Contextual Factors - Westridge Middle School

Total Number of Students in the School: 830 students

School Socio-Economic Make-Up: 48.45% econ. disadvantaged

Class 1 Class 2 Class 3 Class 4 Class 5 Class 6

Grade Level/Subject Taught 7th Choir 8th Choir 7th Choir 8th Adv. 8th Choir 7th Choir
Choir
Number of Students in 21 26 30 33 46 27
Classroom

Contextual Class Class Class Class Class Class Student Learning Adaptations:
Information: 1 2 3 4 5 6 (Describe at least one example of
(List the number of a strategy to provide equitable
students identified in opportunities, accommodations,
each class you teach or modifications you attempted
and identify the class for any student identified within
in which you are each contextual characteristic)
teaching your unit)
My classes were separated by
Gender gender, so if I had a transitioning
Number of Females: 0F 0F 30 F 33 F 46 F 27 F student I made sure they felt
Number of Males: 21 M 26 M 0M 0M 0M 0M comfortable in their class and used
inclusive language to address all
students. I also ensured the number
of solo opportunities were equal
for males and females to audition
for.
Ethnic/Cultural Music was selected that all
Make-Up students could relate to regardless
Caucasian/White: 14 17 17 23 32 14 of ethnic/cultural make-up. I made
African American: 4 4 6 6 11 9 sure to include pieces of music
Hispanic/Latino: 1 5 6 3 2 2 from various cultures to develop
Asian/Pacific Islander: 2 0 1 1 1 2 respect and appreciation in all
students.
Most of my ELL students were
Language Proficiency very proficient (if not fluent) in
Number of English English. When learning new songs,
Language Learners 0 2 1 0 0 1 I made sure to speak lyrics slowly
(ELL): and had students echo back to me
phrases at a time. We also talked
about the meaning of our songs.
Academic Students that were performing
Performance above grade level were offered
Students Performing leadership opportunities, such as
Below Grade Level: 3 4 1 0 4 2 leading sectionals and warm-ups.
Students that were performing
Student Performing below grade level would receive
Above Grade Level: 4 5 3 8 4 6 extra help during assignments,
 were allowed to stand near the
front during rehearsal, and were
encouraged to challenge
themselves.
Students with LD were given extra
Students with Special time on written and computer
Needs assignments. Students had a
Learning Disability: 0 1 1 0 0 0 seating chart for the risers to help
Emotional/Behavioral minimize distractions and increase
Impairment: 0 1 0 0 0 0 consistency. Students were
Attention Deficit encouraged to participate to the
Disorder (ADD): 0 1 0 0 1 0 best of their ability and were
Developmental allowed to take breaks as needed.
Disability: 0 0 0 0 0 0 Lyrics to our songs would be
Intellectual Disability: 0 0 0 0 0 0 spoken slowly, then put to rhythm
Speech/Language over time. Gifted students were
Impairment: 0 1 0 0 0 0 given extra challenges, more
Autism Spectrum: 0 1 0 0 1 0 difficult warm-ups, and leadership
Gifted: 1 1 0 2 2 1 positions.
Blind/Visual
Impairment (VI): 0 0 0 0 0 0
Deaf /Hearing
Impairment (HI): 0 0 0 0 0 0
Physical Disability: 0 0 0 0 0 0
Other Health
Impairment: 0 1 0 0 1 0
Military Connected 0 0 0 0 0 0 We had no students that were
Students military connected.

