Running Header: Contextual Factors Analysis 1

Contextual Factors Analysis

Haley Mank

University of Maine at Farmington

Contextual Factors Analysis 2

Introduction

The purpose of this paper is to provide and overview of the findings of the factors that

effect our students lives. This is to aid in effectively planning and assessing students learning and

to insure that the students unique needs are being met and appropriate and relevant activities,

assignments, resources, and assessments are being used. This data will be collected through a

variety of observations, research and surveys/questionnaires.

Community, District and School Factors

Camden-Rockport Elementary school is located in the town of Rockport. Both the towns

of Camden and Rockport attend this school. According to Suburban stats Camden is home to

three thousand five hundred seventy people. According to the towns website Rockport is home to

three thousand three hundred sixty people. The two towns are ninety-five percent caucasian with

the other two leading races being bi-racial and hispanic according to USA City Facts. This

regions unemployment rate is below the national average at 4.7%, which is categorized as low.

This information was gained from the USA City facts. Th average income for these two towns is

low compared to the national average which is $31,133 and this town comes in at $23,817 per

year. The top occupation in this region is in sales and office occupations with the number of

citizens at 23.2% in this occupation. The next two leading occupations are in education, legal,

community service, arts and media occupations and service

Contextual Factors Analysis 3

occupations. Around fifty percent of families own their home with a near of twenty-five percent

of families rent their home.

Camden Rockport Elementary School is located in a newer built school in the town of

Rockport. According to National Center for Education Statistics there are three hundred and

seventy-three students enrolled at this school. Out of this three hundred and seventy-three

students one hundred and nine one of them are female and one hundred and eighty-two students

are female. The graph below represents the number of students in each grade.

Number of Students in Each Grade

90
81
76 77
74
65
67.5

45

22.5

0
Kindergarten First Grade Second Grade Third Grade Fourth Grade
Contextual Factors Analysis 4

This graph shows that each grade besides kindergarten is represented almost equally by

number of students. There is a small number of ethnic diversity in this school culture the graph

below represents the diversity represented by the students.

Caucasian American Indian/Alaskan Asian Black Two or More Races Hispanic

1%

1%
2% 3%

93%

Ethnic Diversity

As shown above the schools majority race is caucasian with hispanic being the next

leading race represented. This is a direct relation with the towns ethnic diversity being nine five

percent caucasian and the majority of teachers and staff being caucasian. The students here come

from a lower than the national average income homes. There are many students that qualify for

free or reduced lunch. The chart below represents the percentage of students who qualify for this

service.
Contextual Factors Analysis 5

Not Eligible Free Lunch Eligible June

6%

30%

65%

Free or Reduced Lunch Eligibility

What this chart represents is that about a third of the students in this school are eligible

for free or reduced lunch. Based on this information children are receiving meals at a lower rate

or free meaning less kids are at school hungry. Another thing in direct relation to the food

services at this school is the gardening program. The children in various grades planted lettuce in

tubes that have grow lights on them around the school. The school is able to harvest this lettuce

and feed the children and the community members who are homeless. There are a variety of

programs that allow the students to be out in the community and learning away from the

classroom, while still making large strides in their education. One program in particular is the ski

program. The students travel to the local ski mountain where they can learn to ski from local
Contextual Factors Analysis 6

community members. This not only is a great educational opportunity for the students but this

also allows the community to be involved in the students education.

Classroom Factors

The classroom’s in the fourth grade are large, with an average of twenty-five students in

each class. The grade receives one floating para professional, that aids all students in the

particular grade. This grade also have a special education teacher and she has a paraprofessional

who assists her. The classroom size is average with each teacher having a preference of their own

with using tables or chairs. Although there is a preference each is arranged in groups making

transitioning with a large number of students easier. Each classroom is equipped with a large

amount of technology. Each teacher has a laptop that connects to a smart-board and a ladybug.

This device is like a camera, showing on the smart board exactly what the teacher is doing under

the ladybug in color. Each grade also has access to iPads at anytime of the day, allowing more

technology and individuality in lessons more accessible. Resources in the school are readily

available and each students unique needs is being met, with a variety of specialists and a

psychologists on staff.

