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

Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .............................. 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal ............................ 7
STEP Standard 3 - Assessment and Data Literacy ........................................................................... 8
STEP Standard 4 - Unit and Lesson Planning ................................................................................ 10
STEP Standard 5 - Implementation of Instructional Unit ............................................................. 14
STEP Standard 6 - Analysis of Student Learning ........................................................................... 15
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ................................. 18

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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
 Southern California (Low Desert)
 12,580 total people living in Bermuda Dunes
 James Monroe Elementary School address: 42-100 Yucca Lane, Bermuda Dunes, CA
92203

B. District Demographics
 Desert Sands Unified School District
 Suburban
 Free/reduced lunch: 70%
 Grades K-12
 34 schools in the district
 Office address: 47-950 Dune Palms Road, La Quinta, CA 92253
 Open enrollment policy
 28,958 total students

C. School Demographics
 K-5 public school
 582 students total
 Free/reduced lunch: 50%
 Academic ranking: 4/5
 All students are required to wear uniforms
 Teacher to student ratio 25:1
 Average teacher salary: $79,339 (state average: $70,989)
 Disadvantaged students at this school are performing far better than other students in the
state.
 Students at this school are making more academic progress from one grade to the next
compared to students at other schools in the state.

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 School and District Information: http://www.greatschools.org

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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
 20 total students
 Kindergarten-third grade
 5-9 years old
 All on IEPs
 STC students and resource students
 13 Hispanic, 6 White, and 1 Black student
B. Environmental Factors
 Sensory chairs (exercise balls with legs)
 Two paraeducators
 Trampoline
 Play-Doh
 Sensory Sand
 Leveled readers
 7 double desks
 2 kidney tables
 Tablets and Chromebooks
 Sink with water spout and bathroom right next to the classroom
 Joining door to another special education classroom

C. Student Academic Factors

Behavior or
Student Subgroup ELL IEP Sec Gifted Other Cognitive
504 Services Needs
Receiving No
Services
Boys 6 14 0 0 8 1
Girls 0 6 0 0 5 1
Instructional Visual aids, Visual aids, N/A N/A Speech, Home/School
Accommodations and simplified simplified OT communication
Modifications directions and directions logs, positive
(Describe any instructional vocabulary, and reinforcement,
accommodations and realia, vocabulary, para educational
modifications regularly used extended time realia, support
to meet the needs of students extended
in each subgroup.) time

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.

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 The teacher reviews the unit ahead of time, chunks the information, modifies the
assessments (read the test, test options, modify the amount of questions, extends their time for
tests). She spends more time working on a unit plan than the general classroom would. Students
that get pulled into her classroom will get more time on assignments and she will spend time
breaking it down to their current level. She uses visual aids, simplified directions and
vocabulary, realia when possible, and gives extended time on work when needed.

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 STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Mathematics

Unit Title: Operations and Algebraic Thinking (Multiplication)

National or State Academic Content Standards

CCSS 3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can
be expressed as 5 × 7.

CCSS 3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is
known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.)

Learning Goal
SWBAT understand that when using commutative property of multiplication, they will still get
the same answer, regardless of the order of the numbers. They will learn four different ways to
get their answers (Grouping, Array, Repeated Addition, and Number Line).

Measurable Objectives
Three out of three of the students in the third grade SDC math group will be able to use, create,
and understand equal groups correctly when given a worksheet.

Three out of three of the students in the third grade SDC math group will be able to use, create,
and understand number line correctly when given a worksheet.

Three out of three of the students in the third grade SDC math group will be able to use, create,
and understand array correctly when given a worksheet.
Three out of three of the students in the third grade SDC math group will be able to use, create,
and understand repeated addition when given a worksheet.

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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.

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: 6

Exceeds 94-100% 1

Meets 75-93% 1

Approaches 66-74% 0

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Falls Far Below 0-65% 4

Pre-Assessment Analysis: 3rd Grade SDC Small Group

Based on this data, I do not plan to change my selection of the standards, goals, or objectives. After this
unit, the other four students will meet or exceed my expectations.
This pre-assessment data is helpful because it narrows down what I might need to spend more time
explaining. I will need to be careful and slowly go over arrays and repeated addition. I plan on using
three different worksheets for learning arrays on day three. The students will typically do two different
worksheets each day to practice their strategies. I plan to use different types of assistive technology, so it
helps the students understand the concepts. On day five, the students will play a Kahoot review game
(most likely more than once) to practice in a fun way. By day five, they should master the four different
strategies and know what commutative property means.

