Contextual Factors

Presented to

Dr. Hughes

CUIN 3013

Prairie View A&M University

Department of Curriculum and

Instruction

Fall Semester 2013

By

Brittney Washington

1

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Hempstead is a city in Waller County Texas, United States. The community is located at

the junctions of U.S. Highway 290, Texas State Highway 6, and Texas State Highway 159, and

is around fifty miles northwest of Downtown Houston. The population is 4,691, 1,663

households, and 1,124 families residing in the city. The racial makeup of the city is 39.86%

White, 43.44% Africa American, 0.15% Native American, 0.19% Asian, 0.02% Pacific Islander,

14.65% from other races, and 1.68% from two or more races. Hispanic or Latino of any race was

24.77% of the population. There are 1,663 households out of which 34.8% has children under the

age of 18 living with them, 41.3% are married couples living together, 20.1% had a female

householder with no husband present, and 32.4% are non-families. The median income for a

household in the city is $24,095, and the median income for a family is $29,744. Males have

median income of $26,673 versus $20,938 for females. The per capita income for the city is

$11,560. About 22.9% of families and 29.9% of the population are below the poverty line, /

including 37.5% of those under age 18 and 25.5% of that age 65 or over. Although the statistics

is served by the Hempstead Independent School Distr . I h the opportunity to observe at the

Hempstead Middle School which is a Title 1 District. The rural district is approximately 190 sq. 44

There are approximately 18 core subject classrooms serving 305 students in attendance grades 6 th

through 8 th . There are 82 African Americans, 173 Hispanic, 57 White, 1 Asian, 235 gotD - olt

Economically Disadvantaged, and 203 at-risk according to the AEIS report.

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are not as pleasing as most cities they still manage to enfo ucation. The City of Hempstead

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Classroom Factor

I observed the Physical Education class at the Middle School of Hempstead. It was a

great opportunity to see as a future educator what lies before me. The Physical Educatio -class

is hosted inside of the gym. The gym consists of a set of bleachers, four basketball goals two

locker rooms for the girls and the boys. Along the walls were motivational posters to promote

Q-15 health and exercise. Each day they have 8 periods. 7 th grade athletics for boys and girls are held

in 1 st period and 8 th grade girls and boys r held in 8th period. Between those period9.E is held

gra e tell day the students have to check in with the for the rest of the 6th , 7th, and 8th d

teacher, show their school badge, and then she will use her laptop to count the students present.

After they check in they must go dress out if they do not dress out they will receive a 0 for that

day. They then sit in their designated spots girls on one side of the floor, boys on the other

preparing to start their warm up. For warm up they do numerous stretches having a girl and a boy

leading the class. Next, they run 4 laps around the gym; it is their choice to walk or run. When

their warm up is complete they start their daily activities.

Student Characteristics

One of the classes I observed was a 7 th grade class made up of a total of 38 students. For

the boys there were 6 African Americans, 3 Caucasian, and 13 Hispanic. For the girls there were jOkli

2 African Americans, 1 Caucasian, and 13 Hispanics. This is a special class because there are 4 v-

sets of twins. There were four Hispanics that do not speak any English but that does not stop the

flow, they would have one of the bilingual students translate foilh--e;--n. State law requires

students to take the President's Challenge Test to evaluate the children's physical activity level

and their prior knowledge to physical education. The test require five activities; curl ups, shuttle

(VC)\

3

run, endurance run/walk, sit-reach, and pull ups. At the end of the year they also have to tell what

they learned in the class. They all have a different physical activity level but the teachers still

allow them all to play together regardless of their development level. At this age they are still

excited to engage in physical activity.

Instructional Implication

After taking instructional planning and assessment I have a better insight on how I will

plan my lesson and assess my students so that they master the objective to their fullest potential.

It made me realize why I need to plan. This class has taught me that you have to plan for things

to go wrong, go over the time you petted, re-teach and 'You also have to plan your lesson

based on your students learning styles. You have to take account individual differences and

diversity of students when you select content, objectives, and strategies. You have kinesthetic,

visual and auditory learners. You have to make sure you planyour lesson to fit all of these

learners. This class has also taught me different ways to asks students as well. Your

assessments also have to be centered on students learning styles. I learned that I must be a

c.) reflective teacher. I plan to take everything I have learned thus far from instruction planning and <

assessment and incorporate it into my teaching strategies.

