Student Teaching Evaluation of Performance (STEP)

Template

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 19

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

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 19

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

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

A. Geographic Location
Mark Denman Elementary School is located in Danville, Illinois. It is a suburban area with a
population of 32,337. The state of growth is in decline. The city population has declined by
0.45% from the previous years. The poverty rate is at 28.5% with a median household income of
$34,756. The level of educational support by the community seems very limited. There seems to
be a lack of parental involvement in their child’s education. The teachers do not give much
homework for the students to take home, as they know there may not be much support from the
student’s family members. The teachers make sure to conduct all instruction and allow students
classroom time to complete homework. Since many of the students may not receive any
additional help with school work or the parents may not have the skills to help, the school offers
many resources to help the struggling students during the school day.

https://datausa.io/profile/geo/danville-il/#economy

Low-income parents beliefs about their role in childrens academic learning. (n.d). Elementary
School Journal, 104(3), 197-213

B. District Demographics

Mark Denman Elementary school is in the Danville Area Community Consolidate School
District 118 (Danville CCSD 118). There are six elementary schools with kindergarten through
fourth grade, one year round school with kindergarten through sixth grade, one upper elementary
with fifth and sixth grade, one middle school with seventh and eighth grade and one high school
with ninth through twelfth grade. There are a total of 5,912 students in the district. The low
income students who receive free or reduced lunch is 76.5% of the population. Low-income
parents are less involved in their student’s education (Elementary School Journal, n.d). The
teacher has to assess the students to determine the level of educational need for the students. The
teacher will then devise an individualized plan for the students who are too far behind the rest of
the students in the classroom.

https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=homel
ess&Districtid=54092118024
Low-income parents beliefs about their role in childrens academic learning. (n.d). Elementary
School Journal, 104(3), 197-213

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 19

C. School Demographics
Mark Denman Elementary school serves kindergarten through fourth grade. There are a total of
768 students enrolled in the school. The population of low income students receiving free or
reduced lunch is 89.6%. The school academic achievement states only 25% of the school is
ready for the next level. There is a 36% achievement gap between non low income and low
income students. Low income parents have a lack of confidence regarding school issues and
instruction (Elementary School Journal, n.d). The families rely on the school to provide all
instructional support to their child. The teachers have to adjust their planning, delivery and
assessment based on the students attributes. Teachers will assess the students randomly
throughout the year and have to create alternative lesson plans to adhere to the students who are
underachievers.

https://www.illinoisreportcard.com/school.aspx?source=trends&Schoolid=540921180242020

Low-income parents beliefs about their role in childrens academic learning. (n.d). Elementary
School Journal, 104(3), 197-213

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 19

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
The classroom consists of first graders. The ages are six and year old boys and girls. The main
content focuses on reading, spelling, math, and phonics. There are 23 students in the classroom.
There are 13 boys and 10 girls. The students come from different backgrounds. Most of the
students come from divorced families. There are two students the school feels do not eat when
they are at home, so the local church provides meals to take home on the weekends.

B. Environmental Factors
The classroom has a flexible seating arrangement. Each morning the students have the option to
pick between a regular table, stool table, wobble seats, kneeling table, comfy chairs, and lap
desks. The classroom is filled with a variety of resources. The students can choose different
books to read. The teacher has laptops available for students to go to abcmouse.com during small
group instruction. The teacher uses an application called classroom dojo. The teacher will give
green points for students being on task and red points for students who have a difficult time
following directions. The parents have access to the application and can see the different points.
Most parents will contact the teacher through classroom dojo regarding their students.

C. Student Academic Factors

Behavior or
Student Subgroup ELL IEP Section Gifted Other Cognitive
504 Services Needs
(Explain) Receiving
No Services
Boys # 2 2 # 1 2
Girls # # # # 1 #
Instructional Accommodations Text Math and Asthma Text Speech Behavior
and Modifications reading Seizure modification
(Describe any instructional intervention plan
accommodations and
modifications regularly used to
meet the needs of students in
each subgroup.)

