Contextual Factors Template

Total Number of Students in the School: 466

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 17%

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 1 grade
st 1st grade Kindergarten 3 grade
rd 4th grade
(W) (T) (M) (S) (E)
Number of Students in Classroom 18 20 16 19 20

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)
F:10 F:9 F:8 F:9 F:11 I try to create an equitable and safe
Gender M:8 M:11 M:8 M:10 M:9 environment for everyone. Specifically,
Number of Females: with class 5, Ive noticed boys like to be
Number of Males: very aggressive in their movements,
while girls like to talk a lot. With that
being said, I have remind and redirect
both groups on numerous occasions. I
found it helpful by going through the
expectations before any given task with
them and this usually fixes the problems.
I try to recognize different cultures and
Ethnic/Cultural Make-Up 11 14 10 12 10 incorporate them within music. Music has
Caucasian/White: 3 1 1 3 2 heavy history and roots for every culture,
African American/ Black: 2 2 2 1 3 so I try my best to incorporate them in
Hispanic/Latino: 2 3 3 2 4 our songs. I also have students discuss or
Asian/Pacific Islander: 0 0 0 0 0 explain their own family traditions and
American Indian/Alaskan Native: cultures during the holidays for a few
different reasons.
Generally, we dont have a high number of
Language Proficiency 0 0 1 0 0 ELL students at this either of the
Number of English Language placements, however when we do we
Learners (ELL): usually provide different ways for them
to gain the concept. Specifically, through
visuals, movement and non-verbal
gestures have helped the student in class
3. If none of these are an option, we then
provide an alternative assignment or
even incorporate their own 1st language
in class if they feel comfortable with that.
Theres definitely a higher number of
Academic Performance lower performing students that higher, so
Students Performing 2 1 0 1 1 this will be my primary focus. Usually I
Below Grade Level: have to use redirection or a different
Student Performing 0 0 0 1 0 approach to the concept. I usually use
Above Grade Level: modeling, echoing, visuals or movement
or slowing down the pacing to help the
students that have low achievement. If
one strategy doesnt work, then I usually
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try another until they understand it.

Usually if slowing down pacing doesnt
work, visuals and movement will.
For this there are different strategies and
Students with Special Needs approaches I use depending on the given
Learning Disability: 1 1 0 0 1 student. For example, for class 4 we have
Emotional/Behavioral Impairment: 0 0 1 0 0 a student with Autism. Much of the time I
Attention Deficit Disorder (ADD): 1 1 1 0 0 need to provide an alternative
Developmental Disability: 0 1 0 0 0 assignment that incorporate writing,
Intellectual Disability: 2 0 0 0 0 drawing or reading because hes unable
Speech/Language Impairment: 0 0 0 0 0 to participate the full class. In the other
Autism Spectrum: 0 0 0 1 0 classes, I usually have a student with ADD
Gifted: 0 0 0 0 0 or ADHD and they generally need
Blind/Visual Impairment (VI): 0 0 0 0 0 redirection or something that
Deaf /Hearing Impairment (HI):
0 1 0 0 0 incorporates movement. I generally try to
Physical Disability:
2 0 0 0 0 provide numerous opportunities for them
Other Health Impairment:
to gain a musical concept to the extent
that theyre able to.
Military Connected Students 1 1 2 1 3 For every class, theres a connection to
military. With that being said, I try to
incorporate different concepts of

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
Generally the students at this Elementary school are developmentally where they need to be
with the exception of a few students. Many students perform below a grade due to a variety of reasons
such as difficult home life, a learning disability, emotional disturbance, ADD/ADHD, physical
disability or autism. Many of these students need consistent redirection and very seamless transitions
for them to stay on task. Others need either an alternative assignment or a break in between lessons so
they can complete the task at hand. Physically, I always have to remind each class when we perform
something with movement to be careful and aware of your space and surroundings. Students at this age
need this reminder because they arent fully aware until they reach around 4th-5th grade. I always have
to incorporate movement for each lesson from ages 2nd and under due to them getting antsy to move.
Socially, many of these kids dont have issues with socializing with their classmates,
however theres are a few students that need reminders of how we react to certain situations.
For example, when a younger student doesnt get their way during a lesson and they begin to cry or
pout. I have to remind them before and after about how we dont act this way in class, etc.
Emotionally, there are a decent number of students that emotionally respond with anger.
This mostly happens with the boys, and this spreads evenly with all of the grades. Either they
physically harm another student, or the lash out with inappropriate language to their classmates.
However, this isnt typically an issue in music due to the engaging nature of it, students dont have the
time or the space in class to be able to act this way. However, in the younger ages the anger translates
into words or pouting rather than physical harm. With that being said, there are many students with a
difficult home situation, and most of the students that have emotional issues also have difficult home
situations.
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Highlight the prior knowledge and interests of students in your classroom.

