Contextual Factor Analysis; Hiram School District

Caitlyn Hall

University of Maine Farmington

EDU460 - Student Teaching & Seminar: Middle & Secondary Education

Deborah Baker

October 06, 2023

 C. Hall CFA 1

Introduction;

When looking at different characteristics that affect students' learning, we can see several

overarching influences, based on location, economics, and numbers of students and staff within a

school and school district. When looking specifically at the Maine education system, there are

many differences between the rural and more urban areas, with economic influences and

population differences. Maine, compared to the surrounding states, has less of a population, and

a large portion of this population is that of older individuals. Maine ranks 43 in state population,

and 36 in student population in the U.S.,1 with 176,463 students enrolled in school as of 20222.

Community Contextual Analysis;

In the Hiram school district, determining influential factors in our students’ lives can

benefit our teaching styles, and our ability to connect with students, and adapt our teaching to

connect better and resonate with our students based on their own

experiences and characteristics. Student success is based on several factors,

looking at economic, ethnic, religious, and community influences, with the

economic factor having one of the larger influences. Researching about the

surrounding areas, and discussing students with teachers at this high school,

has helped me determine numerous factors that have influenced student success. This school

district collects students from various surrounding towns, including Hiram, Porter, Parsonsfield,

Cornish, and Baldwin. Looking more closely at these communities' population, age majority, and

average income also help determine other factors influencing students.

1
“Mind-Boggled by Maine Demographics?2.” Maine Demographics by Cubit, 2023.
https://www.maine-demographics.com/.
2
“Mind-Boggled by Maine Demographics?2.”
 C. Hall CFA 2

School Contextual Factors;

This school provides education to 391 students in grades 9-12, as of 2022-23

school year records3. This smaller number of students is common in many

Maine high schools, as high schools in this state have an average enrollment of

295 students4.

Within this school's population of 391 students, only 4% of the population is

made up of minorities. This is common in many Maine schools, as the Maine

average is 13% of minority students in a school5. The small population of students can be

correlated to the smaller population of surrounding towns. Hiram’s population is 1,6786, Porter’s

population of 1,6477, Parsonsfields population of 1,8198, Cornish population of 1,5509, and

Baldwin’s population of 1,56110,

residences were documented in the

2021 census.

For this student body, there are 28

teachers, making the

student-to-teacher ratio 11:1. Both

staff and student numbers have declined over the past 5 years, student numbers declined by 13%

and staff by 9%11. This is due to several factors, loss of student numbers due to recent financial

3
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.
4
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.
5
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.
6
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.
7
“Is Porter the Best Maine City for Your Business?” Maine Demographics by Cubit, 2023.
https://www.maine-demographics.com/porter-demographics.
8
“Parsonsfield, York County, Maine Population and Demographics.” Maine Demographics by Cubit, 2023.
https://uspopulation.org/maine/york-county/parsonsfield/.
9
“Cornish, York County, Maine Population and Demographics.” Maine Demographics by Cubit, 2023.
https://uspopulation.org/maine/york-county/cornish/.
10
“Mind-Boggled by Maine Demographics?2.”
11
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.
 C. Hall CFA 3

and health reasons (COVID-19), as well as the towns being heavily populated by older

generations. Looking at the surrounding towns, we can see a higher age majority overall.

Hiram’s age majority is one of the youngest majorities, at 38.3 years old, Cornish is the second

youngest at 41.4 years old, Parsonsfeild’s age majority is 46.3 years old, Porter at 50.1 years old,

and Baldwins at 50.5 years old.12

Economic influences affect many students, especially in this more rural area. Within

these towns of the Hiram school district, the median household income is $47,000 (ranging from

$43,000-$67,000)13. With the average teacher's salary in Maine being roughly $54,00014, the

average salary of a teacher at the

Hiram school district is $51,00015.

Also taking into consideration the

Maine's unemployment rate, which

has decreased from 4.8% to 2.4%

over the last two years, which is shown on the graph above16. Inflation is also a large factor in the

economics of these families and working staff. With roughly a 3% inflation rate, many goods and

services have become unmanageable for many Maine families.

Looking more closely at the families and students, the average income for adults in this

area is $47,000. On average, buying a house in this district is around $230,000, and renting can

cost roughly $3,000 on average.17 This alongside the increase in inflation has affected every

aspect of the market and has put the community at risk. Within the Msad55 school, 61% of

students are considered to be at an economic disadvantage, which can be defined as those under
12
“Mind-Boggled by Maine Demographics?2.”
13
“Mind-Boggled by Maine Demographics?2.”
14
“Mind-Boggled by Maine Demographics?2.”
15
“Mind-Boggled by Maine Demographics?2.”
16
“Mind-Boggled by Maine Demographics?2.”
17
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.”
 C. Hall CFA 4

the poverty level.18 Diving deeper into this aspect, many students do not have permanent

residence due to being impoverished, data collected through staff has shown that roughly 20% of

students at this school do not have a home.

