Contextual Factors Template

Total Number of Students in the School: ____320____

School Socio-Economic Make-Up (i.e., % free and reduced lunches): ____15%___

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 2nd Music 2nd Music 5th Music 5th Music K Music
Number of Students in Classroom 23 24 26 26 21

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)
15F 15F 13F 14F 7F We make sure to avoid saying things like
Gender 8M 9M 13M 12M 14M “you guys” or similar and address them
Number of Females: simply as “My 2nd graders” when talking to
Number of Males: the whole group.
15W 19W 19W 19W 18W Making sure to teach a variety of different
Ethnic/Cultural Make-Up 2B 4B 5B 3B 2B music from other cultures so every student
Caucasian/White: 5H 1H 1H 3H 1H can learn about their own culture and the
African American/ Black: 1A 1A 1A cultures of their classmates.
Hispanic/Latino:
Asian/Pacific Islander:
American Indian/Alaskan Native:
0 0 0 0 0 When we do have ELL’s, we make sure to
Language Proficiency help them with any translation problems,
Number of English Language and even find a song in their primary
Learners (ELL): language to teach the other kids.
3B 2B 5B 5B 1B Holding every student at the same
Academic Performance 9A 12A 6A 8A 16A expectations no matter their level, but
Students Performing giving students exceeding expectations a
Below Grade Level: leadership role and having them help out
Student Performing
other students when needed.
Above Grade Level:
0 0 0 0 0 Students with special needs are provided a
Students with Special Needs para depending on the level, but we make
Learning Disability: sure to include them in everything we do
Emotional/Behavioral Impairment: and support them throughout each lesson.
Attention Deficit Disorder (ADD):
Developmental Disability:
Intellectual Disability:
Speech/Language Impairment:
Autism Spectrum:
Gifted:
Blind/Visual Impairment (VI):
Deaf /Hearing Impairment (HI):
Physical Disability:
Other Health Impairment:
Military Connected Students 2 1 0 4 2 Checking in with those students and how
they’re handling their parent being away.
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Contextual Factors Continued

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

Nothing too out of the ordinary. They are all well taken care of, no one is treated unfairly, and they all get
along with each other. Occasionally there will be an argument between students but is quickly taken care of
and they act like it never happened. Every student is given the same amount of P.E. and Recess time, so they
are all very active and have opportunities to get their energy out before they come to class.

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

They all love music class and have been taking it with my CT since they come to the school. Their will be a
student occasionally who decides they don’t want to participate, but with a little encouragement they
eventually jump back in and have fun with the rest of the class.

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?)

Since there are no outstanding situations, it is easy to relate to every student on a personal level and develop
a close trust as an instructor. We make sure to let their voices be heard when they want to share something
about their weekend or something happening in their lives and allow their classmates to engage in these
discussions as well.

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

It’s a well-run district in a small area. There are several elementary schools, a few middle schools, and one
main high school. The school I am at currently has a great system set so every student can take care of
themselves and learn how to behave. It’s a great facility as well in a nicer part of town, right down the street
from a college campus and a large park.

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

Because of the smaller-sized town, the community is very close with each other and is filled with several
large families. Thanks to this, most the students know where their classmates live and can visit with them
outside of school whenever they want, allowing what we teach to be spread after school hours as well.
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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?)

This means that whatever we teach during school, students will be able to discuss whether they liked it or not
after school. This allows other students to tell the teacher things they heard from other students and can
decided whether the teacher needs to change their game plan to address student issues. It also means that
activities you do in one class but not another can cause jealously if students from the other class hear about
it and might lead to a slightly more hostile teaching environment if you don’t let that class participate as
well.