There is no pullout educational setting for math. The special education teacher and the

para professionals co-teach with the general education teachers and provide instruction to

individual students who may need help in their general education classroom. When a pullout

educational setting is used for reading or writing it is during the time in which the general

education classrooms are doing the same subject. This is

Contextual Factors Analysis 7

to ensure the students are not missing beneficial curriculum. This particular school uses the

everyday mathematics curriculum for math. This is a standards based math and leaves little room

for individuality. Teachers provided their own flare in math with the math messages and morning

work. In the special education room the reading curriculum used is corrective reading. The

curriculum has several different levels and provides quick assessments to allow the teacher to

check in with students and be sure they are understanding the curriculum. These assessments

come after every five lessons and consist of the skills they have previously practiced in the

lessons leading up to the assessment. For the writing services provided by the special education

teacher the program writing skills written by Diana Hanbury King is used. This progresses skills

at a slower rate than the general education curriculum. Each of one of the curriculums used

directly align with the common core state standards. These programs have allowed the children

to process at their own rate while still progressing towards the same goals as their classmates.

The four fourth grade classrooms are all on very similar schedules. Each doing the same

subject about the same time. This allows for an easier schedule for pullout education. The

students have a special each morning. The specials rotate from Spanish, music, art, health and

physical education. The students become more physically fit and are introduced to the fine arts

and another language allowing for the students to become more of a well rounded person and

begin to understand the surroundings they have. The students also have a large playground a

field they enjoy during both of their recessed during the day. Getting outside and allowing

children to be kids and use up some of their bottled up energy is beneficial to them in the
Contextual Factors Analysis 8

classroom and helps them be more successful in their school work. The school and classrooms

provide an excellent environment for the students to learn and grow.

Strengths / Needs Analysis and Student Characteristics

There are many things that impact a child's life and their learning. Camden and Rockport

are large communities with slightly below average income compared to the national average but

struggle with a portion of their community members being in poverty like many other

communities do. With more than a third of the students qualifying for free or reduced lunch

many children are coming to school hungry. This program allows children to receive breakfast

and lunch free or at a reduced cost. Insuring that while kids are at school they are not hungry. No

one can stay focused when they are hungry and the students being hungry directly impacts how

much learning can be accomplished at school. The local food pantries have come together in the

surrounding communities providing food for students to bring home on the weekend, so that they

do not have to be hungry at home either. This helps insure children are growing and developing

at an appropriate rate with proper nutrition. Knowing if a child has eaten before they have come

to school or at lunch is beneficial to myself as a teacher. Hunger can lead to poor behavior

choices and refusal of academic work. But by checking in with children in the morning climates

this barrier that kids may be encountering. Another problem that several of my students

encounter at home during the winter time is frozen pipes. Which leads to children having to

come to school in dirty clothes or not being able to shower and come to school clean. This can

lead to a social issue and a comfort issue. Providing showers for children during this time of need

is very important so that our students can feel comfortable and clean at school. Teachers must
Contextual Factors Analysis 9

also always focus on what is happening in a child’s home life. Several of my students struggle

with emotions at school from things that are happening in the home or with their family. Another

barrier my students encounter is a disability. The majority of the students my mentor teacher has

on her caseload of a specific learning disability. There are a few of the students who have a

speech and language impairment and a few others who have other health impairments as their

disability. Two of my students have a multiple disabilities with a combination of either speech

and language impairment or other health impairment combined with a specific learning

disability. Th chart below shows our students disability and their present level of performance

based on their recent NWEA scores.

Student Specific Disability NWEA Reading NWEA Math

W Specific Learning 173 207

Disability

L Specific Learning 163 188

Disability

T Speech and Language 195 190

Impairment

ST Specific Learning 176 195

Disability

C Specific Learning 172 182

Disability

H Specific Learning 175 176

Disability

J Other Health and NA NA

Impairment and
Specific Learning
Disability

S Specific Learning 194 198

Disability

O Other Health 213 212

Impairment
 Student Specific Disability NWEA Reading NWEA Math

N Other Health 183 190

Impairment

W Specific Learning 186 177

Disability

R Speech and Language 195 186

Impairment and
Specific Learning
Disability

These scores give a present level of performance as of two weeks ago. The benchmark

score for reading is a 203.6. As you can see only one of the students on her caseload met the

grade level benchmark set for this specific test. The benchmark for math is a 208.7. Again only

one student met the grade level benchmark. For several of these students this test does not

accurately depict their current level of performance. These students have made large gains in the

performance level so far this year and a statewide test does not always portray the students

abilities. Most of these students also receive services for math and or reading. The chart below

shows the services the students receive as this time.

