Student Teaching Evaluation of Performance (STEP)

Template

Samantha Rerick

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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
The geographic location of Kyrene de las Manitas is a suburban area in Tempe, Arizona. The
population of Tempe is approximately 166,975 (AreaVibes, 2018). Tempe is considered to be the
highest ranked U.S growth city. The community around Manitas vastly supports education.
There are 26 different schools within the Kyrene School District that offer a variety of diverse
programs dedicated to help all students learn.

Using the community as an aide when teaching is a great way to maintain a supportive
community who continues to value education. Donations are frequently encouraged to provide
materials to the classroom.

AreaVibes. Tempe Demographic Profile. Areavibes.com. (2018). Retrieved from:

http://www.areavibes.com/tempe-az/demographics/

B. District Demographics
The Kyrene School District is almost even with their percentages of male and female students.
The school district is made up of predominantly Caucasian and Hispanic students with a smaller
percentage of Asian and African American students. There are 26 schools within this district. A
large percentage of students are eligible for free or reduced school lunches. (Proximity, 2018)

When creating lesson plans, it is important to remember to be culturally aware and to include
examples of all different ethnicities in my teaching to assure all students feel welcome.
Remembering the demographics of the families in the classroom will allow lessons and at home
activities to be practical for all students within the classroom.

Proximity. Artizona School Distrtict Demographic Profiles. 2018. Retrieved from:

http://proximityone.com/az_sdc.htm

C. School Demographics

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Kyrene de las Manitas is a preschool through fifth grade elementary school. This is a fairly large
school with 597 students currently enrolled. Approximately four out of every ten students are
eligible for free lunch, which is around 36% of the school population. The school is an A++
district and received a relatively high passing rate on math standardized tests. However, Kyrene
has a relatively low performing school on the English Language Arts exam with only a 35%
passing rate (Startclass, 2018).

While teaching it is important to focus on the students English Language learning and assure
they are comprehending and understanding material taught relating to this subject to attempt to
raise or maintain the passing rate of the English Language Arts exam. However, because many
students test well on math standardized tests, this may be beneficial when teaching student's new
math material.

Startclass. Kyrene De Las Manitas School in Tempe, AZ. (2018). Retrieved

fromhttp://public.schools.startclass.com/l/3315/Kyrene-De-Las-Manitas-School-in-Tempe-
Arizona

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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
All of the students in my classroom are kindergarten students. There are 21 students in the
classroom. Of these 21 students, about half of the students are male while the other half is
female. There are Hispanic, Caucasian, Arabic, Asian and African American students in the
classroom. 5 of these students qualify for free school lunch. Only three of the students in the
classroom receive special services.

Remaining culturally aware during my student teaching is crucial to maintain acceptance and
respect of all of the parents and guardians of the students. Understanding the ethnicities and
backgrounds of all students will allow for better communication between the parents and myself
when updating them on their child’s progress.

B. Environmental Factors
The room is an exceptionally large atmosphere that is set up in a way that provides plenty of
space and room to learn. The room has a centers station, a carpet station, science exploration
station, social studies writing station, small group learning station, book on tape section, as well
as tables for students to complete their work. Plenty of resources including educational games,
independent learning opportunity, and manipulatives are available within this classroom.
Students are able to choose from different educational centers during reading and math center
time. Parent involvement is often present in the classroom. Parents come in to the classroom to
volunteer 4 out of the 5 school days a week. They stay for about an hour and help with bulletin
boards, checking and assisting completing assignments, and filing paperwork. Parents
communicate daily using communication folders. A smart board and computer is available for
students to use. When needed, individual tablets are made available for ELL students to practice
games that will assist with their English learning.

Taking advantage of all the different environmental factors present in the classroom is beneficial
to teach students many different required skills. Creating lesson plans that incorporate a few
different stations throughout the day is ideal.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Gifted Other or
Service Cognitive

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 Secti s Needs
on (Explai Receiving
504 n) No
Services
Boys 1 1 0 1 0 0
Girls 0 0 0 0 0 0
Instructional The ELL student There is Text The gifted Text Text
Accommodations and is pulled out of one student student in
Modifications his classroom in the the
(Describe any once a week to classroom classroom
instructional practice writing who is pulled
accommodations and and reading in receives out once a
modifications regularly English for 30 assistance week for
used to meet the needs of minutes. from an an hour.
students in each instructiona He goes
subgroup.) l aid 3 to the
times a gifted
week for an classroom
hour. The and works
aid comes on
in during curriculu
writing and m that is
reading more
instruction. challengin
g for him

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.
Working in this classroom will require that I use many different teaching methods so all students
have a chance of learning in their learning style. It is important to be aware of the IEP and ELL
goals and work towards meeting these goals. Finding a way to adapt lesson plans so the gifted
student in the classroom remains challenged and engaged is important. Getting to know each
student and how they prefer to learn will be beneficial to teach successfully to all of the diverse
students in the classroom.