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 student Why did you What did you find out Based on this
using information from select this about this student? information what
the Contextual student? Address characteristics are the
Information and Student from the Contextual implications for
Learning Adaptations Information and this student’s
Student Learning instruction?
Adaptations
Student This is an outspoken They are a Cognitive They feel in
A student who gets along voice of the Very intelligent but gets charge most of
bored with an activity
with most of their class that can quickly.
them time, which
classmates and usually relate to most you can use to
has an opinion about of the students Emotional help guide and
any activity we do that and is not Always seems happy but motivate other
they like to share with afraid to speak can get frustrated students through
sometimes if they’re not
the teacher. their mind. listened to.
them, but can
backfire if they
Physical try to take over
Average size student, a and won’t let
little of the skinnier side you do you job
but has no problem
moving around.
without you
having to take
Social their control
Has repour with most of away.
the students and never
has any complaints
against them.
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Describe this student Why did you What did you find out Based on this
using information from select this about this student? information what
the Contextual student? Address characteristics are the
Information and Student from the Contextual implications for
Learning Adaptations Information and this student’s
Student Learning instruction?
Adaptations
Student A quieter student who They are as Cognitive This student is a
B needs to be pushed and close to Intelligent in some ways very sensitive
but refuses to show it,
encouraged to opposite from aiming more to act dumb
situation that
participate in almost Student A and and avoid answering any requires delicate
every activity. Doesn’t require more questions. instruction. It
talk to other students, attention than makes teaching
and sometimes has most of the Emotional the entire class
Gets upset very quickly
complaints against other students if you try too hard to
more
them for being in the class to have them participate or challenging, but
stubborn. participate. if you single them out in as long as you
front of the class. wait until the
class can do the
Physical
A little overweight
activity on their
compare to the other own before
students but average pushing this
height, has troubles student to
moving around for participate, you
extending amounts of
time.
won’t have as
much trouble
Social with them and
Avoids most social won’t need to do
interactions, will tease any singling out
other students if they try
to get him to do
unless they
something. Has shown blow-up.
glimpses of kindness by
helping if a student falls
near them or if another
student gets upset.
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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 60 50 50 40 50 50
2 50 50 40 20 40 40
3 60 60 70 50 40 56
4 40 50 40 40 30 40
5 60 40 70 30 50 50
6 60 40 40 10 60 42
7 30 40 50 20 40 36
Focus A 70 60 70 50 60 62
Focus B 30 40 30 30 50 36

What do these data mean for instruction during the unit?

It shows that most of these students don’t have much of a grasp on the
unit before we start, and that my 4th objective seems to have been the
most difficult one as every student’s scores dropped for that.

What do these data mean for instruction for the Focus Students
during the unit?

Focus A seemed to perform generally better than most of the class but
still had problems with the same objective that gave the rest of the
class issues. Focus B underperformed as they didn’t try very hard but
was the only student whose score didn’t fall at Objective 4.
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Formative Assessment Data

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

1 50 60
2 60 50
3 40 50
4 50 50
5 50 60
6 60 70
7 70 70
Focus A 60 70
Focus B 50 50

How did the data from these formative assessments impact learning
during the unit?

The entire class shared a growth in overall score, meaning they are
starting to learn the concepts as a class. So far no one student seems to
be far behind or far ahead of the rest of the class.

How did the data from these formative assessments impact Focus
Student Learning during the unit?

Focus A is still growing a learning through each assessment, but Focus B

stayed the same. Focus B still showed improvement since the pre-
assessment so there are significant signs of growth in them as well.
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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 70 80 70 60 90 74
2 80 80 60 70 80 74
3 60 80 70 60 80 70
4 90 60 80 70 80 76
5 50 70 60 70 90 68
6 70 90 80 60 70 74
7 80 70 70 60 70 70
Focus A 80 70 90 60 90 78
Focus B 70 70 80 80 80 76

What does these data mean for learning during the unit?

The entire class has close to the same average at the end, but all
showed growth through the entire unit. Objective 4 still seemed to give
the most challenge to most of the students but ended with higher
scores than at the pre-assessment.

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

Though Focus A kept improving their scores and ended at the top of the
class, Focus B had contestant numbers throughout each object in each
stage and improved enough to have a greater understanding of
objective 4 than the rest of the class. Focus A and B ended with almost
the same score, but Focus B had the most improvement since the pre-
assessment and possibly gained a better understanding of the unit than
Focus A in the end.
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For future instruction, what have you learned about how students
learn and the efficacy of your instructional style? What would you
change, if anything?

Not all students learn the same or at the same rate, some students
need to just take their time and find their own path to the end,
whether than just being micromanaged throughout. I realized I tend to
have a very laid-back instructional style and sometimes do not provide
as much fundamentals as I should and would’ve like to change that in
the beginning. Laying more groundwork before applying harder lessons
so by the end students can learn more easily on their own without as
much of my input. I feel I do a very good job of creating a relaxed
learning environment so that none of my students feel stressed or
pushed to hard, so that they can learn at their own pace through my
instruction and help from their classmates.