Student Gender Math Reading Writing Math Speech OT Interests

Services Services Services Pre and / favorite
* Teaching Language activities

W Male x x x X Fishing,
Fort
building,
digging
holes at
the
beach

L Female x x x Puppies,
art,
playing
with dolls
 Student Gender Math Reading Writing Math Speech OT Interests
Services Services Services Pre and / favorite
* Teaching Language activities

T Male x x x X X Tacos,
Bacon,
Ride
bikes

ST Male x x X X read
comic
books,
and
skiing

C Female x coloring

H Female x x coloring
and
reading

J Male x x watching
TV

S Female x Ice
Skate,
hulahoop
, and
writing

O Male x X NA

N Male x x X Ice
(Fluency) skate,
play
playstati
on

W Male x x Legos
and
skiing

R Female x x x Play with

her
ferrets

* See attached for individual IEP goals

As you can see there are several students who receive more than one special education

service. This is a factor that effects a students learning. There are many things that affect our
Contextual Factors Analysis 12

students leaning environment and it is important as their teachers that we eliminate as many

barriers as we can.

The students I work with are in the fourth grade and receive special education services.

Many of our students who receive services for math also receive reading services. About a

quarter of the students also receive writing services as well as math and reading services. One

thing that is important when thinking about children’s learning is ensuring that we understand the

child’s past knowledge. Several teachers provide a math warm up before a new lesson to ensure

students remember the steps needed to complete the math problem. This also provides the

teacher with simple feedback on who understands the skill they have previously learned and who

may still be struggling. Another way to engage students and understand students past learning in

reading that we use is to have them read a paragraph of the reading they had the day before. This

checks with the students and insures that the students remember how to properly pronounce the

words from the story before. Another way we check in with our students is a comprehension

question about the story they had read the day before. This allows the teacher to make sure the

students are understanding the story they had read the day before and this also checks their

memory. We often don’t get to finish a story the same day and remembering an understanding

what you have previously read is very important. After several observations in their general

education classroom, on the playground and while receiving reading or writing services there are

many take aways. All of these students are socially engaged they are participating in group

discussions and offering answers for group math problems with confidence. The students are not

isolated on the playground or sat at a specific table in their classroom. They are in their general
Contextual Factors Analysis 13

education classroom with all of their peers. I asked about half of the students I work with one

question, “Do you ever feel embarrassed or left out in the class or with your classmates because

you get help with reading and or math?” All of these students stated that they never feel left out.

They said that they all have friends other than their classmates who receive services. They also

stated that they like that they don’t have to leave the class for math and that the teacher in which

I am mentoring and myself don’t just help them but help everyone. They also said that they don’t

feel embarrassed or left out when they leave the room for reading group because many other

students go to other rooms throughout the school. I think that as educators we need to be sure

that the students are not feeling embarrassed or left out when they are receiving services and that

we as teachers are there to help everyone and not there to single them out.

There are several different interests my students have. While we always find that we are

all unique in different ways we are all very similar as well. With all the students I work with

being in the fourth grade and being from the same communities there were a large variety of

interest topics. A few of my students thoroughly enjoy skiing, this did not surprise me as they

live within minutes of a ski slope and have all recently started a skiing program through the

school. But the rest of my students interests were as unique as they are. They range from sports

to, video games, to playing with dolls and a variety of other things. Learning what our students

enjoy and find interesting is important so that we as teachers can engage our students in a variety

of ways.
Contextual Factors Analysis 14

Conclusion

In conclusion the information gained above gives myself a better insight into the facts

that affect my students learning and home life. It is important to understand our students

backgrounds and interests. This is important so that we as their teachers can understand how to

better aid them and to eliminate barriers for them when we can. We can learn from their

background how our students learn best and what may be affecting them and their learning at

home and at school. A student may be struggling with reading, because their parents do not read

at home or do not read in english. As teachers once we learn the students background and

learning style we can teach them and ensure that they receive a free appropriate education.
Contextual Factors Analysis 15