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
The majority of my students were of average cognitive and physical development. The eighth
graders were typically bigger and taller than the seventh graders, specifically the boys.
Most of the eighth grade boys had already begun the voice change process, some were in
the middle, and a few had not begun. In seventh grade, most of the boys had not begun the
voice change process. Some of the eighth grade girls’ voices had started to mature and
settle, whereas with the seventh grade girls, a majority did not have a specific “voice part”
due to their changing voice. Cognitive differences were a little more difficult to pick up.
However, the eighth graders were able to learn and understand the songs much quicker
than the seventh graders and asked deeper, thought-provoking questions in class.
Emotionally, both the seventh and eighth grade students were fairly immature. There were
frequent mood swings and emotion-fueled reactions. A lot of the students cared about the
other students’ opinions of them. Because of this, seventh graders (specifically boys) were
less likely to sing in front of the class (e.g. auditioning for a solo). The eighth graders were
a bit more comfortable with each other, but still some were wary of putting themselves out
in front of everyone else. Socially, all students are about average. There are some students
 who are able to talk to anyone (both peers and teachers), and there are some who stick to
themselves or their small friend group. In eighth grade, the boys and girls were friends
with no issues. In seventh grade, there were some gender-mixed friend groups, but mostly
girls and boys stuck to themselves.

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

Because choir is an elective, most of the students have a good amount of prior knowledge and
interest in singing and music. About half of the eighth graders had been in choir the year
before, so they were able to sight-read rhythms, sing on solfege, and most could read music
from the treble or bass staff. Most of the seventh graders had been in choir in their
elementary schools, and all of them had taken elementary music classes. However, because
they came from eight different elementary schools, they were at a wide variety of musical
knowledge. Some knew quite a bit, and others had to start from the beginning. All students
were interested in and enjoyed singing, especially when given the opportunity to sing songs
they liked. Every week, I would show a “Video of the Week” including choral
arrangements of pop songs, professional choirs, and YouTube groups that create their own
music. This showed the students opportunities outside of middle and high school and what
they could possibly do if they stuck with choir.

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?)
It is important to keep students’ development in mind when selecting music. One of the first
things a choir teacher does is select the repertoire their choir will perform. I need to know
the current ability and prior knowledge of my students. I need to pick pieces that are
challenging enough to push them to learn, but not too hard that they can’t be successful.
During instruction, I need to present information in multiple modalities to reach all
learners. I make sure to incorporate many visual, auditory, and kinesthetic aides such as
printed music, recording and modeling, and dance. I also make sure to teach the basics of
music theory to help my students prepare for high school. I include how to read choral
music, note values, dynamics, and other important music theory concepts.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of
education for all of your students.
Shawnee Mission School District is one of the major school districts in the Kansas City
metropolitan area and the third largest school district in Kansas. It consists of 34
elementary schools, five middle schools, and five high schools. SMSD is located in
northeast Johnson County, in portions of Overland Park, Shawnee, Mission, Leawood, and
Lenexa. These cities have been recognized for high quality of life. About 64 percent of
students identify as Caucasian/White, 19 percent identify as Hispanic, 9 percent identify as
African American, and 8 percent identify as another ethnicity. At Westridge Middle School,
about 51 percent of students identify as Caucasian/White, 24 percent identify as Hispanic,
 15 percent identify as African American, and 10 percent identify as another ethnicity.
Westridge is located in Overland Park, and has students from Overland Park, Lenexa, and
some parts of Shawnee. The classroom facilities are in great condition. Teachers care
deeply about their students and meet at least once a week to discuss student well-being,
student difficulties, and problem-solve. The choir room has plenty of room for students to
sit on risers and is large enough to accommodate multiple classes for combined rehearsals.
The room has a projector, screen, audio equipment, two white boards, two pianos, and is
equipped with Apple AirPlay. Middle school students each check out their own MacBook
for the year.

Describe community and family environmental factors impacting the quality of education for
all of your students.
Shawnee Mission School District has a population of about 220,000, with about 93,000
residential occupied housing units and 59,000 families. About 52 percent of households are
single-family dwellings. The remaining 48 percent are duplexes/condos/other multi-family
housing. The average family size in the district is 2.93, and the median income of Shawnee
Mission households is about $76,113. Family environments in the district vary. There is a
pretty even mixture of traditional families, families with divorced parents, and
single-parent families. Families, the community, and administration are very supportive of
Westridge students.