Each grade level fits within each standard when it comes to what they should be able to do
at their given age. For example, Kindergarteners are able to sing in their head voices rather than their
chest voices. Each grade can do these tasks, but its mostly providing repetitions and variety of
opportunities for them ot experience the concept and be able to do it eventually without guidance,
(with the exception of pre-k).
For 1st grade, theyre able to sing in their head voices as a formed habit for the most part,
but then we focus on matching more of the pitches, keeping a steady beat and providing different
sequences for them to experience du and du-de rhythms. Once they can do this, we really solidify these
rhythms by 2nd grade and eventually add more rhythms and solfege syllables. At this again we usually
can start having them play the xylophones since mentally theyre able to take on the responsibility. At
this point theyre able to sing in their head voices regularly and be able to sing most songs if its
developmentally appropriate.
For 4th grade, student know and are aware of the different instruments, but arent aware of
their differences quite yet, so I taught them a lesson on instrument families where the heard and saw
these instruments in action. At this age students and pick out the differences in more abstract concepts
and can answer more depth than before.
Overall, all of these students have much of the prior knowledge they need to grow
musically. This is because my CT and myself have focused on each concept that they need to grow on
within each grade. By the time they reach their 5th grade year, they should (and will be) ready to play
in band, orchestra or choir in middle school or elementary school.

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?)

For the students that sometimes get behind, I typically give them more opportunities to try it again or I
sit next to them if its a focusing issue, (which a lot of the time it is). Or sometimes its as simple as
providing them with feedback or a helpful tip, and sometimes thatll fix the issue.
Sometimes kids do have issues with either reading music or interpreting it. With that being said, I
have to provide multiple ways of teaching a song or concept. For example, when Im teaching a
xylophone part I usually put them music up on the board or projector for the visual learners, but for the
auditory learners have to sing the note names in rhythmic context for them to understand it. As for
kinesthetic, I have them complete a body percussion or movement exercise that either these the rhythm
or coordination the given xylophone part.
For each lesson, I have to plan for these learning differences and provide a chance for each
learner to experience the concept. This applies to each grade, but this is specifically very detrimental
for grades 1st-4th because around this again they have already established the type of learner they are
whether theyre aware of it or not.
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Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of
education for all of your students.
The school district in this area is generally a middle class or upper middle class area of town,
however there are still many students that dont fit into this umbrella. There are a handful of
students that dont have their parents in the picture or have difficult things happening at home, so
school is usually their safe place or the place where they can be a kid and be able to do kid things.
A lot of students dont have a positive adult role in their lives so they usually look to teacher to fill
that role. With that being said, we have to be the consistent positive role in their lives or else they
could possibly go down a negative path in their lives later.

Describe community and family environmental factors impacting the quality of education for
all of your students.
Other environmental factors include the differences between wealth from family to family. Most of
the families here are financially well off, while there are still a handful of kids that arent in that
position. I think a lot of these kids that dont blend in with their classmates in terms of wealth are
aware of it and it sometimes can affect them in class. For example, when a classmate has nice
schools supplies while their classmate doesnt have any. These differences show very clearly too
around the holidays when kids get iphones, gaming systems and other expensive objects and I know
many kids can get discouraged by it.
There are also kids that dont have either parent(s) in their lives, which will really weigh down on
them at school. There are a few kids that are homeless as well, and having to deal with a situation
like that while their classmates have their entire family and are financially stable, this will take a
toll on them through what they are focusing on in class and how their behavior is in class.

