Contextual Factors Template
Total Number of Students in the School:
School Socio-Economic Make-Up (i.e., % free and reduced lunches):
Grade Level/Subject Taught
Number of Students in Classroom
Contextual Information:
(List the number of students identified in
each class you teach and identify the
class in which you are teaching your
unit)
Gender
Number of Females:
Number of Males:
Ethnic/Cultural Make-Up
Caucasian/White:
African American/ Black:
Hispanic/Latino:
Asian/Pacific Islander:
American Indian/Alaskan Native:
Language Proficiency
Number of English Language
Learners (ELL):
Academic Performance
Students Performing
Below Grade Level:
Student Performing
Above Grade Level:
Students with Special Needs
Learning Disability:
Emotional/Behavioral Impairment:
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
____1700___
_____39%__
Class
1
9-12, Symphonic Band (second level band)
40
Class Student Learning Adaptations:
1 (Describe at least one example of a strategy to provide
equitable opportunities, accommodations, or
modifications you attempted for any student identified
within each contextual characteristic)
- Using gender inclusive language, such as “students”,
15 “group”, “musicians” instead of “boys” or “girls”
21 - Allowing students to partner with who they are
4 unknown comfortable with instead of grouping them girls and
boys
- Choosing literature representative of different cultures
20 or by composers of diverse cultures
13 - Using culturally well-informed language,
5 demonstrating cultural awareness
2
0
- Allowing ample processing time, repeating directions
1 for students who need it
- Using common words or providing definitions of any
specific terminology that might be new
- Translating as necessary
- Giving extra guidance and assistance to students who
10 are struggling or take longer to process, giving them
more reminders or explaining something in different
6 terms
- Giving students who are excelling or grasping a new
really well a chance to be models for their classmates
and help raise others to their level, without being given
responsibility of others’ learning
- Giving plenty of time after instruction to process and
1 repeating directions as needed
1 - Projecting things on the board and using the speaker
9 sound system to make it easier to see/hear from
0 anywhere in the room
0 - Building trust and respect with students who struggle
0 with emotional regulation or with motivation in school,
0 making them feel safe to express their struggles so we
4 as teachers can help them
0 - Getting to know each student’s personal learning
1 needs and abilities as there are many who have
0 exceptionalities that aren’t officially documented and
3 cannot be listed here
Unknown, - Allowing new or transitioning students extra time to
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near 50% complete assignments

- Working one on one with new students to assess the
level of music education they received prior

Contextual Factors Continued

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
Students in this classroom display a wide range of cognitive, physical, emotional, and social characteristics
being that they range from freshmen through seniors and come from a variety of backgrounds. As this
community is right nearby a military base, we have several students who transfer in and out often, so
students in band have a wide range of past musical education and training on their instrument. It is a large
city 6A high school with a wide variety of cultural and socioeconomic backgrounds represented, which
affects how students interact socially and causes many social groups to form. This is the second level band at
this school, so students in this class might be here because they are struggling on their instrument or even
because they just started band, or they might be here because they are far advanced on their instrument but a
few students auditioned better than them. In general, this class represents the broadest array of levels of
development.

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

As I have detailed above, there is a wide range of prior knowledge in this classroom as students come from
all over and many of them start band later in middle school or even high school. There is also a wide range of
interests. Some of our students are on the basketball team, cheer team, dance team, and more. There are
many in track and field and wrestling. Many more are also involved in choir, orchestra, visual art, or theatre.
The focus of this band class is to review and strengthen fundamental skills and techniques, like rhythm,
pulse, dynamic contrast, articulation, scales, and more. Many students are far advanced and have been
playing since middle school, while many others started in the high school beginning band class as recently as
last semester. Once students have advanced significantly, they may be able to audition up into the top
ensemble at the semester mark. There is also a beginning band class in the high school for students who were
never in band to learn an instrument, or for current band members to learn a secondary instrument. Several of
the students in this ensemble started in that class anywhere from 6 months to 3 years ago, or are in it
currently learning a secondary.