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

Unit Topic: Numbers

Unit Title: Naming, recognizing, counting and writing numbers 10-19

National or State Academic Content Standards

K.CC.2
Counting and Cardinality
Know number names and the count sequence
2. Count forward from a given number other than one, within the known sequence (e.g.,
"Starting at the number 5, count up to 11").

K.CC.3
Counting and Cardinality
Know number names and the count sequence
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20
(with 0 representing a count of no objects).

K.NBT.1
Number and Operations in Base Ten
1. Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using
objects, drawings and/or equations. Understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8).

Learning Goal
The student will be able to identify and write numbers eleven to nineteen using base ten blocks
or drawings to show that a number equals one ten plus some ones. The student can write teen
numbers using the correct formation.

Measurable Objectives

The student will understand teen numbers are made up of 1 group of ten and some ones 2/2 of
times.

The student will write a teen number with 100 percent accuracy when provided a picture.

The student will count forward from a teen number with 100 percent accuracy.

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The student will correctly compose and decompose numbers from 11 to 19 into groups of ten
ones and some further ones 2/3 times.

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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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 Exceeds: The student is able to correctly complete both worksheets completely without any
assistance from the teacher.
Meets: The student is able to correctly complete 8/10 of the questions correctly without any
assistance from the teacher.
Approaches: The student is unable to correctly complete 8/10 questions without some assistance
from the teacher.
Falls Far Below: The student is unable to correctly complete any questions without full
assistance from the teacher.

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 3

Meets 4

Approaches 12

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 Falls Far Below 3
Pre-Assessment Analysis: Whole Class

Based on this data, I do not think I will need to change my standards or learning goals for the
students. Many of the students are already testing in approaches, meaning they understand some
of the concepts of the curriculum with some assistance. After this unit, many of the students
should be able to understand the concepts fully without any assistance from me. I believe my
expectations of most students testing into the meets or exceeds category is reachable based on
the pre-assessment.

This data allows me to see the specific areas students are struggling with understanding. For
example, many of the students struggled with the concept of composing and decomposing
numbers from 11-19 into ten ones and some further ones. This information has shown me that
this is a concept I will need to spend more time explaining and practicing with the students. The
data also showed me that majority of the students are already understanding the concept of
counting blocks and writing the number. I now know I can spend less time focusing on this skill,
and more time on the other concepts and standards in this unit. Using this pre-assessment as a
post-assessment at the end of the unit will show me which concepts each student was able to
grasp over the unit.

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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 Exceeds: The student is able to correctly complete both worksheets completely without any
assistance from the teacher.
Meets: The student is able to correctly complete 8/10 of the questions correctly without any
assistance from the teacher.
Approaches: The student is unable to correctly complete 8/10 questions without some assistance
from the teacher.
Falls Far Below: The student is unable to correctly complete any questions without full assistance
from the teacher.

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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 Writing numbers Writing numerals Illustrating teen Counting, writing, Composing and
Activity using base 10 using base 10 numbers with circles composing and Decomposing
decomposing Numbers 11-19
illustrations
Standards and The student will The student will use The student will The student will The student will
Objectives recognize and count base 10 to write the illustrate a number show teen numbers compose and
groups of ten and numeral of a group of between 10-16 using as a group of ten and decompose
some more ten and some ones. one group of tens some more. numbers 11-19
and some ones. into ten ones and
K.CC.2 K.CC.2 K.CC.2 some further
K.CC.3 K.CC.3 K.CC.2 K.CC.3 ones using
K.CC.3 K.NBT.1 drawings.

