Student Teaching Evaluation of Performance (STEP)

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

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

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

A. Geographic Location
Paseo Pointe Elementary School is located in the southwest valley in the Maricopa County
8800 55th Ave Laveen AZ 85339

B. District Demographics
White 11.3%
Hispanic 55.9%
Black 22.9%
Asian 3.2%
Two Races 2.9%
American Indian 3.4%
Pacific Islander 0.4%

C. School Demographics
White 18.9%
Hispanic 43.7%
Black 18.9%
Asian 11.3%
Two Races 5.1%
American Indian 2.1%
Pacific Islander 0.1%

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
458 Hispanic
96 White
174 African American
67 Asian
40American Indian
B. Environmental Factors The cost of living in phoenix-Laveen AZ it is 5% much higher
than the average cost of living in the United States.
C. Student Academic Factors
Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 1 1 1 # 3 1
Girls # # # # 1 #
Instructional Accommodations Text Text Text Text 3 boys Text
and Modifications are
(Describe any instructional receiving
accommodations and modifications Speech
regularly used to meet the needs of services
students in each subgroup.) and 1girl
is
receiving
occupatio
nal
therapy

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.

Because when elaborating our lesson plan we need to make sure we cover all children and with
different levels and needs our lesson plans and instructions might change and so that we can
make sure all students understand the lesson we must incorporate activities and tools that will
help all children in all levels.

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

Unit Topic: Math

Unit Title: Problem Solving Strategy: Make a table

National or State Academic Content Standards

Represent and interpret data
CCSS.MATH.Content.1MD.C.4
Organize, represent, and interpret data with up to three categories: ask and answer
questions about the total number of data points. How many in each category and how
many more or less are in one category than in another.

Learning Goal
Learn a new strategy to be able to solve math problems and questions when using a tally, or table
chart.

Measurable Objectives
Student will be able to use the strategy learned and will be able to organize, represent, and
interpret data when using a table.

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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.
Name ------------------------
1. Count and write the number of tally marks

2. Look at the tally chart and answer the following questions.

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

Number of Students

Exceeds 2

Meets 11

Approaches 3

Falls Far Below 6

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Pre-Assessment Analysis: Whole Class

I will review the lesson with those children who are having a hard time understanding tally charts
and how to answer the questions when looking at the tally chart
By looking at my data I can see that 9 children in the classroom are still having a hard time understanding
and tally charts and have a hard time understanding the meaning of the how many more questions when
doing the pre-assessment they would assume they needed to add when the question how many more?
Almost all the classroom miss understood the How many more question.

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.

Name ------------------------
1. Count and write the number of tally marks

2. Look at the tally chart and answer the following questions.

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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 Review for test Review for test Review for test Review for test Review for test
Activity
Standards and Practice doing 10 Practice doing 10 Practice doing 10 Practice doing 10 Practice doing 10
Objectives math problems and math problems and math problems and math problems and math problems and
then review and then review and then review and then review and then review and
explain how to explain how to solve explain how to solve explain how to solve explain how to solve
solve them. them. them. them. them.
Academic Survey Survey Survey Survey Survey
Language and Picture graph Picture graph Picture graph Picture graph Picture graph
Vocabulary Tally chart Tally chart Tally chart Tally chart Tally chart
Bar graph Bar graph Bar graph Bar graph Bar graph
Data Data Data Data Data

Summary of Children will be Children will be able Children will be able Children will be able Children will be able
Instruction and able to practice to practice taking a to practice taking a to practice taking a to practice taking a
Activities for the taking a test using test using the Kahoot test using the Kahoot test using the Kahoot test using the Kahoot
Lesson the Kahoot website website and children website and children website and children website and children
and children will will practice using will practice using will practice using will practice using
the computer to the computer to the computer to the computer to
practice using the
answer the math answer the math answer the math answer the math
computer to answer problems problems problems problems
the math problems
Differentiation Use paper and Use paper and pencils Use paper and pencils Use paper and pencils Use paper and pencils
pencils for the for the students that for the students that for the students that for the students that
students that have a have a hard time have a hard time have a hard time have a hard time
hard time using the using the computers using the computers using the computers using the computers
computers and give and give children and give children and give children and give children
extra help. extra help. extra help. extra help.
children extra help.

