Student Teaching Evaluation of Performance (STEP)

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Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

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 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

A. Geographic Location
Cortez Colorado is in the southwest part of Colorado, known as the “High Desert”. The schools
in this town are classified as rural. The estimated population in 2016 is 9,007 people. Cortez has
shown a state of growth by 6.74% since 2000. There is a lack of community support for
education. I believe because most of the people in this city are at poverty level or below. The
possible effect that these characteristics could have on my planning, delivery and assessment on
my unit might prove to be a little bit difficult, but I feel that it can be done. I believe many of
these students do not get the support at home that is needed to excel in school.

Cortez, Colorado. (2018, January 14). Retrieved January 18, 2018, from
http://en.wikipedia.org/wiki/Cortez,_Colorado#Demographics
Cortez, CO. (n.d.). Retrieved January 18, 2018, from http://www.usa.com/cortez-co.htm

B. District Demographics
In 2015 the population for Montezuma Cortez RE-1 School District was 18,492 people. The
Race and Ethnicity for our district is 67.5% White, 15.1% Native 14.2% Hispanic, 2.9% Two or
More Races, 0.2% Asian. Montezuma Cortez RE-1 School District serves Preschool- 12th Grade
in 10 schools. There are 2,715 students enrolled in this district. There is 61.6% of students who
qualify for Free or Reduced lunch through Montezuma Cortez RE-1 School District. The
possible effect this might have on my planning, delivery and assessment on my unit could be me
needing to understand that English might not be the students first language. I may have to ask for
someone to translate some of my lesson for those students who are just learning how to speak
English.

Montezuma Cortez RE-1 School District. (node). Retrieved January 18, 2018, from
https://censusreporter.org/profiles/97000US0803090-montezumacortez-school-district-re1-co/

C. School Demographics
Manaugh Elementary serves students from Kindergarten up to 5th Grade. There are currently 279
students enrolled. Out of these 279 students, 75% qualify for free lunch and 11% qualify for
reduced lunch. The academic rating for Manaugh is 25/100. We are entering year 6 of Priority

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Improvement and Turnaround. The effect these characteristics might have on the planning,
delivery, and assessment of my unit is going to be challenging because the students in this school
are below grade level in all subjects. This will mean I need to consider that I will have to be sure
to assess the students background knowledge before delivery of my unit. I will have to allow
more time for questions and explanations so the students will comprehend the lessons being
taught.

Montezuma-Cortez No. Re-1 School District - Cortez ... (n.d.). Retrieved January 18, 2018, from
https://www.bing.com/cr?IG=8BD78814A6AB452B876DBF4A4F82B99B&CID=02137DD8EFA161F32D20
76A4EE0E601B&rd=1&h=qY2afp68BGyEzy3AKevMqv9niTvXnwMJtpDFUlhOqFA&v=1&r=https%3a%2f%2
fwww.publicschoolreview.com%2fcolorado%2fmontezuma-cortez-school-district-no-re-1%2f803090-
school-district&p=DevEx,5055.1

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
I have discovered many of my students are below grade level in their classroom in all the core
subjects. The classroom has 22 students, 12 males and 10 females. Their ages range from 5-6
years old. The classroom has 11 white students, 10 Native American Students, 2 with Two or
More races. The socioeconomic status for these students is: many come from poverty level and
single parent homes. One student is living with his grandparents.

B. Environmental Factors
The arrangement of the room is perfect for teacher interaction. They sit at tables and they are in a
“U” shape. The students can access all areas of the room from their seats. Anchor charts are eye
level and the white board is also at eye level. There are many resources available for these
students including art materials, manipulatives, blocks, dramatic play activities. Being in the
classroom for 2 weeks now, I have not seen any parent interaction. Most parents do not even
bring their children to the classroom door, they are either dropped off at the front of the building
and walked down or take the bus. Most of the students are bussed in from another city which is
20 miles away. I have seen four parents who drop their students off every day. This classroom
has a computer center where there are 3 laptops with headsets for students to use. The teacher
also uses a projector, laptop and documentation camera for teaching lessons.

