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
1
ucation. The City of Hempstead
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is served by the Hempstead Independent School Distr . I h the opportunity to observe at the
are not as pleasing as most cities they still manage to enfo
.
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 8th . There are 82 African Americans, 173 Hispanic, 57 White, 1 Asian, 235
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Economically Disadvantaged, and 203 at-risk according to the AEIS report.
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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
for the rest of the 6 th , 7th, and 8th grade tell day the students have to check in with the
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
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2Africanmes,1Cuiand3Hspc.Thiaelsbcuthrae4v
sets of twins. There were four Hispanics that do not speak any English but that does not stop the
n. State law requires
flow, they would have one of the bilingual students translate foilh --e;-students to take the President's Challenge Test to evaluate the children's physical activity level
and their prior knowle dge to physical education. The test require five activities; curl ups, shuttle
3
(VC)\
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
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
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.
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.
Knowledge of
Students' Varied
Approaches to
Learning
Teacher displays minimal,
stereotypical, or irrelevant
knowledge 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
1,7
modalities) that may affect
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
learning that may affect
learni
g.
Teacher does not provide
implications for instruction
and assessme • :aced on
1.: • . e i vidual difference
and community, school,
classroom characteristic OR
providesinappropri.
acher provides general
implications for instruction and
assessment based on student
individual differences and
unity, hool, and
co
characteristics.
class
Teacher provides specific
implications for
instruction and assessment
based on student
individual differences and
community, school, and
classroom characteristics.
Knowledge of
Community,
School and
Classroom
Factors
Knowledge of
Students' Skills
and Prior
Learning
Implications for
Instructional
Planning and
Assessment
implications.
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5
Consultation Follow Up
-
❑ Phone Call
THE
Date:
WRITINg
❑ Consultant:
❑ Email
Date:
Consultant:
CENTER
"Step. ming. the
llitifet,
not juot the uniting."
Personal Information
Name: -
,ti\.\-,M1WQ311kvIG\--(31\
Student ID#: 26 Z-Zz5
Li 1251 -m13
Date:
3
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Major:
Gender: ❑ Male Ohmale
Phone:
Class Rank: 0 Freshman 0 Sophomore
❑ Junior 9/Senior 0 Graduate ❑ Other:
How did you hear about the Writing Center? '131\\-fv.c.t--orIs 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
Instructor:
\-3■( Wjayt,5
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Wir
Due Date: c4
k•)D
Course Name and Number:
Did your instructor require that you use the Writing Center? Yes
125 I
❑ 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
❑ Revision
4reas of concern:
Thesis Statement
Organization
Outlining/Planning
Paragraph Development
Understanding the Assignment
Selecting Topic/Generating Ideas
P lan
for Improvement:
❑ Unity/Transition
❑ Incorporating Quotes
❑ Research
❑ APA/ MLA Formatting
0 Academic Language
❑ Vocabulary/ Word Choice
❑ Sentence Grammar
0 Punctuation/ Mechanics
❑ Proofreading
0 Other:
2011-12 Academic Excellence Indicator System
District Name: HEMPSTEAD ISD
Campus Name: HEMPSTEAD MIDDLE
Campus #: 237902041
TEXAS EDUCATION AGENCY
Academic Excellence Indicator System
2011-12 Campus Performance
District Name: HEMPSTEAD ISD
Campus Name: HEMPSTEAD MIDDLE
Campus #: 237902041
Indicator:
Attendance Rate
2010-11
2009-10
American
African
Campus
State District Group Campus American Hispanic White Indian
Section I - Page 1
306
Total Students:
Grade Span: 06 - 08
School Type: Middle
Two or Special Econ
Pacific
Disad
Asian Islander More Races Ed
LEP
95.7%
95.5%
96.0%
95.5%
96.2%
95.78
95.6%
95.38
94.6%
94.78
96.3%
95.98
94.7%
94.4%
93.9%
94.1%
95.4%
95.2%
96.3%
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
306
Total Students:
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
Campus
Count
Campus