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?)
With all of that being said, I have to plan accordingly when it comes to supply costumes,
instruments or other supplies for student who need them. I also have to make multiple plans and
protocols for students that are misbehaving during the lesson. Ive noticed that it has helped students in
these situations when I ask them about their day before or after class or talk to them like people.
Building this relationship with students with unfortunate situations helps with behavior and build a
sense of consistency and trust. I believe that building this relationship is vital for these students
because most of the time, the only positive roles in their live occur at school, and as a teacher its my
job to provide that for them when they dont have it.
Another strategy that has helped me with students that have a difficult family environment is
giving them praise and positive feedback constantly. Most of these kids dont receive many
compliments or positivity because most of the time theyre told when their doing something wrong
rather when theyre doing something right. Giving them that positive feedback pays off so much
because they then believe that they can do the task or have more confidence in themselves or abilities.
These kids need more positivity in their lives and pointing out what theyre doing right is incredibly
important.
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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 using Why did you What did you find out Based on this
information from the select this about this student? information what
Contextual Information student? Address characteristics are the implications
and Student Learning from the Contextual for this students
Adaptations Information and instruction?
Student Learning
Adaptations
Student This student has Autism I picked this Cognitive When hes
A where he uses very student because I He is extremely smart and participated for half
inappropriate language and have to find ways bright, hes above his of the class, he then
gestures during class. He to have him classmates intellectually. can go to his music
has a lot of negative talk participate to the However, I have to ignore notebook and take
towards himself and capacity that he him when hes off task or notes on a related
towards others saying, I can. I generally saying something rude to musical book, or
hate this, I hate myself, I find him to be himself. even take videos of
hate music etc. He usually very interesting the class performing
takes notes in his music when teaching. Emotional and putting it online
notebook the last half of the Hes very angry or for parents. (This is
class because he sometimes generally has a negative okay with the
cant participate through the attitude or tone about parents/teachers).
whole class time due to his him. He doesnt like This gives him a role
anger or focus. positive emotions or where he feels
really anything important and
resembling as a positive included, and this has
thing. Therefore, I cant helped dramatically
compliment him when in class. His interest
hes on task. is in technology, so I
think trying to tie in
Physical music and technology
Physically, hes smaller together has helped
than the rest of the boys be able to participate
and gets off task easily. I in music as well as
think that he physically his home room.
acts on his emotions a lot
of the time.

Social
This is definitely one of
his struggles. He
sometimes cant handle
being around his
classmates that are
participating, and if he is,
he tries to get them off
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task being hes annoyed.

Describe this student using Why did you What did you find out Based on this
information from the select this about this student? information what
Contextual Information student? Address characteristics are the implications
and Student Learning from the Contextual for this students
Adaptations Information and instruction?
Student Learning
Adaptations
Student This student doesnt have I chose this Cognitive With this student, I
B any special needs or ELL. student because I Hes seems behind on a generally try to
This student specifically has found his situation few concepts, but not all physically stay close
a difficult home life and has hard given that of them. I think that a lot to him by sitting next
told teachers on numerous hes so young. His of the time, its hard for to him in the circle or
occasions that he wants to mom and dad left him to focus on having him help me
kill himself. During class him and hes something given his during the class. This
hes also tried cutting his living with other home life and helps him stay on
wrists with laminated paper. family member, circumstances. He also task and also giving
His behavior is disruptive and his has very dark thoughts him a sense of
and hes generally always kindergarten and ways he approaches consistency in class. I
off task. However, he hes teacher got very ill situation also try to find tasks
on task hes fantastic. and couldnt come in class that he can do
back to school for Emotional to get him excited
the rest of the Emotionally, hes very about music and
year. So he hasnt apathetic towards tasks or participating. I also
has any sort of hes trying to be try to be very
consistency in his disruptive. I think this is complimentary and
life in these because of his situation positive towards him
precious early but also because he hasnt in order to help him
years. really had a moment in emotionally and
music where hes been cognitively.
really excited like his
classmates.

Physical
Physically, hes about the
same size as his
classmates, however he
usually is disruptive
physically. By this I mean
hes usually laying on the
floor, underneath a chair
or moving in a way he
shouldnt be. I generally
think he does this for my
attentions because I
honestly think he doesnt
get a lot from home, so he
gets it from school.
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Social
Socially, hes fairly quiet,
but occasionally hell say
inappropriate things. I
usually dont draw
attention to it unless its
concerning. The more I
usually draw attention to
it, it gets worse.

