Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning .........................................................11
STEP Standard 5 - Implementation of Instructional Unit .......................................19
STEP Standard 6 - Analysis of Student Learning....................................................25
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........27

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

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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

Unit Topic: Making 10

Unit Title: Fun With Making the #10

National or State Academic Content Standards

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).

Learning Goal
Students will be able to add/subtract, by making 10, to solve addition/subtraction problems
within 20, fluently.

Measurable Objectives
As mathematicians, students will be able to solve addition/subtraction problems within 20, by
making a 10. Students will solve 3 out of 4 problems with a 75% accuracy to demonstrate
fluency.

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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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 Name
Fun with the #10 Pre-Assessment
Directions: Find the missing part or the whole, using manipulative of choice. Write the equation on the blank.

10

6 3 7

10 15

8 10

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 I initially scored each problem worth 1 point, ½ point for filling in the part-part-whole mat and
then ½ point for writing the equation that goes with the part-part-whole mat. After scoring the
papers though, I think I will change the scores to 2 points for each problem to eliminate fractions
in the scoring process. 100 – 80 % is proficient, 79 – 65% is approaching proficiency, and
below 64% falls far below.

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

Highly Proficient (90%-100%) 4

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 12

Pre-Assessment Analysis: Whole Class

I will keep the standard of the lesson the same. Students have demonstrated that they have not mastered
this content. I think I will change the accuracy percentage to 80% to demonstrate fluency of skills. I also
think I should focus on the part-part-whole strategy during whole group, then allow students to choose
which strategy they would like to use during independent or partner groups.
The data from the pre-assessment will definitely impact how I plan to teach the lesson. After working
with some of the students previously, I thought there would be more students in the proficient and
partially proficient range than in the minimally proficient range. However, this data shows that students
are not accurately utilizing the part-part-whole strategy that they have previously been taught. This could
be due to not retaining the information over the summer break, or truly not grasping the content
previously. I will need to explicitly teach how to use the part-part-whole mat, and what each box
represents within our equations. I will also need to have a more challenging activity for my students that
did score in the highly proficient range, this could be a game they play with their partners where they use
the part-part-whole strategy, but with numbers within 50 instead of 10 or 20. I may also need to focus on
strictly addition or subtraction, as not to confuse students, since they demonstrated that they are not ready
for that just yet. We will solve problems within 20, but not necessarily by making a 10 to solve. After
students have been taught or reviewed the proper ways to use the part-part-whole mat I will assess them
again, in hopes of improvements and the majority of students becoming proficient or highly proficient.

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

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 scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Name
Fun with the #10 Post-Assessment
Directions: Find the missing part or the whole, using manipulative of choice. Write the equation on the blank.

10

2 4 6

10

9 10 5

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 Each problem will be worth 2 points in the scoring process, 1 point for filling in the part-part-
whole mat and 1 point for providing the equation that goes with the mat. 100 – 80 % is
proficient, 79 – 65% is approaching proficiency, and below 64% falls far below. Using the same
scoring criteria for the pre and post assessment will allow me to see true growth of the students.

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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 Making Ten Missing Parts of Missing Parts of Missing Parts Constructing Teen
Activity (day 1 of 1) Ten (day 1 of 2) Ten (day 2 of 2) (day 1 of 1) Numbers
(day 1 of 1)
Standards and 1.OA.C.6 1.OA.C.6 1.OA.C.6 1.OA.C.6 1.NBT.B.2
Objectives Students will be Students will be Students will be Students will be Students will be
What do students able to create a able to solve able to solve able to solve able to explain the
need to know and known fact to help addition/subtraction addition/subtraction addition/subtraction value of a teen
be able to do for create another fact problems within 10. problems within 10 problems within 20 number in terms of
each day of the for making ten, Students will fluently. Students fluently. Students tens and ones.
unit? students will complete an exit will complete an will complete an Students will
demonstrate ticket with 75% exit ticket with exit ticket with complete an exit
understanding by accuracy to 80% accuracy to 80% accuracy to ticket with 80%
correctly answering demonstrate demonstrate demonstrate accuracy to
80% on their exit approaching fluency. fluency. demonstrate
ticket. fluency. understanding of
concepts.
Academic Equation Part-part-whole Part-part-whole Part-part-whole Teen number
Language and “mathematical mat, mat, mat, A number between
Vocabulary statement A diagram that A diagram that A diagram that 11 and 19
What academic containing an represents the parts represents the parts represents the parts Tens
language will you equals sign, to that are joined to that are joined to that are joined to A group of 10 ones
emphasize and show that two make the whole, in make the whole, in make the whole, in that represent the
teach each day expressions are equations. equations. the equations. tens place value
during this unit? equal” (Eather, J.
(n.d.). Missing part, Missing part, Sum/Whole Ones
Number sentence What is missing What is missing “the total or whole Represent the ones
from the equation, from the equation, amount, the result place value