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Contextual Factors Rubric

TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning objectives, plan instruction and assess learning.

Rating —0.

Indicator 1 1

Indicator Not Met 2

Indicator Partially Met 3

Indicator Met Score

Knowledge of Community, School and Classroom

Factors

Teacher displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom.

Teacher displays some knowledge of the characteristics of the community, school, and classroom that may affect learning.

Teacher displays a comprehensive understanding of e charac ristic f the comm ity chool, and classroo that may affect learning.

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Knowledge of Characteristics of

Students

Teacher displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Teacher displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Teacher displays general & specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

.5

Knowledge of Students' Varied

Approaches to Learning

Teacher displays minimal, stereotypical, or irrelevantknowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays general knowledge about the diffe ways students learn (e. ., learning styl le modalities).

acher displays general & specific understanding

of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning.

1,7

Knowledge of Students' Skills

and Prior Learning

Teacher displays little or irrelevant knowledge of students' skills and prior learning.

Teacher displays general knowledge of students' skills and prior learning that may affect learning.

Teacher displays general & specific knowledge of

students' skills and prior learni learning that may affect

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5

Implications for Instructional Planning and Assessment

Teacher does not provide implications for instruction acher provides general

implications for instruction and assessment based on student individual differences and co unity, hool, and class characteristics.

Teacher provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

and assessme • :aced on 1.: • . e ividual difference

and community, school, classroom characteristic OR providesinappropri. implications.

Consultation Follow-Up ❑ Phone Call

Date: ❑ Consultant: ❑ Email

Date: Consultant:

THE

Student ID#: 26Z-Zz5 3

Major: ;-UV

Phone: Gender: ❑ Male Ohmale

Class Rank: 0 Freshman 0 Sophomore ❑ Junior 9/Senior 0 Graduate ❑ Other:

How did you hear about the Writing Center? '131\\-fv.c.t--or-

Is this your first Writing Center consultation this year? 0 Yes IS/No

May we contact you for follow-up? Email: \OkOr),SWI 1196 ( ) I QUcou.i.42hone:

Assignment or Task Information

Assignment Title: C-0(\ ke,*--( kG„A vs Wir Due Date: c4 125 I Instructor: \-3■( Wjayt,5 Course Name and Number: k•)D

Did your instructor require that you use the Writing Center? Yes ❑ No

Do you have the assignment sheet? Yes ❑ No

Suggestions/Recommendations for Student

Consultant Name: i . 4 Length of Consultation: to

Student's Stage of the Writing Process:

i Invention ❑ Outline/Thesis --, Rough Draft Completed Draft

4reas of concern:

Thesis Statement ❑ Unity/Transition Organization ❑ Incorporating Quotes Outlining/Planning ❑ Research Paragraph Development ❑ APA/ MLA Formatting

Understanding the Assignment 0 Academic Language Selecting Topic/Generating Ideas ❑ Vocabulary/ Word Choice

P lan for Improvement:

❑ Revision

❑ Sentence Grammar 0 Punctuation/ Mechanics ❑ Proofreading 0 Other:

WRITINg CENTER

"Step. ming. the llitifet, not juot the uniting."

Personal Information

Name: - ,ti\.\-,M1WQ311kvIG\--(31\

Date: Li 1251 -m13

2011-12 Academic Excellence Indicator System

District Name: HEMPSTEAD ISD

Campus Name: HEMPSTEAD MIDDLE

Campus #: 237902041

District Name: HEMPSTEAD ISD Campus Name: HEMPSTEAD MIDDLE Campus #: 237902041

TEXAS EDUCATION AGENCY Academic Excellence Indicator System

2011-12 Campus Performance

Section I - Page 1 Total Students: 306 Grade Span: 06 - 08 School Type: Middle

Campus African American Pacific Two or Special Econ Indicator: State District Group Campus American Hispanic White Indian Asian Islander More Races Ed Disad LEP