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?)
Though the median income of the district appears to be generally high, about 48 percent of
Westridge students are economically disadvantaged. Therefore, I do not assume my
students have the time or money to get additional materials. Westridge has a Love Fund
used to assist students who cannot acquire necessary materials needed for school or school
events. Additionally, I do not assume that students are part of traditional families. When
asking for permission forms, I ask for a parent or guardian signature. When planning
concerts, I will make sure to schedule and plan ahead of time in order for students to have
the opportunity to make arrangements and/or carpool if necessary. When planning
repertoire and teaching songs, I will plan lessons that are inclusive and are culturally
relevant so that all students, regardless of race/ethnicity and gender, feel represented. We
will always talk about the history and background behind our songs and work towards
respecting and appreciating all beliefs and situations.
 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 from the Contextual for this student’s
Student Learning Information and instruction?
Adaptations Student Learning
Adaptations
Student This student is a male in I selected this Cognitive This student would
A Class 2, 8th Grade. This student because This student is average benefit from assigned
is his second year in when he was able cognitively with his seating, separated
Choir. He is to focus, he peers. When he is from his friends so he
Hispanic/Latino and would perform focused, he is able to can be less distracted.
Spanish is his primary well during class. complete his work with When completing
language, but he is It was very easy success. However, his written or computer
proficient in English. He to tell when he distractibility causes him assignments during
is performing at or was distracted to perform below grade sectional down-time,
below average in all of and most of the level in most classes. he will need to sit
his classes. He has time, it wasn’t away from his friends
Attention Deficit too difficult to Emotional and might need some
Disorder which hinders get him back on This student is about reminders from
his ability to focus on task; he just average for an 8th teachers in order to
tasks during class. needed an extra grader, but has a hard finish his work.
push. time choosing to do the
appropriate thing at most
times.

Physical
This student is about
average physically. He is
a bit shorter than his
peers and is just
beginning the voice
change process, normal
for an eighth grader.

Social
This student is incredibly
social. He has several
friends in this class
which causes him to
become easily distracted.
 Describe this student
using information from
the Contextual
Information and
Student Learning
Adaptations
Student This student is a male in
B Class 2, 8th Grade. This
is his first year in Choir.
He is African American
and English is his
primary language. He is
performing at grade
level in all of his classes.
This student has been
diagnosed with a
Speech/Language
Impairment. Because of
this, he spends an hour a
day working with a
Speech Pathologist,
occasionally missing
class.
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 student’s
Information and instruction?
Student Learning
Adaptations
I selected this Cognitive This student will not
student because This student is need any
despite his cognitively average modifications or
impairment, he compared to his peers. accommodations for
loves to sing and He performs at grade written or computer
be in choir. He level, despite his work, but would need
does very well on Speech/Language some help or extra
written Impairment. time on singing
assignments and assignments.
participates to the Emotional
best of his ability This student appears to
during rehearsal be average emotionally
and singing at his age.
assignments.
Physical
This student is below
average physically. He is
fairly skinny and on the
shorter side. However, he
has already begun the
voice change process.
Social
This student is very quiet
and hangs mostly to
himself. He has a couple
friends in class that he’ll
sit with, but will still stay
pretty quiet around.
 Entry 11: Data Analysis

Unit: Introduction to Music Theory in 8th Grade Choir

Objectives:
1. Students will be able to identify notes written on the Treble Clef staff.
2. Students will be able to identify and define dynamics and perform them correctly in
their music.
3. Students will be able to identify whole, half, quarter, and eighth notes and determine
how many beats each note receives.
4. Students will be able to identify miscellaneous musical terminology and notation
symbols and describe what they mean.