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?)
Because of the characteristics of students in this class, we are more focused on building fundamentals and
technique as I mentioned above. Each class is started with about 15-20 minutes of work in a method book
on several exercises that work on the skills I mentioned in the previous question. This gives students who
have little to no musical education background a chance to learn these fundamental skills, and students
who already know them a chance to strengthen them in order to advance to the next level. Some other
strategies implemented in my time with the class were pulling out individuals or groups of students that
needed extra help to assess their level of development and gaps in knowledge. We did a few live playing
tests in class that allowed us a chance to work with students one on one and give quick, individualized
feedback. The literature picked for this class also reflects the population. The music is diverse in its
backgrounds, composers, and styles, and it also is appropriately challenging for some of the students in
the class who have the highest needs. Students who are further advanced may have chances to be
challenged by playing soloistic lines. Students in this class also have a chance to take solos or small
ensembles to festival and often have class time to practice these. This is another chance to give
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individualized instruction and truly get to know the needs of each and every student. The biggest
implications these student characteristics have on planning and instruction are that is necessary to be
flexible and adaptable. Students may move in and out of the school, so the teacher must adapt to best
serve them. Because students in this class are heavily involved in many other activities, they may be
absent some days, so the teacher has to adapt their instruction to fill in gaps for them as needed. Students
in general have a wide variety of instructional and support needs and the teacher must adapt to fit them
all.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.
The high school building is only 2 years old, so the facilities are spacious, up to date, and well-
maintained. This is a huge benefit and means the music program is overall well-supported. This is a 6A
inner-city high school, so this impacts the population of students attending. The school has a huge
population of students and families to serve that are often coming from many different middle and
elementary schools. The high school follows an academy model that puts students class clusters on track
to help them graduate and be prepared to enter the career field they are most interested in. This means
many of the band students spend their days in specialized classes and do not see each other in class
outside of band. However, anyone can take band regardless of their academy or track plan. In addition,
students who are ineligible are not allowed to be placed in the top ensembles, and therefore are placed in
this class. Another important factor to mention is that the band, orchestra, and choir programs are deeply
connected. Directors all share one giant office space with a secretary who helps manage all three
programs. The directors of each group are highly collaborative and many students are involved in a
combination of the three programs. Concerts are often joint performances with 2 or more programs
represented and even performing large works together on the stage at the same time.

Describe community and family environmental factors impacting the quality of education for all of your
students.
As I mentioned above, the community is near a military base, so almost 50% of the student population is
military-affiliated. This greatly impacts their educational life as many of them have gone to multiple schools
K-8 and received a wide variety of education. The community of the surrounding city has undergone recent
efforts to revitalize and retain its citizens. Overall, the families of students in this class are supportive of their
engagement in the arts. The concerts are well-attended. There is also a parent group that helps support the
bands and feed them before games or concerts.

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 may move to town with their military family a week before a concert, so directors have to adapt to
meet their needs by meeting one on one with the student to assess their musical development and find a place
for them to fit in the ensemble. For students who are ineligible, motivation can be incredibly difficult and
disengagement is often a problem. This heightens the need for finding developmentally appropriate and
challenging literature to engage the students. The most important instructional strategy in these
circumstances is getting to know students on an individual level to connect with them and assess their needs
and strengths. Because of the updated facilities, classes have the flexibility to send individuals or small
groups off to practice rooms nearby the band room. This makes it easier to plan instruction to include small
group/individual work time or record playing exams in class.
Contextual Factors Continued
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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 Based on this
using information from select this out about this information what
the Contextual student? student? Address are the implications
Information and Student characteristics from for this student’s
Learning Adaptations the Contextual instruction?
Information and
Student Learning
Adaptations
Student This student has been This student has Cognitive This student may
A documented as having a many ADHD – overall, this require additional
Special Ed Disability – documented student seems explanations of
category: Other Health exceptionalities, cognitively capable directions, extra
and even advanced in
Impairment. They are yet consistently reminders, and
some areas of music,
classified as a Section performs at a when motivation is
prompting to get
504 with accomodations high level in band high on task throughout
such as breaks, extra when motivated class, but is fully
time, manipulates, to do so. I was Emotional capable of
preferential seating, and curious to track ODD, DMDD, performing musical
quiet seating. They are their progress and Depression, Anxiety, tasks at a high
also documented as see how it Suicidal Ideation – level when
having ADHD, ODD, changed emotions play a huge motivation is there
DMDD, Depression, throughout the part in their day-to-day (part of this may
Anxiety, and Suicidal course of this classroom success also be due to
Ideation. unit. I also took ineligibility). To
Physical
their learning N/A – no major help the student
needs into characteristics with motivation, I
account when will attempt to
planning for Social connect with this
instruction and ADHD, ODD, DMDD student day to day
wanted to find – often oppositional by greeting them,
strategies to best towards teachers, getting to know
meet their needs. frequently ignores their interests,
directions, has to be asking what I can
reminded to follow
do to help them,
basic classroom
procedures and
and taking their
prompted to input into
participate, but will consideration. In
participate sometimes addition, this
when asked student is a
percussionist and
struggles with note
reading but has
average
fundamental skill
on battery
instruments. My
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CT, a
percussionist, will
pull this student
and the other
percussionist in
class out of
rehearsal
occasionally to
give extra guidance
and instruction to
fill these gaps. I
can also go stand
beside this student
and offer
individual
guidance during
class while the
other band director
is up front. If this
student requires
extra time to
complete a task,
needs breaks, or
any other
accommodations, I
will do my best to
give these to them
so they can be as
successful as
possible.
Describe this student Why did you What did you find Based on this
using information from select this out about this information what
the Contextual student? student? Address are the implications
Information and Student characteristics from for this student’s
Learning Adaptations the Contextual instruction?
Information and
Student Learning
Adaptations
Student This student does not fall While this Cognitive This student will
B under any specific student has no Seemingly average in need extra support
categories on the documented terms of cognitive and individual
Contextual exceptionalities, functioning instruction to make
Information/Student after talking to sure they are on
Emotional
Learning Adaptations them I found out Seemingly average in
track as they are
sheet other than gender they are from a terms of emotional starting
and race. military family functioning developmentally
and moved here behind their peers
at the start of this Physical due to lack of prior
year. Though N/A – no major instruction. As a
they are in 10th characteristics clarinet player,
grade, they have they struggle to
about a combined Social retain fingerings
total of 2 years of Extremely quiet and and cannot
shy
music consistently cross
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education/band the break, so I will