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 “mathematical it could be a part or it could be a part or of adding” (Eather,
sentence written in the whole. the whole. J. (n.d.).
numerals and Number line Number line
mathematical “line marked with “line marked with Addend/Part
symbols” Eather, J. numbers, used to numbers, used to “any number used
(n.d.). show operations” show operations” to get the sum or
(Eather, J. (n.d.). (Eather, J. (n.d.). total” (Eather, J.
(n.d.).

Summary of The whole group Whole group will Whole group will Whole group will Whole group
Instruction and lesson will begin listen to Teddy listen to a number review how to find review of
Activities for the with a warm-up that Bear School Day line character song the missing part flashcards with
Lesson engages students Math, by Barbara on YouTube. Then with a sum of 10. numbers 1 – 10.
How will the while collecting McGrath via we will review the Then I will present Then whole group
instruction and data of their YouTube. We will number line and the a new problem that will watch Teen
activities flow? favorite color of use our teddy bear part-part-whole mat has a whole of 16, Numbers with Jack
Consider how the apple. Then we in a new way today, from previous and model that we Hartmann on
students will will discuss the data Teddy will help us lesson. Students will find the YouTube. Then we
efficiently transition that was collected to find the missing will be partnered missing part in the will build teen
from one to the and present it on a part. Display a for a scoot activity same manner as numbers on a
next. bar graph. We will number line via the to find the missing before. The whole double ten-frame
then read the story, smartboard. We part. (Place cards has changed, but displayed on the
“Ten Apples Up on will use Teddy as a around the room our process for smartboard. We
Top” by Theo place holder and that have one part finding the missing will explicitly
LeSeig. Discuss the number cube to and the whole, part has not. We model all teen
text with students solve problems. I students will work will complete numbers. Students
then share that we will model how to together to find the several problems will then move into
will use our bag of roll the number missing part). together as a whole small group where
red and yellow cube, and explain Students will have group. Then we they will work with
counters as our that is where we access to number will move into their teams to
pretend apples. will start on the lines, part-part- small group for a complete a student
Students will work number line, since whole mats and find the missing booklet of teen

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 in partners to create that is a part that counters, they are part game. numbers on a
different we know. We also encouraged to use Students are double ten-frame.
combinations of red know that Teddy the tool that works grouped together Students will
and yellow apples, will stay on the best for them. We with various independently
using their counters number 10, which will come back abilities. Students complete an exit
and ten- frame. We is our whole. We together as a whole will independently ticket to
will use equality need to find the group to use complete their exit demonstrate their
sticks to let a few missing part. Give equality sticks to go ticket to grasp of concept. If
students share. students time to over a few of the demonstrate time allows, we
During small partner talk about scoot answers. fluency of will play a whole
groups, students how they think we Then students will adding/subtracting group game of
will use one of their will use this complete their exit within 20. making teen
created equations information to find ticket to numbers. We will
for apples to create the missing part demonstrate sit in a circle on the
an apple hat. One with the number fluency. carpet then roll the
addend will be line. Use equality BIG number cube
colored red and the sticks to allow and add 1 ten to
other yellow, for some students to create a teen
apples. Students share how they number.
will glue apples to believe we will use
the hat band and this information.
write their apple Then solve as a
equation to match. whole group. We
will do several
practice problems
as a whole group.
Each partner group
will be given a
teddy bear, number
cube, and recording
sheet for their
partnering activity.

