Contextual Factors Template

Total Number of Students in the School: ___________

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

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught Band Advisory Instrumental Perc. Beginning
Lab Ensemble Choir
Number of Students in Classroom 34 12 10 18 25

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
in each class you teach and identify the strategy 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)
15 6 3 7 19 In class 5, we have some of the females
Gender 19 6 7 11 6 sing part two or the tenor part to help
Number of Females: provide support for the males on those
Number of Males: parts since theres not as many of them. It
helps the males feel more comfortable
since theres not many of them by
themselves.
22 6 3 11 12
Ethnic/Cultural Make-Up 4 2 4 2 6
Caucasian/White: 8 3 3 2 6
African American/ Black: 3 1 0 3 1
Hispanic/Latino: 0 0 0 1 1
Asian/Pacific Islander:
American Indian/Alaskan Native:
0 0 0 0 3
Language Proficiency
Number of English Language
Learners (ELL):
14 0 1 2 0 Give students time in class to work and
Academic Performance 20 8 16 25 pull students in to a practice room or the
Students Performing office and allow them to record with
Below Grade Level: assistance from myself.
Student Performing
Above Grade Level:
3 0 0 1 3 Modified Homework assignments for
Students with Special Needs 2 0 1 0 1 focus student B
Learning Disability: 8 2 2 2 4 Acceptance of late work without penalty
Emotional/Behavioral Impairment: 0 0 0 0 0 to avoid extra stress and triggers for
Attention Deficit Disorder (ADD): 0 0 0 0 1 students who need longer to complete
Developmental Disability: 1 0 1 0 1 work.
Intellectual Disability: 0 0 1 0 0
Speech/Language Impairment: 1 0 0 1 0
Autism Spectrum: 5 5 3 1 3
Gifted: 1 1 0 1 0
Blind/Visual Impairment (VI): 0 0 0 0 0
Deaf /Hearing Impairment (HI):
 C&I UG PORTFOLIO 2

Physical Disability: 3 2 2 3 6
Other Health Impairment:
Military Connected Students 7 3 2 4 5

Contextual Factors Continued

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
For the most part cognitive development is consistent. There are a couple of students in each class that tend
to grasp concepts quicker than the majority of other students. There are also a couple in each class that have
a special education indicator and require extra support and guidance. Emotionally students in my classes are
well. Some students do have some personal things going on that affect them emotionally such as family
deaths and military life stressors.

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

Some students have played in the more advanced ensemble in the previous semesters so they have a slight
atvantage over those who have only been in the beginning leve instrumental lab. All of the students know
their scales very well. Class 5 is very good and has a strong understanding of solfege.

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?)

Students tend to get very distracted easily. They also tend to get bored quick. This means that it is important
for me to have quick and effective pacing in my lessons. I also need to keep things interesting by coming up
with unique activities and games to teach concepts. This will keep the studentsengaged and exited about
what they are learning. It’s also important to keep things sinple to avoid losing those with ADHD or other
learning needs or special indicators.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.
Junction City High School is a large 6a school. It covers a lot of area. There is a unique system in place
for all music teachers. There is a co-teaching environment. Covid-19 has affected the amount of playing
time and reduced it to 30 minutes. Also the schedule at the school currently makes each band class a
semester long.
 C&I UG PORTFOLIO 3

Describe community and family environmental factors impacting the quality of education for all of your
students.
This school is located right next to a military base so a lot of the community make-up is military. It’s hard to
identify how supportive the community is due to the covid restirictions but the students families seem very
supportive by attending performances.

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?)
students are constantly moving in and out of the program at unexpected times due to families military
association. There is less time to work on things with students due to the restricted rehearsal time. The
schedule affects numbers in the program and makes it harder for students to be in band all year wich causes
there to be long periods of time in which the students are not playing their instruments. This will affect how
far they can get with their musical aptitude.

Contextual Factors Continued

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 using Why did you select What did you find out Based on this
information from the this student? about this student? information what
Contextual Information Address characteristics are the implications
and Student Learning from the Contextual for this student’s
Adaptations Information and Student instruction?
Learning Adaptations

Student This student has an This student Cognitive Student is never

A intellectual disability.
They come to class with
a para. They have also
been paired with a case
worker to assist with
behavioral episodes.
struggles to Slow to grasp and process excluded and is
comprehend Emotional
always
information and Student engages in class participating
complete and feels secure with the hands on. When
assignments teacher. Sometimes has doing bell work,
independently. impulsive behaviors that there is always
prevent them from
Their behaviors attending class
anadditional

Describe this student using
information from the
Contextual Information
and Student Learning
Adaptations
Student This student doesn’t
B follow directions well
and struggles with
participating and
turning in work. This
student has a history of
behaviors but never had
an issue in my class.
This student has been
diagnosed with ODD
C&I UG PORTFOLIO 4
also affect their
attendance in Physical
Slight delay in motor
class. skills. Just slower but not
much
Social
Very shy and quiet. They
have a speech impairment.
They are not disruptive in
class and is a very positive
student,
Why did you select What did you find out
this student? about this student?
Address characteristics
from the Contextual
Information and Student
Learning Adaptations
This student Cognitive
struggles with When something is hard
or doesn’t make sense this
behaviors and student tends to withdraw
ODD. and not participate much.
Participation and
concentration are Emotional
challenging for Seems angry quite often
Has a history of behaviors
this student. I
chose this student Physical
to offer help none
based on my
background and Social
familiarity Very withdrawn. Doesn’t
working speak to others much.
teacher next to
them to offer
assistance and
guidance as they
try to figure out
the assignment.
Based on this
information what
are the implications
for this student’s
instruction?
With this student,
the key is to not
show any signs of
frustration and not
singling them out.
Not being too
pushy about
completing tasks
is also important.
Instead reminding
the student a
couple times.
Them if the
assignments don’t
get turned in, have
the students
complete them
during his in class
lesson for the
teacher. The
expectations for
assignments are
the same for them
as the rest of the
class.