Appendix

Maine Population. (2015). Retrieved January 8, 2018, from http://

www.usacityfacts.com/me/population/

Camden Rockport Elementary School. (n.d.). Retrieved January 8, 2018, from http://
www.fivetowns.net/cres/

Rockport, Maine . (n.d.). Retrieved January 8, 2018, from http://

www.town.rockport.me.us/

Population Demographics for Camden, Maine. (2016). Retrieved January 8, 2018, from
https://suburbanstats.org/population/maine/how-many-people-live-in-camden

Town of Camden, Maine . (n.d.). Retrieved January 8, 2018, from http://

www.camdenmaine.gov/

Camden, ME Homes and Housing. (2015). Retrieved January 8, 2018, from http://
www.usacityfacts.com/me/knox/camden/homes/

Contextual Factors Analysis 16

Student IEP Goals

Student: W

By 5/31/18 given direct interaction in reading phonics, w will be bale to independently use grade level

phonics and word analysis skills in when decoding words with abreast 80% accuracy in his daily reading

and on assessments. (CCSS: ELA 1.RF.3; ELA 2.RF.3; ELA 3.RF.3; ELA 4.RF.3) as measured by teacher

determined assessments.

By 5/31/18 given direct instruction in reading, William will read with sufficient accuracy (98% or better)

and fluency (at least 67 wpm at 1st grade level; 82 wpm at 2nd grade level; 98 @ 3rd grade level; 112

wpm at 4th grade level) to support comprehension with 90% accuracy. (CCSS: ELA 1.RF.4; ELA 2.RF.4;

ELA 3.RF.4; ELA 4.RF.4) as measured by teacher determined assessments.

By 5/31/18 given direct instruction in reading, W will be able to independently determine theme or main

idea of a text and give a summary of the text with at least 80% accuracy in his daily reading and on

assessments. (CCSS: ELA 4RL.2; ELA 4.RI.2) as measured by teacher determined assessments.

By 5/31/18 given direct writing instruction and the use of a checklist and personal dictionary, W will be

able to write clear sentences with correct sentence structure, age level appropriate spelling, capitalization,

and punctuation independently at least 80% of the time in his daily writing and on writing assessments.

(CCSS: ELA 4.L.1; ELA 4.L.2) as measured by teacher determined assessments.

Contextual Factors Analysis 17

By 5/31/18 given direct instruction in writing and the use of a writing checklist, W will be able to write a

paragraph or essay with clear idea development and organization with at least 80% independence in his

daily writing and on writing assessments. (ELA 4.W.4) as measured by teacher determined assessments.

By 5/31/18 given direct instruction in speech and language W will demonstrate understanding of 4th

grade vocabulary, word relationships, and categorization expressively and receptively with 80% as

measured by teacher determined assessments.

By 5/31/18 given direct instruction in speech and language W will be able to orally retell story at the

complete to complex episode including: setting, initiating event, plan, attempts, consequence and feelings,

and critical thinking skills and cohesive ties after reading short stories with 80% as measured by teacher

determined assessments.

Student: L

By 5/4/18 given direct, explicit instruction in reading, L will read with sufficient accuracy (90% or better)

and fluency ( grade 2 level at least 82 wpm) to support comprehension on a level L or M book (mid to end

of 2nd grade level) and improve NWEA score to at least 184. (CCSS: ELA 2.RF.4) as measured by

teacher determined assessments.

By 5/04/18 given direct, explicit instruction in reading, L will apply grade level phonics and word

analysis skills with at least 80% accuracy when decoding words in her daily work and on end of unit

assessments. (CCSS: ELA 2.RF.3; ELA 3.RF.3) as measured by teacher determined assessments.
Contextual Factors Analysis 18

By 5/04/18 given direct instruction in reading, L will be able to determine the theme or main idea of a text

with at least 80% accuracy on her daily work and on assessments. (CCSS: ELA 4.RL.2 AND ELA 4.RI.2)

as measured by teacher determined assessments.

By 5/04/18 given specialized instruction in a co-taught math class, L will be able to independently add

and subtract multi-digit whole numbers using the traditional algorithm with at least 80% accuracy on her

daily work and on assessments. (CCSS: math 4.NBT.4) as measured by teacher determined assessments.

