Contextual Factors Template

Total Number of Students in the School: ___436______

School Socio-Economic Make-Up (i.e., % free and reduced lunches): ___43%_____

Class Class Class

1 2 3
Grade Level/Subject Taught 3rd Grade 3rd Grade 3rd Grade
Music Music Music
Number of Students in Classroom 21 23 17

Contextual Information: Class Class Class Student Learning

(List the number of 1 2 3 Adaptations:
students identified in each (Ivy) (Brown) (Washington) (Describe at least
class you teach and one example of a
identify the class in which strategy to provide
you are teaching your unit) equitable
opportunities,
accommodations, or
modifications you
attempted for any
student identified
within each
contextual
characteristic)
Female: 10 Female: 9 Female: 9 When taking turns
Gender Male: 11 Male: 14 Male: 8 or calling on
Number of Females: students I would
Number of Males: often go boy girl
boy girl to ensure
that both groups
got representation
Caucasian/White: Caucasian/White: Caucasian/White: Different cultural
Ethnic/Cultural Make-Up 15 16 12 speaking patterns
Caucasian/White: African African African American/ are not uncommon
African American/ American/ Black: American/ Black: Black: 2 and if they were
Black: 3 3 Hispanic/Latino: 3 treated negatively
Hispanic/Latino: Hispanic/Latino: Hispanic/Latino: Asian/Pacific by other students
Asian/Pacific Islander: 2 4 Islander: 0 then an explanation
American Asian/Pacific Asian/Pacific American that different
Indian/Alaskan Native: Islander: 0 Islander: 0 Indian/Alaskan people use
American American Native: 0 different phrases
Indian/Alaskan Indian/Alaskan was provided
Native: 1 Native: 0
0 0 1 On occasion as
Language Proficiency necessary, simple
Number of English instructions or
Language Learners vocabulary words
(ELL): would be given in
Spanish as well as
English
Below Grade Below Grade Below Grade Differentiation
Academic Performance Level: 4 Level: 3 Level: 2 would be built into
Students Performing Above Grade Above Grade Above Grade the lessons giving
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Below Grade Level: Level: 4 Level: 5 Level: 3 students moving

Student Performing faster harder
Above Grade Level: versions or extra
optional tasks to
complete
ADD: 2 ADD: 1 ADD: 3 For the student
Students with Special Autism Other Health Speech/Language with the physical
Needs Spectrum: 3 Impairment: 1 Impairment: 1 impairment, help
Learning Disability: (Joining from It is likely Physical would be provided
Emotional/Behavioral mixed abilities) others are Impairment: 1 as needed to help
Impairment: present that grab objects.
Attention Deficit It is likely were not It is likely others Writing assessment
Disorder (ADD): others are disclosed to me are present that was also based on
Developmental present that were not effort and overall
Disability: were not disclosed to me improvement
Intellectual Disability: disclosed to me instead of neatness
Speech/Language
Impairment:
Autism Spectrum:
Gifted:
Blind/Visual
Impairment (VI):
Deaf /Hearing
Impairment (HI):
Physical Disability:
Other Health
Impairment:
Military Connected Approx 50% Approx 50% Approx 50% Students frequently
Students (Near air force (Near air force (Near air force move in and out of
base) base) base) the school,
requiring gaps in
knowledge to be
filled. As these gaps
are found concepts
are reviewed as
quickly and
efficiently as
possible

Contextual Factors Continued

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

Most of the students in these classes are well behaved and motivated. Some behavioral issues are present
mostly related to chatting, impulse control, and conflict resolution. Compared to other schools in the area,
this school is more well behaved than the average. Students physical development are in line with the
average. Overall their social and cognitive skills are a little behind due to missing school time during Covid
19 and students are often described as behaving younger than they are. They are bouncing back quickly
though

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

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In the music classroom, this 3rd Grade has a high level of prior knowledge and in content are almost
caught up to the 4th grade classes. One specific class of 3rd graders is obsessed with SpongeBob
SquarePants while another is fascinated by sea shanties.

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 this year’s 3rd grade class is ahead, they are often presented with similar or the same lessons as the
4th grade. However, logistical changes are made to accommodate their younger age and less mature social
and behavioral skills. Because one class likes SpongeBob SquarePants, the theme song is often used as a call
and response attention getter and SpongeBob SquarePants related activities are used as a part of the rewards
system

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

This school district serves the largest city in the state and is itself the largest school district. The school
itself is average sized for the district. At this school the principle is new and often changes every few
years which can cause disruption. There is a substitute shortage that frequently leaves students split up
into other classrooms if their teacher is out for the day.

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

Because the school is within a larger city, students are often switching back and forth between schools.
This is then compounded because a majority of the housing in the neighborhood is rented so there is a lot
of turnover in the area. Most families are middle class two-parent households with multiple children but
encountering single parents is not uncommon

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?)

