Contextual Factors Template

Total Number of Students in the School: ____1,201_______

School Socio-Economic Make-Up (i.e., % free and reduced lunches): _____54%______

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 9 -12th
th 9 -12th
th 9 -12th
th Kindergarten 2nd
Women’s Men’s Women’s CMA CMA
Ensemble Chorus Chorus
Number of Students in Classroom 24 28 39 22 44

Contextual Information: Class Class Class Class Class Student Learning Adaptations:
(List the number of students identified 1 2 3 4 5 (Describe at least one example of a strategy
in each class you teach and identify the to provide equitable opportunities,
class in which you are teaching your accommodations, or modifications you
unit) attempted for any student identified within
each contextual characteristic)
Providing an equal amount of solos and
Gender featured parts for both males and females
Number of Females: 24 0 39 12 20 to provide the equal amount of
Number of Males: 0 26 0 10 24 opportunity.
Singing songs from multiple genres and
Ethnic/Cultural Make-Up languages, in warmups and in the
Caucasian/White: 14 14 16 15 26 curriculum.
African American/ Black: 8 7 17 4 10
Hispanic/Latino: 1 4 3 1 5
Asian/Pacific Islander: 1 3 3 2 3
American Indian/Alaskan Native: 0 0 0 0 0
Using lots of visuals on the board and
Language Proficiency small group work to allow for students to
Number of English Language 1 2 1 0 0 receive more individualized peer and
Learners (ELL): instructor attention.
By recording my lessons to see which
Academic Performance students meet the objectives and how I
Students Performing can better my instruction, I can
Below Grade Level: 3 4 7 2 3 accommodate for those struggling
Student Performing students to keep pace with the rest by
Above Grade Level: 21 22 32 20 41 revising my teaching strategies.
To accommodate for students with ADD, I
Students with Special Needs don’t have the class remain in one place
Learning Disability: 3 2 7 2 3 the entire time. The class does lots of
Emotional/Behavioral Impairment: 2 4 4 1 2 moving around and does not remain in
Attention Deficit Disorder (ADD): 1 4 1 2 3 one place for the entire period.
Developmental Disability: 0 0 0 0 0
Intellectual Disability: 0 0 0 0 0
Speech/Language Impairment: 0 1 0 1 1
Autism Spectrum: 0 0 1 1 2
Gifted: 1 2 0 2 5
Blind/Visual Impairment (VI):
0 0 0 0 0
Deaf /Hearing Impairment (HI):
0 0 0 0 0
Physical Disability:
0 0 0 0 1
Other Health Impairment:
0 0 0 0 0
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Military Connected Students 5 4 8 4 9 I use a “get to know you” introduction to

get to know each class when I first meet
them. I use questions that get to know
them, their families, and their
experiences, allowing them to open up to
others and myself.

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).

Cognitive:
 Concrete Operational: Around 6-7 up to 11 years
 Organizes into categories, series;
 Can start reverse operations
 Start understanding of mental operations.
 Start thinking logically about concrete events, but not ready for abstract thoughts.

Physical:
 Much improved physical abilities from Kindergarten and first grade
 Still awkward in physical movements. Falling or tripping still quite often.
 Enjoy an active and moving classroom (exploring the space)
 Well trained in tracking from left to right

Emotional:
 Inward looking
 Shy to take risks on new activities
 “nobody likes me”
 Sensitive to others’ feelings
 Tattle quite a bit

Social:
 Prefer working and playing alone or with one friend
 Are calmed by classroom stability
 Has to be the first one to go
 Friend groups vary
 Can be critical of others opinions

Highlight the prior knowledge and interests of students in your classroom.

Students in the second grade have the prior knowledge of:

 Difference of high and low pitches
 Counting independently
 Difference between long and short beats
 Can distinguish between quarter notes, eighth notes, and quarter rests.
 Can sing and perform Mi, So, La (solfege songs)
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 Enjoy reading aloud and reading stories

 Enjoy using games to apply the concepts

Describe the implications these characteristics have on planning and instruction.

(e.g. What instructional strategies will you use to meet the unique learning needs of all your students?)

The instructional strategies that I took to meet these students’ unique learning needs were:
 Scaffolding the instruction of solfege by limiting their options to Mi, So, La, before adding in Re and
the other scale degrees.
 In the 45 minute class periods, I have students meet and warmup up in their assigned seating area,
then I can move them toward the front of the class and finish by having them move around the
classroom
 Use games, dances, and other activities to apply content knowledge.
 To introduce new concepts or songs, I use the songs cultural history and significance to get the
students hooked. I allow them to read small excerpts aloud and listen to stories that connect to the
concept.
 Use think-pair-share for students to interact with multiple peers and allow a social learning aspect to
the classroom.
 Think-pair-share allows for students to ease into taking risks by allowing them thin time, share time,
then the time for them to take the risk when they feel comfortable.
 Putting physical movements or dances to concepts to allow students to become more comfortable
with their bodies and giving them another method of memorizing and applying the concept.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.