By 5/04/18 given instruction in co-taught math class L will be able to independently solve

multi-step word problems using the four operations with at least 80% accuracy on her daily work and on

assessments ( CCSS: Math 4. OA.3) as measured by teacher determined assessments.

By 5/04/18 given specialized instruction in a co-taught math, L will be able to read, write, and compare

numbers up to the millions with at least 80% accuracy on her daily work and on assessments ( CCSS:

Math 4.NBT.2) as measured by teacher determined assessments.

By 5/04/18 given specialized instruction in a co-taught math class, L will be able to multiply whole

numbers (up to 4 digits by 1 digit and 2 by 2 digits) independently with at least 80% accuracy on her daily

work and on assessments. (CCSS: Math 4.NBT.5) as measured by teacher determined assessments.

By 5/04/18 given direct instruction in writing and the use of an editing checklist and a high frequency

word list, L will be able to independently use correct capitalization, punctuation, and grade level

appropriate spelling with at least 80% accuracy on her daily work and on assessments. (CCSS: ELA 4.L.

2) (amended 10/25/17) as measured by teacher determined assessments.

Contextual Factors Analysis 19

By 5/04/18 given direct instruction in writing and the use of graphic organizers, L will be able to produce

a piece of writing with clear organization and development (elaboration; craft) of ideas with rubric scores

of 2 or better on her writing pieces and on assessments. ( CCSS: ELA 4.W.4) (Amended 10/25/17) as

measured by teacher determined assessments.

Student: T

By 6/08/18 given specifically designed reading instructions. T will be able to read with sufficient

accuracy (98% or better) and fluency ( 112 WPM at 4th grade level) to support comprehension

(satisfactory on Fountas and PInnell benchmarks and daily reading; at least 198 on NWEA) of daily

reading and on assessments. (CCSS: ELA 4.RF.4) as measured by teacher determined assessments.

By 6/09/18 given specifically designed instruction in reading, T will be ale to independently determine

the theme or main idea or make and inference and summarize the supporting details with at least 80%

accuracy in his daily reading and on assessments. (CCSS: ELA 4.RL.1; ELA 4.RL.2; ELA 4.RI.1; ELA

4.RI.2) as measured by teacher determined assessments.

By 6/09/18 given specifically designed instruction in co-taught math class, T will be able to

independently solve multi-step math problems using the 4 operations with at least 80% accuracy on his

daily work and on assessments. (CCSS: Math 4.OA.3) as measured by teacher determined assessments.

By 6/09/18 given specifically designed instruction in a co-taught math class, T will be able to use place

value understanding to round a number to any place (up to millions) with at least 80% accuracy on his

daily work and on assessments (CCSS: Math 4.NBT.3) as measured by teacher determined assessments.
Contextual Factors Analysis 20

By 6/09/18 given specifically designed instruction in a co-taught math class, T will be able to fluently

add, subtract and multiply (up to 4 digit by 1 digit and 2 digit by 2 digit) numbers using the traditional

algorithm with at least 8-% accuracy on his daily work and on assessments. (CCSS: Math 4.NBT.4 and

Math 4.NBT.5) as measured by teacher determined assessments.

By 6/08/18 given direct instruction in the resource room T will be able to write a complete sentence and

self correct fragments and run-on sentences independently at least 80% of the time in his daily writing

and on writing assessments (ELA 4.L.1) as measured by teacher determined assessments.

By 06/08/18 given direct instruction in writing and the use of a writing checklist & high frequency word

list, T will be able to use the correct capitalization, punctuation, and spelling in his writing independently

with at least 80% accuracy in his daily writing and on writing assessments (ELA 4.L.2) as measured by

teacher determined assessments.

By 06/08/18 given direct instruction in writing and the use of writing checklists, T will be able to produce

writing pieces with clear organization and appropriate to the task or purpose of the writing independently

at least 80% of the time on his writing assignments. ( ELA 4.W.4) as measured by teacher determined

assessments.

