I. Community, School
System, School Factors
List unique features of community:
List contributions of community to
Cook County has a population of approximately
Cook Elementary/Primary School currently houses
two schools in one building.
Cook County is in the process of planning
and building a new elementary school for grades 3-5.
Adel is approximately 40 miles from the Georgia-Florida
Cook County was named after General Philip
Cook, who fought in the Seminole and Civil Wars.
Cook County was the 153rd county formed in
The city of Adel's name is derived from the
center letters of Philadelphia.
Cook County has one elementary school, one
middle school, and one high school.
The students that attend Cook County schools
reside in the cities of Adel, Sparks, Cecil, Hahira, and Lenox.
Partners in Education
The students/teachers are collecting
receipts from Harvey's grocery store. The collection of these receipts
helps to raise money for school materials and resources.
Cook County High School students come
into the classroom to tutor students in reading. The program is titled
BEAR (Berry Excited About Reading).
Cook County High School students participate
in the Teacher Cadet program.
Community clubs such as: Kiwanis
Club, Lions Club, Exchange Club, and the Sunshine Committee help to provide
field trips and financial assistance to the schools.
Name of school system:
of students in school system
of students in school system on free or reduced lunch
Name of school:
Cook County Elementary
II. Classroom Characteristics
Grades served: PK-5
Student enrollment: 1,643
Number of Students
14 Boys 14
9-11 Age range
Socio-Economic Profile (percentage)
Reading Achievement (percentage)
75% Students in classroom on
free or reduced lunch
Mathematics Achievement (percentage)
25% Above-average or advanced
74% Average or intermediate
1% Below average
14% Above-average or advanced
72% Average or intermediate
14% Below average skill level
List other resources (such as math
and science manipulative materials):
6 Number of computers
Base Ten Blocks
III. Individual Differences
1% Average of parents attending
Parent Teacher Organization
Students Attending Pull-Out or Supplementary Programs (check
as many as apply)
__ Title I
Language Proficiency (enter number for each area)
__ Early Intervention Program
__ Safety Net
List other programs:
Students are grouped by ability.
Group A1 students are EIP (14 students). The majority of A1 students
are at or below in skill level. Group A5 students are average or
above average in skill level.
Students with Individual Education Plans (IEP) (enter
number for each area)
or visually impaired
IV. Instructional Implications
0 Deaf or hearing
or behaviorally disordered
The contextual factors that I have
collected impact the classroom environment tremendously. During my
planning for instruction and assessment, I will take into account the various
factors that affect my students. At the present time, Cook Elementary
currently houses two schools in one building. Due to this factor,
my classroom contains twenty-eight students. At times it becomes
difficult to hold whole group instruction or discussions.
My fourth grade students' schedule
is based on a parallel block system. The students' group patterns
are based on their CRCT test results. Group 1 contains those students
that are below grade level (14 students). Group 5 contains those
students that are at or above grade level (14 students). For first
period, Group 5 goes to Social Studies while Group 1 stays with my mentor
teacher for Language Arts. During fourth period, Group 5 has Language
Arts while Group 1 goes to Social Studies. During fifth and sixth
period, while Group 5 is at Science Group 1 is at Math, then vice versa.
The parallel block system is an advantage in teaching my unit. It
will effect how I plan both my instruction and my assessments. I
will have to adjust my plans for those students who need further instruction
and also for those who need more challenging material. Lastly, working
with the small groups will allow me to give the students more one-on-one
instruction when necessary.
I have a vast amount of resources
available within the classroom to assist me in the teaching of my unit.
I will try to incorporate the use of manipulatives within my unit as often
as possible. Many of my students are kinesthetic and tactile learners,
therefore, the implementation of manipulatives and hands-on activities
will be vital to their success throughout the unit.
Some of my students are currently
performing below grade level in Mathematics. This fact in particular
presents a challenge to me in the planning for instruction and assessment
of my unit. I may need to modify my instruction for these students
if necessary. I am going to use a variety of hands-on activities
to actively engage my students so that they will enjoy learning about problem
solving. Therefore, through my modifications and activities I hope
to sufficiently prepare my students for the upcoming CRCT test later this
My students exhibit limited previous
learning about problem solving, however, some of my students are relatively
good problem solvers. Based upon this fact, I will have to modify
my instruction for those students who may need further remediation and
also challenge those students who excel throughout my unit. By paying
careful attention to these factors during my planning for instruction and
assessment, I believe that my students will become experienced and confident
in problem solving.