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...........................................................9
STEP Standard 5 - Implementation of Instructional Unit.......................................17
STEP Standard 6 - Analysis of Student Learning....................................................19
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress...........22

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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: English Language Arts – Reading/Writing

Unit Title: Smart Homes

National or State Academic Content Standards

State:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

2.RL.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.

2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
Learning Goal
The students will be able to answer multiple choice comprehension questions, including who,
what, where, and why questions. Students will be able to answer questions by verbally answering
or pointing/circling picture multiple choice questions.

Measurable Objectives
 Students will be able to follow along to a story that is being read out loud.
 Students will be able to activity participate in whole group reading, and participate when
called on for questions.
 Students will be able to verbally answer questions of who, what, where, when, why, and
how independently.
 Students will be able to point or circle an answer that identifies the meanings of words on
a worksheet independently.
 Students will be able to complete a cut and paste worksheet with limited help from the
teacher or staff.
 Students will be able to identify the main purpose of the article read and verbally answer
questions based on the article.

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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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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%) 3

Proficient
(80%-89%) 4

Partially Proficient
(70%-79%) 0

Minimally Proficient
(69% and below) 2

Pre-Assessment Analysis: Whole Class

Based on the data above and on the routine that is consistent with the students in the classroom, I
will not be changing any standards or learning goals. The assignments and activities done for the
assessments and unit will be part of their normal routine on a weekly basis and even though most
showed comprehension of the story, we want to make sure we keep the consistency with the lessons.
Based on the data above, the students did show comprehension of the story read to them, but with them
comprehending came a lot of prompting for the answers, reading the answer options, and having visuals
to prompt them to choose the correct answer. Only 1-2 students did the assessment independently. For the
unit, it was planned based on the normal lessons given in this classroom, the students in the class need a
consistent schedule, and when planning this unit, I did not want to steer away from that schedule.

When doing this assessment, it is clear when a student is refusing to do their work for attention or to get
out of doing their work. When this happens, they will just shut down and not listen to instruction, and at
this point, the students will not preform to their normal ability, that will show the students minimally
proficient scores.

For the rest of the unit, the students will have the story read to them multiple times and have done
activities based on the story. This is like each week’s lesson plans; the teacher and staff use the
curriculum and find an article and activities/worksheets based on the article and do those throughout the
week. Math, life skills, social studies/science, and ELA can all be based on this article so the students can
really understand the meaning of the article and see information in different ways. Again, no changes will
be made to standards, learning goals, or to the unit itself to make sure there is that consistency in the
classroom for all of our students.

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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© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 22
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 Smart Homes Smart Homes Smart Homes Smart Homes Smart Homes
Activity
Standards and Standards: 2.RL.1 Standards: 2.RL.7 Standards: 2.RL.7 Standards: 2.RL.7 Standards: 2.RL.1
Objectives Ask and answer Use information Use information Use information Ask and answer
What do students such questions as gained from the gained from the gained from the such questions as
need to know and who, what, where, illustrations and illustrations and illustrations and who, what, where,
be able to do for when, why, and words in a print or words in a print or words in a print or when, why, and
each day of the how to demonstrate digital text to digital text to digital text to how to demonstrate
unit? understanding of demonstrate demonstrate demonstrate understanding of
key details in a text. understanding of its understanding of its understanding of its key details in a text.
characters, setting, characters, setting, characters, setting,
2.RL.7 Use or plot. or plot. or plot. 2.RL.7 Use
information gained information gained
from the 2.RI.4 Determine 2.RI.4 Determine 2.RI.4 Determine from the
illustrations and the meaning of the meaning of the meaning of illustrations and
words in a print or words and phrases words and phrases words and phrases words in a print or
digital text to in a text relevant to in a text relevant to in a text relevant to digital text to
demonstrate a grade 2 topic or a grade 2 topic or a grade 2 topic or demonstrate
understanding of its subject area. subject area. subject area. understanding of its
characters, setting, characters, setting,
or plot. 2.RI.6 Identify the 2.RI.6 Identify the 2.RI.6 Identify the or plot.
Objectives: main purpose of a main purpose of a main purpose of a Objectives:
Students will be text, including what text, including what text, including what Students will be
able to follow along the author wants to the author wants to the author wants to able to follow along
to a story that is answer, explain, or answer, explain, or answer, explain, or to a story that is
being read out loud. describe. describe. describe. being read out loud.