experience due to periodically check
COVID-19 and in whenever new
moving a lot. I musical material is
was curious to covered to make
track their sure they
development now understand any
that they are in a new fingerings. I
supportive music will provide a
classroom and fingering chart and
see how I could will also place
meet them where them on second
they were part so they won’t
developmentally have to cross the
and help them break as often. I
grow. will intentionally
connect with this
student and get to
know more about
their previous
musical
experiences so I
can best support
them. I will also do
this in hopes that
they feel
comfortable asking
me for any
assistance they
need. I will give
frequent positive
reinforcement as
they are learning,
as it is
discouraging to
know you are
behind your peers.
When giving group
instruction, I will
also be sure to
carefully explain
any musical
concepts they may
not know yet
without calling
them out
specifically as
everyone in class
can benefit from
reminders.
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Entry 11: Data Analysis Template

Pre-Assessment Data
Student Scores by Objective on the Pre Assessment
Student Obj 1 Overall %
Score
1 25 100
2 25 100
3 25 100
4 25 100
5 25 100
6 25 100
7 25 100
8 23 92
9 25 100
10 24 96
11 25 100
12 23 92
13 25 100
14 25 100
15 25 100
16 25 100
17 24 96
18 24 96
19 25 100
20 23 92
21 25 100
22 25 100
23 21 84
24 25 100
25 25 100
26 25 100
27 25 100
28 25 100
29 25 100
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30 25 100
31 24 96
32 25 100
33 25 100
34 25 100
35 25 100
36 23 92
37 25 100
38 25 100
Focus A 25 100
Focus B 21 84

What do these data mean for instruction during the unit?

These data mean that the piece is a developmentally appropriate challenge for the
ensemble. This assessment cannot fully encapsulate every challenge we will have with this
piece (for example, this piece will require lots of rhythm practice), but it lets me know that
while this piece is challenging, it is still a good choice for this band. I can see which students
will struggle most with the piece and require the most support. These data give me a good
idea of each students starting level of development with basic musical technique. It lets me
know that the majority of the class is performing at an average level with a few above
average, and several below average. I know based off of observations I will need to design
lessons to address rhythmic challenges in this piece, but these data let me know students
will be able to tackle melodic challenges (ex: key signature, accidentals, challenging
intervals) on their own.

What do these data mean for instruction for the Focus Students
during the unit?
For Focus Student A, these data reinforce my assumption that they are fully capable of
performing at or above average musically when given appropriate support to do so. I know
from this assessment that getting this student to perform at this level requires extra
reminders, prompting, re-explaining instructions, and potentially instrument-specific
individual instruction. For Focus Student B, these data let me know where they are starting
with basic musical technique. This was extremely informative as I don’t know much about
the kind of musical instruction they received prior to moving here. This is a good starting
place and I know the things I will need to focus my instruction on most with them moving
forward are reinforcing new fingerings, especially pinky keys, air support crossing the
break, and practice strategies.
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Formative Assessment Data

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

1 25 2
2 25 2
3 25 2
4 25 2
5 25 1
6 0 2
7 0 0
8 0 2
9 25 2
10 0 1
11 25 2
12 25 2
13 0 2
14 25 1
15 25 2
16 25 1
17 25 2
18 0 1
19 25 2
20 0 2
21 25 2
22 25 1
23 25 1
24 25 2
25 25 2
26 25 2
27 25 2
28 25 2
29 25 2
30 25 1
31 25 2
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32 25 0
33 25 2
34 0 1
35 25 2
36 0 1
37 25 2
38 0 1
Focus A 25 1
Focus B 0 2