K.CC.2
K.CC.3
K.NBT.1

Academic Count Count Count Count Count

Language and Tens Tens Tens Tens Tens
Vocabulary Ones Ones Ones Ones Ones
Digit Digit Digit Digit Digit
Ten Frame Rekenrek Compose Compose
Decompose Decompose
Summary of Whole Group: Whole Group: Whole Group: Whole Group: Count Whole Group:
Instruction and Seeing a Group of around the circle to
10 Word Problem: I Count around the Count around the 50 or higher: Count around

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 Activities for the have 10 birds and 9 circle to 50 or circle to 50 or Students will sit the circle to 50
Lesson worms. higher: Students higher: around the math or higher:
will sit around the carpet in a circle.
How many animals math carpet in a Collaborative Each student states Count by 10’s to
in all? Ex. Students Number Sense:
circle. Each student one number. 100 chorally
will see 1 group of states one Play Teen Number with the whole
10 and 9 more. 10 Go Fish- Collaborative class.

number.

and 9 makes 19. Demonstrate how to Number Sense:
play the game with a Play teen number
Review flashcards Count by 10’s to Seeing a Group
partner sitting near scramble- of 10 Word
1-19 100 chorally with
you. Look at your 6 Demonstrate how to Problem: I have
the whole class.
 cards and see if you play the game with a 10 trucks and 4
Count around the can make any partner sitting near dinosaurs.
circle to 50 or Display flashcards matches by having you. Students will
higher: Students will of numbers 1-19 the same teen turn over a number How many toys
sit around the math number twice. Lay card and then build in all? Students
carpet in a circle. Whole Group Skill down your matches. that number with the will see 1 group
Each student states Focus Lesson: Then ask your ten frames. If of 10 and 4
one number.
 • partner if they have students turn over a more. 10 and 4
Have students sit a match to you. If “12,” they will find 1 make 14.
Count by 10’s to around the math not, you will “Go filled ten frame and 1
100 chorally with carpet in a circle. Fish.” Explain to “2” frame! Whole-Group
Hold up a rekenrek. students that they Fluency:
the whole class.
 Explain the purpose want to find a match Whole-Group
of a rekenrek- A for all their cards in Fluency: Guided Teen
Whole Group Skill rekenrek helps us to order to win the Number Ten
Focus Lesson: see our game. Once a Guided Teen Frames {one 10
combinations to 10 winner has been Number Ten Frames card and one 0-9
Have students sit and allows us to declared, students {one 10 card and one frame card}
around the math show our teen will play again. 0-9 frame card} Show the two
carpet in a circle. numbers quickly. Show the two cards cards at one
Call up 14 students at one time. Ex. Ten time. Ex. Ten
to the front of the card and 2 card. “10 card and 2 card.
classroom to fill in

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 your life sized ten Independent Whole-Group and 2 makes 12. We “10 and 2 makes
frame. Students will Practice: Fluency: can count on from 12. We can
notice that 4 the group of 10 we count on from
students will not fit Model how to Guided Teen already know is the group of 10
within the ten frame. complete the first 2- Number Ten Frames there. Ten, eleven, we already
Explain the student 3 problems as a {one 10 card and twelve”. know is there.
who do not fit are whole group. one 0-9 frame card} Ten, eleven,
the “and some” Encourage students Show the two cards twelve” Repeat
Encourage students to participate in at one time. Ex. Ten Independ Practice: with 3-4
to count the number answering the card and 2 card. “10 numbers.
of students standing questions as you and 2 makes 12. We Model how to
in the front of the model the can count on from complete one of the Make Combos
classroom. “There directions. Dismiss the group of 10 we problems on the of 10 with
are ten students on the students to their already know worksheet. Allow Fingers: Teacher
the frame and four seats, pass out the students to use the will show a
off the frame- 14 papers and call Collaborative smart board to number card 0-
students.” back students for Lesson Follow-Up: participate in 10 and then
the small group answering questions. students will use
Continue with the instruction. Draw it Teen Show why the their fingers to
above routine for Numbers in pairs- incorrect answer is show the
numbers 10, 11, 12, Each pair will need a incorrect. Dismiss number needed
and 13. Emphasize dry erase board and students to their to make 10. Ex.
how many students marker. Students seats, pass out the Teacher holds
are ON and OFF the will work on papers and walk up a number 3
ten frame, along demonstrating teen around to aide card, students
with how many number word students needing hold up 7
there are in all. problems. Students support. fingers.

