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
Verrado Elementary School is in the town of Verrado at 20873 W Sunrise Ln, Buckeye, AZ
85396. This town is in a state of growth, with a current population of 12,336, 6,165 of which are
male and 6,172 of which are female. The area is very supportive of the school and involved in
the appropriate areas. Being in such an involved and supportive community will make
communication and precision to detail very important and pressing. This will likely positively
affect my time in the classroom.

B. District Demographics
Verrado Elementary School is placed within the Litchfield Elementary School District. The
district in total, has 11,117 students registered within their 17 different schools. Of those students
345 of which are ELL, and 1,065 students have IEP’s. The district serves students in the grade
levels Pre-Kindergarten to Eighth Grade. (National Center for Education Statistics, 2016)

C. School Demographics
The school I am working within is Verrado Elementary School. This school serves the grades
Kindergarten- Fifth Grade, they have a school population of 897 students. 15.6% of these
students receive free or reduced lunch. The school has a current academic rating of an A. With a
low percentage of free/reduced lunch and the information on the area, it seems that families are
very involved and students seem to be successful based off the academic rating. I believe this
information along with student specifics will help me plan to meet their needs and will also
ensure I will have high involvement from families. (National Center for Education Statistics,
2016)
Citations

National Center for Education Statistics. (2016). Retrieved January, 2018, from https://nces.ed.gov

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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
The students within this classroom come from a mid-high socioeconomic background. The class
has a variety of different racial/ethnic students including Caucasian, African American, and
Mexican.

B. Environmental Factors
The classroom is arranged in 6 different desk groupings, having every student facing toward the
whiteboard. The teacher’s desk is a horseshoe table in the middle of the room. Throughout the
room, resources that students may need throughout the day are easily accessible. Parents have
come in a few times during my time spent in the classroom and seem to be readily available at all
times.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 14 0 2 0 0 5 boys 1 boy
social

Girls 13 0 1 0 0 1 girl 0
social
Instructional Accommodations None Preferre none none Reflectiv Reflective
and Modifications d e time, time, cues,
(Describe any instructional seating, cues, redirection
accommodations and modifications one on redirectio s, one on
regularly used to meet the needs of one ns, one one
students in each subgroup.) help, on one assistance
Reflecti assistance
ve time, , allotted
cues, time
redirect outside of
ions, the class
one on to

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 one complete
assistan work
ce,
allotted
time
outside
of the
class to
complet
e work

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.

Having a variety of students going to social skills class within this classroom, along with many other
needs present, requires a lot of planning and differentiation. Some specific students rely heavily on
small group/one-on-one in order to grasp the learning to their fullest potential. Making this readily
available to students throughout the unit and assessment is crucial in order to ensure you are setting
students up to be successful.

Citations

National Center for Education Statistics. (2016). Retrieved January, 2018, from https://nces.ed.gov

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

Unit Topic: Informative writing

Unit Title: Zoo Animals

National or State Academic Content Standards

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure

1.W.7 With guidance and support from adults, participate in shared research and writing projects
(e.g., explore a number of "how‐to" books on a given topic and use them to write a sequence of
instructions).

Learning Goal
The main learning goals for this unit are guided on-topic discussion and writing. Another writing
goal is for students to master correct capitalization and punctuation through the unit.

Measurable Objectives
Students will be able to engage in an on-topic discussion on a group of zoo animals, students will
remain on topic for 80% of the discussion.

Students will be able to gather facts from a reading on zoo animals and recite them to 90%
accuracy.

Students will be able to write 3 factual sentences on an animal of their choice, focusing on
capitalization and punctuation to 95% accuracy.

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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.

The assessment would be a brainstorm map done whole group with prompting from me. Starting
with having students share zoo animals they know and following that having them share facts
they may know about the animals. This assessment will allow me to see which students recall
information about zoo animals that is factual, and the student’s ability to remain on topic in the
brainstorm.