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 19

The students with an IEP are pulled into a classroom with a teacher that is specialized in math
and reading. The students gain a one on one instructional lesson that helps them with their skills.
When the students are in the classroom, the teacher places them in small groups to continue the
support. The students with a 504 plan, the only accommodation needed is if they have to leave
the classroom. The teacher will then individually help the students when they return. Two
students leave during the school day for speech. The students are not taken out of class during
the core subjects. There are two students that have a behavior modification plan. These students
have a difficult time listening and following directions. The teacher created a behavior
modification plan during specific times of the day. The goals are respect self, respect others and
respect property. The student will receive 2 points for a great job, 1 point for OK/almost there
and 0 points for you can do it/try again. The goal for the student is to get at least 34 points for the
day. The lesson planning has to be accommodating to these students. The teacher will change
and adjust the instruction to help the students. The students with behavior problems causes
disruption during class time. It is important for the teacher to maintain control of the class and
use quick thinking to adjust the lesson to ensure all students are continuing to learn.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 19

 STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Represent and Interpret Data

Unit Title: Collect and represent data

National or State Academic Content Standards

1.OA.A.1 - Represent and solve problems involving addition and subtraction

Use addition and subtraction within 20 to solve word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.

1.OA.A.2 - Represent and solve problems involving addition and subtraction

Solve word problems that call for addition of three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.

Learning Goal
The goal for this lesson is students will increase their understanding the data in a variety of
formats. Students will focus on using data in a chart to create a picture graph.

Measurable Objectives
The students will learn to organize and interpret the data with picture graphs. They will gain
abstract understanding of data in different formats. After the students transfer the data from a
tally chart into a picture graph, the students will learn how to develop procedural skills to
represent data. The students will have worksheets to show their understanding of the lesson.

STEP Standard 3 - Assessment and Data Literacy

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 19

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.

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 19

 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 4

Approaches 8

Falls Far Below 8

Pre-Assessment Analysis: Whole Class

The students that fall below the expectations will need further instruction. These students are already
receiving tier 3 intervention for math and reading. These students are already seen in small groups after
the whole group lesson to give more one on one attention with the teacher. The students are able to gain
further instruction to help them understand the lesson on a deeper level.
The lesson can be adjusted to give more examples to the students who are not meeting the expectations.
The problems will need to be read slowly and clearly for the students who do not understand. The
students who are approaching the expectations will need more guided practice from the teacher. This can
be accomplished by creating different problems for the students. The lesson will have more guided
practice questions to help the students who are approaching and fall below the standards. The students
who are meeting or exceeding, the students will complete the higher order thinking question.

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 19

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.

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 19

STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Organize data into Collect and represent Interpret data Continue to Make sense and
Activity three categories data interpret data persevere
Standards and 1.OA.A.1 - 1.OA.A.1 - 1.OA.A.1 - 1.OA.A.1 - 1.OA.A.1 -
Objectives 1.OA.A.2 -Operations 1.OA.A.2 - 1.OA.A.2 - 1.OA.A.2 - 1.OA.A.2 -
What do students & Algebraic Thinking Operations & Operations & Operations & Operations &
need to know and
» Represent and solve Algebraic Thinking » Algebraic Algebraic Thinking Algebraic Thinking
be able to do for
each day of the problems involving Represent and solve Thinking » » Represent and » Represent and
unit? addition and problems involving Represent and solve problems solve problems
subtraction. addition and solve problems involving addition involving addition
subtraction. involving and subtraction. and subtraction.
The students will be addition and The students will
able to organize data The students will subtraction. The students will use perseverance to
into categories. collect and organize use a picture graph solve problems
information using a The students to interpret data. about data.
picture graph. will interpret
organized data.
Academic Tally marks, data, Picture graph, survey Tally marks, Tally marks, data, Tally marks, data,
Language and tally chart data, tally chart, tally chart, picture tally chart, picture
Vocabulary picture graph, graph, survey graph, survey
What academic survey
language will you
emphasize and
teach each day
during this unit?