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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 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 Understanding Understanding Understanding Understanding Understanding
Activity Multiplication: Multiplication: Multiplication: Multiplication: Multiplication:
Repeated Addition Equal Groups Array Number Line Review and Quiz
Standards and CCSS 3.OA.A.1 CCSS 3.OA.A.1 CCSS 3.OA.A.1 CCSS 3.OA.A.1 CCSS 3.OA.A.1
Objectives CCSS 3.OA.B.5 CCSS 3.OA.B.5 CCSS 3.OA.B.5 CCSS 3.OA.B.5 CCSS 3.OA.B.5
What do students
need to know and Three out of three Three out of three Three out of three Three out of three After reviewing the
be able to do for of the students in of the students in of the students in of the students in four types of
each day of the the third grade SDC the third grade SDC the third grade SDC the third grade SDC multiplication
unit? math group will be math group will be math group will be math group will be strategies, all three
able to use, create, able to use, create, able to use, create, able to use, create, students should be
and understand and understand and understand and understand able to pass their
repeated addition equal groups array correctly number line quiz.
when given a correctly when when given a correctly when
worksheet. given a worksheet. worksheet. given a worksheet.
Academic Commutative Commutative Commutative Commutative Commutative
Language and Property of Property of Property of Property of Property of
Vocabulary Multiplication Multiplication Multiplication Multiplication Multiplication
What academic
Repeated Addition Equal Groups Array Number Line Grouping
language will you
emphasize and Array
teach each day
during this unit? Repeated Addition

Number Line
Summary of Because this is a Because this is a Because this is a Because this is a Because this is a
Instruction and small SDC math small SDC math small SDC math small SDC math small SDC math

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Activities for the group, I am not group, I am not group, I am not group, I am not group, I am not
Lesson having to manage having to manage having to manage having to manage having to manage
How will the 20 or more 20 or more 20 or more 20 or more 20 or more
instruction and students, so students, so students, so students, so students, so
activities flow? transitions occur transitions occur transitions occur transitions occur transitions occur
Consider how the effortlessly. I will effortlessly. I will effortlessly. I will effortlessly. I will effortlessly. I will
students will model the math and model the math and model the math and model the math and model the math and
efficiently transition do a few problems do a few problems do a few problems do a few problems do a few problems
from one to the with them. Then, I with them. Then, I with them. Then, I with them. Then, I with them. Then, I
next. will have them will have them will have them will have them will have them
practice on their practice on their practice on their practice on their practice on their
own. I will call on own. I will call on own. I will call on own. I will call on own. I will call on
students to share or students to share or students to share or students to share or students to share or
model how they did model how they did model how they did model how they did model how they did
a problem on the a problem on the a problem on the a problem on the a problem on the
board. This will board. This will board. This will board. This will board. This will
reinforce the reinforce the reinforce the reinforce the reinforce the
learning and help it learning and help it learning and help it learning and help it learning and help it
stick. In the stick. In the stick. In the stick. In the stick. In the
beginning of each beginning of each beginning of each beginning of each beginning of each
lesson on the lesson on the lesson on the lesson on the lesson on the
following days, I following days, I following days, I following days, I following days, I
will have the will have the will have the will have the will have the
students do one students do one students do one students do one students do one
problem on the problem on the problem on the problem on the problem on the
white board, so white board, so white board, so white board, so white board, so
they do not forget they do not forget they do not forget they do not forget they do not forget
what they learned what they learned what they learned what they learned what they learned
the day before. the day before. the day before. the day before. the day before.
Differentiation The instruction will The instruction will The instruction will The instruction will The instruction will
What are the be catered to their be catered to their be catered to their be catered to their be catered to their
adaptations or group, we will go group, we will go group, we will go group, we will go group, we will go
modifications to the over each strategy over each strategy over each strategy over each strategy over each strategy