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

Meets 6

Approaches 18

Falls Far Below 3

Pre-Assessment Analysis: Whole Class

No changes to any information will be made, this assessment was taken out of student’s prior
knowledge. The post assessment will be reflective on student’s, research, trip to the zoo, and a unit
of learning.
It is clear to see that a lot of the students had an understanding of what animals may be found in
the zoo, few students were able to share solid factual information about those animals. This
pressures instruction to focus more on factual information about animals in the zoo.

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.
The post assessment will be asking the students to pick a zoo animal and write three factual
sentences about the animal.

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 The rubric will involve:
Writing: Students use proper punctuation and capitalization in their sentences.
Focus: Students remain on-topic in their writing about the zoo animals.
Purpose: The writing about the animals remains factual.

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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 Zoo Animals Habitats Diet Stages & Parts Animal Facts
Activity
Standards and 1.W.7 With PO 2. Compare the PO 3. Describe PO 1. Identify PO 3. Identify observable
Objectives guidance and habitats (e.g., desert, how plants and stages of human similarities and differences
What do students support from forest, prairie, water, animals within a life (e.g., infancy, (e.g., number of legs, body
need to know and adults, participate underground) in which habitat are adolescence, coverings, size)
be able to do for in shared research plants and animals live. dependent on adulthood). between/among different
each day of the and writing 1.W.7 With guidance each other. 1.W.7 With groups of animals.
unit? projects and support from 1.W.7 With guidance and 1.W.2 Write
adults, participate in guidance and support from informative/explanatory
shared research and support from adults, texts in which they name
writing projects adults, participate in a topic, supply some facts
participate in shared research about the topic, and
shared research and writing provide some sense of
and writing projects closure
projects

Academic -Non-Fiction -Habitat (e.g., desert, -Diet -Life Stages - Factual

Language and Text forest, prairie, water, (Herbivore, (e.g., infancy, writing/informative
Vocabulary underground) carnivore, etc.) adolescence, and explanatory
What academic adulthood) text
language will you
emphasize and
teach each day
during this unit?
Summary of During the first Instruction will start I will introduce I will introduce I will start whole group
Instruction and day, I will be with a brainpop Herbivores, life stages by by engaging in a

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 Activities for the introducing the video on habitats. Carnivores, and focusing the discussion on factual
Lesson mini project for Following this, the omnivores and discussion on writing, and the
How will the the unit, the class will sit together engage the class human life stages importance behind the
instruction and “animal report”. on the carpet and in a discussion first. To further label of a fact. That it
activities flow? We will create an anchor of human students thinking needs to be reliable
Consider how the brainstorm chart for the variety placement as far I will ask them to because people trust
students will (whole group) of habitats they heard as our diet goes, apply those same facts. I will open the rest
efficiently transition different types of about in their video. and where any lie stages to of class time for students
from one to the zoo animals to (Sticks will be other animals animals and ask to research three fun facts
next. get students to drawn) Following may be placed. how they think it about their zoo animal to
prepare their this collaboration, While students would be include in their report.
thought process students will be are sharing I will different for Students will be given the
for that subject. I allowed time to be mapping their animals. I will rest of class period to
will take the research their responses on the direct the work on this writing
students to the animal’s habitat and white board. students to focus piece and complete any
library, where fill out the Students will on their animal’s unfinished parts of their
they will pick out information in their then be allowed infant stage in “animal report book”.
a grade level non- “animal report time to research their research,
fiction text on a book”. their animals and since that is what
zoo animal of fill out the diet their report asks
their choice. They portion of their for information
will use this book “animal report on. After
to help research book”. completing this
for their project. page of the
report students
will SUHUPU
and share with a
peer.
Differentiation Students in need Students in need of Students in need Students will Students will have a print
What are the of adaptations adaptions will be of adaptions will also be allotted out of fun facts about
adaptations or will not only have given their own be given their flexible seating their specific animal, they
modifications to the their book for personal habitat own personal for behavior will be asked to highlight
instruction/activities research but will paper, which mirrors diet chart, which needs. Lap tops three of their favorite