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Required Math problems in Math problems in Math problems in Math problems in Math problems in
Materials, paper. paper. paper. paper. paper.
Handouts, Text, Laptops for all Laptops for all Laptops for all Laptops for all Laptops for all
Slides, and children children children children children
Kahoot website Kahoot website Kahoot website Kahoot website Kahoot website
Technology
Smart board Smart board Smart board Smart board
Smart board
Instructional and Make the lesson fun Make the lesson fun Make the lesson fun Make the lesson fun Make the lesson fun
Engagement and like a game by and like a game by and like a game by and like a game by and like a game by
Strategies using the smart using the smart board using the smart board using the smart board using the smart board
board and laptops and laptops so that and laptops so that and laptops so that and laptops so that
so that children feel children feel they are children feel they are children feel they are children feel they are
in a game and we all in a game and we all in a game and we all in a game and we all
they are in a game
work in the same work in the same work in the same work in the same
and we all work in math problem and math problem and math problem and math problem and
the same math figure it out as a figure it out as a figure it out as a figure it out as a
problem and figure team. team. team. team.
it out as a team.
Formative I will see their score I will see their score I will see their score I will see their score I will see their score
Assessments in the Kahoot game in the Kahoot game in the Kahoot game in the Kahoot game in the Kahoot game
and will see if they and will see if they and will see if they and will see if they and will see if they
answer correctly and answer correctly and answer correctly and answer correctly and answer correctly and
then when asking then when asking then when asking then when asking then when asking
them how to solve them how to solve them how to solve them how to solve them how to solve
each math problem I each math problem I each math problem I each math problem I each math problem I
would see if the can would see if the can would see if the can would see if the can would see if the can
explain how to solve explain how to solve explain how to solve explain how to solve explain how to solve
each math problem each math problem each math problem each math problem each math problem
individually. individually. individually. individually. individually.
Summative, Post- The following week after reviewing all units and all math problems I will formally test all students
Assessment individually and give them paper and pencil so that they can show me what strategy they used to solve each
math problem.

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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:

Teach all about tally charts, picture graphs, and bar graphs.
Use the smart board to teach my lesson and then have students work on their own to see if they
understood the difference between tally chart, picture graph and bar graph.

Summary of Student Learning:

Children had the opportunity to walk around the class and use a tally chart and ask survey questions and
then lesson to the lesson and implement their learning strategy by completing their math when using tally
chart picture graphs and bar graphs.

Reflection of Video Recording:

Children participate and are more engage when they have the opportunity to complete their own tally
chart and go around the classroom asking the same survey question to other students.

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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 5 5

Meets 6 15

Approaches 11 3

Falls Far Below 5 4

Post-Test Analysis: Whole Class

Students were able to better understand tally charts and not confused them with tens as they were
during the pre-test. Most of the children only got confuse with the question more then? Because
they get confuse and add instead of subtract.

Student where able to better understand the lesson when they were able to make their own survey
question and walk around the classroom asking other students to complete a tally chart and where
able to understand more about the votes and how they represent in a tally chart, picture graph or
bar graph. Children express what a survey was and how to represent each vote in the tally chart.

Post-Assessment Analysis: Subgroup Selection

Students did better on the post-test but still where having a hard time understanding the tally’s
and instead of making groups of five they would continue making tally’s as they were tens and
that part was really hard for them to understand.

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

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 0

Meets 1 3

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Approaches 1 1

Falls Far Below 6

3

Post-Assessment Analysis: Subgroup

Children would have trouble separating the past learn lesson that was tens and ones and
now having to use tally’s for the tally chart they would not be able to make groups of five
and when counting would count by tens and not ones.

Before the lesson most of the classroom were in the far below and then after my lesson the
majority of the students where in the approaches and meets area and that might me feel that I
have made a positive change and did somewhat right so that most of the children at the end
comprehended and understood the lesson better.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 5 5

Meets 6 15

Approaches 11 3

Falls Far Below 15 4

Post-Assessment Analysis: Subgroup and Remainder of Class

I still need to find a better way to explain with more detail and more examples the differences
between once and tens when using tally’s but overall I believe I did a good job because after the
lesson children were able to better understand the standard.

I would better explain to the students all about the tally’s and tens and ones so that they can
separate what they had learned and this new lesson.

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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. Incorporate more technology when
teaching certain lessons.
development, research on the Internet,
observation of a veteran teacher, etc.)
I notice that children enjoy using their
chrome-books and I plan to next time using
them to complete the pretest using the
Kahoot website so that children can then too
use the technology and at the same time
learn about the lesson making it more fun
and interested so that my students are exited
and ready to learn about a new concept.

2. Link new information to past students’ When old information is linked to new
knowledge. information children seem to better
understand the lesson and the new concept so
I plan to in my future lesson to find more
ways to link what my students already know
to the new lesson I will be teaching so that
they can better understand and relate to what
they will be going to learn.
3. Have plan B and C when teaching a I learn that one has to have plan B and C
lesson. because sometimes plan A does not work
when teaching your lesson and one needs to
have another plan so that our lesson can be
thought without interruptions.

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