C. Student Academic Factors

D. Behavior
E. Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Speech Receiving
No
Services
Boys 1 4 0 1 3 1
Girls 0 0 0 1 0 3
Instructional Accommodations He They Text Teacher They are Extra
and Modifications works spend makes pulled for support
time in harder Speech from

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 (Describe any instructional on the lessons Services teacher
accommodations and modifications Lexia Special for 3 times a and para
regularly used to meet the needs of Ed these 2 week for in
students in each subgroup.) Classro students 30 min. classroom
om. sessions. to
understand
instruction

After observing and having hands on with these students for 2 weeks I know I am going to have
to put a lot of thought into planning my unit. With most of the students being below grade level I
am going to have to maybe gear my lesson at a Pre-K Level so the students can comprehend. I
already know I am going to have to be able to provide extra support for many of these students
while conducting my lessons. I am going to have to allow for more think time/processing time
for them to comprehend the questions asked. I am going to explain directions in great depth and
possibly write them on the board for those students who are visual learners. I am also going to
have to provide the 2 gifted children a lesson with more information so they do not become
bored or uninterested with the lesson. With the students who are pulled for speech I will have to
be sure to annunciate my words slower and make sure they are clear. It will be a challenge but I
am ready to take it on with the hopes of engaging these students to walk away with new
knowledge they are able to share with their families.

STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Farming and Farm Animals

Unit Title: Farm Animals

National or State Academic Content Standards

Colorado State Standards
Content Area: Science
Standard:2. Life Science
Concept 1: Organisms can be described and sorted by their physical characteristics

Learning Goal
My learning goal for my students is how farms and farm animals benefit our school and
community. I am hoping my students will gain valuable knowledge of what kind of food farms
and farm animals make that they eat every day.

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Measurable Objectives
1. Students will be able to group farm animals by observable characteristics.
2. Students will be able to describe what different kinds of foods come from the cow’s
milk.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 2

Meets 10

Approaches 11

Falls Far Below 0

Pre-Assessment Analysis: Whole Class

I believe that there is not much that I need to change with the planning and delivery of my lesson
plans. I only had 11 students that could give me at least one fact about cows. I did not have any
students that could not give me at least one fact. I believe that since I am going to teach something
that is familiar to the students they will be able to meet the goals I have set for them.
I think that there are some components that I am going to have really teach in different ways to get
my students to understand what I want them to learn. Most of my students could tell me something
about a cow. I even had one student know that the milk came from the udders of the cow, he was
the only one who mentioned it when I ask the students if they knew what part of the cow do we get
milk from.
I plan on using some educational videos on how to milk a cow and about dairy farms. This is
something that I know many students have no idea about how the milk gets to the store where they
buy it. I am hoping to educate them and give them something to go home and tell their parents that
they know where milk comes from and that it just does not show up on the shelf at the grocery
store.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Copy and paste, or insert a picture of the post-assessment.

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STEP Standard 4 - Unit and Lesson Planning

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Where does milk How are dairy cows Farm Animal Math Magic Milk What foods are
Activity come from?? milked? Science Activity made with cow’s
milk?
Standards and Colorado State Colorado State Colorado State Colorado State Colorado State
Objectives Standards Content Standards Content Standards Content Standards Content Standards Content
Area: Science Area: Reading, Area: Mathematics Area: Science Area: Reading,
Standard:2. Life Writing, and Standard:1. Standarard:1. Writing, and
Science Communicating Number Sense, Physical Science Communicating
Concept:1. Living Standard:1. Oral Properties, and Concept:1. Objects Standard:4.
things have Expression and Operations. can move in a Research and
characteristics and Listening Concept:1. Whole variety of ways that Reasoning
basic needs. Concept:1. Oral numbers can be can be described by Concept:2. Identify
Objectives: language used to name, speed and direction. purpose,
Student will be able communication count, represent, Objectives: Student information, and
to know where milk skills are built and order quantity. will be able to question an issue.
comes from and within a language- Objectives: Student discuss what the Objectives:
how it gets from the rich environment. will be able to show food coloring does Students will be
farm to the store. Objectives: on a 10-frame mat when it is touched able to correctly
Student will be able given a number with dish soap. label the parts of a
to give the steps in from 1-10 how it is Students will be cow and draw what
order on how to represented on the able to complete the foods come from
milk a cow. mat and then give Scientific Method cow’s milk in the
the verbal answer worksheet for this cow’s stomach.
of what is one more activity.
or one less of the
given number.
Academic Cows, dairy farms, Cows, udder, More and less than, Milk, oil(fat) from Cream, butter,
Language and milk, butter, cheese, milking, how many are left? the milk, soap and yogurt, ice cream,
Vocabulary Holstein cows, How many more do fat molecules cheese, hamburgers