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 as determined by have teacher the one created as a mirrors what will be given to facts and write those in
the student factors guided research class. Students will was covered aid in research. their animal report book.
or individual time on lap tops. also be allotted during whole Students will also be
learning needs? This offers a flexible seating for group time. allotted flexible seating
more direct way behavior needs. Lap Students will for behavior needs. Lap
to research their tops will be given to also be allotted tops will be given to aid
animals. aid in research. flexible seating in research.
for behavior
needs. Lap tops
will be given to
aid in research.
Required Laptops for Mini-habitat chart, Laptops for Laptops for Animals fact pages,
Materials, differentiation laptops for differentiation, differentiation Laptops for
Handouts, Text, differentiation/further diet chart with differentiation
Slides, and research. visuals
Technology
Instructional and -Finger on the -Round Robin: This -Brain mapping -SUHUPU is The main strategy I
Engagement brain: This is another strategy on the white another strategy wanted to use in the final
Strategies strategy has all that ensures board is that ensures lesson was discussion.
What strategies are students everyone’s voice is something the every voice is Since this is where the
you going to use partaking in the heard in the midst of students have valued in the summative assessment
with your students brainstorming a classroom full of 27 really enjoyed in classroom. The lies, I wanted to make
to keep them process. students. This will be the past. This kids get to get sure instruction was
engaged throughout -Also, to ensure done after the video adds a visual to out of their seat clear, and concepts were
the unit of study? every voice is just before the anchor what they are for a brief well understood. I
heard, I will have chart. sharing and minute to get thought this would best
lots of peer allows for them blood flowing take place in an element
sharing during to see how the and share with of questioning and
brainstorming. I topic for their peers. response;
like this strategy instruction all
because every ties together.
child knows their
voice matters.

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 Formative Observation Observation during Observation Observation Strategic questioning
Assessments through the round robin and during mapping during during discussion.
How are you going brainstorming individual work, as as a whole group SUHUPU, stages
to measure the process. well as habit paper. on the board. paper
learning of your Diets paper
students throughout
the lesson?
Summative, Post- The final product of the Animal Report plays a piece in the summative assessment. However, since each
Assessment individual piece was also monitored through formative assessment, the focus is most on the informative
What post- writing of facts on their zoo animal. This assesses the student’s ability to recall the important information on
assessment will their animal as well as demonstrate their writing in explanatory writing.
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: https://youtu.be/RyiPC2l2dlM

Summary of Unit Implementation:

The unit I created with my cooperating teacher was based around an “animal report” that the
students would be completing. The activities for each portion revolved around the page of the report
students would be completing that day. This system worked well, and the activities all fanned out well
because students knew what was expected of them before the lesson even began. Students also owned
the responsibility of completing a report and did so eagerly.

I decided to incorporate a lot of engagement strategies during brainstorming for the page to be
completed that day. Different strategies incorporated included Stand Up Hand Up Pair Up, Round
Robin, Rotating lines, and a few other Kagan strategies. Students did really well with these strategies.
There was a lot of repetition with the setting of expectations which made these processes go much
smoother. These activities built up prior knowledge and fostered brain recall with the learning goals.

Summary of Student Learning:

The students all were able to recall a good amount of prior knowledge throughout the unit. I was
impressed at how quickly student picked up strategies and information. There were a few students who
needed more help than the others, there were also a few students who required more of a challenge in
the classroom. However, the majority of the students all worked and learned at a similar pace.

Within the first lesson of the unit I was able to make fairly firm observations on student learning and
predicted how the rest of the unit would flow through these observations as well. There were some
students who were able to observe a prompt and complete it within a few minutes, while others used
the full allotted time, and others needed direct attention and aid.

One of my students completed her prompt within 5 minutes after I had supplied it. The majority of
these students take the whole time allotted if not more in other assignments, so this is what I had
prepared for. I didn’t necessarily think to prepare for students who need more of a challenge within
their learning. Luckily, this was the first day of the unit, after observing this response, I was able to
alter this (and a few other) student’s work to supply more difficulty within her animal report.