Entry 5: 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 24% 31% 30% 35% 32% 30.4%

2 33% 54% 43% 41% 39% 42%

3 38% 38% 33% 39% 40% 37.6%
4 30% 33% 30% 36% 35% 32.8%
5 26% 26% 22% 35% 44% 30.6%
6 10% 13% 12% 15% 22% 14.4%

7 12% 10% 14% 15% 15% 13.2%

Focus A 5% 9% 7% 9% 10% 8%
Focus B 14% 20% 18% 13% 19% 16.8%

What do these data mean for instruction during the unit?

This data tells me that some have a good start on the concept, but need more guidance and
instruction from me. Most of the students have had similar and consistent things that have
tripped them up, which is helpful for me because I can really stress those concepts that
everyone struggled with. Additionally, I felt the objectives I created presented clear and
consistent scores, which is helpful.

What do these data mean for instruction for the Focus Students
during the unit?
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This mean that I need create smaller goals that are obtainable for them. Or even simply be
able to tell the different between brass and woodwind instruments. I think by isolating a
specific instrument family group for them will be helpful because theyre focusing on one
or two families rather than all of them. I also think itd be helpful for them if I gave either
one-on-one instruction or have group work as an option. And for Focus student A, having a
book or interactive video for him to gain the concept.
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Formative Assessment Data

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

1 58% 63%
2 79% 70%
3 60% 65%
4 55% 69%
5 87% 85%
6 66% 79%
7 70% 81%
Focus A 42% 51%
Focus B 54% 59%

How did the data from these formative assessments impact

learning during the unit?

This impacted the unit in multiple ways. First off, it gave me a good idea of what theyre
gaining and what needs more instruction and guidance. With that being said, the further
they go along in the unit and the larger amount they spend on a concept, they score better
since they become more familiar with it. I think by using both sound and visuals, students
are gaining the concept quicker than they would with simply seeing the picture of the
instrument.

How did the data from these formative assessments impact

Focus Student Learning during the unit?
This data impacted me both positively and negatively. I was very pleased that their scores
went up, but I know they can perform better as a whole. I think that having them interact
with others in group work and games, theyre gaining a better understanding of the
concept since theyre having the help of their classmates. Additionally, by providing
different ways for them to learn concept, (either by hearing, seeing or touching) theyre
getting multiple opportunities to learn in the way the works best for them, which I find to
be very important. However, I still have a lot of room to grow as a teacher when it comes to
them gaining a full understanding of the concept.
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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 89% 80% 87% 92% 90% 87.6%

2 88% 90% 98% 92% 95% 92.6%
3 81% 74% 79% 84% 86% 80.0%
4 87% 70% 88% 87% 89% 84.2%
5 90% 92% 89% 96% 93% 92%
6 80% 87% 86% 77% 82% 84.2%
7 77% 79% 83% 73% 77% 77.8%
Focus A 69% 72% 77% 61% 70% 69.8%
Focus B 79% 75% 80% 83% 83% 80%

What does these data mean for learning during the unit?
That although many of the students understood the concepts, there were still a couple the
fell a little short at the end. I need to focus more on the differences between the
Woodwind/Brass family rather than expecting them to just know the aural and visual
differences. I also noticed that the kids that sat farther in the back, scored a little lower than
those closer to the front. With that being said, I think I should maybe either rotate students
or teach in the back part of the room when Im able to. Overall, Im impressed with their
scores given that I didnt set them up as successfully as I couldve. Though, theres tons of
room to improve for both myself and the students.

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

I think that providing different ways to learn the content as well as providing a few more
options that I initially did. Though, sometimes I think it can confuse them more depending
on how its set up. I think that maybe setting it up as a scavenger hunt and working either
independently or with a partner would help these two, specifically Focus A. I think by
having him work on his own and to create something unique to him would be helpful. Or I
could have him use his knowledge of creating iMovies and create his own iMovie of him
showing or talking about the different instruments rather than using the same form of
post-assessment. I think I couldve better utilized their skills in the unit.
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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?
I would change it first by giving the students more of an opportunity to physically see some
of the instruments from each family. For example, I brought in two Woodwind instruments
to see and I noticed everyone got those two instruments right. I think that having me play
for them or at least bringing in a mouthpiece or reed would help them make a deeper
connection to noticing the differences between the families. I also would go back and make
this a little more engaging for them. I think that a lot of them lost the point of some of the
activities, so I need to make it more engaging and focused.