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instruction/activities in detail and review in detail and review in detail and review in detail and review in detail and review
as determined by them before the them before the them before the them before the them before the
the student factors quiz on Friday. I quiz on Friday. I quiz on Friday. I quiz on Friday. I quiz on Friday. I
or individual will use assistive will use assistive will use assistive will use assistive will use assistive
learning needs? technology such as: technology such as: technology such as: technology such as: technology such as:
visual aids, visual aids, visual aids, visual aids, visual aids,
whiteboards, whiteboards, whiteboards, whiteboards, whiteboards,
worksheets, and worksheets, and worksheets, and worksheets, and worksheets, and
have the students have the students have the students have the students have the students
use manipulatives use manipulatives use manipulatives use manipulatives use manipulatives
to help them. to help them. to help them. to help them. to help them.
Required Repeated Addition Draw a Grouping Color the Array, Complete a Number Tablets for Kahoot
Materials, Number Sentences Model and Read a Draw the Array, Line and Read a
Handouts, Text, Worksheets Grouping Model and Read the Array Number Line Representing
Slides, and Worksheet Worksheets Worksheets Multiplication Quiz
Technology Pencils
Pencils Pencils Whiteboards/Markers Pencils
Whiteboards/Markers
Counters Counters Pencils
Instructional and Because there are Because there are Because there are Because there are Because there are
Engagement only three students only three students only three students only three students only three students
Strategies in the SDC math in the SDC math in the SDC math in the SDC math in the SDC math
What strategies are group, it is not group, it is not group, it is not group, it is not group, it is not
you going to use challenging to keep challenging to keep challenging to keep challenging to keep challenging to keep
with your students everyone engaged. everyone engaged. everyone engaged. everyone engaged. everyone engaged.
to keep them However, I plan to However, I plan to However, I plan to However, I plan to However, I plan to
engaged throughout use praise, ask use praise, ask use praise, ask use praise, ask use praise, ask
the unit of study? questions, give the questions, give the questions, give the questions, give the questions, give the
students students students students students
manipulatives, and manipulatives, and manipulatives, and manipulatives, and manipulatives, and
give out mickey give out mickey give out mickey give out mickey give out mickey
dollars when we dollars when we dollars when we dollars when we dollars when we
finish every day. finish every day. finish every day. finish every day. finish every day.
The Kahoot on The Kahoot on The Kahoot on The Kahoot on The Kahoot on

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 Friday, will be Friday, will be Friday, will be Friday, will be Friday, will be
super engaging super engaging super engaging super engaging super engaging
(especially because (especially because (especially because (especially because (especially because
these students have these students have these students have these students have these students have
never played never played never played never played never played
before). before). before). before). before).
Formative Discussion, Entry quiz, Entry quiz, Entry quiz, Entry quiz, Kahoot,
Assessments worksheets, and discussion, discussion, discussion, discussion, and
How are you going observation worksheets, and worksheets, and worksheets, and observation
to measure the observation observation observation
learning of your
students throughout
the lesson?
Summative, Post- The post-assessment will be the same activity as the pre-assessment. This worksheet includes four different
Assessment ways the students can use commutative property of multiplication to get their answer (Grouping, Array,
What post- Repeated Addition, and Number Line).
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:

Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:

*I was not able to video record a portion of my unit in the special education classroom. I will do so in the
general education classroom.*

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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 1 2

Meets 1 1

Approaches 0 0

Falls Far Below 4 3

Post-Test Analysis: Whole Class

The three higher level students had no problem understanding the concepts. I would model two
to three problems each day and have the students complete the rest of their work individually. I
would check their work when completed and call them over to ask clarifying questions about
problems. One of the students that was in this group went from falling far below to exceeding
expectations. The other two both stayed at exceeding and meeting their expectations. The other
three lower students continued to stay in the falling far below column. Originally, I was not going
to have them do this unit, but my cooperating teacher suggested that I do the unit with all six of
the SDC third graders. Even though one of these students continued to fall far below, they still
improved because they went from twenty percent to a forty percent. The other two students were
not able to finish their test and, personally, I believe that they would have had a higher score than
they did with more time to be able to master these concepts. If my student teaching didn’t have to
end so soon, I feel like I would have been able to reach all of them eventually. The results did not
upset me because several students missed days of school (both the higher students and the lower
students) and they were at least exposed to multiplication. I believe the parents will be happy to
see their students participating in this level of mathematics because I know I was.

