Entry 5 Data Analysis of a Unit

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Contextual Factors Template

Total Number of Students in the School: 385 / 800

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 25% / 30%

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught 4 Gr.
th 4 Gr.
th 4 Gr.
th 7 Grade
th 8 Grade
th

Music Music Music Beginning Brass

Band
Number of Students in Classroom 20 17 21 14 22

Contextual Information: Class Class Class Class Class Student Learning Adaptations:
(List the number of students 1 2 3 4 5 (Describe at least one example of a
identified in each class you teach strategy to provide equitable
and identify the class in which you Teaching Teaching Teaching opportunities, accommodations, or
are teaching your unit) my unit my unit my unit modifications you attempted for any
to this to this to this student identified within each
class. class. class. contextual characteristic)
At the elementary school level, going
Gender selecting girl/boy patterns when
Number of Females: 9 10 12 4 3 answering questions/participating
Number of Males: 11 7 9 10 19 helped even out participation
between genders.
Every person was given opportunity
Ethnic/Cultural Make-Up 9 12 16 10 19 to play for everyone in class when
Caucasian/White: 5 2 2 2 0 quizzing scales in the 8th grade brass
African American/ Black: 2 3 3 1 3 class.
Hispanic/Latino: 0 0 0 1 0
Asian/Pacific Islander: 0 0 0 0 0
American Indian/Alaskan 0 0 0 0 0
Native:
Language Proficiency N/A 1 N/A N/A N/A Provided both verbal instruction
Number of English Language and written instruction.
Learners (ELL):
If students were not challenged
Academic Performance enough in the 7th grade beginning
Students Performing 1 3 band class, percussionists were
Below Grade Level: encouraged to play octave parts to
Student Performing 2 4 work on spatial awareness and wind
Above Grade Level: players played eighth notes instead
of quarter notes when working on
scales. Those who were not
ready/had questions could then
receive help from the instructor
while others were individually
challenging themselves. One student
was in 8th grade and was proficient
enough at his instrument, that he
enrolled to practice learning
another instrument.
Students with Special Needs Stated instructions slowly and
Learning Disability: 0 0 0 repeated as necessary for those with
Emotional/Behavioral a developmental delay. Remained
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Impairment: 0 0 0 calm and gave alternatives for a

Attention Deficit Disorder 1 0 0 student who was having an
(ADD): emotional outbreak. Worked
Developmental Disability: 0 1 0 individually with a student who had
Intellectual Disability: 0 1 0 a speech/language impairment.
Speech/Language Impairment: 0 0 0 Modified instruction for a student
Autism Spectrum: 0 0 0 who could not physically run/skip
Gifted: 0 0 0 and instead could walk.
Blind/Visual Impairment (VI): 0 0 0
Deaf /Hearing Impairment (HI): 0 1 0
Physical Disability: 0 1 0
Other Health Impairment: 0 0 0
Military Connected Students N/A N/A N/A N/A N/A In elementary school, we had
several discussions about what
patriotic songs mean to our country
and why we should have national
pride.

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

Most, I would categorize as normal. One student identified as emotionally disturbed. One student with
ADHD, one student with emotional (anger) outbursts if not on his medication.

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

The students had not been introduced to 16th notes formally. It was the beginning of the school year for
them so I still had to realize they were not fundamentally fourth graders and did not know certain topics
(such as 16th notes yet). The students enjoy moving around the classroom and not sitting for too long.

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?)

I used the Prepare-Present-Practice method of aurally introducing the intended concept to the students. The
teacher will prepare their ear by teaching songs that incorporate the concept within them over the course of
several lessons. Then, teacher assesses when to present the formal concept by showing iconic notation and
identifying it by name during one lesson. Lastly, the students practice music and identify the unit concept in
each song over the course of several lessons.

Since the students love moving around the classroom, I incorporated teaching different dances and games
into the lessons so that would provide them movement that still engaged them in the lesson and was relevant
to the concept being introduced.

Environmental Factors:
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Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.
The district is in an affluent part of Kansas. The school district is a technology integrated district and are
1-to-1 Apple products (iPads for elementary students and MacBooks for all secondary students and
teachers). The classes I took data from were classes where I taught several lessons. One of the 4th grade
classes was especially difficult to manage because they had the same teacher in 3rd grade and moved up
grades with the teacher so I believe they still were held to the expectations of their third-grade selves.

Describe community and family environmental factors impacting the quality of education for all your
students.
The community of the school is generally supportive of music and the arts. The principal of the elementary
school was formerly a music teacher before going into administration so there was a great supportive
environment for the students to be expressing themselves through music. The school was about 25% free and
reduced school lunches so there were students who would have breakfast in the morning at the schools and I
think that factored in some of the behavioral challenges.

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?)
When planning for instruction with the 4th graders, I used a strategy called the something to live for
strategy. The students behavior at times was hard to handle because of three boys who are constantly
battling for attention (joking around, stating controversial material). To engage students in the lesson, I used
instruments (drums) that the students were interested in and selected only a few at a time who were following
instructions who I knew could handle the task. If students acted out, the privilege of the instrument was taken
away and they were made an example of the expectation. Students need to have clearly set expectations for
them to perform appropriately. The strategy works so that a few students are given the expectation and
immediately praised when they perform successfully. The next few students witness the expectation and then
want to be successful so they too can be praised.