BY 6/08/18 given direct OT intervention T will demonstrate improved fine motor skills, postural and

higher level bilateral skills, written legibility, processing skills including completing multi-step tasks and

organizing his work space, and se of a mature pencil grasp as evidenced by: 1) independent use of a

dynamic, mature pencil grasp during 90% of writing and drawing tasks, 2) writing 2-3 sentences with age

appropriate letter sizing, 100% spacing between his words, and 100% correct placement of the letters in a

variety of lined paper in 4/5 attempts, 3) sitting upright at the table with feet positioned in the floor and

paper at midline, without cues, for a 15-20 minute fine motor task in 4/5 attempts, 4) initiating and
Contextual Factors Analysis 21

sustaining 30 seconds of prone extension without effort in 4/5 attempts, 5) independently completing a

multi-step task i/e building project or multiple folding task without cues beyond into instruction in 90% of

attempts, and 6) completing a paced seventy higher level bilateral task i.e drop.catching a ball paced to his

ascending or descending a flight of stairs, drop/catching a ball while grapevine stepping along an

undulating track, etc. as measured by therapists informal observation and assessment, work samples, and

standardized testing as indicated.

By 6/09/18 given direct instruction in speech and language T will demonstrate understanding 4th grade

vocabulary, word relationships, and categorization expressively and receptively with 80% accuracy as

measured by teacher determined assessments.

By 6/09/18 given direct instruction in speech and language T will be able to orally rebel a story at the

abbreviated to complete narrative episode, using appropriate story grammar elements (character, setting,

intoning event, plan, attempts, consequence and feelings) with cohesive ties after reading short stories

with 80% accuracy as measured by teacher determined assessments.

By 6/08/18 given direct instruction in speech and language T will be able to produce a paragraph with

topic sentence, supporting sentences and concluding sentence independently with 90% as measured by

teacher determined assessments.

Student: ST

By 03/17/18 given direct instruction in the resource room using a specialized reading program, S will be

able to independently apply grades level (grade 1 and grade 2) phonics word analysis skills and reading

grade level sight words, (K, 1, 2) with at least 80% accuracy in his daily reading and on assessments.

(CCSS: ELA 1.RF.3; ELA 2.RF.3) as measured by teacher determined assessments.

Contextual Factors Analysis 22

By 03/17/18 Given direct, specialized instruction in reading, S will be able to read with sufficient

accuracy (at least 95%) and fluency (40 to 97 WPM on 1st grade level; at least 35 WPM on 2nd grade

level) to support comprehension (satisfactory comprehension on Fountas and PInnell) in his daily reading

and on assessments. (CCSS ELA 1.RF.4; ELA 2.RF.4) as measured by teacher determined assessments.

By 03/17/18 given instruction in comprehension, and grade level texts read to S, S will retell the story in

correct sequence and determine the main theme or idea of a story with at least 80% accuracy. (CCSS ELA

3.RL.2; ELA 3.RI.2) as measured by teacher determined assessments.

By 4/30/18 given direct instruction in speech and language S will acquire and use grade appropriate

vocabulary (actions, emotions, states of being) that are relevant to curriculum with 80% accuracy

independently as measured by student work samples and teacher observations. (CCSS: L.4.4) as measured

by teacher determined assessments.

By 03/17/18 given direct instruction in speech and language S will be able to orally retell a str at the

abbreviated to complete narrative episode, suing appropriate story grammar elements (character, setting,

initiating event, plan, attempts, consequence and feelings) with cohesive ties after reading short stories

with 80% accuracy as measured by teacher determined assessments.

By 03/07/18 given OT intervention S will demonstrate improved oculomotor skills, visual motor skills,

motor coordination skills, and handwriting skills as indicated by 1) smooth and symmetrical convergence

for several repetitions in 4/5 trials, 2) writing 1-2 sentences with his letters correctly formed, letters

placed on the line, spacing between his words, and with his words in the correct sequence in 4/5 trials,

and 4) completing a variety of paced sequential bilateral moments or combined ball and crossing the

midline movements with and easily started and maintained rhythm in 4/5 trials as measured by therapist

observation and informal assessment, work samples and standardized testing as indicated.
Contextual Factors Analysis 23

By 03/07/18 given direct instruction S will be able to produce a paragraph with topic sentence, supporting

sentences and concluding sentence independently with 90% accuracy as measured by teacher determined

assessments.