I believe my instruction was effective and the students did really well on their worksheets that
were accompanied with each day. Being in small groups, I can interact with the students more
than I would be able to in a classroom with thirty students. I wish the students had more time in
their day to work on math because they only get about an hour and a half of time throughout the
day. Because the students are at two different levels, I had to teach them by groups. It took me a
long time to teach this unit. Plus, time got taken away from the groups when I had to micro
manage other students that come in and out of the classroom (kinder and first grade). My
assessment could have been modified better. I should have given the lower group only one math
five square to do rather than two. They also could have used more time to do it and practice with

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manipulatives. I think they would have benefited from less worksheets and more time interacting
with me on the whiteboard. I noticed that both groups truly enjoyed having to “teach the table”.
If I was putting their assessments in a gradebook, I would have continued to work on the lower
groups skills and I would test them when they were ready.
Post-Assessment Analysis: Subgroup Selection

I choose to do girls verses boys for my subgroup population analysis. I already spoke about the
two different levels of students in the classroom earlier. I also cannot divide them into ELLs and
non-ELLs because all of the SDC third graders are considered ELLs. They all have IEPs, and
none of them are classified as gifted.
Post-Assessment Data: Subgroup: Girls

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 0

Meets 1 1

Approaches 0 0

Falls Far Below 1 1

Post-Assessment Analysis: Subgroup

Although it does not mention percentages, one of the girls went from an 80% to a 90%. She only
missed one question out of ten on the final test, where on the pre-test she missed one out of five
questions. She improved and full understood the concept. The other girl in our group did not
improve on her score at all, however, she did really well on her worksheets. I believe she simply
needed more time to practice with her peers. I also could have modeled the assessment for her
and the others by possibly doing one problem with them and by having them do the second
problem on their own.

I believe I could have had the student that fell far below practice more on the whiteboard. I also
should have modeled one of the post-test questions before having her do the second one on her
own. She might have needed that to refresh her memory. It was difficult to teach the entire lower
group the different ways to model and do multiplication when they have a hard time counting to
fifty without messing up. They also did not know how to skip count (2s, 5s, 10s, 100s). I think if I
knew about this prior, I could have had other lessons prepared to help them practice these skills.
Both of these girls missed a day of school, so I had to fly through some concepts with them. The
student that met the goal needed more practice with Arrays. The lower level student needed more
practice with Arrays and Number Line. These concepts coincide with their absences.

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Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 1 2

Meets 0 0

Approaches 0 0

Falls Far Below 3 2

Post-Assessment Analysis: Subgroup and Remainder of Class

One of the boys improved drastically and went from having a 60% on the pre-test, to having a 100% on
the post-test. The other student that exceeded expectations with a 100% before, still got a 100% after the
unit. Although two of the students continued to fall far below, one of them did improve their score from a
20% to a 40%. I was very proud of that particular student. I was disappointed by the score of the third
boy who fell far below, because he did really well on the worksheets. I think it would have been a good
idea to model the test for the lower group. I was unsure, at the time, on how much assistance to give them.
Both boys who fell far below missed a day of my unit. This contributed to their lack of gained knowledge.
I believe if I had more time to work with them, they would have done well on their assessment. Looking
at this data, I would say that the girls and boys were evenly matched. Two boys and one girl are in the
lower math group and these three students still fell far below. The three students that were in the higher-
level math group, two boys and one girl, all either met or exceeded my expectations. I believe due to the
fact that I originally planned on only doing the unit with the higher group, I would call these results a win.
I am still happy with the lower student’s results because I know some of the information stuck, even
though it was not proven on the post-assessment. They had fun doing the math unit with me and were
exposed to grade level content either way.
If my student teaching was not ending, I would build upon this unit by continuing to work with
the students on their multiplication skills. I would expose the higher-level group to word
problems and have them use their favorite multiplication strategy to solve the problems. I would
continue to work with the lower math group on simple one-digit multiplication because they need
more repetition, time, and practice with the four different multiplication strategies we learned.

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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 development, research on the Internet,
observation of a veteran teacher, etc.)
1. Learn how to keep SDC students Research and observe/interview other special
focused and attentive. educators.

2. Learn how to get SDC students to Research and observe/interview other special
answer and ask questions. (I would educators.
typically get blank stares when asking
not only academic questions, but non-
academic as well.
3. Learn how to set up appropriate Research and observe/interview other special
consequences for students with educators.
behaviors without making situations
worse.

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