Attendance Rate 2010-11 95.7% 96.0% 96.2% 95.6% 94.6% 96.3% 94.7% 93.9% 95.4% 96.3%

2009-10 95.5% 95.5% 95.78 95.38 94.78 95.98 94.4% 94.1% 95.2% 96.1%

Annual Dropout Rate (Gr 7-8) 2010-11 0.2% 0.0% 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Section II - Page 1 Total Students: 306 Grade Span: 06 - 08 School Type: Middle

TEXAS EDUCATION AGENCY Academic Excellence Indicator System

2011-12 Campus Profile District Name: HEMPSTEAD ISD Campus Name: HEMPSTEAD MIDDLE Campus #: 237902041

STUDENT INFORMATION

Total Students:

Campus Count

306

I Percent

100.0%

Campus Group

31,854

District

1,482

State

4,978,120

Students By Grade: Early Childhood Education 0 0.0% 0.0% 0.7% 0.3%

Pre-Kindergarten 0 0.0% 0.0% 5.4% 4.5%

Kindergarten 0 0.0% 0.0% 8.2% 7.6% Grade 1 0 0.0% 0.0% 8.6% 7.9%

Grade 2 0 0.0% 0.0% 6.0% 7.7% Grade 3 0 0.0% 0.0% 7.4% 7.6% Grade 4 0 0.0% 0.0% 8.0% 7.5% Grade 5 0 0.0% 3.8% 8.3% 7.6% Grade 6 100 32.7% 28.2% 6.7% 7.5% Grade 7 102 33.3% 34.4% 6.9% 7.4% Grade 8 104 34.0% 33.5% 7.0% 7.2%

Grade 9 0 0.0% 0.0% 8.1% 7.9%

Grade 10 0 0.0% 0.0% 5.9% 7.0%

Grade 11 0 0.0% 0.0% 5.5% 6.5%

Grade 12 0 0.0% 0.0% 7.4% 5.9%

Ethnic Distribution: African American 75 24.5% 20.4% 27.7% 12.8%

Hispanic 162 52.9% 59.5% 51.1% 50.8%

White 64 20.9% 15.3% 19.3% 30.5%

American Indian 0 0.0% 0.3% 0.2% 0.4%

Asian 0 0.0% 2.9% 0.7% 3.6%

Pacific Islander 0 0.0% 0.1% 0.0% 0.1% Two or More Races 5 1.6% 1.5% 1.0% 1.7%

Economically Disadvantaged 233 76.1% 76.1% 76.0% 60.4%

Non-Educationally Disadvantaged 73 23.9% 23.9% 24.0% 39.6% Limited English Proficient (LEP) 43 14.1% 11.0% 21.0% 16.8% Students w/Disciplinary Placements (2010-11) 9 2.6% 3.6% 1.9% 1.8% At-Risk 189 61.8% 45.5% 63.4% 45.4% Mobility (2010-11) 46 13.4% 14.8% 15.9% 17.8% Number of Students per Teacher 10.4 n/a 15.6 13.3 15.4

1 Retention Rates by Grade:

Non-Special Education Rates Campus

Campus Group District State

I I Campus

Special Education Rates Campus Group District State

Kindergarten - - 0.0% 2.2% - - 0.0% 10.3% Grade 1 - - 17.4% 4.7% - - - 8.8% Grade 2 - - 10.0% 2.8% - - 9.1% 4.0% Grade 3 - - 8.7% 1.9% - - 0.0% 1.7% Grade 4 - - 0.9% 1.0% - - 0.0% 0.9% Grade 5 - 1.3% 0.0% 1.2% - 0.7% 0.0% 1.1% Grade 6 1.1% 0.5% 1.1% 0.7% 7.7% 0.5% 7.7% 1.0% Grade 7 0.0% 0.7% 0.0% 1.0% 0.0% 1.2% 0.0% 1.2% Grade 8 2.4% 0.9% 2.4% 1.1% 0.0% 1.4% 0.0% 1.8%

Section II - Page 2 Total Students: 306 Grade Span: 06 - 08 School Type: Middle

TEXAS EDUCATION AGENCY Academic Excellence Indicator System

2011-12 Campus Profile District Name: HEMPSTEAD ISD Campus Name: HEMPSTEAD MIDDLE Campus 237902041

CLASS SIZE INFORMATION (Derived from teacher responsibility records.)