Group
I
Percent
State
District
4,978,120
Total Students:
306
100.0%
31,854
1,482
Students By Grade: Early Childhood Education
Pre-Kindergarten
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
0
0
0
0
0
0
0
0
100
102
104
0
0
0
0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
32.7%
33.3%
34.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3.8%
28.2%
34.4%
33.5%
0.0%
0.0%
0.0%
0.0%
0.7%
5.4%
8.2%
8.6%
6.0%
7.4%
8.0%
8.3%
6.7%
6.9%
7.0%
8.1%
5.9%
5.5%
7.4%
0.3%
4.5%
7.6%
7.9%
7.7%
7.6%
7.5%
7.6%
7.5%
7.4%
7.2%
7.9%
7.0%
6.5%
5.9%
75
162
64
0
0
0
5
24.5%
52.9%
20.9%
0.0%
0.0%
0.0%
1.6%
20.4%
59.5%
15.3%
0.3%
2.9%
0.1%
1.5%
27.7%
51.1%
19.3%
0.2%
0.7%
0.0%
1.0%
12.8%
50.8%
30.5%
0.4%
3.6%
0.1%
1.7%
233
73
43
9
189
46
10.4
76.1%
23.9%
14.1%
2.6%
61.8%
13.4%
n/a
76.1%
23.9%
11.0%
3.6%
45.5%
14.8%
15.6
76.0%
24.0%
21.0%
1.9%
63.4%
15.9%
13.3
60.4%
39.6%
16.8%
1.8%
45.4%
17.8%
15.4
Grade 6
Grade
Grade
Grade
Grade
Grade
Grade
7
8
9
10
11
12
Ethnic Distribution: African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More Races
Economically Disadvantaged
Non-Educationally Disadvantaged
Limited English Proficient (LEP)
Students w/Disciplinary Placements (2010-11)
At-Risk
Mobility (2010-11)
Number of Students per Teacher
Retention Rates by Grade:
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
1
Non-Special Education Rates
Campus
State
Campus
Group
District
1.1%
0.0%
2.4%
1.3%
0.5%
0.7%
0.9%
0.0%
17.4%
10.0%
8.7%
0.9%
0.0%
1.1%
0.0%
2.4%
2.2%
4.7%
2.8%
1.9%
1.0%
1.2%
0.7%
1.0%
1.1%
I
I
Campus
7.7%
0.0%
0.0%
Special Education Rates
Campus
District
Group
0.7%
0.5%
1.2%
1.4%
0.0%
9.1%
0.0%
0.0%
0.0%
7.7%
0.0%
0.0%
State
10.3%
8.8%
4.0%
1.7%
0.9%
1.1%
1.0%
1.2%
1.8%
District Name: HEMPSTEAD ISD
Campus Name: HEMPSTEAD MIDDLE
Campus 237902041
Section II - Page 2
306
Total Students:
Grade Span: 06 - 08
School Type: Middle
TEXAS EDUCATION AGENCY
Academic Excellence Indicator System
2011-12 Campus Profile
CLASS SIZE INFORMATION
(Derived from teacher responsibility records.)
Campus
Campus
Group
Elementary: Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Mixed Grades
14.1
-
21.5
21.1
-
17.6
18.0
20.7
18.3
17.7
22.4
14.1
-
19.4
19.4
19.3
19.4
19.6
21.8
21.0
23.2
Secondary:
13.6
14.5
15.0
14.2
16.6
19.7
21.7
20.3
20.6
21.9
12.0
14.5
12.8
13.6
11.0
17.3
19.0
17.8
19.0
19.5
Class Size Averages by Grade and Subject:
English/Language Arts
Foreign Languages
Mathematics
Science
Social Studies
District
State
TEXAS EDUCATION AGENCY
Academic Excellence Indicator System
2011-12 Campus Profile
District Name: HEMPSTEAD ISD
Campus Name: HEMPSTEAD MIDDLE
Campus #: 237902041
STAFF INFORMATION
1
Campus
Count
Percent
1
Campus
Group
Section II - Page 3
306
Total Students:
Grade Span: 06 - 08
School Type: Middle
District
State
Total Staff:
40.1
100.0%
100.0%
100.0%
100.0%
Professional Staff:
Teachers
Professional Support
Campus Admin. (School Leader.)
33.7
29.5
2.3
2.0
84.2%
73.6%
5.6%
5.0%
91.3%
78.2%
8.4%
4.7%
65.1%
52.4%
8.0%
2.3%
63.8%
50.8%
9.1%
2.9%
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
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More Races
7.2
4.0
17.2
1.0
0.0
0.0
0.0
24.6%
13.6%
58.5%
3.4%
0.0%
0.0%
0.0%
17.8%
14.2%
62.9%
0.6%
2.0%
0.1%
2.4%
20.9%
11.4%
64.1%
1.8%
0.9%
0.0%
0.9%
9.2%
24.4%
63.4%
0.4%
1.3%
0.1%
1.2%
9.3
20.2
31.5%
68.5%
29.2%
70.8%
28.2%
71.8%
23.2%
76.8%
3.0
15.6
5.0
4.7
1.1
10.2%
53.0%
17.0%
16.0%
3.9%
5.0%
34.1%
22.0%
23.1%
15.8%
11.4%
41.1%
22.4%
16.1%
9.0%
4.6%
28.7%
22.3%
26.6%
17.9%
Educational Aides:
Males
Females
Teachers by Years of Experience:
Beginning Teachers
1-5 Years Experience
6-10 Years Experience
11-20 Years Experience
Over 20 Years Experience
Campus
Average Years Experience of Teachers:
Average Years Experience of Teachers with District:
7.6 yrs.
5.8 yrs.
Campus
Group
10.6
7.3
District
yrs.
yrs.
8.6 yrs.
6.0 yrs.
State
11.6 yrs.
8.1 yrs.
Average Teacher Salary by Years of Experience:
(regular duties only)
Beginning Teachers
1-5 Years Experience
6-10 Years Experience
11-20 Years Experience
Over 20 Years Experience
$41,303
$42,855
$44,187
$48,282
$56,346
$40,526
$44,450
$46,588
$50,354
$58,603
$41,617
$43,458
$45,841
$49,042
$55,380
$40,911
$43,669
$46,224
$50,064
$58,031
Average Actual Salaries (regular duties only):
Teachers
Professional Support
Campus Administration (School Leadership)
$44,311
$53,369
$62,512
$48,328
$53,836
$70,124
$45,757
$56,210
$67,641
$48,375
$56,219
$70,510
0.0
2.7
Contracted Instructional Staff (not incl. above):
Instructional Staff Percent:
0.0
1,645.5
64.7%
64.1%