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 Herford cows, you need to make
udder, teats, 10?
milking machine
Summary of First, we will start First will be group Students will be First will be group I will have all the
Instruction and out with a group discussion about seated at their discussion about students come to
Activities for the discussion about milking cows. Then group tables with the science activity. the rug to sit and
Lesson dairy farms and we will watch the For supplies on the I will ask questions watch the
cows using a KWL Kids: How are cows table. I will give an before the activity PowerPoint during
milked video. After
chart. Then we will example using the about what do they the PowerPoint we
that we will discuss
watch the You the video. Then I will Doc camera of the think will happen will discuss each
Tube video about have them do a fun process. I will go and give them a slide. After the
Dairy Farms and milking activity using around and give chance to Think- students will go to
how the milk from a rubber glove and each student a Pair- Share with the group tables and
the farm to the diluted white paint number from one to their partners. We work on their
table. Then we will with water. The ten for them to will then proceed worksheets. I will
discuss the students will milk the show me what it with the activity walk around and
sequence worksheet glove into a bowl looks like on their while following the monitor each table
before they students then we will measure 10-frame and step by step and be available for
work on it. it to see how much verbally ask them directions group. questions.
milk the glove
what is one more
produced. We will
create a flow chart on and one less than
the milking process that number. While
and discuss fun milk I am assessing this
facts. lesson, the other
students will be
able to explore with
their manipulatives
until it is their turn.
Differentiation For my two boys I have planned this For my special The special needs I will have flash
that are special activity with no needs boys, I have boys will be cards of what food
needs I have modifications given them a 5 together at their comes from cow
numbered their because both my chart with only 5 own table with the milk and they will
sequence worksheet special needs farm animals to supplies to do this be able to look at

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 so they will be able students have great engage them in this activity. Their paras them to draw the
to put it into order fine motor skills activity. I feel they will be with them to food in the cow’s
by numbers there and should not will be able to help them with the stomach.
are 6 cards. require any grasp the concept steps as I explain
adaptations. better with the the process of how
number 5 instead of it needs to be done.
using 10 The steps will also
be projected onto
the board for all the
visual learners.
Required Worksheet from Rubber gloves, 10 frame mats for ½ Gallon of whole PowerPoint on
Materials, farm to table, white paint, water, each student. 10 milk, 6 aluminum what foods are
Handouts, Text, YouTube video string, for kids: farm counting pie tins, food made from cow’s
Slides, and Where does milk How cows are animals for each coloring, q-tips, milk, KWL chart
Technology come from? milked video. Milk child. Projector to dawn dish soap, for conclusion for
Comes from A Cow show students who Ask a question (the this unit, label cow
book by Dan Yunk are visual learners scientific method), worksheet and
(graphic organizer made from milk
worksheet for each worksheets for post
child. assessment
Instructional and I give student time Before showing the Supplies will be Before placing I will allow time for
Engagement to turn to their video, I want to passed out and supplies on the group discussion
Strategies partners and use the write down some of students will be tables I will go over during each slide of
Think-Pair- Share the ideas that the given an example the process and the the PowerPoint.
strategies while students give me from me using the steps of how to do Then we will have
walking around the about how they doc camera to show this activity. The a debriefing about
room to listen to think cows are how it needs to be steps will be everything we have
their conversations. milked in a word completed. numbered and learned this week
I allow time for web on the board. written on the board about Cows. I will
questions to be Then watch the so they the can see then pass out the
asked and answered video after the them. We will then worksheets and let
about the subject. I video we will write start the activity them work on them
will make it engage down what we do and use the step by while I walk around

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 by making sure first, then, next and step process till we and listen to the
everything is last using the steps get our end results conversations.
Developmental of milking a cow.
appropriate for the We will then
grade level and this explore the activity
will help them to and gather to read
keep on task. the book Milk
Comes from A Cow
by Dan Yunk. End
the activity with a
discussion about
the book and
milking activity.
Formative Sequence cards that Take notes while I will walk around Collect the Scientific I will be collecting
Assessments are put in order of students are and give each child method worksheet the worksheet to
how milk gets from participating in the a quick assessment then go over it on the grade after this
the farm to the table milking activity to by telling them a projector with the assignment to see if
worksheet see if they followed number from one to whole class. the students are
the steps that are ten and see if they able to draw at least
listed on the board. can show me on the 3 of the foods that
10 frame what the are made with cow
number is and then milk and be able to
I will make a check label the parts of a
mark next to each cow.
child’s name on my
clipboard.