Student: C

By 06/04/18 Given direct instruction in reading, C will be able to independently apply grade-level

phonics and word analysis skills when decoding words with at least 90% accuracy on her daily reading

and on assessments. (CCSS: ELA 2.RF.3; ELA 3.RF.3; ELA 4.RF.3) as measured by teacher determined

assessments

By 06/04/18 given direct instruction in reading, C will read with sufficient accuracy (98% or better) and

fluency (at least 84 wpm) to support comprehension with 90% accuracy. (CCSS: ELA 2.RF.4; ELA 3.RF.

4; ELA 4.RF.4), as measured by teacher determined assessments

By 06/04/18 Given direct instruction in reading, C will be able to determine main idea of a text and give

supporting details from the text with at least 80% accuracy in her daily reading and on assessments.

(CCSS: ELA 4.RI.2; ELA 4.RL.2) as measured by teacher determined assessments

Student: H

By 5/02/18 given direct, specialized instruction in reading, H will be able to apply grade level phonics

and word analysis skills while decoding words with at least 80% accuracy in her daily reading and on

assessments (CCSS: ELA 2.RF.3; ELA 3.RF.3; ELA 4.RF.3) as measured by teacher determined

assessments.
Contextual Factors Analysis 24

By 05/02/18 given direct specialized instruction in reading, H will be able to read with sufficient accuracy

(98% or better) and fluency (at least 84 WPM) to support comprehension (at least 80%) on her daily

reading and on assessments. (CCSS: ELA 2.RF.4; ELA 3.RF.4; ELA 4.RF.4) as measured by teacher

determined assessments.

By 05/02/18 given pre-teaching in math, H will be able to correctly draw and label lines, line segments,

rays and angles, as well as classify shapes, with at least 80% accuracy on her daily work and on

assessments. (CCSS: Math 4.G.1 and Math 4.G.2) as measured by teacher determined assessments.

By 05/02/18 given pre-teaching in math, H will be able to fluently add and subtract multi-digit numbers

using the standard algorithm with at least 80% accuracy on her daily work and on assessments. (CCSS:

Math 4.NBT.5) as measured by teacher determined assessments.

By 05/02/18 given pre-teaching in math, H will be able to fluently multiply and divide within 100 with at

least 80% accuracy on her daily work and on assessments. (CCSS: Math 3.OA.7) as measured by teacher

determined assessments.

By 05/02/18 given pre-teaching in math, H will be able to use place value understanding to read, write,

compare and round numbers up to the millions with at least 80% accuracy on her day work and on

assessments. (CCSS: Math 4.NBT.2 and Math 4.NBT.3) as measured by teacher determined assessments.

Student: S

By 02/24/18 given direct, specialized instruction in reading, S will be able to read with sufficient accuracy

(98% or better) and fluency (at least 101 WPM) to support comprehension (satisfactory comprehension

on F & P and at least 198 on NWEA) of grade level texts (level n-p for 3rd grade; Levels Q-s for 4th

grade) (CCSS: ELA 3.RF.4; ELA 4.RF.4) as measured by teacher determined assessments.
Contextual Factors Analysis 25

Student: O

By 03/22/18 given direct instruction in reading, O will be able to apply phonics and word analysis skills

with at least 90% accuracy when decoding words in his daily reading and on assessments. (CCSS: ELA

4.RF.3) as measured by teacher determined assessments.

By 03/22/18 given direct instruction in reading, O will be able to read grade level texts with sufficient

accuracy (98% or better) and fluency (at least 125 WPM) in his daily reading and on assessments. (CCSS:

ELA 4.RF.4) as measured by teacher determined assessments.

By 03/22/18 given occupational therapy, O will complete grade level fine and visual motor activities with

fair to good grade level quality and speed with cuing and accommodations including writing 5+ sentences

with good line quality and spacing 4 out of 5 trips as measured by work samples, therapists observation,

and/or assessments as measured by teacher determined assessments.

Student: N

By 02/27/18 given direct instruction in the resource room N will be able to read with sufficient accuracy

(98% or better) and fluency (4th grade at least 84 WPM) to support comprehension of grade level texts

(grade 4 level q/r books; NWEA RIT 203) (CCSS: ELA 4.RF.4) as measured by teacher determined

assessments.

By 02/27/18 given direct instruction in the resource room N will be able to fluently multiply and divide

within 100 and add and subtract multi-digit whole numbers with 90% accuracy on his daily work and on

assessments (56 or better on MCOMP). (CCSS: Math 3.OA.7; Math 3.NBT.2; Math 4.NBT.4) as

measured by teacher determined assessments.

