C&I UG PORTFOLIO 13

Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: 1,836

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 21%
https://www.usnews.com/education/best-high-schools/kansas/districts/olathe/olathe-south-
senior-high-school-8106
Class Class Class Class Class
1 2 3 4 5
Grade Level/Subject Taught 9th Grade 10th Grade 11th/12th 11th/12th 9th and
Sped
Number of Students in Classroom 29 23 28 48 32

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 strategy to provide equitable
teach and identify the class opportunities, accommodations, or
in which you are teaching modifications you attempted for any
your unit) student identified within each
contextual characteristic)
12 M 9M 14 M 1 trans student in 1 trans student in Allowing trans students
Gender 17 F 14 F 14 F these numbers these numbers opportunity to sing within
Number of Females:
Number of Males:
15 M 9M their preferred voice part
33 F 23 F regardless of range/ability

Ethnic/Cultural Make-Up 22 15 24 31 16 When one of our 7th hour

Caucasian/White:
3 2 NA 5 5 students turned 15, we took
African American/
Black: 4 4 3 9 7 time to talk about her
Hispanic/Latino: Na NA 1 3 2 quinceñera and the cultural
Asian/Pacific Na 2 NA NA 2 significance that came with
Islander: that celebration
American
Indian/Alaskan
Native:
0 0 0 0 2 Writing the daily
Language Proficiency schedule/instructions on the
Number of English
board so students have time to
Language Learners
(ELL): read and decipher what is to
come.
Students Performing Students Students Students Students Providing differentiation for students.
Academic Performance Below Grade Performing Performing Performing Performing Above grade level students have more
Students Performing Level: 4 Below Grade Below Grade Below Grade Below Grade responsibility of musicianship,
Below Grade Student Performing Level: 6 Level: 3 Level: 11 Level: 15 making decisions about pieces
Level: Above Grade Level: 8 Student Student Performing Student Student Performing performed and their justifications,
Student Performing Performing Above Grade Level: 12 Performing Above Grade Level: 2 marking scores, sectional leading etc
Above Grade Above Grade Level: 3 Above Grade Level: 9 Below grade level: markings are
Level: provided, visual aides are used for
instruction, notes are allowed and
encouraged to be taken, specific
instruction time is available for
students who need and want it.
Learning Disability: Learning Learning Learning Learning
Students with Special Emotional/Behavioral Disability: Disability: Disability: Disability: Using a microphone during
Needs Impairment: 5 Emotional/Behavi Emotional/Behavio Emotional/Behavi Emotional/Behavio
Learning Disability: Attention Deficit oral Impairment: 2 ral Impairment: 0 oral Impairment:3 ral Impairment: 7
class for hearing impaired
Emotional/Behavioral Disorder (ADD): 4 Attention Deficit Attention Deficit Attention Deficit Attention Deficit students, providing enlarged
Impairment: Developmental Disorder (ADD): Disorder (ADD): 3 Disorder Disorder (ADD): 3 copies of music for students
Attention Deficit Disability: 1 Developmental (ADD):3 Developmental with visual impairments,
Disorder (ADD): Intellectual Developmental Disability: Developmental Disability: 1 Referring to and implementing
Developmental Disability: Disability: 1 Intellectual Disability: Intellectual students IEP goals within our
Disability: Speech/Language Intellectual Disability: Intellectual Disability:
Intellectual Impairment: Disability: Speech/Language Disability: Speech/Language
instruction.
Disability: Autism Spectrum: Speech/Language Impairment: Speech/Language Impairment:
Speech/Language Gifted: 1 Impairment: Autism Spectrum: Impairment: Autism Spectrum:
Impairment: Blind/Visual Autism Spectrum: Gifted: Autism Gifted:
Autism Spectrum: Impairment (VI): 2 Gifted: Blind/Visual Spectrum: 1 Blind/Visual
Gifted: Deaf /Hearing Blind/Visual Impairment (VI): Gifted: Impairment (VI):
Blind/Visual Impairment (HI): Impairment (VI): Deaf /Hearing Blind/Visual Deaf /Hearing
Impairment (VI): 1 Impairment (HI): 1 Impairment (VI): Impairment (HI):
Deaf /Hearing Deaf /Hearing Deaf /Hearing
Impairment (HI): Impairment (HI): Impairment (HI):
Physical Disability: 2
Other Health
Impairment
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Student Characteristics:

Describe the developmental characteristics of students in your classroom.

(Cognitive, Physical, Emotional, Social).