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 Students will be able Objectives: Objectives: Objectives: Students will be
to verbally answer Students will be Students will be Students will be able to verbally
questions of who, able to point or able to point or able to follow along answer questions of
what, where, when, circle an answer circle an answer to a story that is who, what, where,
why, and how that identifies the that identifies the being read out loud. when, why, and
independently.
meanings of words meanings of words Students will be how independently.
Students will be able
to point or circle an on a worksheet on a worksheet able to activity Students will be
answer that identifies independently. independently. participate in whole able to point or
the meanings of Students will be Students will be group reading and circle an answer
words on a worksheet able to complete a able to complete a participate when that identifies the
independently. cut and paste cut and paste called on for meanings of words
worksheet with worksheet with questions. on a worksheet
limited help from limited help from independently.
the teacher or staff. the teacher or staff.
Academic Smart homes Smart homes Smart homes Smart homes Smart homes
Language and Appliances Appliances Appliances Appliances Appliances
Vocabulary Smart devices Smart devices Smart devices Smart devices Smart devices
What academic Cell phones Cell phones Cell phones Cell phones Cell phones
language will you Smart speakers Smart speakers Smart speakers Smart speakers Smart speakers
emphasize and Text Text Text Text Text
teach each day Computer Computer Computer Computer Computer
during this unit? Light Light Light Light Light
Home Home Home Home Home
Summary of In 2 different 10- In 3 different 10- During rotations, For this day, there In 10-minute,
Instruction and minute, separate 15-minute rotation the students will go will be a whole separate rotations
Activities for the rotations the of 2-3 students at a to 2 different group activity the teacher will
Lesson teacher will meet time, the teacher rotations all for where the teacher meet with 2-3
How will the with 2-3 students at will re-read the about 10-15 will pull up the students at a time.
instruction and a time. The teacher article to the minutes each. News to You article The teacher will
activities flow? will read the article students. The During the rotation on the Mimio read the article
Consider how the to the students with students who can, with the teacher at board. This is titled to the
students will prompting for the will read the title or the horseshoe table where the students students with
efficiently transition students to follow some words that are the students will do, can do interactive prompting for the

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from one to the along and turn the not too difficult. At a sentence activities with the students to follow
next. page when it was the horseshoe table, completion activity students. We will along and turn the
time. The teacher the student with do with sentences from have the article page when it was
will ask the a story web, where the article. The read out loud from time. The teacher
students that can, to they cut out teacher will read the computer. Then will ask the
read certain parts of pictures of different the sentences to the together as a class students that can, to
the article and the facts about the students and have it we will complete read certain parts of
title of the article. story and they will shown in front of the sudoku, and the article and the
Other staff in the paste them into the them and they will puzzle activities. title of the article.
room may be correct box. The cut and paste the The teacher will Other staff in the
present during the boxes say Who, pictures/words that read out the room may be
rotation to help re- what, where, when, will make the directions (the present during the
focus some and why. Then at sentence complete. students are used to rotation to help re-
students. Once the the other table with Some students may these activities, but focus some
article is the rotations, the need to have their just as a reminder) students. Once the
completed, the students will do a lines colored to cut and will call on article is
students will do a definitions page easier. Some students to come up completed, the
comprehension with words or students will need and answer students will do a
worksheet. The pictures from the to have the teacher questions. The comprehension
questions are who, article. The put glue on the Mimio board will worksheet. The
what, where, when, students will cut paper before they let the student questions are who,
and why questions out pictures and put the paper on. At know if they are what, where, when,
about the article then paste them to the rectangle table right or wrong with and why questions
with pictures that the correct with other staff the a sound. If they are about the article
the students will descriptions of the students will right, they get a with pictures that
circle the correct word. In the third complete the write high-pitched ding if the students will
answer. Some rotation the a story page about not they will have a circle the correct
students will need students will do a the article. The staff low buzzer sound. answer. Some
to trace their names matching activity member will come They will complete students will need
or need to be where the students up with a sentence a sudoku page as to trace their names
prompted to choose will cut out pictures or two (for the ones well as a crossword or need to be
the correct answer. and match them to who can) and then puzzle. prompted to choose
During the other the matching have the students the correct answer.