- Due to Wichita Heights having an open lunch, students are allowed to leave during that block period
to go grab lunch. There are also lots of students that cannot afford to go get lunch or purchase lunch at
the school. This shows that the Heights community has a wide SES. Teaching students will always be
more difficult if their initial, basic needs are not met.
- Being the only 5A high school in Wichita, we have a similar amount of teachers yet have less
students. This allows for a lower teacher to student ratio and more one-on-one student interactions.
- Being a high school that is out in the country, students are most likely unable to walk to school. This
contributes to lots of student absences due to missing the bus or not finding a ride.

Describe community and family environmental factors impacting the quality of education for all of your
students.

- Wichita is home to the Wichita Children’s Home—basically an orphanage or home to children under
18 who do not have a guardian to take care of them. This leads to students being unable to attend after
school events or be a part of extra-curricular activities.
- The choir program has a great reputation at WHHS. This leads to lots of parent involvement and
dedicated student involvement.
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Describe the implications these factors have on planning and instruction.

(What instructional strategies will you use to address the unique environmental factors impacting each
student?)
 One thing I have learned from my cooperating teacher is to always keep snacks in a drawer, just in
case students come to class hungry and cannot focus due to their basic needs not being met. Students
will not care to learn and grow in class if there are outside factors that are controlling their current
state in class.
 I use lots of small group activities in class. Whether that is composition activities or working on their
own parts in a section, I as a teacher can walk around the room to provide attention to students in a
smaller setting.
 I begin each class with a hook, or some activity that relates to, and gets students excited about, the
concept for the day. But due to lots of student absences that are sometimes out of their control, I add
in a quick review of what was previously learned the class before.

Focus Students Information

Provide information about the two focus students you selected from the class in which you will be
teaching your unit that you feel would benefit from modified instruction. You MUST choose one
student with exceptionalities or an English Language Learner as one of your focus students.
Complete the chart below referring to these students only as Student A and Student B. Do not use
proper names.

Describe this Why did you select What did you find out Based on this information
student using this student? about this student? what are the implications
information Address for this student’s
from the characteristics from instruction?
Contextual the Contextual
Information and Information and
Student Student Learning
Learning Adaptations
Adaptations
Student Student A is a  She is a Cognitive  Give student
A Hispanic twice  Formal academic
operational
female from exceptional variety and
 Can reverse
class number student. processes Challenges.
3. She is on Being  Create and  Student must
the autism gifted and analyze understand
spectrum and on the abstract classroom
is a gifted thoughts
autism expectations
student who is spectrum. Emotional that are clear
performing  She is from  Not shy to take and concise, or
below grade the risks
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level in not Wichita  Can either be else she will

only choir, but Children’s loud and find loopholes.
rambunctious,
in many of her home. or shy and to  Offering lots of
classes.  She was a themselves student sitting
new  Can postures that
student at sometimes be may be more
the same in a know-it- comfortable for
all stage before
time I knowing the
a variety of
began my full situation students.
placement.  An instruction
Physical practice I use
 Girls are for this student
almost fully
developed by
is negotiating
this age ideas for
 Needs lots of rubrics,
sleep. choreography,
etc., to give her
Social that adult
 Craves adult
connection. connection and
 Craves love adult
and care more responsibilities.
adults.
 Cannot
connect to
other students
all the time.
 May give into
peer pressure
at times to fit
in.

Describe this Why did you select What did you find out Based on this information
student using this student? about this student? what are the implications
information Address for this student’s
from the characteristics from instruction?
Contextual the Contextual
Information and Information and
Student Student Learning
Learning Adaptations
Adaptations
Student Student B is  Caught my Cognitive  Provide lots of
B male from attention  Right in opportunity for
between pre-
class number 4 due to his operational discovery –
and he is a constant and concrete through games
Caucasian arguing operational and other
student who with his stages. activities.
has autism, classmates.  Starting to be  Instruction
able to think
performs at  Catches logically in a must have lots
grade level, onto series, but not of
and has a encouragement
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parent who has concepts about and not too

military quickly. everything. much criticism
connections.  On the Emotional
with his
autism  Anxious to do kindergarten
spectrum well self.
yet  Wanting to  Encouragement
performs impress and praise
teachers
well above towards those
 Likes surprises
grade and rewards that work
level.  Easily hurt slowly.
 Tattler  Using
modeling and
Physical think-aloud to
 Good visual
left-to-right
show how to
tracking logically solve
 Struggles with concrete issues.
using hands in  Allow for
activities students to
 Always in a
hurry.
work socially
with multiple
Social partners, giving
 Care about equal
having friends opportunity for
 Have little to interaction with
no friends
 Competitive
peers to each
for attention student.
 Want to be
first

Entry 11: Data Analysis Template

Pre-Assessment Data
Student Scores by Objective on the Pre Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall %

1 100 100 100 100 50 90%

2 100 100 100 100 100 100%
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3 100 100 100 100 100 100%

4 100 100 100 100 50 90%
5 100 100 0 100 50 70%
6 100 100 50 100 50 80%
7 100 100 100 100 100 100%
Focus A 100 100 100 100 100 100%
Focus B 100 50 50 100 0 60%

What do these data mean for instruction during the unit?