Students are generally excited to be in the classroom, this class specifically has students that are dual enrolled in this choir and
another. This class happens second in the school day, roughly starting at 8:40, students are emotionally and socially not awake at
this point but are open to engagement. Physically speaking, I have one student who relies on crutches for everyday mobility and
another who suffers from severe back/spine issues, both of which require breaks from standing and access to a chair if necessary.
This group is a sophomore and junior level group, however it is intended to be primarily sophomores. In the case of junior
students who still need to develop before heading to a top group, this is the best place for them to grow.

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

Many students have sung this text before, however this was a new setting. Students are also used to having a student teacher in
this classroom and had been working on this piece with a previous student teacher. Students understood the bones of the piece
and were working towards musical comprehension and nuance.

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?)

The main concern with group is finding instructional strategies to make this material interesting since they have been working on
it for a while. Creating the octets was the first variation of instruction I tried, and it was very successful. Students really enjoyed
getting to showcase their individual preparation. We also worked to find new ways to establish tone and dynamic expectations.

Environmental Factors:

Describe district, school, and classroom environmental factors impacting the quality of education for all of your students.
The school that embodies this program is ranked #4 of 5 High Schools in the District and #34 in the state of Kansas in academic
performance. However, school spirit and commitment to activities is higher in this building than in most. South has pride in their
community and school. 21% of students are on free or reduced lunch which is one of the lower numbers in the district. Bell
schedule changes in the school district have made things harder are students in the first two periods of the day.

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

South has a lot of pride in its community which is seen in the family support (boosters, pta, etc) within the school. The middle
school and elementary school that directly feed into this high school share a parking lot so siblings are often responsible for each
other. Based on the data collected, this student population specifically has higher numbers of custody issues that are severe
enough school has to step in. Many students with restricted photo/video permissions to protect identity and location of families.

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?)
I am sure to have differentiation options ready and available for students who need assistance. I am also sure to provide extended
learning opportunities for my more advanced students. I am careful of the language I use in my classroom so that it is the most
inclusive. I utilize parent/guardians in planning and set up of events so that the burden falls less on students. I am sure to limit
recording assignments so that no student has to be on camera and check permissions before posting things online or in our
classroom.
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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 Why did you select What did you find out about this student? Based on this information
student using this student? Address characteristics from the Contextual what are the implications
information from Information and Student Learning for this student’s
the Contextual Adaptations instruction?
Information and
Student Learning
Adaptations
Student A Choir Leadership When you watch the Cognitive – above average academically and This student is the 1st person
team member, active group perform, she musically. Quick to engage with both teachers to go to if another student
in the program and draws your eye with and peers about casual topics and points of needs help and support. She
school activities, attention to detail and concern. is able to lead by example
musically inclined, engagement. She is Emotional – open and receptive to feedback and without letting it get in her
generally a positive quick to volunteer enjoys the music making process. Secure in way. I also am sure to find
person. and answer and is herself and her musicianship. ways to encourage her
patient with those Physical – student has no physical issues or deeper learning through
who do not move as limitations. Is often one to offer to do manual leading sectionals,
quickly as her. labor tasks like moving risers, carrying boxes, choreographing musical
etc. numbers, and working with
Social – this student is a social butterfly. Relates her independently on her
to and easily understands her peers. Rarely is performance skills for
along while at school. things like solo and
ensemble festival.
Describe this Why did you select What did you find out about this student? Based on this information
student using this student? Address characteristics from the Contextual what are the implications
information from Information and Student Learning for this student’s
the Contextual Adaptations instruction?
Information and
Student Learning
Adaptations
Student B Specific Learning This student is a TA Cognitive – student performs below average This student is a pace car for
Disability: for two choir academically and musically. They struggle to the ensemble, if this student
ADHD and ASD ensembles and is a hear themselves and understand they are wrong moves quickly, I can expect
Struggles with time regular member in but is always willing to try again. most to move quickly. I can
management, another. This student Emotional - unconfident. Relies on validation also gauge common issues
motivation but excels struggles with basic from others to feel successful. Many days is based on what they bring to
with schedules, clear music fundamentals unable to attend class because of mental health my attention. I know that
expectations, and but is always willing struggles. Lack maturity compared to their peers. with this student, rote
reinforcement both to work to Physical – struggles with back/spine issues. teaching is almost always
positive and understand. I new Keeps them from standing for long periods of needed for sections of music
constructive. Tends that although more time and movement. that are more complex than
to be a glass half differentiation would Social – is a senior in a sophomore level class step motion or more
empty person. Less be required for this and struggles to relate to the other students. Finds complex than eighth note
musically inclined student, it would be a hard line to balance being a member and a TA. pair rhythms.
but works hard when well received. Struggles to socialize with people their own age
motivated, as well, often a wall flower opting to sit alone on
another side of the room even if every other
person is on one side.