scheduling:

7:30-8:00 -- Breakfast, Unpack & Morning Work

8:00-8:20 -- Morning Meeting
8:20-9:10-- Math
9:10-9:25-- Cursive Handwriting/ Word Study/Word Study Game
9:30-10:15-- Related Arts
Monday -Music
Tuesday - Art
Wednesday - P.E.
Thursday - Media Center
Friday - Computer
10:20-10:45 -- Readers Workshop/ Mini-lesson
10:45-11:45 -- Guided Reading/Strategy Groups
(RTI and ESOL pull out)
11:45 -12:10 - Lunch
12:10-12:25 --Bathroom/ Quiet Time
12:25-1:15 -- Writers Workshop
1:15-1:20 -- Brain Break
1:20 -1:55 -- Science/Social Studies
2:00-2:20 -- Recess
2:20- 2:30 -- Write Down Homework, Pack up, Closing Meeting
2:35 Dismissal
C. School-Wide Support Systems:
Mathews Elementary has many different support systems within the school. First
off, we have the principal and vice principal. They are essential to the school system,
without them the school would not run effectively. They support, not only the
teachers and faculty, but they also support the students. They create a safe and
structured environment throughout the school for the students to learn in.

There are several different health support systems in the school as well. The
school nurse assesses physical health for all students. She is there for any injuries or
illnesses the students may have throughout the school day. Many students go to her
office daily to receive medications. The guidance counselor is available to all
students. She helps students manage stress, deal with bullying, and cope with any
other mental issues. Call Me Mister from Lander University comes to meet with
minority males to discuss different situations or issues that may occur.

There is also a Beckman counselor that has an office in the school. She is
available for certain students that have specific mental health needs or other
factoring problems. The case manager in the school provides students with some
physical needs including but not limited to: clothes, food, and school supplies. The
resources listed above are given based on in class situations or home life.

The related arts teachers in the school provide another great support system for
the students and the teachers. All the related arts teachers are helpful in different
ways. The P.E. teacher promotes and discusses different ways to stay healthy. The
music teacher promotes culture and artistic outlets for both students and teachers.
The art teacher provides various ideas that can be used for textile learners in the
classroom. The computer specialist assists and teaches students how to navigate
computers. The media specialist also helps students navigate computers, as well as
encourages students to read. The media specialist also assists teachers in the
classroom with various projects.

The teachers have two very important coaches. They have a literacy coach at the
school that encourages the use of Lucy Calkins reading and writing material. She is
there to help with any problems there may be. She hosts Lucy Calkins material
events to help familiarize the teachers with each unit they will teach. Mathews
Elementary also has a technology coach that they share with the rest of the district.
The technology coach encourages every teacher to use technology in the classroom.
She came to the school to teach about the brand new Chromebooks that each third,
fourth and fifth grader received.
D. Classroom Arrangement:
The classroom is very organized. Everything has a place and the students are well
aware of that. The students have grown to have a sense of pride in their classroom
and wish to keep it organized. The cubbies being used as bookshelves gave extra
space so that each group could have a bookshelf. The group bookshelves have cut
back on the amount of desk clutter and have made supplies more accessible.

The desks are arranged in small groups so that each group could assist one
another on day-to-day activities. Having the desks in groups, cuts back on wasted
space and traffic is no longer a problem.

There are three rug areas in the classroom that creates more comfortable
reading areas. There are five stools at the guided reading table that the students can
use during independent reading or group activities. There is also a bean bag chair in
the classroom that is to only be used by one student who is physically handicap.
E. Equipment:
Students go to a different related arts room every day of the week. Each of the
related arts rooms has the equipment needed for the activities they will be involved
in. Majority of the related arts classes have the students bring and use their
Chromebooks or they will be doing hands-on activities.
The third graders use two different play grounds that they alternate between
weeks. There are four third grade teachers. There will be two teachers at each
playground. This helps give the students space to run and play. The playground that
has the most space has play equipment available.
Mrs. Ott has her own printer available, but Mathews Elementary allows teachers
to print black and white copies as they need. To print in color or laminate papers
they have to have it approved in the office.
In the classroom, students have individual Chromebooks, tubs of books to read,
the smart board, and the two desktop computers.
The handicapped student in the classroom has a chair that she is pushed in, as
well as a motorized chair that she can operate. She also has a tablet with a
keyboard.

F. Grouping Patterns:
The students are grouped a couple times throughout the day. There are guided
reading groups that will be differentiated based on data within their guided reading
groups. Groups were formed based on their reading level and their MAP reading test
scores. During daily guided reading, the students will be exposed to texts that align
with their personal reading level.