Class Size Averages by Grade and Subject:

Elementary: Kindergarten

Campus

-

Campus Group

-

District

17.6

State

19.4

Grade 1 - - 18.0 19.4 Grade 2 - - 20.7 19.3

Grade 3 - - 18.3 19.4

Grade 4 - - 17.7 19.6

Grade 5 - 21.5 22.4 21.8

Grade 6 14.1 21.1 14.1 21.0

Mixed Grades - - - 23.2

Secondary: English/Language Arts 13.6 19.7 12.0 17.3

Foreign Languages 14.5 21.7 14.5 19.0

Mathematics 15.0 20.3 12.8 17.8

Science 14.2 20.6 13.6 19.0

Social Studies 16.6 21.9 11.0 19.5

District Name: HEMPSTEAD ISD Campus Name: HEMPSTEAD MIDDLE Campus #: 237902041

TEXAS EDUCATION AGENCY Academic Excellence Indicator System

2011-12 Campus Profile

Section II - Page 3 Total Students: 306 Grade Span: 06 - 08 School Type: Middle

STAFF INFORMATION 1 Count

Campus 1 Percent

Campus Group District State

Total Staff: 40.1 100.0% 100.0% 100.0% 100.0%

Professional Staff: 33.7 84.2% 91.3% 65.1% 63.8% Teachers 29.5 73.6% 78.2% 52.4% 50.8% Professional Support 2.3 5.6% 8.4% 8.0% 9.1% Campus Admin. (School Leader.) 2.0 5.0% 4.7% 2.3% 2.9%

Educational Aides: 6.4 15.8% 8.7% 10.3% 9.1%

Total Minority Staff: 19.4 48.3% 37.5% 47.2% 44.6%

Teachers By Ethnicity and Sex: African American 7.2 24.6% 17.8% 20.9% 9.2% Hispanic 4.0 13.6% 14.2% 11.4% 24.4% White 17.2 58.5% 62.9% 64.1% 63.4% American Indian 1.0 3.4% 0.6% 1.8% 0.4% Asian 0.0 0.0% 2.0% 0.9% 1.3% Pacific Islander 0.0 0.0% 0.1% 0.0% 0.1% Two or More Races 0.0 0.0% 2.4% 0.9% 1.2%

Males 9.3 31.5% 29.2% 28.2% 23.2% Females 20.2 68.5% 70.8% 71.8% 76.8%

Teachers by Years of Experience: Beginning Teachers 3.0 10.2% 5.0% 11.4% 4.6% 1-5 Years Experience 15.6 53.0% 34.1% 41.1% 28.7% 6-10 Years Experience 5.0 17.0% 22.0% 22.4% 22.3% 11-20 Years Experience 4.7 16.0% 23.1% 16.1% 26.6% Over 20 Years Experience 1.1 3.9% 15.8% 9.0% 17.9%

Campus Campus Group District State

Average Years Experience of Teachers: 7.6 yrs. 10.6 yrs. 8.6 yrs. 11.6 yrs. Average Years Experience of Teachers with District: 5.8 yrs. 7.3 yrs. 6.0 yrs. 8.1 yrs.

Average Teacher Salary by Years of Experience: (regular duties only)

Beginning Teachers $41,303 $40,526 $41,617 $40,911 1-5 Years Experience $42,855 $44,450 $43,458 $43,669 6-10 Years Experience $44,187 $46,588 $45,841 $46,224 11-20 Years Experience $48,282 $50,354 $49,042 $50,064 Over 20 Years Experience $56,346 $58,603 $55,380 $58,031

Average Actual Salaries (regular duties only): Teachers $44,311 $48,328 $45,757 $48,375 Professional Support $53,369 $53,836 $56,210 $56,219 Campus Administration (School Leadership) $62,512 $70,124 $67,641 $70,510

Contracted Instructional Staff (not incl. above): 0.0 2.7 0.0 1,645.5

Instructional Staff Percent: 64.7% 64.1%