Pre-Assessment Data
Student Scores by Objective on the Pre Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Overall
TC Dyn NV Misc
1 6/6 5/6 4/10 1/3 16/25
2 6/6 3/6 3/10 2/3 14/25
3 0/6 1/6 6/10 1/3 8/25
4 6/6 6/6 9/10 2/3 23/25
5 6/6 6/6 10/10 2/3 24/25
6 5/6 3/6 7/10 3/3 16/25
7 3/6 3/6 5/10 2/3 11/25
8 3/6 5/6 10/10 1/3 17/25
9 6/6 5/6 9/10 3/3 23/25
10 6/6 6/6 9/10 2/3 23/25
11 0/6 2/6 4/10 3/3 9/25
12 1/6 2/6 4/10 0/3 7/25
13 5/6 4/6 9/10 2/3 20/25
14 3/6 4/6 8/10 1/3 16/25
15 6/6 6/6 10/10 2/3 24/25
16 6/6 1/6 6/10 0/3 13/25
17 6/6 4/6 10/10 2/3 22/25
18 6/6 4/6 10/10 2/3 22/25
19 4/6 5/6 10/10 1/3 20/25
20 1/6 6/6 5/10 1/3 13/25
21 2/6 4/6 5/10 2/3 13/25
22 1/6 3/6 5/10 0/3 9/25
23 6/6 2/6 4/10 1/3 13/25
24 6/6 4/6 5/10 1/3 16/25
25 6/6 6/6 10/10 3/3 25/25
26 5/6 4/6 10/10 3/3 22/25
Focus A 0/6 1/6 6/10 1/3 8/25
3
Focus B 6/6 2/6 4/10 1/3 13/25
23

What do these data mean for instruction during the unit?

These data show that students are at various points in musical knowledge at the start of
this unit, with the average being a 67.5%. This makes sense because there are a number of
students who are brand new to choir this year and have not had a music class since
elementary school. There are also students who were in choir last year and are also in
band, therefore getting more musical knowledge. I will need to differentiate instruction in
order to allow students who are behind to catch up, and allow students who are ahead
opportunities to expand their knowledge.

What do these data mean for instruction for the Focus Students during the unit?
These data show that even though Focus Student A was in Choir last year, he did not retain
a lot of information and will need to review it and/or relearn it. Focus Student B was not in
Choir last year, but already knew some of this information. They both needed
reinforcement on dynamics, note values, and miscellaneous musical terminology and
notation symbols; while Focus Student A needed reinforcement and support on identifying
notes on the Treble Staff. For Focus Student A, he would need to be seated away from his
friends during the independent work time in order to complete the assignments to the best
of his ability. For this specific unit, Focus Student B would likely not need any extra
modifications or accommodations because there are no spoken or singing assignments.

Formative Assessment Data

Student Scores of Two Selected Formative Assessments
Student Formative 1 Formative 2
Treble Clef Note ID Quiz Dynamics Worksheet
1 19/20 22/25
2 20/20 23/25
3 20/20 24/25
4 20/20 25/25
5 20/20 25/25
6 20/20 24/25
7 18/20 22/25
8 11/20 22/25
9 20/20 24/25
10 20/20 25/25
11 16/20 19/25
12 12/20 19/25
13 20/20 25/25
14 11/20 23/25
15 20/20 25/25
16 20/20 23/25
17 20/20 25/25
18 20/20 25/25
19 20/20 24/25
20 20/20 22/25
21 20/20 23/25
22 20/20 24/25
23 20/20 24/25
24 17/20 20/25
25 20/20 25/25
26 20/20 25/25
Focus A 20/20 24/25
3
Focus B 20/20 24/25
23

How did the data from these formative assessments impact learning during the unit?
Overall, students are improving from the pre-assessment. Formative Assessment 1 was a
quiz on Treble Clef Note Identification, aligned with Objective 1 on the Pre-Assessment. On
the pre-assessment, students averaged a 71.2% on this objective; on this quiz, students
averaged a 93%. Formative Assessment 2 was a worksheet on dynamics, aligned with
Objective 2 on the Pre-Assessment. On the pre-assessment, students averaged a 66.7%; on
this worksheet, students averaged a 93.4%. These assessments show that the students are
learning and improving from the instruction. They also allow students to see their progress
throughout the unit, and see what they might need some extra help or reviewing on before
the assessment takes place.