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 identified as
A cognitively and
physically delayed due
Why did you select What did you find out Based on this
this student? about this student? information what
Address characteristics are the implications
from the Contextual for this students
Information and instruction?
Student Learning
Adaptations
Has a Cognitive Because he was
paraprofessional Student has a processing sensitive to
delay. When given an
aiding him at all instruction, usually there
louder noises, he

to hydrocephalus.
Student cannot run, has
a processing delay, and
is visually impaired
(wears glasses).
Student has enlarged
head. Student is
Caucasian and is 10
years old and is in 4th
grade.
Describe this student using
information from the
Contextual Information
and Student Learning
Adaptations
Student Student has behavioral
B challenges when not
taking his medication.
Student is an African
American male who is
10 years old and in the
4th grade.
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times and is about 5-10 seconds was given a pair
needed before a response occurs. of headphones to
Emotional
accommodations Began the semester
muffle louder
including emotionally distressed sounds.
physical because the piano when Instructions are
accommodations played was too loud. repeated and
and auditory With the comfort of a tasks are
para and with time, that
modifications. emotion diffused.
modified so that
Physical he can fully
Has an enlarged head, participate in the
suffered from least restrictive
hydrocephalus (CSF on environment.
the brain) and is small
for his age. Wears
glasses and has a lazy
eye, bobs his head
around, and walks
pigeon toed. He cannot
run due to
developmental
limitations.
Social
Blurts out in the middle
of class. Is usually
isolated with a para.
Sometimes would be
integrated in chairs with
his classmates.
Why did you select What did you find out Based on this
this student? about this student? information what
Address characteristics are the implications
from the Contextual for this students
Information and instruction?
Student Learning
Adaptations
Student is Cognitive Teacher needs to
intelligent in the Performs at grade level. demonstrate
classroom but Emotional
patience when
difficult to work Student has anger dealing with
with when he is management issues student. Giving
angry and not options like
taking his Physical taking a break in
N/A
medication. the back or
Social outside the
Temper flares when not classroom or
medicated and lashes out asking what the
in class. teacher can do
for the student to
help him is
beneficial.
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Entry 5: Data Analysis Template

Pre-Assessment Data Students will be studying a unit over the

rhythmic concept of 1 eighth note and 2 sixteenth notes.
Student Scores by Objective on the Pre-Assessment
Class Aurally Write Visually Overall %
identify the identify
the notation the
pattern notation
1 9/20 1/20 7/20 >50%
2 12/17 1/17 6/17 >50%
3 13/21 0/21 5/21 >50%
Focus A 0/1 0/1 0/1 0/3
Focus B 1/1 0/1 0/1 1/3

What do these data mean for instruction during the unit?

Students could repeat the intended rhythmic pattern aurally, but could not notate or
visually identify it. My job as the teacher was to associate the aural pattern with the iconic
music notation and teach how to write it. Instruction will include visually identifying the
pattern and writing it when teaching each new song of the unit.

What do these data mean for instruction for the Focus Students
during the unit?
Focus A would participate in the activity but was graded largely on participation Physical
activities would be modified and simplified to fit within physical constraints. Focus B
would participate and be graded as normal.
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Formative Assessment Data

Student Scores of Two Selected Formative Assessments
Student Formative 1 Formative 2
(thumbs up/side/down) (yellow cards)
Aural Write Visual
1 - 20 14 9 13 7/20 correct
2 - 17 13 6 9 8/17
3 - 21 9 12 11 7/21
Focus A X 0 0 0/1
Focus B X X X 1/1

How did the data from these formative assessments impact

learning during the unit?
These assessments were ways to gauge what areas needed enriching for the
intended objectives. According to the data for the thumb chart, the highest
percentage of students felt most comfortable aurally identifying the pattern
but were not as comfortable writing it down. I understand that it was a new
concept and takes time and practice to really be learned.
Many had no issues aurally and verbally repeating the rhythmic pattern.
There was shown improvement in students identifying the pattern visually.
Students still struggle with writing the pattern with proper musical notation
which takes a lot of practice.
The yellow cards were extra practice writing 2 sixteenths and an eighth and
vice versa. The percentage recorded was the number of students that
correctly notated both patterns.

How did the data from these formative assessments impact

Focus Student Learning during the unit?
Focus A was given a worksheet and copy of the music to glance at
during the class period. Focus B could perform, write and identify
the objective pattern by the end of the unit.
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Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Aurally Write Visually Overall %
identify the identify
the notation the
pattern notation
1 18/20 10/20 16/20 <50%
2 13/17 9/17 13/17 <50%
3 19/21 9/21 18/21 <50%
Focus A 1/1 0/1 1/1 <50%
Focus B 1/1 1/1 1/1 100%

What does these data mean for learning during the unit?
The numerator of the data represents the number of students who could
perform the task correctly out of the total number of students in the class
(denominator). Overall, all three classes improved and more than 50% of
each class could perform all three objectives relating to performing,
identifying, and writing 1 eighth note and 2 sixteenths.

What does these data mean for learning for the Focus Students
during the unit?
Focus student A needed a bit more time to grasp the concept of writing the
notation but he experienced hearing it almost every time he came to music
class and could visually identify the notation by itself. Focus B is intelligent
and could perform all three tasks before the post-assessment was given.

For future instruction, what have you learned about how

students learn and the efficacy of your instructional style?
What would you change, if anything?
It was interesting to present this unit and assessment and record my
observations to a class where I have never done it before. Next time, Ill likely
present this unit toward the end of the 4th grade year when they have more
knowledge of 16th notes and I would spend more time in the prepare stage of
instruction by selecting more songs with the concept in it so they can hear in
in many different contexts. I understand that the grade title at the beginning of
each school year does not dictate where the students are foundationally, but
rather where we want them to mature to by the end of the year.