will circle the group
of 10. Independent
Independent
Practice:
Practice:
Model how to
Model how to Independ Practice:
complete the
complete the first 2-
first problem on
3 problems in the

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 worksheet during Model how to the worksheet.
whole group complete one of Allow students
instruction. Call on each type of to use the smart
students to answer problem. Allow the board to
questions as you students to participate in
model instruction. participate in answering
Dismiss students to answering questions questions.
their seats, pass out by using the smart Dismiss students
the papers, and call board. Dismiss to their seats,
struggling students students to their pass out the
to small-group. seats, pass out the papers and walk
papers and walk around to aide
around to aide students needing
students needing support.
support.

Differentiation Whole Group Skill Whole Group Skill Collaborative Collaborative Whole-Group
Focus Lesson: Focus Lesson: Number Sense: Number Sense: Fluency:
Reinforce: Have Reinforce: Have
students count those students count the Reinforce: Have Reinforce: Have Reinforce: Show
that are in the ten beads at the top to students play with students put the two ten frames
frame to reinforce reinforce that it will only the numbers numbers in and ask students
numbers 10- 14. 
 always be ten. 
 that have been numerical order and to state how
covered (up to 14). lay out the number many each

 10 ten frames below shows. Then,
Expand: Have Expand: Encourage
them. This will help ask students
students write an students to which ten frame
them see the pattern
equation on their complete their own Expand: Have has more and
as they add the
whiteboards to problems on the students try to make “some more” how many more
match the students rekenrek matches by getting
in the ten frame all 4 of the same numbers. 
 they see. 

(e.g., for 14 they number. 

would write Independent Expand: Have Expand: Have
Practice: students make a students state

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 10+4=14). 
 number with the ten the combos to
Reinforce: Have a Whole-Group frames and have five in a “__ and
short lesson Fluency: their partner match __ make 5” way.
reviewing how to the number card. 

count on using Reinforce: Show Independent
Independent groups of ten and two ten frames and Practice:
Practice: Whole Group
some extra ones ask students to state
with students who how many each Fluency:
Reinforce: Call
Reinforce: Call 3-4
need more practice. shows. Then, ask 3-4 students
students who are Reinforce: Show two
Work together to students which ten who are
struggling with ten frames and ask
complete the frame has more and struggling with
understanding the students to state how
worksheet. how many more they understanding
concept to a table. many each shows.
see. 
 the concept to a
work together in a Then, ask students
Expand: table. work
small-group to which ten frame has
Encourage students together in a
complete the Expand: Have more and how many
to create story small-group to
worksheet. students state the more they see. 

problems of each complete the
combos to five in a
problem and share worksheet.
Expand: “__ and __ make 5”
with a partner. Expand: Have
way. 
 students state the Expand:
Challenge students
combos to five in a Encourage
to create their own
problems. Trade Collaborative “__ and __ make 5” students to
Lesson Follow Up: create their own
with a friend and way. 
 illustrations to
solve the problems.
Reinforce: Have compose and
students practice the Independent decompose on
word problems on a Practice: the back of their
laminated ten frame worksheet.
before drawing them Reinforce: Have
independently. students practice
writing their
Expand: Have numbers on the back.
students give teen

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 number word 

problems to their
partners. 
 Expand: Have
students make
Independent combinations of 17
Practice: on the back. 

Reinforce: Have
students practice
writing their
numbers on the
back. 


Expand: Have
students make
combinations of 16
on the back. 

Required KinderMath handout KinderMath KinderMath handout KinderMath handout Composing and
Materials, 6.5 handout 6.6 6.7 6.8 Decomposing
Handouts, Text, Worksheet
Slides, and Flashcards 1-19 Class set of 4 sets of “Go Fish” 10 frames in
Technology rekenreks cards per group- 6 combinations of 1-10 Ten frames in
Giant ten frame cards for each combinations of
made from tape on Flashcards 1-19 student 1-10
classroom floor
10 frames in
combinations of 1-
10