How did the data from these formative assessments impact

learning during the unit?
This data shows me that most students are on track and developing well with instruction
on this new piece. Students have struggled more with a new key signature than anticipated
based on the pre-assessment, but most are adapting well. I can assess that the areas for
growth that still need to be addressed are rhythmic accuracy, pulse, accidentals, and
ensemble listening/blend. There were also several students who did not complete
assessment 1. This could be due to scheduling issues (students missing the day it was
assigned), students not having enough class time to complete it, lack of motivation, lack of
understanding of directions, or a combination of factors. Going forward, I will assess my
own instruction to see where there are gaps in understanding and to see what I can do
better to increase engagement and participation. This data also shows me that most
students are aware of their development and able to reflect on their performance to
identify areas for growth or things they need help on.

How did the data from these formative assessments impact

Focus Student Learning during the unit?
Focus Student A is on track musically and has been developing in technique since receiving
more direct individual instruction from my CT who can take them through percussion
exercises. This assessment also shows that their note reading has improved a lot, which is
encouraging. Their self-reflection has room for improvement, which means they may need
support in finding appropriate practice strategies or guidance in diagnosing areas for
growth. Unfortunately, Focus Student B did not complete the assessment for assessment 1,
so I do not have data on this. This could mean there were issues with motivation,
scheduling issues that arose (ex: if they were missing the day it was assigned), or it could
mean that they needed more support in understanding what was being asked of them.
Based on other observations, I do not think it was due to the last factor. However, their self-
reflection capabilities are very strong and they gave thoughtful responses. This indicates to
me that they are self-aware of their level of development, strengths, and areas for growth,
and also that they are motivated to improve.
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Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Obj 1 Overall
Score %

1 47 94
2 48 96
3 47 94
4 50 100
5 47 94
6 47 94
7 0 0
8 40 80
9 46 92
10 48 96
11 48 96
12 49 98
13 49 98
14 48 96
15 47 94
16 47 94
17 40 80
18 49 98
19 48 96
20 44 88
21 48 96
22 48 96
23 42 84
24 50 100
25 49 98
26 49 98
27 44 88
28 49 98
29 50 100
30 48 96
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31 49 98
32 0 0
33 47 94
34 49 98
35 48 96
36 43 86
37 48 96
38 49 98
Focus A 50 100
Focus B 47 94

What does these data mean for learning during the unit?
Overall, this data shows me that students were able to grow musically and improve their
rhythm reading, ensemble listening, and individual part confidence through the instruction
of this unit. These scores are a more complex and well-rounded representation of the
students’ musical development. The rubric used for this final assessment was expanded to
show more details so the score could more accurately show their progress. While there is a
wide variety in the data, I feel this is an accurate picture of students’ development over the
course of the unit and it can be assumed from these numbers that the majority of students
are performing at or above average after instruction.

What does these data mean for learning for the Focus Students
during the unit?
For Focus Student A, this score means that they made adequate progress in improving
rhythm and note reading skills. They achieved a perfect score, the same as they received on
their pre-assessment, but on a more difficult assessment this time. This tells me that
motivation increased and the individual instruction they received was helpful to them to fill
gaps in knowledge and give them the instructional support they needed. For Focus Student
B, the growth in data from the pre-assessment, through the unit, and to the post-
assessment shows the progress made. This student made a lot of progress in becoming
more comfortable with fingerings and crossing the break, as well as increasing confidence
as a musician overall. This student’s rhythm reading improved overall, which was one of
the main goals of the unit. This data shows me we were able to begin filling in gaps in
knowledge left by prior instruction.

For future instruction, what have you learned about how

students learn and the efficacy of your instructional style?
What would you change, if anything?
This was a helpful process for me to help me learn about whether my instruction was
actually effective. Overall, I feel I was successful in helping students improve in the areas of
the goals and objectives of the unit. In the future, I would design a more well-rounded and
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complete pre-assessment that gave me more documented data in a few more categories. I
would adjust the way I introduced a formative assessment and the way I structured class
time to give students a chance to complete it, all in an effort to increase the number of
students who actually complete it. Overall, I have learned that my instruction is effective in
teaching students the necessary content – students learn what they need to learn. The area
I can improve most in is finding ways to make this more engaging for all learners in the
classroom. The more engaged students are, the more self-motivated they are to learn.
Going forward, this will be what I focus on more!