Contextual Factors Table

Total Number of Students in the School: 410

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 80.5% (2016)

Class Class Class

1 2 3
Grade Level/Subject Taught 2/Music 2/Music 2/Music
Number of Students in Classroom 19 21 21

Contextual Information: Class Class Class Student Learning Adaptations:

(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
At/Above Grade Level:
Students with Special Needs
Learning Disability:
Emotional/Behavioral Impairment:
Attention Deficit Disorder (ADD):
Developmental Disability:
Intellectual Disability:
1 2 3 (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)
F: 8 F: 10 F: 10 As not all classes are equal in the
M: 11 M: 11 M: 11
number of male and female students,
during partner activities I would have
students select any partner to be part 1
and 2 instead of assigning male and
female partners.
C: 4 C: 2 C: 2 In class, include music from a variety of
AA: 11 AA: 15 AA: 12
cultures and regions, not just focusing
H/L: 4 H/L: 3 H/L: 5
on the music of caucasian Western
A/PI: 2
composers. This allows for the
opportunity for more students to connect
with the variety of music being learned.
ELL: 0 ELL: 0 ELL: 1 In teaching, I chose to model and tell by
doing more than just providing students
with spoken directions constantly. This
allows for all students to see and hear
what is taking place instead of hearing
the teacher describe what they will do.
B: 67% B: 63% B: 59% In teaching, I had to make sure that I
A: 33% A: 37% A: 41%
was reaching students at both levels.
This was done by more repetition of
actions or songs, working in pairs, and
having students model. These strategies
helped not reach only the students that
are below, but also at or above their
grade level.
During lessons, I would try to provide
DD: 4 E/BI: 1 E/BI: 1
instructions and expectations as clearly
S/LI: 1 S/LI: 1
PD: 1 as possible, both by modeling and
spoken instruction. We would include
activities that all students were able to
perform physically as well as orally.
 Speech/Language Impairment:
Autism Spectrum:
Gifted:
Blind/Visual Impairment (VI):
Deaf /Hearing Impairment (HI):
Physical Disability:
Other Health Impairment:
Military Connected Students
Military Connected Students
Some activities challenged students
while still being accessible and
approachable.
N/A N/A N/A As there is no data from the district, and
from observations I do not believe there
were any military connected students.
There were still discussion about the
military, but the song selection was not
hindered in connection to military
themes (ex. Taps was used in a
pre-student teaching lesson in
Manhattan)

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
Of the second grade classes at the school, the class that I have selected for my unit is the lowest
achieving class. This has provided a meaningful challenge in the curriculum, the classroom management,
and the activities. This class is behind the other classes Cognitively, where half of the class is performing
at closer to a first grade level than second. The Physical and Social developments of the students are quite
average, in regards to the other second classes, as well as the first and third grade classes. The Social
development of the class is a challenge during activities and games. The students in this class still
struggle with sharing and understanding that they may not always get a turn during a game. The behavior
in this class is often times worse than their grade level peers, which I believe comes from the lower levels
of development. While the lessons may be taught with a few more repetitions or a bit slower pace, the
students are successful in learning and implementing the new material.

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

The prior knowledge that the second grade students have in the music classroom is based upon the
curriculum that was covered in kindergarten and first grade. The music teachers curriculum is based
upon the Level I of the Kodly Sequence that is taught in the Wichita State University Kodly training
levels. In the kindergarten year the students were exposed to and have learned about pitch exploration,
different kinds of voices (singing and speaking), matching pitch, soft and loud noises, high and low
sounds, keeping a steady beat, and preparing the solfege pitches of sol and mi using the body scale
movements. During first grade, the students elaborate on all concepts learned in kindergarten and add the
rhythmic concepts of heartbeat, rest, quarter note (ta), two eighth notes (ti ti), and the melodic concepts of
sol and mi which are now named, melody, crescendo and decrescendo, and the solfege pitch of la.
Students have experienced a number of songs and play party games in their first two years of music.
During the second grade year, so far, students have reviewed the past rhythmic and melodic concepts.

The interests of the students span across a wide variety of subjects and hobbies. Many students are
interested in sports, as well as shoes, dancing, and singing a number of pop and hip hop songs. Many
 students enter the school with backpacks that include a number of superheroes, television show
characters, and animals on them. I feel that many students in second grade are still discovering many new
things, including hobbies, movies, and music that they will continue to find excitement in.