Because there is a lot of student movement, curriculum within the music classes is standardized across
the district and each music classroom often follows the same course of instruction and similar
methodologies. Behavioral management will also have to be very clear and consistent to help students
adjust to new environments.
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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 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 implications
Information and Student from the Contextual for this student’s
Learning Adaptations Information and instruction?
Student Learning
Adaptations
Student Male, Hispanic, Within his Cognitive For this student to
A impulsive and vocally class his Above average succeed best, he
academic performance
disruptive tendencies, behavior stands Emotional
needs frequent
performing above out and he is Strong emotions that reminders to stay
grade level frequently may take over on task and who
academically but not getting into Physical he works with in
socially arguments with Average and energetic group activities
Social
other students Impulsive and has a
or sits next to
need for fairness/justice. should be
May have difficulties monitored or
getting along with controlled
classmates

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 implications
Information and Student from the Contextual for this student’s
Learning Adaptations Information and instruction?
Student Learning
Adaptations
Student Female, white, Student does Cognitive Try to form a
B performing at grade not have a Is academically positive
performing at grade
level, no apparent positive level in some areas and
relationship with
special needs relationship below grade level in lots of
with their others encouragement
regular teacher Emotional and a welcoming
and when I Is emotionally sensitive demeaner.
and is often sad or
started neutral, rarely appears
Provide
teaching in the happy encouragement to
classroom was Physical participate in
eager for a Above average weight activities even if
positive and occasionally teased they are
for it
teacher-student uninterested
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connection Social
Is often left out of
groups or not engaged
with peers

Entry 11: Data Analysis Template

Pre-Assessment Data
Student Scores by Objective on the Pre-Assessment
Student Obj 1 Obj 2 Overall %
(Clapping (Memory
and )
counting)
1 85% 90% 87.5%
2 80% 80% 80%
3 75% 70% 72.5%
4 85% 80% 82.5%
5 90% 80% 85%
6 100% 100% 100%
7 95% 100% 97.5%
Focus A 95% 95% 95%
Focus B 85% 70% 77.5%

What do these data mean for instruction during the unit?

Overall students have a good grasp of the concepts taught previously but some review
activities would be beneficial, especially for the students who are struggling the most.
Activities especially focused on building their memory would be the most beneficial as that
is the objective they struggled with more often.

What do these data mean for instruction for the Focus Students
during the unit?
Student A is doing well and may need deeper or more challenging activities than the
average student during the upcoming unit. Student B is a little behind, especially in
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memory. Extra assistance and attention may be necessary to help them catch up and stay
on track.

Formative Assessment Data

Student Scores of Two Selected Formative Assessments
Student Formative 1 Formative 2
(Clapping and (Writing)
counting)
1 85 90
2 85 80
3 95 95
4 95 100
5 80 75
6 100 95
7 60 70
Focus A 90 95
Focus B 75 70

How did the data from these formative assessments impact

learning during the unit?

The data from the first assessment showed me that some students
were handling the clapping and counting with ease while others
were struggling with differentiating ti tika from tikatika. This told
me that I needed to keep incorporating opportunities to clap and
count into the activities and that there were certain students that I
would have to focus on helping when we got to those portions of the
activities. The data from the second assessment told me that some
students were doing just fine while a large portion needed to keep
working on building their writing skills. Because of this I worked in
more opportunities and activities that included student writing.
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How did the data from these formative assessments impact

Focus Student Learning during the unit?

For student A it showed me that they were doing well and were
ready to move on to the next topics. Because of this I added in extra
goals for them during activities so that they could have a way to stay
engaged and continue interacting with the content in a meaningful
and educational way. For student B this data showed me that they
needed more time and extra attention and assistance before they
would be ready to move on to the end of the unit.

Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Obj 1 Obj 2 Overall
(Sing (Writing) %
and
clap)
1 95 90 92.5
2 100 95 97.5
3 100 90 95
4 75 85 80
5 95 80 87.5
6 100 90 95
7 95 85 90
Focus A 100 95 97.5
Focus B 90 85 87.5

What does these data mean for learning during the unit?

Overall, the students learned the material that I wanted them to and
as a whole did better than I expected. Some individuals will need
some individual review to retain the material. The students also at
the moment have stronger clapping and singing skills than writing
skills which means in the future, more time can be spent on writing.
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What does these data mean for learning for the Focus Students
during the unit?

Student A learned well and caught on to the material quickly.

Keeping him focused during lessons was successful and he was able
to stay focused enough to absorb the content. Student B also did
well once a positive relationship was built and she was more
comfortable in the environment. Compared to her classmates she is
still a little behind the rest but is doing well towards catching up and
staying on track.

For future instruction, what have you learned about how

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

Students learn well with a lot of repetition and when working with
materials that they enjoy. They also learn well when it is clear to
them what they are there to do and to learn. My teaching style
blended well with what this group needed which was lucky for all of
us. Next time around, I personally would try to move faster with the
material and pacing so that students can learn more/deeper in the
time that we have. I also would like to keep working on my
classroom management to help keep that pace going.