Other times of the day when students are grouped they are grouped according
to behavioral issues and subject understanding. The students are usually paired with
a student that has a different level of understanding than they do. These groups
usually only consist of two to three students.
G. Technology:
In the front of the room there is a Smartboard that is plugged up to Mrs. Ott's
classroom laptop. The students also have two desktop computers that are available
to them for various activities. Mrs. Ott has a Ziggi HD document camera that she
uses to go over homework and morning work. The Ziggi HD projects the worksheet
so that the students can see how the teacher works out each problem. The
document camera is also used for discussing book excerpts from sessions in Lucy
Calkins.

The students have individual Chromebooks. The students each have a Google
account that has been registered for Google Classroom. The Chromebooks have
become a daily resource in the classroom. The students can use it to read books,
play educational games, turn in assignments through Google Classroom, and even
take pictures for projects.

H. Family and Community Involvement:

In the beginning of the year, the school hosts an open house and orientation for
the parents and students. Open houses continue throughout the year to keep
parents up to date on their child's progress. Report cards are sent out every nine
weeks and are to be signed when returned. When the first report card is sent out,
parents are asked to attend a parent teacher conference to discuss the student's
grades. In the beginning of the school year, parents of students who are below the
fortieth percentile will be called in to discuss ways to boost the students learning.

Each month a newsletter is sent out to keep parents up to date on what their
child will be learning. Students write their homework assignment in their agendas
every day. Mrs. Ott writes a small note to parents if their child misbehaves and
expects the agenda to be signed by a parent when it returns. Occasionally, larger
test, such as Benchmark Tests, will be sent home to be signed.

There are several events that the family can attend throughout the year. There is
an ESOL night for the Spanish speaking families to come and share their culture with
others. Grandparents breakfast is a time when the school encourages grandparents
to be a part of the students education. Reading Celebration and the Book Fair
encourages parents to participate in their childs reading growth. Even if the parents
cannot attend the school for events, they can still be encouraging at home for their
students during Spirit Days and Red Ribbon Week.
 The community hosts several events to involve the families. Lander University is
one of the best resources the community has. The University hosts many different
plays that are child friendly, as well as host plays that include children. Families can
also attend any of the Lander University games. Lander University has a diverse
range of sporting events a family could attend.

Downtown Greenwood also has several places that are family friendly. Students
are encouraged to visit the Greenwood Museum, the Railroad Museum, and the
Greenwood Art Museum. Each includes facts and information about their town.
Students are also encouraged to visit the Greenwood Library. The Greenwood
Library is an excellent place to take your students. They have many events for
children and have a larger book collection than the schools can afford to have. The
Library also has book sales, in which childrens books are only $0.50.
I. Classroom Management
a. Classroom Rules:
1. Follow directions quickly
2. Raise your hand for permission to speak
3. Raise your hand for permission to leave your seat
4. Make smart choices
5. Keep your dear teacher happy

b. Routines:

When students enter the school, they are directed to eat breakfast in the
cafeteria. If they are finished or choose not to eat the breakfast, they are to
sit in the hallway in front of their classroom. When Mrs. Ott is ready,
students will enter the classroom. They are to empty their book bag and
place it and their jacket on the hook below the cubbies. They are to then put
all their agenda and homework in their desks. Before sitting down, they
should choose their lunch choice on the bulletin board. On their desks will be
morning work for them to finish by the time class should start.

At 8:00 A.M. students should be in their seats working on their morning

work. Attendance is recorded and students begin to finish up their work and
begin reading a book. The morning show will come on and students will
stand for pledges and the moment of silence. After the announcements go
off, students are invited to the carpet for morning meeting.

The guided math lesson is started and then finished with the students
working on independent work. If students finish early they take their learning
to the next level by using the Chromebook for new activities. A word study
review or a cursive lesson is taught after math. The students go to related
arts at 9:30. When students return to the classroom, they are taught a
reading mini-lesson from Lucy Calkins. They spend the remaining time
reading from their own texts. After lunch students have at least a ten minute
quiet time.

After the quiet time students are invited to the carpet for a writing mini-
lesson from Lucy Calkins. The writing transitions into either science or social
studies, depending on the week. After science/social studies, students write
their homework down in their agendas and attend the closing meeting. After
 the closing meeting the students go to recess. As they come back to the
classroom, students are dismissed to their specific areas.

c. PBIS Matrix

Be Ready Be Respectful Be Responsible

Classroom Have your Use positive Do your best work at all
materials voice and times
Stay on task language Keep your area organized
Raise your hand Follow directions
to speak
Honor personal
space
Hallway Get in line order Stay silent Stop at designated spots
Face forward Honor personal Enter only when an adult
Walk on the black space is present
line
Arrival Exit vehicles Read while in If you eating breakfast,
quickly and your designated report to the cafeteria
quietly area Leave the cafeteria
Settings/Locations