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?)
With this class, several instructional strategies are used to best reach students. Modeling is one of the
most successful strategies. Students are able to listen and watch for the correct notes and motions to be
performed with several repetitions. The modeling may need more repetitions than in other classes, but is
still effective in facilitating the accuracy and learning of students. Along with the modeling by the teacher
is using student models. By doing this, students are able to see a peer be rewarded for performing the
correct actions. This is used both as a classroom management tool and teaching strategy. Students want a
chance to be shown off, so seeing a peer getting a chance to perform the actions correctly encourages
them to follow suit.
Another strategy that has worked greatly with the class is storytelling. Storytelling does take a bit longer
during instruction, but does a great job of drawing students in and engaging in what is being said. This
way, students are more focused on new terms, notes, and actions that may be performed during the story.
Storytelling also changes the instruction for students, instead of a teacher just telling them straightforward
what is to be done or sung.
One more strategy used is the incorporation of visual aspects. In the unit, I have used puppets,
non-standard notation on a projection screen, and flashcards. This strategy draws attention to the visual
additive, making the visual the most interesting thing in the room. Students that may not have as much
patience to attentively listen to a story can quickly see the visual aspect of the instruction. This strategy is
added onto other strategies, like modeling and storytelling.
 Describe district, school, and classroom environmental factors impacting the quality of education
for all of your students.
The Wichita Public School District is the largest Public School District in the state of Kansas. Buckner
Performing Arts & Science Magnet school is a Pre-K-5 school that allows all students grades K-5 to take
dance, drama, music, and art classes. The faculty at the school is passionate about the students, as
individuals and as learners. The school motto, Honoring the past to inspire the future is truly shown
throughout the school. There is a presence of college and career posters around the school, encouraging
students to continue their education as they discover a passion for a career field. The school, being in a
neighborhood of a lower economic status, has a wide variety of backgrounds and experiences that are
brought into the school by students. The school truly focuses on each individual, and how the teaching
can best serve them. I believe that the focus on the individual at Buckner is impactful on students, and
their excitement for education.

Describe community and family environmental factors impacting the quality of education for all of
your students.
A large number of students at Buckner walk to school, as they live in the surrounding neighborhood of
the school. With this number of families being nearby the school, the students are able to connect both in
school and in their personal lives outside of the classroom. Through a number of opportunities provided
by the school, including a 5th grade drumline, there has been a great level of community connectedness
that has been established. The drumline, in the past year, has played at several events at Wichita State
University, community events, and will soon be performing at an African American Literature conference
held in Wichita. By providing students with opportunities to attend community concerts, visit businesses
and educational centers, connections are made between the school and these organizations, as well as
provide students with experiences that they may not be able to experience in their personal lives. The
community support is important for the continuation of the efforts and lengths that Buckner go to in
providing students with unique and meaningful experiences.

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?)
At Buckner, there are many students that receive intervention teaching in reading, writing, and math.
There is a wide variety within each classroom of students who are achieving below their grade level, as
well students that achieve above their grade level. This variety of learners affects planning and instruction
by placing even more emphasis on the focus of teaching each individual. During the instruction,
I am continually implementing a variety of visual, kinesthetic and auditory aspects that can reach all
students. The pace of instruction is important as to continually move forward in the lesson while still
addressing struggles or confusion that may arise. Repetition is important in this aspect of instruction.
While some students may understand a concept or song on the first time through, others may need several
repetitions to take in the information, process it, and then put it into action. With younger students it is
important to include physical movement, through dances and games, that will keep them actively moving
and engaged. Through all of the teaching strategies, it is important to pay attention to what each
individual student's needs in order to learn and experience as much as possible.
 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 information from
the Contextual
Information and Student
Learning Adaptations
Student Student A is a Hispanic
A male. In Student As
IEP, it is listed that he because of his
has a Developmental
Disability as his primary
disability, and has
received help for speech
impairments previously.
He is performing below
grade level in reading
and math.
Why did you What did you find out Based on this
select this about this student? information what
student? Address characteristics are the implications
from the Contextual for this students
Information and instruction?
Student Learning
Adaptations
I selected Cognitive Continual
Student A first This student is below observation of
grade level in his Student A is
development, which has
excitement for essential in
some impact on his
the class. learning. The student may
supporting
Student A is a require a few more continued
joyful, and repetitions in instruction development.
positive student, or during an activity to Because of his
but quiet, who truly understand the quietness Student
puts forth great actions. A could fall
effort to succeed through the cracks
Emotional
in music. without being
Student A is just below
grade level emotionally,
noticed. I have
as he has previously continued to keep
become upset when not an eye on him
getting a turn in games, during instruction,
but has improved to continue
throughout the semester supporting and
where this is no longer a encouraging his
concern.
participation.
Physical
He is at grade level
physically, and has
performed the physical
actions and activities with
no issue.