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 rotation during the picture on the page. you can copy, copy Once the lesson is At the other
lesson, the students Once the lesson is the sentence onto completed, the rotation during their
will work with completed, the their paper, and students and staff lesson the students
another staff students and staff will then the ones who will move into a will work with
member. The move into a transition need to trace will transition period for another staff
period for the next
students will do a trace the sentence the next activity for member. The
activity for the day
build a sentence onto their paper. the day (recess, students will work
(recess, lunch,
worksheet. The bathroom, The story will be lunch, bathroom, on a game page,
students will be OT/Speech, animal based on something OT/Speech, animal where the students
read the sentences therapy, etc.). to do with the therapy, etc.). will circle pictures
from the article and article that was read that were related to
then they will cut to them. the story. The staff
and paste the member will point
sentences together. Once the lesson is at each and ask if
The sentences completed, the the picture was
include pictures to students and staff mentioned in the
help the students will move into a article or not.
see which one transition period for
should come next the next activity for Once the lesson is
in the sentence. the day (recess, completed, the
lunch, bathroom, students and staff
Once the lesson is OT/Speech, animal will move into a
completed, the therapy, etc.). transition period for
students and staff the next activity for
will move into a the day (recess,
transition period for lunch, bathroom,
the next activity for OT/Speech, animal
the day (recess, therapy, etc.).
lunch, bathroom,
OT/Speech, animal
therapy, etc.).
Differentiation One student in the For cutting and For cutting and The Mimio board One student in the
What are the classroom has a 1:1 pasting, most pasting, most reads the students classroom has a 1:1

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adaptations or that is present students will need students will need the article, so the that is present
modifications to the during all rotations to have the lines to have the lines students can hear during all rotations
instruction/activitie of all subjects. traced so they can traced so they can the story in a of all subjects.
s as determined by Some student swill cut easier. The cut easier. The different way. Some students will
the student factors needs to have to students will need students will need One student will need to have to
or individual trace their name or to be prompted to to be prompted to have their 1:1 trace their name or
learning needs? the circling of the “cut the “cut the the circling of the
answer on the page. red/yellow/blue” red/yellow/blue” answer on the page.
All students have line. Some students line. Some students All students have
the story read to will need to trace will need to trace the story read to
them, they would answers or trace answers or trace them, they would
not be able to their name on the their name on the not be able to
complete the paper. All students paper. All students complete the
reading will have the story will have the story reading
independently. read to them, only read to them, only independently.
one student can one student can
read, so the rest read, so the rest
will need to be read will need to be read
to. to.
The curriculum for The curriculum for
this school is this school is
already adapted to already adapted to
the students that the students that
this school has. For this school has. For
our 1 higher level our 1 higher level
student, we have student, we have
the upper level the upper level
worksheets to give worksheets to give
him once he has him once he has
finished what the finished what the
other students have other students have
done. done.
One student will One student will