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 Differentiation Below grade level Below grade level Some scoot cards Below grade level ELL students may
What are the students will only students will be will show counters students will be subitize number
adaptations or be given 10 paired with an instead of numbers. paired with an photos instead of
modifications to the counters in their above grade level above grade level having only written
instruction/activities bags, while above student. Para educators will student. numbers.
as determined by grade level students assist as needed.
the student factors will be given 20 for ELL students will ELL students may I will have a small
or individual the challenge of be assisted with Students with like be given pictures group for
learning needs? only creating a 10. number lines and abilities will be instead of numbers. reteaching
written numbers. paired together. strategies.
Para educators will Some students may
be utilized as Para educators will I will work with a only complete half Para educator will
needed throughout assist as needed. small group to of the recording assist as needed.
the lesson, assisting Some students may reteach strategies. sheet.
students in need. need to use the Students of various
larger teddy bear Para educator will abilities will be
ELL students will for a better grip. assist as needed. paired together.
have pictures and
models for I will play the game
clarification. with the students
who did not
demonstrate
fluency on the
previous exit ticket.

Required Smartboard, Smartboard, Smartboard, Smartboard, Smartboard,

Materials, crayons, precut hat pencils, number pencils, recording pencils, dry erase pencils, student
Handouts, Text, bands, class bar lines, teddy bears, sheet, scoot cards, markers/slates, teen booklet,
Slides, and graph (we will number cubes, part-part-whole recording sheet, crayons, ten-
Technology create together), recording sheet, mats, number lines, number cubes, frames, counters,
“Ten Apples Up on part-part-whole counters number lines, part- BIG number cube
Top”, red and mat, YouTube part-whole mat,
yellow counters in counters

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 individual bags,
ten-frames, exit
ticket, apple cut
outs, glue
Instructional and Whole, partnering, Whole, partnering, Whole, partnering, Whole, partnering, Whole, partnering,
Engagement small, and small, and small, and small, and small, and
Strategies independent groups independent groups independent groups independent groups independent groups
What strategies are will be utilized will be utilized will be utilized will be utilized will be utilized
you going to use throughout the throughout the throughout the throughout the throughout the
with your students lesson. lesson. lesson. lesson. lesson.
to keep them
engaged throughout
the unit of study?
Formative Students will be Students will be Students will be Students will be Students will be
Assessments observed observed observed observed observed
How are you going throughout the throughout the throughout the throughout the throughout the
to measure the lesson, and assessed lesson, and lesson, and lesson, and lesson, and
learning of your with an exit ticket assessed with an assessed with an assessed with an assessed with an
students throughout at the end of the exit ticket at the exit ticket at the exit ticket at the exit ticket at the
the lesson? lesson. end of the lesson. end of the lesson. end of the lesson. end of the lesson.
Summative, Post- On day 6 of the unit, students will be given a post assessment that is very similar to the pre-assessment. The
Assessment format is the same, but some of the numbers have been changed.
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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 Reference
Eather, J. (n.d.). A maths dictionary for kids. Retrieved from http://amathsdictionaryforkids.com/dictionary.html

Exit Ticket – Making Ten (Day 1)

Name Date
Directions: Fill in the missing part to make a ten. Draw your equation on the ten-frame.

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 1. 3 + __ = 10 2. __ + 8 = 10

3. 5 + __ = 10 4. 6 + __ = 10

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 Missing Parts of Ten
Name Date (Day 2 recording sheet)
Directions: Each player take a turn rolling the number cube to find the known part. Each
equation has a whole of 10. Use the number line and Teddy to find the missing part.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1. __ + __ = 10

2. __ + __ = 10

3. __ + __ = 10

4. __ + __ = 10

5. __ + __ = 10

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 Exit Ticket- Missing Parts of Ten (day 2)
Name Date
Directions: Find the missing part, and fill in the blank.