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 19

 Summary of 1) Pose solve 1) Pose solve 1) Pose 1) Pose solve 1) Pose solve
Instruction and and share and share solve and and share and share
Activities for the problem problem share problem problem
Lesson 2) Build 2) Build problem 2) Build 2) Build
How will the understanding understanding 2) Build understandi understandi
instruction and 3) Ask guiding 3) Ask guiding understa ng ng
activities flow? questions questions nding 3) Ask guiding 3) Ask guiding
Consider how the 4) Share and 4) Share and 3) Ask questions questions
students will discuss discuss guiding 4) Share and 4) Share and
efficiently solutions solutions questions discuss discuss
transition from 4) Share solutions solutions
one to the next. and
discuss
solutions

Differentiation Beginning: give Beginning: write 3 Beginning: Beginning: ask Beginning: point to
What are the students partners and activities on the Name 3 students to count a tally chart and ask
adaptations or have one student board, ask students activities, have birds, have students how many are
modifications to count while other what their favorite students say count up to 13 to there, the teacher
the makes tally marks. activity is, and write favorite. get answer. will write down the
instruction/activiti Then switch roles tally marks under Intermediate: Intermediate: ask number.
es as determined with new word. each. ask students to students to count Intermediate:
by the student Intermediate: give Intermediate: Ask gather birds, have them point to a tally
factors or students partners and the students what information for count up to 13, ask chart, ask how
individual learning write a word on the their favorite activity picture graph. what they did to many are there, and
needs? board. One person is based on the 3 Choose 3 things solve and have have students write
can count the letters, listed in beginning at lunch that are students identify down numbers.
the other make tally and ask students to your favorite, what the number Advanced: point to
marks. Then switch explain how they ask class and represent in a tally chart, ask
roles with new word. would record then draw tally equation. students how many,
Advanced: give information using marks. Advanced: ask have the students
student partners and tally marks. Advanced: after students to count write down the
write a word on the students gather birds, have them number, and have

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 19

 board. One person Advanced: divide data, ask them to count up to 13, ask them explain how
will count the vowels students into groups, describe how what they did to they will solve the
and the other makes have one student they can show solve, have students problem.
tally marks. Then collect data, one to information in identify what the
switch roles with new record and other to picture graph. number represent in
word. explain the steps. equation and have
them explain how
the problem was
solved.
Required Eno-board, Eno-board, Eno-board, Eno-board, Eno-board,
Materials, worksheets, EnVision worksheets, EnVision worksheets, worksheets, worksheets,
Handouts, Text, video (Solve and video (Solve and EnVision video EnVision video EnVision video
Slides, and Share) Share) (Solve and (Solve and Share) (Solve and Share)
Technology Share)
Instructional and 1) I will model how 1) I will model how 1) I will model 1) I will model how 1) I will model how
Engagement to complete the to complete the how to to complete the to complete the
Strategies solve and share solve and share complete the solve and share solve and share
What strategies problem on the problem on the solve and problem on the problem on the
are you going to eno-board. eno-board. share problem eno-board. eno-board.
use with your 2) I will ask questions 2) I will ask on the eno- 2) I will ask 2) I will ask
students to keep to build questions to build board. questions to questions to
them engaged understanding. understanding. 2) I will ask build build
throughout the “What are you What are you questions to understanding, understanding,
unit of study? asked to do, and asked to do, what build “What are you “What are you
how would you information does understanding, asked to find, asked to find,
show this the tally chart “what are you what do you what materials
asked to do,
information?” show?” already know, could you use to
What do you
3) I will ask guiding 3) I will ask guiding know about the
what should you help you solve
questions to help questions. “When data?” use to help you the problem.”
students. “what someone ask what 3) I will ask solve the 3) I will ask guiding
objects are on the their favorite guiding problem?” questions, “How
table, how many activity is, how do questions, 3) I will ask could you use
you show it on a “How will you guiding cubes to solve

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 19

 blue crayons, tally chart, how do complete the questions about the question,
green, yellow? you group 5 tally tally chart to the current what could you
4) I will discuss and marks. show the data, problem to help other materials
share the students 4) I will discuss and How will you the students. The could you use to
solutions based on share the students complete the question would solve?”
picture graph.
their answers to solutions based on be Kara sees 13 4) I will discuss and
4) I will discuss
the questions. their answers to animals at the share the
and share the
the questions. zoo, 9 are birds students
students
the rest are solutions based
solutions
rabbits, how on their answers
based on their
many rabbits did to the questions.
answers to the
she see?
questions.
4) I will discuss and
share the
students
solutions based
on their answers
to the questions.

Formative I will call on I will call on I will call on I will call on I will call on
Assessments individual students to individual students to individual individual students individual students
How are you answers questions answers questions students to to answers to answers
going to measure and through and through answers questions and questions and
the learning of classroom discussion classroom discussion questions and through classroom through classroom
your students will be able to will be able to through discussion will be discussion will be
throughout the determine their determine their classroom able to determine able to determine
lesson? knowledge. I will knowledge. I will discussion will their knowledge. I their knowledge. I
observe their answers observe their answers be able to will observe their will observe their
on the worksheet. on the worksheet. determine their answers on the answers on the
knowledge. I worksheet. worksheet.
will observe

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 19

 their answers on
the worksheet.
Summative, Post-
Assessment
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the
pre-assessment or
a modified version
of it.

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 19

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/AFk6U1EML9E

https://jolenearmstrong.weebly.com

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 19

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 5 13

Meets 2 2

Approaches 9 6

Falls Far Below 5 0

Post-Test Analysis: Whole Class

After I taught the lesson, the majority of the students understood the lesson. The number of
students who fell below the standard understood most of the lesson. The students needed a little
more guidance in the instruction. I adjusted the lesson to ensure the students who were falling
below had more knowledge of the expectations.
As you can see from the numbers, the students gained a better understanding of the material. I
gave more examples and provided a deeper understanding of the material as I taught the lesson.
The pre-assessment showed me, students were struggling with counting tally marks. I emphasized
a lot of the instruction on the correct way to count the tally marks. This seemed to help the
students gain a better understanding of the assignment.

Post-Assessment Analysis: Subgroup Selection

I selected the subgroup who receives intervention for math and reading. These two students are
pulled during the day to give more individualized instruction for these subjects. I wanted the
intervention teacher to use this data to help guide them in the correct direction.

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 # #

Meets # #

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 19

 Approaches # 2

Falls Far Below 0 #

Post-Assessment Analysis: Subgroup

There are two students who receive IEP for math and reading. These students have the problems
read to them and are given guidance to help their understanding of what the question is entails.

The students seemed to have a little better understanding of the lesson, but still need individual
time with the teacher to really gain the full intention of the lesson. The two students have
difficulty in comprehension, and struggle with basic math concepts. The students are read the
problems and the teacher encourages or tries to word the problem in a way they will understand.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 5 13

Meets 2 2

Approaches 9 4

Falls Far Below 3 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The remainder of the class includes other students who receive services during math instruction.
The number of students who exceeded the expectations increased by around 40%. The students
understood the lesson after it was taught. These students besides a couple do not receive any
accommodations.

The students will continue to learn the correct way to count tally marks as they will see this in
other grades. The goal is to keep the students thinking about how picture graphs, tally survey and
tally marks will help them in future grades. The students who are approaching the standard, will
continue to meet with teacher in small groups until they fully grasp the concepts of math.

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 19

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. To have better classroom I have learned a lot from a veteran teacher
management. about classroom management. I need to
conduct more research through reading
books and the internet to gain a better
understanding of how to manage the
classroom.

2. To find more engaging activities.
Students need to stay engaged in the learning
process or the teacher will lose their
attention. There are a variety of engaging
activities on the internet. I will also talk with
veteran teachers about any activities they use
in the classroom.

3. To find ways to help the lower I will attend professional development

students succeed in the classroom.
activities to find ways to improve the
students who have a difficult time learning
the basic skills. Some students need more
individualized instruction and I need to finds
ways to help them through the day.

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 19