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 have their 1:1 have their 1:1
Required Article and Article webbing News to You Mimio board Article and
Materials, comprehension worksheet sentence Article comprehension
Handouts, Text, worksheet. Word definitions completion Sudoku page worksheet.
Slides, and Markers worksheet worksheet Crossword puzzle Markers
Technology Glue Cut & Paste News to You write page
Scissors matching activity a story activity
Markers Markers
Glue Glue
Scissors Scissors
Pencils
Instructional and These students do These students do These students do These students do These students do
Engagement not focus well, so not focus well, so not focus well, so not focus well, so not focus well, so
Strategies the teacher will the teacher will the teacher will the teacher will the teacher will
What strategies are constantly be constantly be constantly be constantly be constantly be
you going to use prompting the prompting the prompting the prompting the prompting the
with your students students to follow students to follow students to follow students to follow students to follow
to keep them along. along. along. along. along.
engaged throughout Positive Positive Positive Positive Positive
the unit of study? reinforcement. reinforcement. reinforcement. reinforcement. reinforcement.
Using markers Using markers Using markers Using markers Using markers
instead of pencils, instead of pencils, instead of pencils, instead of pencils, instead of pencils,
makes the makes the makes the makes the makes the
worksheet more fun worksheet more fun worksheet more fun worksheet more fun worksheet more fun
for the students. for the students. for the students. for the students. for the students.
Having multiple Having multiple Having multiple Having multiple Having multiple
breaks during breaks during breaks during breaks during breaks during
lessons and lessons and lessons and lessons and lessons and
instructions, instructions, instructions, instructions, instructions,
sensory and sensory and sensory and sensory and sensory and
movement. movement. movement. movement. movement.
There are some There are some There are some There are some There are some
rewards that will be rewards that will be rewards that will be rewards that will be rewards that will be

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 given if the given if the given if the given if the given if the
student/class has student/class has student/class has student/class has student/class has
had a good day. had a good day. had a good day. had a good day. had a good day.

Formative This lesson is being The completed Completed work Participation will This lesson is being
Assessments considered the pre- work will be will be considered be considered their considered the post-
How are you going assessment for the considered their their formative formative assessment for the
to measure the unit being created. formative assessment. If there assessment. unit being created.
learning of your If capable some assessment. If there were any work If capable some
students throughout students will be were any work refusal there may students will be
the lesson? asked to read the refusal there may be break time, and asked to read the
questions out loud be break time, and work will need to questions out loud
to themselves and work will need to be completed to themselves and
that would be be completed during recess Any that would be
considered a during recess. If work done without considered a
formative they were able to refusal will be formative
assessment. Most complete the work “graded” well or assessment. Most
students cannot without work rewarded. students cannot
read yet and will refusal they will be read yet and will
repeat after the “graded” well or repeat after the
student reads out rewarded. student reads out
loud. The teacher loud. The teacher
will look for the will look for the
students following students following
directions more directions more
than getting things than getting things
correct 100% of the correct 100% of the
time. time.
Summative, Post- The same worksheet/activity is being given as the pre-assessment on the first day and then given on the last
Assessment day as the post-assessment. The students were given this page to keep the consistency with the students.
What post- There will not be any grades given, only to see if there was progress made. Most of the students have done
assessment will this type of activity with other articles and are familiar with it. The students need to have consistency with
measure the their work to progress. Participation and effort are what the teacher looks for with any work that the students

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learning progress? do in the class.
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. 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: On OneDrive, here is the link just in case.

https://mygcuedu6961-my.sharepoint.com/:u:/g/personal/dpurcell1_my_gcu_edu/EaZ69aS595ZAmnkEo-
5NtDcBMxT6vOHXfCSx3S9N0QNCxg?e=u4bFB0

Summary of Unit Implementation:

In the lesson, I read an article to the students, some followed along while I read. This was done in a small
group with me teaching and then with other staff to help one-on-one. After we read the article, we did a
comprehension worksheet where the students were asked questions and they had to circle the correct
answer. Then after that, the students did a cut and paste activity where they put a picture with the
definition of a word. Everything that was planned for the lesson, was completed and done well, I think
that it went very well for the severity of the students in the classroom. There were not very specific
engagement strategies used but, using markers help engage the students, knowing they will have a
movement break right afterwards motivated them, and just the verbal encouragement from all staff will
encourage the students to preform well.

Summary of Student Learning:

When lesson planning, the activities and worksheets chosen are all very similar to keep the consistency
between each week. The students need routines and similarity to show progress. The students did very
well and worked hard through the lesson. All did well on the activities for the lesson, despite most
answers must be prompted for them to pick, but they are mostly able to pick on their own. There is one
student that is higher than the rest, so we let him do his work independently, and then once he is done
we will give him a choice to do other work, or go do an activity on his own, or he can just help at the
table with the other students. When we are out of small group work, we do give this student more
challenging work or activities, but it will get tricky because, if the work gets too hard, there will be work
refusal. But giving options to all the students will help us gage what they can do during that moment.