This may be due to students’ families living

in campers, tents, or with other families in

the area. Looking at the influence on

students’ lunch eligibility, 48% of the student

body is eligible for free lunch. 19 All students

have reduced lunch. A majority of students have jobs, to help support their families, typically

those who are sophomores to senior year. This is common knowledge between staff, as they

typically do not assign homework. 3% of students are considered homeless, meaning students do

not have a regular/fixed residence for sleeping. This school also has a high percentage of

students with intellectual disabilities, from numerous students having IEP and 504 plans, 19.9%

of students are in the special ed program at this high school.

Classroom contextual factors;

The classroom is located on the second floor of the building. The

classroom has carpet, 3 windows, a doorway which leads to the library next

door, and also the school’s server is located in the closet of this room. This

room has a small library-type corner, with many books related to history and

economics, to help students with work, as well as having a place to choose a

book for silent reading, which the school does once a week. Next to the

18
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.”
19
Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.”
 C. Hall CFA 5

library, we have the learning targets for our senior seminar

class, which is a majority of our workload. This allows

students to frequently look at, and be directed to when doing

different activities. As a majority of our courses are senior

seminar classes, we have our tables set up in a rectangle to

encourage conversation within the classroom. This also

allows for easy unnerving between students, when they are

working independently. On average, there are 12 students in each class, with one class being an

outlier, as it has 18 students. It is important in this class to have students facing one another. As it

is modeled after college seminar classes, conversations are what we are trying to build. As seen

in the photos, the walls are blue and white, which are the school’s colors, this is incorporated

throughout the school, as they have a lot of pride in their community. This school has a few

students, which helps bring a friendlier, more laid-back atmosphere, which has a large impact on

our senior seminar class, and students’ comfort with talking about

controversial topics and public speaking. The class attention is

centered on the front of the room, this is where the day agenda is so

students can prepare for work they are expected to do during the day

of class, as well as reminders.

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Student contextual factors;

Students were given a Google form to complete during the first week of class, This

Google form asked students about their families, learning styles and learning needs, jobs, and

hobbies. This data will allow me to create more assignments that fit well with students’ interests

and strengths.

Student A: Student A has no special accommodations or modifications the teacher must

implement. Student A learns best when doing activities with other students, particularly to see

expectations by visually seeing other students following and meeting expectations. This student

depends on teacher and peer assistance. This student thrives in a hands-on environment, as they

are currently working to become a CNA.

Student B: Student B has no special accommodations or modifications the teacher must

implement. This student thrives in a fact-based environment, where they can be sure to

understand a topic from hard evidence rather than personal opinions. The student has a passion

for the U.S. military, as they are currently in the military, and uses most opportunities to learn

more about this system and try to incorporate these topics into class.

Student C: Student C has an IEP for speech and language impairment, this student requires

several modifications and accommodations within the classroom. Assignments are to be read out

loud, with processing time after directions and lecture material. Assignment modifications when

the teacher deems appropriate, specifically when the student is expected to participate verbally in

class. Reminders periodically about space and staring, at the student privately are needed. The
 C. Hall CFA 7

student receives special education services when possible. This student struggles when working

with others, and prefers to keep to themselves.

Student D: Student D has no special accommodations or modifications the teacher must

implement. This student has a passion for working with children, as they would like to pursue the

field of teaching. They enjoy reading, and this will benefit student placement in group work, as I

will be able to pair the student up with other students who don’t like to read or have difficulty

reading on their own.

Student E: Student E has no special accommodations or modifications the teacher must

implement. Student E has a 504 plan in place due to an allergen. This student is very active,

being involved in several sports, having a job, and enjoying fishing and playing sports, including

hands-on work will benefit this student greatly.

Student F: Student F has no special accommodations or modifications the teacher must

implement. There is little data on this student due to missing a majority of the school year so far.

Student G: Student G has no special accommodations or modifications the teacher must

implement. This student needs hands-on work to be successful in the classroom, with little

support outside the classroom as they are living on their own, this student needs to be able to

have ample support and time to finish assignments.

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Student H: Student H has an IEP, concerning being on the spectrum for Autism. Allowing this

student frequent breaks, as well as allowing the student to stand or move through all parts of the

class. This student has access to text-to-speech, as well as modifications to assignments to be

shorter with extended time to complete. The student has a preferred method of work completion,

through their computer, which the student uses for music throughout the class. This student also

requires positive specific reinforcement.

Student I: Student I has no special accommodations or modifications the teacher must

implement. This student requires a lot of support from the teacher, from reading assignments to

sitting next to the teacher. This student has little support outside the classroom as they are living

on their own. This student is successful when working on their own, preferably alongside a

teacher for support. This student has access to an alternative setting, with ed tech assistance. This

allows the student to have more support for work, and behavioral needs.

Student J: Student J has no special accommodations or modifications the teacher must

implement. This student has access to an alternative setting, with ed tech assistance. This allows

the student to have more support for work, and behavioral needs.