Contextual Factors Analysis 26

By 02/27/18 given support in writing, high frequency wordlist, and an editing checklist N will be able to

use correct capitalization, punctuation, and grade level appropriate spelling (level 3 on rubric) on his daily

writing and on his writing prompts. (CCSS: ELA 3.L.2; ELA 4.L.2) as measured by teacher determined

assessments.

By 02/27/18 given support in writing, and the use of graphic organizers, N will be able to produce clear,

coherent writing that has good idea development (elaboration at least 3 on rubric) and organization

(organization, lead, ending at least 3 on rubric) appropriate to the task and audience on daily wing

assignments and writing prompts. (CCSS: ELA 3.W.4; ELA 4.W.4) as measured by teacher determined

assessments.

By 02/27/18 given direct OT services N will demonstrate improved motor coordination skills visual

motor skills, eye hand coordination, a mature pencil grasp, improved written legibility as demonstrated

by : 1) write 2-3 sentences using 52/52 correctly formed letters and using a mature pencil grasp in 4/5

trials, 2) correctly copying designs with overlapping shapes, diagonal lines such as diamond shape, and

shapes within shapes 90% of the time in 3/5 trials, 3) catch a tossed ball with one hand in 4/5 tries, 4)

dribble a ball 10x with alternating hands in 4/5 tries, and 5) hit a target from 12 feet away when throwing

overhand 80% of the time in 4/5 tries as measured by therapist observation, informal assessment, work

samples, and standardized testing of indicated.

Student: W

By 10/02/18 given specialized instruction in a co-taught math class, W will be able to read, write,

compare and round multi-digit whole numbers to the millions with at least 80% accuracy on his daily

work and on assessments (CCSS: Math 4.NBT.2 and Math 4.NBT.3) as measured by teacher determined

assessments.
Contextual Factors Analysis 27

By 10/02/18 given specialized instruction in a co-taught math class, W will be able to fluently add &

subtract multi-digit whole numbers using the standard algorithm and multiply & divide within 100 with at

least 80% accuracy on his day work and on assessments. (CCSS: Math 3.OA.7; Math 4.NBT.4) as

measured by teacher determined assessments.

By 10/02/18 given specialized instruction in a co-taught math class, W will be able to independently solve

multi-step word problems using the 4 operations correctly with at least 80% accuracy on his daily work

and on assessments. (CCSS: Math4.OA.3) as measured by teacher determined assessments.

Student: R

By 4/29/18 given specifically designed instruction in a co-taught math class and a visual, R will be able to

independently solve multi-step word problems using the 4 operations with whole numbers with at least

80% accuracy on her daily work and on assessments. (CCSS:Math 3.OA.8; Math 4.OA.3) as measured by

teacher determined assessments.

By 4/29/18 given specialized instruction in a co-taught math class, R will be able to compare fractions

with like and unlike denominators and find equivalent francs with at least 80% accuracy on her daily

work and on assessments (CCSS: Math 4.NF.2; 3.NF.3) as measured by teacher determined assessments.

By 4/29/18 given specifically designed instruction in a co-taught math class, R will be able to fluently

multiply within 100 (multiplication facts), and be able to multiply whole numbers up to 4 digits by 1 digit

with at least 80% accuracy on her daily work and on assessments. (CCSS: Math 3.OA.7; Math 4.NBT.5)

as measured by teacher determined assessments.

Contextual Factors Analysis 28

By 4/29/18 given specifically designed instruction in a co-taught math class, R will be able to fluently add

and subtract multi-digit whole numbers with trades independently with at least 80% accuracy on her daily

work and on assessments. (CCSS: Math 3.NBT.1; Math 4.NBT.4) as measured by teacher determined

assessments.

By 4/29/18 given direct instruction in speech and language R will be able to orally retell a story at the

abbreviated to complete narrative episode, using appropriate story grammar elements (character, setting,

intuiting event, plan, attempts, consequences and feelings) with cohesive ties after reading short stories

with 80% accuracy as measured by teacher determined assessments.

By 4/29/18 given direct instruction in speech and language R will be able to formulate a sentence using

appropriate syntax and vocabulary orally and in writing with 90% accuracy as measured by teacher

determined assessments.