1. __ + 4 = 10

2. 7 + __ = 10

3. 2 + __ = 10

Exit Ticket- Missing Parts of Ten (day 3)

Name Date
Directions: Find the missing part, and fill in the blank.

1. __ + 5 = 10

2. 3 + __ = 10

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 3. 1 + __ = 10

Exit Ticket- Missing Parts within 20 (day 4)

Name Date
Directions: Find the missing part, and fill in the blank.

1. __ + 15 = 20

2. 7 + __ = 18

3. 1 + __ = 16

4. 10 + __ = 20

(Day 5)
Exit Ticket- Building Teen Numbers
Name Date
Directions: Join the tens and the ones to create a teen number.
1.

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 2.

Name
Fun with the #10 Post-Assessment
Directions: Find the missing part or the whole, using manipulative of choice. Write the equation on the blank.

© 2019. Grand Canyon University. All Rights Reserved. Page 21 of 28

 10

2 4 6

10

9 10 5

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STEP Standard 5 –

Implementation of Instructional Unit

Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: Video is in onedrive

Summary of Unit Implementation:

During the Implementation of this Unit, most days went well. However, there were some
lessons that went better than others. The day one activity for making ten with the apples story went as
planned. Most students grasped what we were doing and were able to make ten in a variety of ways
utilizing their counters and ten frames as needed. Students were active and engaged throughout the
lesson. Students were able to write the equation that matched their ten frames and counter creations.
The missing parts of ten lessons on day 2 and 3 went okay. Some students had trouble utilizing their
number line correctly. I noticed that they would start counting on the number they were on before
actually taking a hop. This caused students to think they had taken one more hop than they actually
needed to in order to find the missing part of ten. I needed to model a few more times than I had
planned to, but if I would not have taken the time to do so then the students would still be confused on
when to start counting their hops on the number line. Overall, I feel that days 2 and 3 went well and
students were focused and engaged with the strategies that were being utilized during the lessons. The
lessons on days 4 and 5 went as planned. I feel that day 4 was the hardest lesson for students to grasp
content, as they were to find the missing part of an equation. This week helped me to realize that even
with plans in place it really is necessary to be flexible and to change lessons up as needed for different
students, and that utilizing different strategies will help to keep students engaged.

Summary of Student Learning:

Initially, I thought this unit would be more like a review unit as the students were working on
these types of lessons at the end of kindergarten last school year. However, after the pre-assessment I
realized that many students had forgotten what they had previously learned. I also noticed that some
students had trouble utilizing various math tools, for example, some students would grasp a concept
using the ten frame and counters, but would have trouble using the number line to solve the same type
of question. I had one student that really made me question my plans. She scored higher on the pre-
assessment than she seemed to throughout the week. She was having difficulty remembering how to
write equations that matched her part-part-whole mat. During the lessons at times it was like she had
absolutely no idea what I was talking about. During small group I worked one on one with her for some
time, and it did not seem to get any better. I thought one on one help would be beneficial for her. In
some ways it was, we were able to review numbers and the number line strategy. She was less
distracted by others around. However, she still did not seem to grasp the concepts. After talking with

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my mentor teacher, there are days like this with this particular student. She already receives math
tutoring and is being monitored for other services.

Reflection of Video Recording:

After reviewing my teaching video, I noticed some things that I liked as well as areas to improve
upon. I feel that I did well with engaging most students. I did not focus on only one student. However, I
did help or spend a little more time with those who seemed to struggle. I walked around the room and
addressed different needs as I noticed them. I did notice that I may have confused some students by
not clearing my part-part-whole mat before giving them another example to work on. Some students
were trying to make the new equation work with the counters that were displayed from the previous
equation. I could work on being clearer with my directions and try to shorten the amount of time it
takes the class to transition throughout the day. In the future I want to be sure to make my directions
clear on the first time they are given so that I should not need to repeat directions to each group of
students. This would help to increase students’ time on task and engagement. Watching myself
through the lens helped me to see where I struggle and need to improve.