As I said above, after the first day, I altered this student’s work to match the level of completion I had
observed. For example, while this student still researched the same subject as the other students, she
was asked to cite (a low-level citation) on some pages, and on others further questioning and harder
prompts were given. I was even able to pull a higher-level reader for her to research her animal in as
well. The higher reader is a differentiation I actually applied to a few different students who are able
to read at a higher level.

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Reflection of Video Recording:
Watching my video back, at first, I did a lot of critiquing of my teaching. I ended up watching it back
again with my cooperating teacher who helped me pull some positives out as well. Overall, if I were to
give myself a rating out of 5, I would give myself a 3.5 or 4. I found this unit really difficult to
implement a variety of engagement activities. However, I think I did supply a few opportunities for
students to share their work and get up and move around. The students had a clear understanding of
their task and for the most part were able to complete it without too much aid.

One thing I want to work on is purposing to share the learning objectives for the day and continuing to
set expectations for each step leading to completion of the objective. Then in conclusion, adding
closure that ties back to my objective. These are simple steps but are so important for students
learning. One thing I felt like I did well with was engagement. I provided a Kagan strategy for an
anticipatory, and when it came to brainstorm I did my best to make it conversational. This was hard to
do when using the sticks to pull names, but I have found that strategy works best for these 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 0 4

Meets 6 20

Approaches 18 3

Falls Far Below 3 0

Post-Test Analysis: Whole Class

The majority of the class has met the objectives effectively and some even exceed. This is clear
having observed discussions and read through students reports. Students were able to define each
new vocabulary being introduced and share examples with each other. For example, when we
introduced habitat students were capable of round robin back and forth with different kinds of
habitats. When it came time to implementing learned knowledge, students were able to do so in
their reports. I found that they struggled with staying on topic to their animal and supporting with
research effectively.

I think the form of brainstorming and group collaboration I chose to use were highly effective.
They gave students a confidence in knowing each of their voices were hear. For example, using
SUHUPU, rotating lines, and round robin not only let each of their voices be heard but affirmed
when students agreed and answered correctly. I think during their individual research, having a
more structured way to research, or even taking advantage of 5th grade buddies would have been
effective, and I would have seen more growth in mastery.

Post-Assessment Analysis: Subgroup Selection

Since there is a small group of students who have IEP’s and undefined learning or behavior, I
placed them in a group together. We do not have any gifted students in this class.

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

Number of Students Number of Students

Pre-Test Post-Test

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 Exceeds 0 2

Meets 3 5

Approaches 4 2

Falls Far Below 2 0

Post-Assessment Analysis: Subgroup

I think this subgroup grasped concepts through the unit very well. Where these students may have
lacked is in on-topic answers and their writing purpose and structure in their assessment. For
example, some of the students did not write an informative text in the assessment, this was clear
because no facts were given. Their text was more opinionated.

Throughout instruction, I was sure to sit with a lot of these students and work with them
individually and prompting them with cues. Some of them responded really well to this help and
were able to pick it up individually fairly quickly, these were my students who exceeded on the
assessment. They were able to give me solid factual information on their animals and wrote very
well. Some other students could have benefitted from pulling a small group and working with
them through the lesson while the other students were working independently.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 2

Meets 3 15

Approaches 14 1

Falls Far Below 1 0

Post-Assessment Analysis: Subgroup and Remainder of Class

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 I feel as though the sub group and remanding class reflect very well on each other. The numbers
correlate which tells me instruction and understanding are consistent. I struggle with seeing the
number of students who are only “approaching” after a week-long unit but I have a better
understanding of different differentiation strategies I would like to implement in my next unit.

I would personally follow this unit with a human life unit. A lot of the vocabulary will carry over
to this unit, and a similar structure could be used for consistency. Students would even focus on
human life within different cultures and the following unit could be a cultural unit.

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. Implementing better differentiation for Looking into what other teachers use, either
students who are gifted. via pinterest of getting with the other first
grade teachers I plan with.

2. Better use of technology. Using technology that engages students

during instruction, not just stations.

3. Tying the lessons together with Using informal assessments more, or closing
closure activities. in discussions.

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