Enter the building silently

quietly Walk to your designated
Stay in line area
Dismissal Look and listen for Wait patiently Walk directly to your
your ride silently and silently assigned area
Keep your book Remain seated
bag closed
Cafeteria Get needed items Use table Eat silently until the
while in the line manners teacher gives the signal
Wait patiently Honor personal Face the table
Know your lunch space Keep hands, feet, and
choice utensils to yourself
Clean up
Playground Wait for your Honor personal Use equipment properly
teachers signal to space Listen and look for your
play Use kind words teachers signal
Know rules of the and actions Bring in personal items
games you play Enter the Report problems to an
building silently adult
Bathroom Enter and exit Wait your turn Flush
quietly Keep it clean Wash your hands
Use the bathroom Honor personal
quickly space
Student Demographics and Characteristics

Gender Race/Ethnicity Amount of Students

African American 5
Male Caucasian 2
Hispanic 1
African American 6
Female Caucasian 3
Hispanic 3

Interests Amount of Students

Basketball 2
Football 7
Playing Outside 3
Video games 6
Watching Television 4
Reading 2
Crafts/painting 3

Student Ages
Eight years old 15
Nine years old 5
 Parents/Guardians
Both Parents 7
Mother and Step-Father 3
Mother and Grandparents 1
Mother 9

Students with Exceptionalities

ESOL 4
RTI 1
Handicap Services/Shadow/IEP 1

RTI Level Number of Students

Tier 1 19
Tier 2 1
Tier 3 0
 Skill Levels and MAP Scores
Math Map Scores Reading Map Scores
DRA/QRI Fall 2016 Fall 2015 2nd
Grade Fall 2016 Goal for
Student
level (3rd Grade) (2nd Grade) Gain (3rd Grade) Spring 2016
1 38 201 186 15 200 209
2 38 193 164 21 185 196
3 38 187 150 50 189 199
4 38 189 N/A N/A 176 189
5 38 180 159 28 180 200
6 34 186 167 17 187 198
7 30 168 155 19 176 189
8 38 205 177 23 199 208
9 38 187 178 10 178 190
10 34 196 162 34 188 199
12 18 181 N/A N/A 170 184
13 34 199 181 26 202 210
14 44 207 170 24 199 208
15 30 183 157 25 181 193
16 40 195 175 26 201 209
17 34 192 168 26 191 201
18 60 203 201 10 219 225
19 38 186 159 29 190 200
20 30 192 165 21 184 195
21 38 181 163 25 184 195
Instructional Implications
A. Instructional Planning and Assessment:

As a whole, Mrs. Otts class is well behaved. Like many classes, there are a few
students that tend to misbehave more than others. As a teacher, you should know
how to handle these students. Mrs. Ott uses the tone of her voice to control the
classroom, rather than raising the noise level. Several students have been removed
from groups to control behavior matters. Other students have been moved simply
because they tend to distract others with their need to constantly move.

The students have several moments throughout the day to voice their opinions.
Mathews Elementary follows Responsive Classroom suggestions and the PBIX
Matrix. Since the students have times to express themselves, the class has a sense of
unity and comfort. This allows several different activities to run smooth, especially
large group activities.

While following the Lucy Calkins mini-lessons, Mrs. Ott places posters around the
room for students who may forget their task during reading and writing. All students
learn differently, and therefore should be taught differently. Mrs. Otts students are
mainly visual and tactile learners. As a teacher, you should consider your students
needs and plan accordingly. Since they are primarily visual, they would need to be
shown what is expected of them instead of just saying it.

There are many students who tend to write slower than others. These students
are granted extra time to work during down times of the day. Several students are
conferenced with and assisted during math and reading.
B. Two Contextual Factors:
1. Students leaving for RTI and ESOL extension:

During the day, two students leave during reading. I would need
to plan my lessons around the times that they leave. I would need to be
aware of the time they leave and come back. I would also need to make
sure that all new material is addressed before they leave. Majority of the
time when the students leave, it is after the Lucy Calkins mini-lesson has
already been taught and the students are independently working. I would
need to make sure that I am on track to help these students.

2. Interests:

I would need to be aware of the interests of the students and

incorporate them in the instruction. Many of the students enjoy football
and video games. I would like to have books in the class that tends to
these interests. I could also incorporate the interests during math or even
writing. If the students are interested in what they are learning, they are
more likely to pay attention and learn the material. If a student is not
interested in the math lesson, but you created an example that used their
interest, they probably would perk up and listen.

C. Modifications/Adaptations:

The class has four ESOL students, but only one is served at the school. For
these students, I could use pictorial descriptions if they are confused on a words
meaning. I would make sure that I slow my speech for students who may need
longer to comprehend what I am saying. There is one handicapped student that has
difficulty writing at times. She is allowed to type during writing, and at other times
her shadow is available for help.

There are some students who have behavior problems. These students may
need extra time to sit alone and recover themselves before joining the rest of the
class again. I will need to be prepared for situations such as these and be able to act
accordingly.