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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
Highly Proficient
(90%-100%) 4 5

Proficient
(80%-89%) 0 2

Partially
Proficient
3 5
(70%-79%)

Minimally
Proficient
12 5
(69% and below)

Post-Test Analysis: Whole Class

The scores on the post-assessment show that there are more students who gained understanding of
concepts than not. Two students were absent on the day of the post-assessment, so the numbers
vary slightly. Of the 17 students who took the post-assessment 12 were partially proficient to
highly proficient. There were only 5 students as opposed to the 12 students on the pre-assessment
that were not proficient.

Based on the post-assessment data, my instruction was effective for student learning. Students
were able to gain understanding and show mastery of concepts with the post-assessment. One of
my students who scored a 0% on the pre-assessment scored a 100% on the post-assessment.
Having the majority of the class become proficient to highly proficient shows that the methods of
instruction that I used help the students to gain understanding of the concepts being taught. There
are now more students who have demonstrated mastery of solving missing parts and utilizing a
part-part-whole mat effectively than when we began the unit.

Post-Assessment Analysis: Subgroup Selection

I will focus on the ELL subgroup of 5 students. I chose this subgroup, because I saw measurable
growth within this subgroup. Only one of my ELL students did not demonstrate proficiency or
mastery of concepts. This is also a subgroup that I thought would be difficult for me to work with
due to the language barrier, however, I have found that I really enjoy working with this group and
have been able to overcome some of my initial fears.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

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 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 3

Proficient
(80%-89%) 0 0

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
3 1
(69% and below)

Post-Assessment Analysis: Subgroup

Based on this subgroup’s post-assessment scores, we were able to breach the language barrier for
students to gain understanding of concepts for the majority of this subgroup. There was only one
student in this group that did not demonstrate proficiency or mastery of concepts. The one student
who did not demonstrate mastery is brand new to this county and school/structured environment.
She seems much younger than her peers, but with time she will become proficient. Three of the
students from this subgroup scored a 100% demonstrating mastery of concept. The students were
able to grasp concepts with strategies being utilized in the classroom.
Based on this post-assessment data of this subgroup, the strategies utilized in the classroom were
effective for the majority of this subgroup. There was only one student who did not obtain mastery
or proficiency of concepts. I feel this one student just needs extra practice and will obtain mastery
within time. I will continue to use and model strategies with manipulatives to help students
understand concepts being addressed. I will continue to work with this student during small group
to provide more modeling in a less distractive environment. She scored a 0% in both the pre and
post-assessments. I believe she will be able to grasp concepts and show growth soon.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 3 2

Proficient
(80%-89%) 0 2

Partially
Proficient
2 5
(70%-79%)

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 Minimally
Proficient
9 3
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The data of the remainder of the class compared to the subgroup shows that both groups were able to
demonstrate growth and proficiency at different levels. This data supports that students were able to grasp
concepts, and that the instructional strategies utilized in the classroom were effective. There are three
students who still need more instruction to become proficient with the concept, two of those three students
are already receiving math tutoring because they fall behind their peers on many mathematical concepts.
It would be helpful for students to continue practicing this concept so that more students demonstrate
mastery of the concept.

Based on the data from this unit’s assessments, I am able to see growth for most students. However, I
would like to see more students who are highly proficient. This could be achieved with reviewing some of
the lessons and incorporating review games where students could receive more practice with finding the
missing part and utilizing the part-part-whole mat. I noticed that some students were able to find the
missing part and use the part-part-whole mat correctly, but had trouble putting their findings into an
equation. So, more practice of converting our part-part-whole mat into equations would be beneficial for
all students. A new objective would be as follows, as mathematicians, students will solve for the missing
part by adding or subtracting within 20. Students will correctly create equations to match their part-part-
whole mat. Students will demonstrate mastery of skill by accurately solving 4 out of 5 missing part
problems and writing the equations correctly.

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. Click here to enter text. Click here to enter text.

2. Click here to enter text. Click here to enter text.

3. Click here to enter text. Click here to enter text.

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