Student K: Student J has no special accommodations or modifications the teacher must

implement. The student has a 504 plan, concerning depression, anxiety, ADHA, and Gender

identity disorder. The student has preferred seating and settings when feeling overwhelmed and

overstimulated.
 C. Hall CFA 9

Student L: Student L has no special accommodations or modifications the teacher must

implement. This student thrives in a hands-on environment, as they are currently working to

become a CNA.

Student M: Student M has no special accommodations or modifications the teacher must

implement. This student has a love for history and likes to watch and talk about historical

moments and controversial topics with classmates. They strive for a more structured classroom,

that allows the students to work by themselves. This student has access to an alternative setting,

with ed tech assistance. This allows the student to have more support for work, and behavioral

needs.

In the Google form given to the students at the start of the year, I asked them how they

learned. Through visuals, audio, movement, talking, or music. Students answered, as shown in

the graph below, how they prefer to learn within the classroom. all students in this class learn

from visuals. I’ve taken this information and used it to guide my lessons, by incorporating

videos, pictures, and slideshows

into my teaching. Almost all

students, a total of 8, said they

prefer to learn through movement

and active learning. I have tried to

incorporate this into the lessons,

and with help from my mentor, we

have incorporated two large

hands-on activities that have had large amounts of engagement.

 C. Hall CFA 10

Understanding how students learn the best, or what kind of learners they are (how they

like to learn, what they want to learn, etc.) will help me and other teachers understand how to

make instruction the most useful for students for them to be successful. Ensuring all students can

and want to learn is one of the most important parts of a teacher’s job. Helping them enjoy and

want to learn is difficult, and having time to know more about students to provide them with a

positive, and engaging classroom experience is only the beginning.

Combined student results;

The chart to the left shows student

services from my work sample. 4 out

of 10 students receive services, 2

students for IEPs (students C and

student H), and 2 students for 504

plans (student E and student K). 1

student receives special education services, through Ed tech support when appropriate (Student

C).

ELA test scores of students within this

choice class are shown on the graph to the

left. Students A, C, E, and J do not have data

for this test, this could be because the student

was not enrolled in this school district the

year prior, or missed the testing. Students B,

 C. Hall CFA 11

F, H, I, and J all meet the Maine standard for test scores which is a score of 500 or more in

collective data from students’ reading and writing scores. Students D, G, and M are all below the

benchmark for this test and will require small modifications and assistance in reading and or

writing assignments.

All the data given above, all help show factors that influence my students learning, as

well as many other students in Maine. Many things can affect students learning inside and

outside the school, positively and negatively. I focused mainly on factors that may negatively

impact students learning, in and outside of school. By looking at the poverty rate, and

unemployment rate, we can determine that this is impacting many students within the Hiram

school district. When students are not equipped with supplies for school, clothes, and food, this

can oftentimes cause bullying and anxiety for the student. Other factors, concerning having 48%

of students getting free or reduced lunch, students may not be getting fed appropriately at home,

which can cause them to be withdrawn from class, which will eventually hurt their education.

Being able to know your students' circumstances, can help the teacher know how to meet

their needs and how to help them achieve their learning goals. Within the Hiam school district,

many students are under the poverty line, and need financial assistance, making sure there are

not many tools and equipment that they need to buy, so they don't feel left out when they are not

financially able to afford those supplies for a class.

Allowing students to have a say in their education, by asking them how they prefer to

learn, and what they are passionate about, can help push for a more positive and cooperative

work environment for both myself and the students. Knowing more about the students you work

with will allow you to build better relationships with those students, and help them be successful

in their educational careers, by being knowledgeable and compassionate about their struggles.
 C. Hall CFA 12

References

Alum, and Senior. “Sacopee Valley High School in Hiram, ME.” Niche, October 21, 2022.

https://www.niche.com/k12/sacopee-valley-high-school-hiram-me/.

“Cornish, York County, Maine Population and Demographics.” Maine Demographics by Cubit,

2023. https://uspopulation.org/maine/york-county/cornish/.

“Is Porter the Best Maine City for Your Business?” Maine Demographics by Cubit, 2023.

https://www.maine-demographics.com/porter-demographics.

“Mind-Boggled by Maine Demographics?2.” Maine Demographics by Cubit, 2023.

https://www.maine-demographics.com/.

“Sacopee Valley High School (2023-24 Ranking) - Hiram, ME.” Public School Review, 2023.

https://www.publicschoolreview.com/sacopee-valley-high-school-profile#:~:text=96%25

%20of%20Sacopee%20Valley%20High,1%25%20of%20students%20are%20Black.

“Sacopee Valley High School in Hiram, Me - US News Best High Schools.” US News, 2023.

https://www.usnews.com/education/best-high-schools/maine/districts/regional-school-dist

rict-55msad-55/sacopee-valley-high-school-8935.

“Parsonsfield, York County, Maine Population and Demographics.” Maine Demographics by

Cubit, 2023. https://uspopulation.org/maine/york-county/parsonsfield/.