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 Summative, Post-
Assessment

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STEP Standard 5 - Implementation of Instructional Unit

Video Recording Link: https://drive.google.com/open?id=1oLIdKc6yJ3GkQVZovL8gQ80ldPaMcU6_

https://drive.google.com/open?id=11uohF9BzcO22BcuLf_fyXicVPlYPwN3V

Summary of Unit Implementation:

I worked hard on what might I be able to teach the students in my classroom. I chose to teach about farms
and cows because our community is basically a farming community and I know some of our students
even come from a farming life. Others knew about cows but not all the facts about where milk comes
from. The activities and lessons that I picked to teach about were all age appropriate. I also included
videos to show students how cows are milked by hand and by machines. I really wanted to take a field
trip to a dairy farm but we do not have any close enough to walk to and there is no funding for buses. So I
did the next best thing and added technology into my lessons so the students could see what it would have
been like to go to dairy farm. I even did a milking activity that allowed the students to see what it was like
to hand milk a cow using a rubber glove and a bucket.

Summary of Student Learning:

I enjoyed giving the student’s a chance to have a hands-on activity and explaining how the scientific
method works when doing an activity. The student’s had some great predictions on what might happen
and they learned that sometimes things do not work the way they thought. All in all, I think that each of
them could learn a little more about science and how to do the step-by- step process.

Reflection of Video Recording:

I think that the lesson went better than I thought it would. I get nervous when I am being videotaped. I
think that the students had fun exploring the Magic Milk Science Project and learned more on how to
conduct a scientific experiment. The one thing that my mentor teacher mentioned and also something
that I noticed is I need to be clearer when giving the step by step instructions and make sure the
students know not to swirl their q-tips around. I had a couple tables that did not get to see the full effect
on what happened because they swirled theirs around. My mentor teacher liked that I used the
document camera to show on the white board the steps and did it all together as a group.

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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Exceeds 2 3

Meets 10 13

Approaches 11 5

Falls Far Below 0 0

Post-Test Analysis: Whole Class

I believe that student learning took place with all students even though the post assessment still
shows 5 students approaching the goal. It is down from my pre-assessment of 11. That shows me
that six students could meet the goal after all instruction and delivery of the lessons were finished.
Examples from the student learning are a few parents coming up to me to tell me that their child
came home from school and could share their knowledge with their families. This shows me that
they did comprehend what was being taught and were able to retain the information.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.

Post-Assessment Analysis: Subgroup Selection

I chose to use my two special needs boys to do this data. The reason I chose them is because I
knew they were very observant when I was teaching this unit and they showed great enthusiasm. I
wanted to see if they could meet the requirements.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 0

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 Meets 2

Approaches 2 0

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup

Before teaching the lesson both these students fell in the approaches category for the pre-
assessment. I made sure that they could ask questions and used strategies that I thought would
help them to understand the lessons better. It shows on the post assessment that these students
meet the requirements. I know they learned information about cows because when they went back
to the special ed room they shared their ideas with other students in that classroom. The Special
Ed teacher came up to me later in the week and told me that the boys were so excited to come
down to the classroom because they learned about milk cows.

I believe that the instruction I gave to these students and providing modification to help meet their
learning needs, I could give them new knowledge that they could retain to talk about and discuss
with their other special needs peers. One student asked if I could give him an extra worksheet to
take to his teacher so they could do the activity again with their other classroom.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 2 3

Meets 10 13

Approaches 9 3

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The effectiveness of my instruction shows me that all the students either almost grasped the concept
I was teaching or did grasp it. I know after the post assessment was finished the 3 students who
were approaching was due to being absent at least 2 of the 5 days of instruction. They missed key
information that would have pushed them up into the meets data group, I realize that missing

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 instruction does create a problem for many students and these students who are already below grade
level really miss out on a lot of teaching.

My next steps for teaching this unit would be to make sure my students understand the vocabulary
and explain the definitions in more depth at the beginning of the lessons. I also need to do a
debriefing at the end of each lesson and then the next day do a quick retell of what I taught the day
before so the ones that missed can get some of the information through the retell. The new objective
for this unit would be what are the different kinds of cows and which one produces the most milk.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Time Management Research on the internet
Ask for advice from veteran teachers

2. Classroom Management Professional Development

Research on the internet
Advice from co workers

3. Organize Weekly lesson plans Get baskets for days of the week to have all
materials needed for the day in one easy to
access spot.

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