Standard I

Classroom Contextual Factors (DM1)

Demographics:
In Mrs. Ps Kindergarten classroom there are 16 students. Out of these 16 students, 8 of them are
females and the remaining 8 are males.

Figure 1.1

Females
16

12

Males

Total

In Mrs. Ps class one students is Hispanic, one student is Native American and 11 are Caucasian.
Figure 1.2 shows the classroom ethnicity.

1.2

Caucasian

Hispanic

Native American

1
1

14

Free-Reduced Lunch
This particular Elementary School is a title one school. Title one schools receive additional
funding to help meet the needs of educationally at risk students. Mrs. P has 4 out of her 16
students on free or reduced lunch program. Three of Mrs. Ps students are considered homeless,
with both the child and parent living with grandparents. In figure 1.3 it shows the number of
students who receive free or reduced lunches.

Figure 1.3
Free Reduced Lunch

Other

16

English Language Learners:

Out of the 16 students in Mrs. Ps classroom, there is only one English Language Learners. He is
all pulled out for 20 minutes for the Imagine Learn Program and then 10 minutes to read with an
aide. He attends OEK every morning, which is an extended Kindergarten class for students who
need additional help. Being pulled out of class and OEK are there to help with his English and
reading skills. Figure 1.4 below shows the native language of students in the classroom.

Figure 1.4
Spanish

English

15

Exceptionalities:
Two students are above grade level in Mrs. Ps class. One student has an Individualized
Education Plan and is taken out for speech. Three students are below grade level and eleven
students are on grade level.

Figure 1.5

Below Grade Level

At Grade Level

Above Grade Level

2
3

11

IEP:
There is one student in Mrs. Ps class with an Individualized Education Plan (IEP) in the class.
This student receives additional assistance in reading and speech. This students is pulled out for
twenty minutes each day.

Figure 1.6
IEP

None

15

Subgroups
Based on the contextual factors of the classroom I have decided to focus my analyses on
specific subgroups. Figure 1.7 shows the subgroup key and how I will be referring to the selected
students.
Figure 1.7
Subgroup Key
E

ELL

GATE Student

IEP

Lower Level

Racial Minority

Figure 1.8
#

Subgroup

Ethnicity

Exceptionality

1 G

Caucasian

Higher Level Learner

2 G

Caucasian

Higher Level Learner

Caucasian

At Level

4 E, R, L

Hispanic

Below Level

5 R

Native American

At Level

6 I, L

Caucasian

Below Level

7 L

Caucasian

Below Level

Caucasian

At Level

Caucasian

At Level

10

Caucasian

At Level

11

Caucasian

At Level

12

Caucasian

At Level

13

Caucasian

At Level

14

Caucasian

At Level

15

Caucasian

At Level

16

Caucasian

At Level

Classroom environment
The classroom is well organized. The desks are arranged into three groups with four or
five students in each group. Mrs. P changes the seating chart everyday, placing each student in a
new seat each day. Students supplies, such as pencils, crayons, and scissors are on the tables for
students to use when needed. There is a SMART board at the front of the room, which is used
frequently. There is plenty of wipe board space that is also utilized for instruction. There is a
personal mic system for the teacher, but is rarely used because the space of the room is small and
the teacher can project well. There are two tables at each end of the classroom; these areas are
used for small group instruction. There is a small rectangular table at the back of the room with
four computers for students. There are also one round tables at the back of the room, which is

used for recorded read along. There is a class library available for the students to use when they
have finished work early. A couch is provided for the students to use while reading. Back by the
library area are shelves with organized manipulatives and classroom supplies, below these
shelves lies a counter and sink. The teachers desk is located up in the front corner of the room; it
is rarely used unless the computer or Elmo is needed. Displayed up front is the daily schedule
and a list of weekly jobs for the students. The classroom has an open and comfortable
arrangement, which creates a safe environment for all the students.

Policies and Procedures:

Students in Mrs. Ps class are incredibly well behaved. They were taught policies,
procedures and expectations from the very first day in class. When they are called in from out on
the playground to begin the day they quietly and quickly walk inside. They get a drink from the
drinking fountain if needed, put up their backpacks, turn in homework or reading books and then
quietly take their seat to begin bell work. They rarely need to be reminded about what needs to
be done. Once they finish their bell work they are able to go the the classroom library and read a
book silently. Students know that while they are in the library they are silent. When bell work
time has ended students clean up while singing the alphabet song. Every transition students and
the teacher sings a sight word song. This helps students practice their sight spelling and sets a
pace to be done and ready to move on by the time the song ends. This is one of the best
procedures I have seen in place. Works incredibly well for kindergarten. Students have Star
Cards. This card serves as both their name card and a behavior card. When students are
exhibiting good behavior a star in drawn on their card as a positive reward. Once students have
gotten five stars they are able to choose a small prize from the prize jar. When students are
misbehaving they receive a warning, if the behavior continues they receive a check mark. If three
check marks are given in one day the teacher calls the parents. When students need to go to the
bathroom, they use the American Sign Language sign for bathroom. The teacher gives them a
simple nod and the students quietly use the restroom and return to the activity. The Star of the
Week is the line leader each day. They know they are responsible for leading the students
quietly in the hall or outside to be picked up. While walking in the hall the students have been

taught to keep their arms folded and to only walk on the blue line which is on both sides of the
hallways in the school. This helps these young students stay in a straight line. The class even has
a procedure for snack time. Students line up quietly, they then wait to receive some hand
sanitizer. During this process they sing a germ buster song. A song is also sung for writing their
name on their papers, for turning their chair to the front, to get students attention. All of the
songs are helpful and the students enjoy singing along. The system that is in place for packing up
for the day works very well. Students listen and sing along to their sight words. They quietly
grab their backpack, walk to their cubbies, then return to their seats. Because these policies and
procedures were set in place at the beginning of the year students have a clear grasp on what is
expected of them. They know what their consequences will be whether they are positive or
negative. These policies and procedures also help the class run smoothly. I intend to use these
same techniques, as they are helpful and incredibly beneficial.
Modifications and Accommodations:
Through observation I plan to help each student grow and learn. I will make sure that
through each of my lesson I am providing modifications and accommodations for all students.
This include ELL, those with IEP and students who are above grade level. We cant let any
student fall behind, and we definitely cant let those students are above grade level become
bored. To differentiate for the English Language Learner I will implement Sheltered Instructional
Observation Protocol (SIOP) within my teaching. Through doing this I find it to be beneficial for
all students, not just ELL students. For higher level students I will provide them with higher level
thinking questions. They will have to opportunity to help students around them but also complete
assignments at a more advanced level. For all students I will provide them with plenty of
modeling and scaffolding. I will bring visuals, models, pictures, and examples to help them each
grasp the lesson. By making sure my lessons are meaningful for the students will provide them
with a desire to learn.