Entry 11

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: ~800
School Socio-Economic Make-Up (i.e., % free and reduced lunches): ~10%

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 9-12
beginning
choir
Number of Students in Classroom 52

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
in each class you teach and identify the strategy to provide equitable
class in which you are teaching your opportunities, accommodations, or
unit) modifications you attempted for any
student identified within each
contextual characteristic)
F: 30  Opportunity to perform solos
Gender M: 22 in respective ranges
Number of Females:
Number of Males:
African  Music performed from
Ethnic/Cultural Make-Up American: 3 multiple cultural backgrounds
Caucasian/White: Hispanic/Latino:
African American/ Black:
4
Hispanic/Latino:
Asian/Pacific Islander: Caucasian/White:
American Indian/Alaskan Native: 45
0
Language Proficiency
Number of English Language
Learners (ELL):
Below: 6  Performed easier selections
Academic Performance Above: 0 for beginning choir members
Students Performing
Below Grade Level:
Student Performing
Above Grade Level:
Autism  Prepared one fewer piece
Students with Special Needs Spectrum: 2 than other choirs to allow
Learning Disability: Learning more time for learning and
Emotional/Behavioral Impairment:
Disability: 3 memorization
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:
 Contextual Information and Student Learning Adaptations Template
(Continued)

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

Developmental characteristics are varied in this population of students. Choir is non-auditioned, so students
from any grade 9-12 are allowed. Cognitively, some students are able to process more information at a faster
pace than others. Physically, each age group is relatively similar, having gone through any voice changes or
drastic physical changes for the most part. Emotionally, there is a wide variety of characteristics throughout
the ensemble, with some students getting frustrated or bored much more easily than others. Socially, each
member is quite similar, sharing similar interests and having no trouble conversing during class. The wide
spectrum of emotional and social characteristics becomes more focused due to the culture of respect and
teamwork cultivated in this district.

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

Each student participated in K-5 general music with some participating in middle school choir. Each student
is a first- or second-year choir member, so prior knowledge is similar across the ensemble. They each have
some knowledge of how to use their instrument and higher than average knowledge regarding ensemble
participation. Students enjoy singing music with lots of room for interpretation and expression. They really
enjoy being able to make a piece their own and being able to show off their musicality, and they love
overcoming challenging literature.

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 there is a wide range of individuals, we are unable to provide something challenging for all
members in an ensemble context, so in order to stimulate the more highly driven and experienced students,
we allow plenty of opportunity to work on solo literature for them to perform in front of the class if they so
wish. Each student works on the solos, but those who want a bit of extra challenge can choose whether they
want to perform by themselves. In order to determine which pieces will work best, we run each by the choir
using a reference recording, then we sight read and ask the choir how they feel about it.

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

The district is relatively well-known in the region for their musical accomplishments at large ensemble
contest. Knowing this gives these students something to look forward to if they choose to join an auditioned
choir in the future. Because choir is a big deal there, students never have to fear being made fun of or
ridiculed for being involved with any choral ensemble.

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

Community and family environmental factors include fundraising, donations, support at all events attended
(solo/small ensemble, large ensemble, KMEA).
 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?)

These factors all come together to help students understand that they are well supported in their ensemble
endeavors. There is constant widespread support from other students, their families, and their community
pushing them to succeed and move forward into an auditioned choir in the future.

Contextual Information and Student Learning Adaptations Template

(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 using Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information and Address characteristics the implications for
Student Learning Adaptations from the Contextual this student’s
Information and Student instruction?
Learning Adaptations
Student This student shows a lot of I selected this Cognitive This student will
A initiative in all things student because This student is incredibly most likely require
smart. His grades are above
music related. He takes even though he average for someone with his
some extra form of
initiative in class whenever has ASD, he still presenting disability, and he stimulation and
there are opportunities to comes to choir asks great questions to delve challenge
lead or sing solos, and with a great deeply into music. compared to their
spends his spare time in the attitude and peers. Allowing
Emotional
practice rooms whenever pushes himself Emotionally, there is some
for some kind of
he can. He also is on the to be the best he development lacking. movement about
autism spectrum, leading to can be in the Although he shows initiative the room is good
some motivation issues choir room every in choir, it seems like he is for them, and
when we do exercises he day. currently experiencing the making sure they
emotional/affective side of
doesn’t enjoy, and some choir to a lesser degree than
know their options
communication issues his peers. for solos in class
between him and his peers. and advice on how
Physical to improve their
This student is right about voice is
average in terms of physical
development. He is young,
appreciated.
only 15, so he is a bit shorter
than some others since he
still has a bit of growing to
 do, but he seems fairly
healthy and well taken care
of.