Social
He is a shy student,
which I believe comes

Describe this student
using information from
the Contextual
Information and Student
Learning Adaptations
Student Student B is an African I selected
B American female.
Student B is
emotionally immature,
which has previously
resulted in several
outbursts and
inappropriate behaviors
in class. She is music class. Her
performing at grade
level in reading and behaviors are
math.
in part from a speech
impairment, but is still
engaged with his peers
in the classroom.
Why did you What did you find out Based on this
select this about this student? information what
student? Address characteristics are the implications
from the Contextual for this students
Information and instruction?
Student Learning
Adaptations
Cognitive The greatest help
Student B Student B is at grade in instruction for
because of her level and has done well Student B has been
previous in grasping and positive praise. If
outbursts that implementing new this student feels
contrast how concepts during good about what is
much she states activities, songs and taking place in
that she loves games. class, and is
reassured of her
negative Emotional positive actions,
This student began the her negative
not consistent, year with great behaviors are less
but when they showings of emotional likely to occur.
do occur are a immaturity during This positive
disturbance. On games and activities praise is especially
a positive day of resulting in outbursts, important during
class, Student B but has since matured games and
is greatly and no longer has activities where
engaged and outbursts during she may not get a
excited about sharing games. turn. Along with
what is taking the praise comes
place. Physical teaching about
She has excelled in all sharing and taking
physical activities, like turns, which she
hand clapping games or struggles with
dances, and has shown because of
excitement for these emotional
types of kinesthetic immaturity.
activities.
Social
She is a sociable
student who wants to
talk to others in class.
At the beginning of the
 year it was in less
positive discussions,
but has since turned to
more friendly and
jovial conversations
with peers.

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 %
S can accurately S can recognize S can accurately S can accurately S can accurately
sing & match and select sol & sing the pitches sing different sing known
pitches of sol & mi using sol & mi while combinations of songs using sol
mi non-standard performing the sol & mi both in & mi in place of
notation correct Curwen recognizable standard text.
hand signs songs, and in
improvised
combinations.

1 9 8 8 9 9 86%
2 8 8 6 8 9 78%
3 10 9 8 9 9 90%
4 7 8 6 8 8 74%
5 9 8 8 8 9 84%
6 9 9 7 9 9 86%
7 10 8 10 9 9 92%
Focus A 7 8 7 8 8 76%
Focus B 9 9 8 9 9 88%

What do these data mean for instruction during the unit?

This data provides a base level of understanding and prior knowledge which can be built upon
through instruction. The information allows me to see a beginning point for students, which can
hopefully be built upon through deeper and further instruction.
What do these data mean for instruction for the Focus Students during the unit?
Similar to the other students, it provides a base layer to build from. Comparing the scores of the
focus students to their peers, student A is one of the lowest scoring and student B is one of the
higher scores and is above the mean score (83.8).

Formative Assessment Data

Student Scores of Two Selected Formative Assessments
Student Formative 1
S can accurately sing & match
pitch of la in mslsm songs.
Formative 2 Overall %
S can perform body scale
movements and Curwen hand signs
for msl in mslsm songs.

1 8 9 85%
2 9 8 85%
3 10 9 95%
4 8 8 80%
5 8 9 85%
6 9 8 85%
7 9 10 95%
Focus A 8 8 80%
Focus B 9 9 90%

How did the data from these formative assessments impact learning during the unit?
This data showed foremost that learning was taking place as the mean score rose to 86.7%.
While some students individual scores lowered with more challenging assessment, the overall
learning that took place in class is represented in the data. Similar to the pre-assessment, this data
provides another lever which to continue building from.

How did the data from these formative assessments impact Focus Student Learning during
the unit?
The data again showed improvement in these formative assessments, especially for student A.
While still in the lower portion of the class, improvements are being made. The data once again
provides a level to continue building and learning from.
Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall %
S can recognize S can perform S can read a S can notate the S can perform
and select the the accurate known song pitches of mi, unknown songs
pitch of la in hand sign for la, using standard sol, and la on from flashcards
mslsm songs. while singing in notation on standard using solfege
mslsm songs. mslsm songs. notation. notes and hand
signs.

1 9 8 8 9 8 84%
2 8 8 9 8 8 82%
3 10 9 9 9 8 90%
4 7 8 8 7 7 74%
5 9 8 9 8 8 84%
6 9 8 9 9 8 87%
7 10 8 9 8 9 88%
Focus A 7 8 8 8 7 74%
Focus B 9 9 9 8 8 87%

What does these data mean for learning during the unit?
The data showed during what aspects of the new concept students
struggled (ex. Reading flashcards, Obj 5). Additionally, it showed where
individual students may have succeeded or improved throughout the
unit.

What does these data mean for learning for the Focus Students during the unit?
The data showed the continued success of student B, as well as improvements made in the
learning from student A at certain points. The class was challenged, but showed growth and
development in approaching and implementing new concepts.
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 need to be presented with a number of varied strategies. In my teaching, students
achieved when learning from visual, kinesthetic, and aural activities. Presenting material in only
one way will exclude students from succeeding, and will show them that they will have to only
count on a strategy that they do not do as well in. I would not change anything as there was
improvement shown through the variety of games and activities.