Reflection of Video Recording:

For this assignment, I had already taught my unit before I recorded it, so the article is different from
what I based my unit on, but the activities were the same. The students are starting to warm up to me
and have less work refusal when they are with me. The students will work well one-on-one with me as
well as in small groups. I think in my recording, the students did well, staying engaged and doing their
work. I have become very used to the routine we do, and I do very well, with prompting the students and
knowing their individual needs when it comes to what they need assistance with. One thing I would like
to work on is, to slow down and not get overwhelmed. With this group of students, they need things to
be slow, to understand. The students need to be asked questions individually and having to repeat

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myself to each student during a small group and knowing that others are getting distracted or others are
getting ahead will overwhelm me. It comes down to having patience with the students and knowing that
they need extra attention with all academic lessons. I think that I know the individual needs of my
students very well. I know what each student needs help with, with certain worksheets and activities,
and that has come from working with the students and getting to know their work habits. Knowing my
students is important, and I am happy that I have had a lot of small group and one-on-one time to know
how they best learn.

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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%) 3 2

Proficient
(80%-89%) 4 4

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
2 3
(69% and below)

Post-Test Analysis: Whole Class

There was not a whole lot of progress with my students. With the severity of the students with
special needs it is hard to grade them on comprehension. The teacher does not give tests in the
classroom or any formal assessments, she will only assess if they are meeting IEP goals.

I think that overall, keeping the consistency with the students, and making sure I did the same
thing that the teacher would do. I would help to make sure that the students understood what we
were doing. I did not want to shock any of the students with different activities that they were not
used to. The students showed great participation, and that is mostly what we look for with these
students in this type of school setting.
Post-Assessment Analysis: Subgroup Selection

All of my students are on IEPs, I have no ELLs or Gifted, there is only one girl in a class of 9, but
I feel that that is my only option that would have a difference.

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

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

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Proficient
(80%-89%) 1 0

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
0 1
(69% and below)

Post-Assessment Analysis: Subgroup

Based on my subgroup of gender, my student did not show progress between the pre and post
assessment. This student will show work refusal or chose incorrect answers on purpose if she has
not gotten the attention she wanted or wants attention for something else.

Based on this subgroup, I do not think that it will show the effectiveness of my instruction. With
my instruction, I have taken on all the same strategies, and activities that the teacher would
normally do during the week. The student did not show progress because she was showing slight
behaviors and did not want to do academics at that time. Also, the assessment had to be short to
accommodate the time for how long the student can focus, so really, the student only missed one
point than the pre-assessment, but she shows as minimally proficient. The student knows the
information, when asked, but sometimes without prompting the students might not pick the right
answer.

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%) 3 4

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
2 2
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

© 2019. Grand Canyon University. All Rights Reserved. Page 20 of 22

My instruction was based on how the teacher did instruction for her normal routine. I did not
want to venture away from that and throw the students off. I know that not all the students
showed progress but, I think that with extra practice every week, the students get better with how
to answer these questions, and sometimes more independently.

Based on the results of my pre and post assessment, I think I would stay with doing what I did to
keep the consistency that theses students need. It is important to keep making sure the students
have consistent schedules and work, so they can have a lot of practice and then will more than
likely show progress.

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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. Take deep breaths throughout the day.
development, research on the Internet,
observation of a veteran teacher, etc.)
This can be with students and myself as the
teacher but in the classroom, I want to take
time and do guided breathing from the
internet, or YouTube, to calm and relax
during stressful times of the day. This will
help with refocusing the students as well as
myself and feel a little more refreshed for the
rest of the day.

2. Clean my desk and be organized at the
end of the day.
My mentor teacher would make sure the
classroom was organized before going home
every day. It would be a good way to stay
organized and not come into chaos in the
morning each day. I will make sure to take a
few minutes at the end of the day, before I
leave and clean up and have all my papers
organized.

3. Lesson plan for weeks at a time.
I want to not have to prepare lessons for the
day, last minute. I want to be able to see
what I have planned for the whole week and
have all my worksheets, activities, and
supplies prepared and ready to go when the
day comes.

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