Social
Socially, this student is a bit
reclusive, but seems to still
have some positive
interactions with others in
his section frequently. When
he is approached for
conversation, he speaks well,
but he never seems to go out
of his way to speak to his
peers unless spoken to.

Describe this student using Why did you select What did you find out Based on this
information from the this student? about this student? information what are
Contextual Information and Address characteristics the implications for
Student Learning Adaptations from the Contextual this student’s
Information and Student instruction?
Learning Adaptations
Student This student shows I selected this Cognitive This student
B contentment with where student because Cognitively, this student thrives with most
shows traits similar to their
they are at. This is their they are a great peers.
forms of
second year in the beginner choir member. instruction in the
ensemble, and they have no They come into Emotional choir room. It
plans to move into an the room and Emotionally, this student seems like what
auditioned group next year. take care of seems a bit muted. Not much we’re doing is
phases them, but they don’t
They do a great job in business every get too excited for much
right at the level
choir and are a highly day, but they either. they’re
valuable member of the show less than comfortable with,
team, but they don’t show average Physical leading them to
a whole lot of initiative in motivation to Physically, this student is excel even when
right about average for their
improving themselves as a improve age, showing no
they may not be
musician. This student has compared to developmental issues at all. very involved in
no developmental or their peers. the process.
learning disabilities that I Social
am aware of. This student is a social
butterfly. Although they
don’t show quite as much
initiative as others, they do
talk with their section
members quite a bit,
including at inappropriate
times, such as when we’re
singing as a group.
 Analysis of Student Achievement
Presentation of Disaggregated Data
Possible Template

Pre-Assessment/ Summative Percentage of

Diagnostic Assessment Students Who
Assessment Achieved Unit
Objectives
Whole Class: ~88% ~84% 95%

Subgroup;

Male ~85% ~82% 95%

Female ~90% ~85% 98%
ELL N/A N/A N/A
Native Speakers ~88% ~84% 95%
Ethnic/Cultural Groups ~91% ~89% 100%
Majority Groups ~86% ~83% 93%
Identified Students (IEP) N/A N/A N/A
Non-Identified Students ~88% ~84% 95%
Focus Students:
Focus Student A 96% 93% YES
Focus Student B 85% 80% YES
Pre-Assessment:

What do these data mean for instruction during the unit?

(In other words, as the teacher, how will you design and implement instruction based on the
given data? What assessments will be necessary? What will help you meet your state learning
outcomes. Be specific in your responses.)

These pre-assessment data mean that the vast majority of students are ready to move on to
the next unit. They have been prepared well and have shown enough proficiency that we felt
comfortable moving on. Since the average was so high, it may mean that the students were
not presented with enough challenge, or it could be a reflection of the state of the program.

What do these data mean for instruction for the Focus Students during the unit?

Focus student A achieved a very high score on their pre-assessment, meaning that they are
very well prepared to continue onward. This may also mean that the previous unit presented little
cognitive challenge for them.

Focus student B didn’t achieve quite as high as A, but still did very well, performing at about
the average level among their peers. They are well prepared to move on to the next unit.

The achievement level of both focus students suggests that the lessons were designed well
enough for all students to understand. More challenge may be necessary to maintain engagement.

Formative Assessment:
How did the data from these formative assessments impact learning during the unit?
(Hint: Compare these to the pre-test data for the aligned objectives. What adjustments might
need to be made?)

The formative assessments were designed with the intent to challenge choir members, and it
seems the data confirm that this unit was a bit more challenging for them than the last.
Scores were still high, but not quite as high as the pre-assessment, which is to be expected
with relatively new material.

How did the data from these formative assessments impact Focus Student Learning
during the unit?

The data from the formative assessments suggest that the focus students were both also
challenged a bit more compared to the pre-assessment. Again, this was expected. Focus A
still out-performed most of his peers, and B seemed to lack motivation for formative
assessments more than usual with this unit.

Post-Assessment Data

What does these data mean for learning during the unit?
Although scores did go down a bit, students still reached a high level of achievement and
learned most of the material very well during the unit. The amount of students who met and
exceeded expectations set in objectives was still very high even though they seemed a bit
more frustrated. Almost all students in the ensemble did very well.

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

For the focus students, both met and exceeded expectations, meeting all objectives set for
them in this unit.

Although they do struggle a bit socially, Focus A seems to have a great understanding of
music and the voice, leading to their well above average scores.

As previously discussed, Focus B seemed to struggle quite a bit with motivation and a little
bit with some frustration during this unit. Although they had to work for it a bit more than
usual, they still were able to meet expectations.

For future instruction, what have you learned about how students learn and the
effectiveness of your instructional style? What would you change, if anything?

In the future, I would like to change my pacing a bit. The students have proven to me that
they can handle anything I would assign to a regular beginner group with relative ease, so I
would like to spend less time on each individual concept in the future.