How did the data from these formative assessments impact Focus Student Learning
during the unit?
The data from these formative assessments show that the focus students are improving
throughout instruction. On Formative Assessment 1, Focus Student A improved drastically
from a 0% on Objective 1 from the Pre-Assessment to 100%. On Formative Assessment 2,
Focus Student A improved from a 16.7% on Objective 2 to 96%. During instruction, I made
sure to seat this student away from his friends so he could focus on his work without
getting distracted, which benefited him. Focus Student B remained at a 100% on Formative
Assessment 1 from Objective 1 on the Pre-Assessment. However, on Formative Assessment
2, he improved from 33.3% on Objective 2 on the Pre-Assessment to 96%.
Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Overall %
TC Dyn NV Misc
1 6/6 5/6 10/10 3/3 24/25
2 6/6 4/6 9/10 3/3 22/25
3 6/6 6/6 10/10 2/3 24/25
4 6/6 6/6 10/10 3/3 25/25
5 6/6 6/6 10/10 3/3 25/25
6 6/6 6/6 10/10 3/3 25/25
7 6/6 4/6 9/10 3/3 22/25
8 6/6 6/6 10/10 2/3 24/25
9 6/6 5/6 9/10 3/3 23/25
10 6/6 6/6 10/10 2/3 24/25
11 2/6 2/6 3/10 1/3 8/25
12 1/6 3/6 5/10 2/3 11/25
13 6/6 6/6 9/10 2/3 23/25
14 3/6 3/6 8/10 3/3 17/25
15 6/6 6/6 10/10 2/3 24/25
16 0/6 3/6 4/10 3/3 10/25
17 6/6 5/6 10/10 3/3 24/25
18 6/6 6/6 10/10 3/3 25/25
19 6/6 5/6 10/10 3/3 24/25
20 6/6 6/6 10/10 3/3 25/25
21 1/6 4/6 7/10 3/3 15/25
22 6/6 5/6 10/10 3/3 24/25
23 6/6 4/6 7/10 1/3 18/25
24 0/6 3/6 8/10 2/3 13/25
25 6/6 6/6 10/10 3/3 25/25
26 4/6 6/6 9/10 3/3 22/25
Focus A 6/6 6/6 10/10 2/3 24/25
3
Focus B 6/6 4/6 7/10 1/3 18/25
23

What do these data mean for learning during the unit?

The overall average percentage went up from 67.5% to 83%. However, a few students’
individual scores decreased from the pre-assessment to the post-assessment. Their
formative assessments showed improvement throughout the unit, leading me to believe
those students chose to not take the post-assessment seriously and did not do their best
work. For the most part, the students in this class improved, especially in the Note Value
and Miscellaneous Musical Terminology and Notation sections.
What do these data mean for learning for the Focus Students during the unit?
Focus Student A improved from 32% on the Pre-Assessment to 96% on the
Post-Assessment. He improved drastically on each objective throughout instruction. This
shows that he either needed a refresher on knowledge learned in choir last year, or, more
likely, he benefits from sitting away from his friends. He was able to focus on learning and
completing his work and limited his distractions. Focus Student B improved from 52% on
the Pre-Assessment to 72% on the Post-Assessment. While his Formative Assessment 2
showed more understanding on dynamics, the Post-Assessment shows he might need
further instruction.

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 best when they know why they are learning something and can see it apply
to real-life. During instruction, I tried to align the formative assessments to specific pieces
students were working on in class, i.e. “What dynamic marking can be found in measure 15
of Homeward Bound?” This helps students apply their knowledge and transfer it from
piece to piece. I believe that my instructional style has efficacy to it. Most students
improved throughout instruction on this unit. I would like to improve my classroom
management skills and build more rapport with my students, which will come with more
experience. I felt there were a few students in this class that did not seem to care much
about what we were doing and seemed to be in choir just to be with their friends. I would
have liked to try to get them more engaged in the class.