The assessment tool I used for the majority of the pre-assessment consisted of a
check list that had their prior knowledge concepts and skills on them. On this list were 5 of
those prior knowledge skills, each being addressed sometime throughout the first 3 lessons
(prepare lessons) of the unit.

The pre-assessment scores were shockingly consistent across the board. Students
struggled slightly with similar objectives and tasks and excelled within the objectives
overall. By allowing students to access their prior knowledge through a pre-assessment
right away, the students can gain confidence while I as a teacher can see which tasks and
objectives will need to be covered slightly more throughout the unit to ensure success in
the new concept that follows.

What do these data mean for instruction for the Focus Students
during the unit?
This being my first time seeing Focus Student A, and her being a new student as
well, she was ready to impress me with her knowledge of all things, especially music
related. She was full of energy, as if she had known her classmates all along.

Focus student B was had a wide range of capabilities and scores within my pre-test.
I originally thought this might have been due to the student’s knowledge, but I later found
out that the student struggled when there were any distractions around him. This
assessment allowed me to figure out how to position this student for future classes.
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Formative Assessment Data

Student Scores of Two Selected Formative Assessments
Student Formative 1 Formative 2

1 100 100
2 100 80
3 80 80
4 80 100
5 100 100
6 80 100
7 80 80
Focus A 100 0
Focus B 40 80

How did the data from these formative assessments impact

learning during the unit?

The formative learning that took place in the unit consisted of

guided instruction, followed by guided worksheets that easier and
gradually had less supports as the unit went on. In the first
formative assessments, students were to fill in some solfege while
having some of them already filled out. Seeing the scores in
formative assessment 1, this approach match perfectly to what my
intent was for the testing. By allowing students to have that support
and aiding from the instructor the first time they experience
something new, they will gain the confidence to put this newfound
knowledge into their long term memory.

In Formative assessment 2, most of the teacher supports were

taken away. While filling out solfege, students were having to use
their knowledge that was taken away from the first formative
assessment and apply it to the second. Since there was less teacher
support, I allowed for students to work in pairs on completing the
assignment. This gave students a new perspective on how the
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process of the assignment could be completed. The majority of

scores improved, giving me enough information to correct and
prepare for the summative assessment.

How did the data from these formative assessments impact

Focus Student Learning during the unit?

Student A was ready for both of these assessments. Sadly, she

refused to take part on the second one. I never found out as to why
but my goal was to get her back and engaged by the summative
assessment. Seeing her outlier score of 0 on the second assessment
showed that the score she received was not a true depiction of her
abilities.

Student B showed great improvement moving from the first to

the second assessment. The first assessment showed that they were
not only distracted, but was not prepared due to the lack of
attention shown the couple lessons leading up to the assessment. By
making those corrections to improve the student’s environment,
they were able to focus and show great improvement leading into
the second assessment.
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Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall %

1 100 50 100 50 100 80%

2 100 100 100 50 100 90%
3 100 100 100 100 100 100%
4 100 100 100 100 100 100%
5 100 50 100 50 100 80%
6 100 50 100 100 100 90%
7 100 100 100 100 100 100%
Focus A 100 100 100 100 100 100%
Focus B 50 50 100 50 100 70%

What does these data mean for learning during the unit?

Based on the data of the students as a whole made great strides

to achieve autonomy for their final assessment. This assessment was
based on the students’ abilities to use their new solfege scale and
apply it to a new, modern song without teacher support. By showing
the independence in this new setting without the support of the
instructor, I could now move onto the new concept while continuing
to review and apply this concept to ensure those students who did
not score 100% not fall behind.

What does these data mean for learning for the Focus Students
during the unit?

Focus Student A came into class with a positive attitude and

was ready to give effort. I do not know where her new mood came
from but I continued to compliment and praise her for her mood and
effort. She showed her natural ability and hard work through her
summative assessment.
Though only scoring 70% on the summative assessment, I am
so proud of how Focus Student B performed. Being in a higher stress
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environment while working by himself, he was able to show

independence and confidence, all while remaining calm.

For future instruction, what have you learned about how

students learn and the efficacy of your instructional style?
What would you change, if anything?

Throughout the unit, I have learned that my teaching style

thrives when I can get students to take risks. But in order for them
to get to that point, I need to build them up and gain not only their
trust, but build their confidence. For future instruction, I have
learned to continue to provide differentiated groupings throughout
each assessment and activity. Though it is efficient to do individual
assessments, this may provide an unnecessary stress on students
that may affect their knowledge on the content matter. Next time
teaching the unit, I will be sure to provide many opportunities for
students to work in large group, small group, and individual
settings.