Entry 2) Contextual Factors

Entry 3) Teaching Unit

Entry 4) Learning Environment

Entry 5) Evaluations

Entry 6) Logs

Entry #2 : Contextual Factors and Student Learning Adaptations

Total Number of Students in the School   __Stem Institute -Approx. 100 students_______

School Socio-Economic Profile (i.e., % free and reduced lunches)  ____N/A__________

	Week 1	Week 2	Week 3	Week 4
Grade level /Subject Taught	6th-9th	6th-9th	6th-9th	6th-9th
Number of Students in Classroom	18	19	19	18

Contextual Factors: (List the number of students identified in each class you teach and identify the class in which you are teaching your unit)	Week 1	Week 2	Week 3	Week 4	Student Learning Adaptations: (Describe at least one example of a strategy to provide equitable opportunities, accommodations, or modifications you attempted for any student identified within each contextual factor)
Gender
Number of Females:	2	7	10	4
Number of Males:	16	12	9	14
Ethnic/Cultural Make-up
Caucasian/White:	13	11	16	11
African America/Black:	0	0	0	2
Hispannic/Latino:	2	2	1	1
Asian/Pacific Islander:	0	6	2	3
American Indian/Alaskan Native:	0	0	0	0
Language Proficiency
Number of English Language Learners (ELL):	0	0	0	0
Academic Performance
# of Students Performing Below Grade Level:	1	0	1	2
# of Students Performing Above Grade Level:	0	1	1	0
Students with Special Needs
Learning Disabled:	0	0	0	0
Emotionally or Behaviorally Impaired:	0	1	0	0
Attention Deficit Disorder (ADD):	1	0	0	0
Developmentally Disabled/Mental Retardation:	0	0	0	0
Speech and Language Disorder:	0	0	0	0
Autism/PDD/Asperger Syndrome:	0	0	0	0
Gifted and Talented:	0	0	0	0
Blind or Visually Impaired (VI)	0	0	2	0
Deaf or Hearing Impaired (HI):	0	0	0	0
Physically Disabled:	0	0	0	0
Other Health Impaired:	0	0	0	0

Student Characteristics:  A. Describe developmental characteristics of students in your classroom (Cognitive, Physical, Emotional, Social).     -Wide variety of ages and maturity -Defined groups or clichés, a few independent students -Some really exceled in the program -Many were engaged by competition, but a small group was not motivated by this. -Most functioned at grade level, appropriate cognitive level -We had one emotional situation where students who were picking on one individual -Behavior consistent with their age level -Most students followed instructions and stayed on task. The only issue was getting them focused after breaks     B. Identify and describe a target group of students for the focus of your Tier 2 strategies.   -Less mature, younger students who had difficulty staying on task. Only a few individuals from each week falls in this target group. -Because of this we were able to approach each opportunity to be more one on one with these students.        C. Select at least 2 target students with different individual learning needs. Describe the students and their specific learning needs. (Names of students have been changed)     Student  1 – Our first student is named Ed. We do not know if he was labeled but we were told by his parents that he was taking medication for attention. He struggled with positive relationships with peers, staying on task, consist attention and approve, and he had difficulty following instructions and working with others           Student 2 – Our second student is named Pete. He struggled with peer relations, showed little interest, and unmotivated to be apart of the group. Worked alone on assignments and stay in the corners and outskirts of the classroom. And he mentioned at the beginning of the week he did not want to be at the STEM Institute.

Environmental Considerations: Describe district/school/classroom environmental considerations impacting the quality of education for all of your students. Describe community and family environmental considerations impacting the quality of education for all of your students.

Instructional Strategies Appropriate for Student Characteristics and Environmental Considerations: