Whitney Thomas

Student Teaching Evaluation of Performance (STEP)

Template
GCU: SPD 590
Instructor: Laura Sharp-Waites

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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
Hogan Preparatory Academy Middle, is an urban public charter school located in Kansas
City, Missouri. According to the U.S. Census Bureau, Kansas City’s estimate population is
around 482,000 people. The community is currently declining and perform less below the its
surrounding communities. There seems to be minimal community supports for students in the
community. With the lack of community support and decline in the stability of the community, I
will need to make sure I do my research on different areas or need and support before creating
my unit plan, I will need to collaborate with others in the community or district to see what
works for the students are best practices. These community factors may have an impact on
student achievement so I will need to create plans that will address the different needs of my
students.

B. District Demographics
Hogan Preparatory Academy Middle is one of three schools in the Hogan Preparatory
Academy (HPA) School District. The district is made up of K-12 grade students, of these
students 97% of the students are black, 1% of them are listed as two or more races, 1% is listed
as white, and the other 1% as Hispanic (Great Schools, 2017). As of 2017, there are currently
966 students in the HPA school district and 100% of those students receive free or reduced lunch
(DESE Mo, 2018). These characteristics can have both a positive and negative affect on the
planning, delivery, and assessment of my unit. The positive effects include the ability to be able
to easily access student data that is needed to create the unit. The negative effects include a
limited number of resources for the district making it hard to address some student’s needs.

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C. School Demographics
Hogan Preparatory Academy Middle is a 6th – 8th grade school that has a current
enrollment of 343 students (DESE Mo, 2018). 100% of the school’s students receive free of
reduced lunch. According to the Great Schools rating, Hogan Preparatory Academy Middle has a
ranking of 2 out of 10, this is due to poor test scores, the lack of student support, and slow
academic progress (Great Schools, 2017). The school demographics is one of the most important
features that will help me create a plan for my students. It will allow me to create strategies that
will help increase test scores and student achievement. Knowing student demographics can help
me plan activities for students inside and outside of school. Being aware of these demographics
allows me to understand that students may extra help because they may not have their basic
needs at home.

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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
Grade Level: 6th – 8th
Ethnicity: Black
Socioeconomics: Low socioeconomic status
Content: Math and Resource
Total number of students: 22
Total number of boys: 13
Total number of girls: 9
Ages: 11-15

B. Environmental Factors
My cooperating classroom is currently located on the bottom floor of the building. To take
advantage of limited space, increase student engagement, and to ensure students are on task I
have arranged the class in a modified U shape. This allows me to circulate the room and make
sure students are on task and allows me to easily access students when they have questions or
need assistance. In my classroom, the resources that I have available include: paper, pencils,
pens, calculators, math posters, and computers. Although, I have a computer cart in my room, I
have to share these computers with other teachers on my floor. When it comes to the
involvement of family in our students’ education, involvement is very minimal.

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 C. Student Academic Factors
Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 0 13 0 0 2 0
Girls 0 9 0 0 1 0
Instructional Accommodations and N/A Instructional Text N/A These Text
Modifications accommodation student
(Describe any instructional s/modifications receive
accommodations and modifications used in the speech
regularly used to meet the needs of classroom related
students in each subgroup.) include: hands- services
on activities, once a
technology, week
scaffolded
notes, and
multiplication
tables, to teach
and reinforce
student
learning.

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.

The factors above can have possible advantages and disadvantages on the planning and
assessment of my unit. Some of the positive effects can include the ability to meet students’
needs because of small classroom sizes and the ability to work more individually with students to
meet their academic and behavior goals. Some of the disadvantages include: not having adequate
resources to plan lessons and deliver them effectively, having a mixed grade level of students
could make it difficult to plan and deliver units because students may be on different levels, and
the lack of parental involvement can make it hard to get students motivated to learn if their
families don’t value or aren’t on board with the expectations of their students in the classroom or
at school.

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

Unit Topic: Exponents

Unit Title: Powers and Exponents

National or State Academic Content Standards

CCSS.Math.Content.6.EE.A.1 – Write and evaluate numerical expressions involving whole-number
exponents.

Learning Goal
By the end of this lesson, students will be able to identify exponents, write numbers in exponent

form, and solve simple expressions containing exponents.

Measurable Objectives
- Students will properly identify the base and exponent of powers and write exponents in

expanded form during 4 out of 5 observations by the end of the unit.

- Students will show mastery of solving simple expressions containing exponents by

achieving an 80% or higher on the end of the unit assessment.

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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.

Scoring Criteria (score out of 10)

Exceeds 8≤
Meets 7
Approaches 6
Falls Far below ≤5

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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 0

Meets 0

Approaches 0

Falls Far Below 6

Pre-Assessment Analysis: Whole Class

Based on the data above, I will not make changes to the standards or the lesson plan. The lesson plan
selected is to introduce students to exponents. With this lesson students will learn how to identify the
base, exponents, put exponents in expanded form, and simply exponents.

The data collected above can affect the delivery and planning of my lesson in many ways. To start, it
allows me to see that all of my students fall far below the criteria and need to be explicitly taught the
material. Students will need to be explicitly taught vocabulary, how to identify the base and exponent,
how to write exponents in exponential and expanded form, and how to simplify or write exponents in
standard form. I will then be able to research proven strategies to help me introduce exponents to the
whole class. Since my students do not have any prior knowledge of exponents, I will need to provide
students with real world examples and use hands on activities to help them identify and simplify
exponents.

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.

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 Scoring Criteria (score out of 30)
Exceeds 24 ≤
Meets 21 - 23
Approaches 18 - 20
Falls Far below ≤ 17

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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 What is a Power? Expanded & The Zero Exponent, Negative Numbers Order of Operations
Activity Standard Form Powers of & & Powers with Powers
Powers of 10
Standards and Students will be Students will be Students will know Students will be Students will be able
Objectives able to identify the able to write that any number able to evaluate to perform operations
What do students base, exponent, and exponents in (other than 0) with negative powers. with powers.
need to know and power. expanded form as an exponent of 0 is
Students will be able
be able to do for Students will well as standard equal to 1. Students will know
to solve problems
each day of the understand that form that know the that involve powers
unit? powers are repeated Students will know difference between
multiplication Students will know that any number negative powers
how to use different with the power of 1 with and without
functions on the is itself parenthesis
calculator to solve
exponents Students will be
able to use patterns
to understand
powers of 10.

Academic Power Expanded Form Pattern Negative N/A

Language and Exponents Standard Form Parenthesis
Vocabulary Base
What academic Exponential form
language will you
emphasize and

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 teach each day
during this unit?
Summary of Students will be I will begin by Students will begin This lesson will To start this lesson,
Instruction and explicitly taught letting students the lesson by doing start by having students will do a
Activities for the power, exponent, know they are a Do Now. I will students remember Do Now to review
Lesson and base going to build on write 4 to the 5th terms (base, steps to order of
How will the vocabulary. their knowledge of power and 9 to the exponents). I will operations.
instruction and Students will begin identifying 3rd power on the tell students that Students will need
activities flow? by taking notes exponents. board and ask sometimes these to be reminded of
Consider how the using an Exponents Students will make students to write numbers can be the acronym for
students will Doodle Notes an exponents the expanded and negative, today we Order of Operations
efficiently transition worksheet. Students foldable which will standard form for will look at powers (Please Excuse My
from one to the will be taught that help students each problem. with negatives in Dear Aunt Sandy).
next. exponents are an identify the the base. Students Students will make
example of difference between I will tell students will be taught the a foldable showing
repeated exponential form, that today the will importance of these steps. After
multiplication, but expanded form, and learn an easy way looking to see if the reviewing these
there is a difference standard form. to solve powers of base has steps, teacher will
between 3 x 2 and 3 Students will be 10, zero and one parenthesis of not. model how to solve
to the 2nd power. shown several exponents. If the base does not equations that
Students will be examples on how to Students will be contain a contain exponents.
shown several convert between told that powers of parenthesis then
examples and how each form. Students 10 follow a pattern, you solve the To give students
to read exponents. will be taught that the number of zeros exponent and add practice time,
the base ^ power represents the the negative at the students will use
After explicit will give you the exponent. Example end. If the base is in their Chromebooks
instruction I will standard form of an 10 to the 3rd is parenthesis then the to play an
tell students that we exponent. would be 1 with 3 negative must be interactive game
are going to play a zeros or 1,000, I included in the called “Crack the
game of Match. Students will will show students repeated Code – Exponents”
Students will be transition to their another example multiplication. Students will be
asked to move to group activity by then have them try Even exponents = told that they will
one table and picking a number one their own. positive number work with their

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 required to match between 1 -10, the Next students will and Odd exponents table partner to
the numerical 2 students with the be told they are = negative complete the next
exponent to its number closest to going to put we numbers. Teacher activity. I will have
written phrase. the selected number learned today into will model several a student from each
will be chosen as practice. Students examples for pair grab a
the team captains. will be asked to students before Chromebook and
Students will divide turn and work with moving on the access the link that
into teams to play their table partner group activity. has been sent to
Exponent Math to complete the their school email.
Tag. During this Exponents Maze. For the group Students will
game students will Students will begin activity, students practice solving
take turns at Start and be will do an Exponent order of operations
answering exponent required to answer QR Code problems including
questions, the team Powers of 10, zero Scavenger Hunt. To exponents. With
that finishes first exponents, and start this activity, each right answer it
will be the winner. powers of 1 students will be told will help students
correctly to them will practice crack the code to
navigate through on what they have open up a fake safe.
the maze and make learned with a
it to the End. partner. I will out
students in pairs,
one student that
understands
exponents and one
that doesn’t
understand them to
do a scavenger hunt
for evaluating
negative exponents
Differentiation Since this is a direct N/A N/A N/A N/A
What are the instruction class
adaptations or and students have
modifications to the been grouped based

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 instruction/activities on ability, the
as determined by instruction and
the student factors activities have been
or individual modified to meet
learning needs? the student’s
learning needs
Required Whiteboard, pencil, Whiteboard, pencil, Whiteboard, pencil, Whiteboard, pencil, Whiteboard, pencil,
Materials, math notebook, markers, math math notebook, math notebook, math notebooks,
Handouts, Text, color pencils notebook, personal Three tab with Order of Operations
Slides, and Exponents Doodle construction paper, whiteboards, dry bifold graphic foldable, glue stick,
Technology Notes, glue stick, glue stick, erase markers, organizer, glue color pencils,
Spring Into Exponent Math Tag Exponent Maze, stick, Chromebook, Chromebook,
Exponents Task Relay Cards, game pieces Exponents QR Crack the
cards, calculator. Code cards Exponents game
Instructional and Instructional Instructional Instructional Instructional Instructional
Engagement strategies: Direct Strategies: strategy: Modeling, Strategies: Graphic Strategies:
Strategies instruction, Cooperative The engagement organizer, direct Modeling, Graphic
What strategies are activating prior learning, Direct strategy that will be instruction, organizer
you going to use knowledge, instruction, hands- used for student modeling Engagement
with your students The best way to get on learning engagement is Engagement strategies include:
to keep them and keep students called gamify. This strategies that will hands-on notes,
engaged throughout engaged is through Having students strategy turns be used include movement, and
the unit of study? hands on activities. create their own learning into a technology, math game
Students will be notes page by game. Students will movement, hand-on activities.
able to color and folding and writing not only learn while activities
make their notes on construction playing a game but
page their own, paper is a way for they are learning to
students will make students to get work with others to
a childhood game actively engaged in get the answers and
into a math activity, taking notes. make it through the
allowing them to maze.
get excited about The Math Relay
learning math. Tag activity allows

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 students to get up
and move around,
have a friendly
competition, and
get involved in the
lesson.
Formative Exit ticket, Observation, Admit Mini-whiteboards Thumbs up! Student work,
Assessments observations Tickets (Do Now) (students will be (Students will use Observation, Cold-
How are you going asked to show the their thump to show calls (call on
to measure the expanded form of if they don’t random students to
learning of your powers of 10) understand the answer questions).
students throughout material, kind of
the lesson? understand the
material, or they
understand so well
they could teach
someone else)

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 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.

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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: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

Day 1: Matching – match numerical form with expanded form
Day 2: Exponent Tag – students will be in teams, taking turns writing exponents in numerical, expanded,
and standard form
Day 3: Exponents maze – students will try to make it from start to finish by solving zero and power of
ten exponents
Day 4: QR scavenger hunt – students will solve negative numbers with exponents by scanning qr codes
to reveal problems and evaluate those problems to lead students to the next problem until they have
completed all problems.
Day 5: “Crack the Code – Exponents” – students will do an online activity with a partner that will allow
them to solve order of operations containing exponents.

Each of the above activities went according to planned with the exception of exponent tag. A few
adjustments needed to be made to make this activity successful.

The engagement strategies used during this unit included: movement, hand-on activities, and technology.
Using these strategies helped make the curious about the lesson, want to participate, and made it easier for
them to retain what they learned.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

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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 0 3

Meets 0 2

Approaches 0 1

Falls Far Below 6 0

Post-Test Analysis: Whole Class

Base on the post assessment data collected, students were able to grow and learn the material
presented, After repeated drill of exponent rules, students were able to grasp the concept and
reflect what they had learn during the end of the unit assessment.

Based on my post assessment data, one instructional strategy that I should more was check for
understanding. While most students met or exceeded the grading criteria, doing more check for
understanding would have allowed me to see that one student needed more individualized
instruction to help him understand the material presented in the unit.

Post-Assessment Analysis: Subgroup Selection

The subgroup that I will analyze for most post assessment is a group of male students. I chose this
subgroup because this group of students scored a B or better on the post assessment

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 3

Meets 0 0

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 Approaches 0 0

Falls Far Below 6 0

Post-Assessment Analysis: Subgroup

Based on the post assessment data collected, I believe students were able to retain and apply what
they learn after the lesson. Before, all students fell far below the grading, now, there students
meet on the grading scale. When preparing this lesson students needed to be presented with a lot
of hands on instruction and activities to ensure the material in the lesson.

Based on the post assessment data collected, the things that can be done in the future to aid in
students’ understanding is doing more cooperative learning activities, use more real world
examples, and target the students’ different senses by incorporating technology, sound, etc.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 0

Meets 0 2

Approaches 0 1

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup and Remainder of Class

Based on the post-assessment data collected, the subgroup (males) selected performed better on
the assessment than the remainder of the class. To ensure that the remainder of the class researched
exceeds on the scale, more individualized instruction and check for understanding should have been used
to ensure all students understood the material.

The objective that would help build on the information in this unit would be that students will be
able to expand, simply, and evaluate expressions involving exponents, including products and
quotients raised to powers.

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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
1. Create a better environment that is
conducive to learning for my students.
development, research on the Internet,
observation of a veteran teacher, etc.)
A plan to help me reach this goal is to get a
paper organizer for my students work to
make my classroom more organized. I will
also start printing assignments and gathering
materials I need for my students a few days
in advance.

2. Have better transitions from one
activity to the next.
To help me reach this goal, I will meet with
my mentor teacher to ask for suggestions to
help me with transitions between activities
and I will do some internet research to find
effective ways to master classroom
transitions.

3. Learn how to follow learning
standards to ensure that the
information students learn, builds
upon previous learning standards
The plan that I will implement to help me
reach this goal, is to meet with experienced
teachers in the math department to learn how
to follow 6th-8th learning standards. In
addition to meet with the math department I
have scheduled to meet with an experienced
math to work on lesson planning for my
students.

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 References

Great Schools. (2017). Hogan Preparatory Academy Middle. Retrieved from https://mcds.

dese.mo.gov/guidedinquiry/District%20and%20Building%20Student%20Indicators/Buil

ding%20Demographic%20Data.aspx?rp:District=048904&rp:SchoolYear=2017&rp:Sch

oolYear=2016&rp:SchoolYear=2015&rp:SchoolYear=2014

Missouri Department of Education (2018). Building Demographics Data. Retrieved from

https://mcds.dese.mo.gov/guidedinquiry/District%20and%20Building%20Student%20In

dicators/Building%20Demographic%20Data.aspx?rp:District=048904&rp:SchoolYear=2

017&rp:SchoolYear=2016&rp:SchoolYear=2015&rp:SchoolYear=2014

U.S. Census Bureau. (2016). Kansas City, Missouri. Retrieved from https://www.census.

gov/quickfacts/fact/table/kansascitycitymissouri/PST045216

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