Whiteboard and
marker for each pair
of students

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 Instructional and Whole group Whole group Whole group Whole group Whole group
Engagement modeling modeling modeling modeling modeling
Strategies Independent Engagement Technology Technology Technology
Practice Independent Active Learning Active Learning Active learning
Practice Independent Practice Independent Practice Independent
Practice
Formative Note if the student is Review the Review if the Review if the student Review if the
Assessments able to state their worksheets once student is able to is able to state the student is able to
number when completed and state their number next number when state their
playing count make a list of when called on called on during number when
around the circle. students who need during count around count around the called on during
more practice the circle. circle. count around the
Review independent mastering this circle.
worksheets to view concept. During Identify if student is Review the
if students are able math small group able to count on worksheet and Review the
to see a group of ten assist students in from 10 evaluate if the worksheets to
and some more completing the student is able to view if the
assignment Review the identify and make student is
correctly. worksheets, note if matches of teen successfully
the student is able to numbers. composing and
Identify if student is illustrate teen decomposing
able to count on numbers and circle numbers 11 to
from 10 their group of ten. 19.

Summative, Post- The summative, post-assessment will be similar to the pre-assessment. The numbers in the “Unit 6 Post
Assessment Assessment” worksheet will be different. The compose and decompose post-assessment will be identical to
the pre-assessment.

The post-assessment will review standards:

K.NBT.1 understanding teen numbers are made up of 1 group of ten and “some ones”
K.CC.3 Write Numbers
K.CC.2 Count forward from a number

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 K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones

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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/hpAtf4Ui3nw

Summary of Unit Implementation:

While teaching this unit it was clear that many of the students were grasping the concepts. The
group activities as well as the independent learning activities provided the students with plenty of
opportunity to practice this skill. The whole group word problems, count around the room to fifty, and
counting to 100 by 10’s activities all went as planned. The students quickly understood the expectations
and directions of the lesson and had little problem completing these activities.
The games used to reinforce teen numbers with the students, teen number go fish and teen
number scramble, were arguably the students favorite part of the unit. The students understood the
clear direction on how to play the games. I provided a model with a student so the visual learners could
better understand the objectives as well.
The guided teen number frames activity was great practice for creating ten frames with teen
numbers. At the beginning of the week, the students struggled with this concept a bit. However, as the
week went on and the students had more opportunity to do this activity, the students grasped the
concept more. I provided small group assistance to groups who were struggling the first day we
completed this activity.
The teen number drawing activity on whiteboards encouraged students to communicate about
numbers with their partners. The students were engaged and excited to be using whiteboards and
markers while learning. Many of the students were able to write all of their teen numbers on the
whiteboards and were excited to share with their classmates.
On day 1, the whole group skill focus lesson went as planned. The visual of having the students
standing up at the front as a group of ten and then with some left over was just another way to enforce
the “one group of ten and four extras” concept for the student. This was another engaging activity that
the students were eager to participate in.
On day 2, the students learned about rekenreks and how they can be beneficial with keeping
track of teen numbers. This concept was the most challenging for students to grasp because it was a
very new concept. To assist students, I made a set of individual small rekenreks out of strings and beads
so the students were able to follow along with me.
On day 5, the students made different combinations of 10 on their fingers. As a class, we wrote
down all of the different combinations on an anchor chart. This chart was stored with the other math
anchor charts so students can view later on.
Majority of the students were able to complete their independent practice worksheets on their
own after I modeled how to complete the first few problems. Towards the beginning of the week

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however, I completed the assignment on the overhead board so all students could grasp the beginning
concept. During the week, I called a small group back to work with me so students who struggled with
the concept would have more focused attention to learn the skill.

Summary of Student Learning:

While planning my activities, I was sure that I would have to make adjustments to accommodate
all of my diverse students. I feel that I accomplished this by working in small groups with students who
needed more support during independent practice time. My observations showed that many students
were learning appropriately from the lessons and helped me make adjustments to lessons when they were
necessary.
A few of my students really struggled with the concept of “one group of 10 and _____ extra
ones”. This caused me to rethink my plans and implement a time where I worked with these students to
complete their worksheets. I was then able to see where they were having trouble comprehending the
instruction. Toward the end of the week, these students were improving along with all of my other
students, showing me that the small group was helping the students begin to master the concept. The
students included in the small group were excited to have the chance to work in small groups and began
showing excitement as they were learning to complete the worksheet on their own.

Reflection of Video Recording:

After viewing my lesson, I saw that the students were engaged in learning and able to
participate in the activity. Unfortunately, the smart board was not working so I was unable to
call students up to the smart board to write the answers. I modified this by having the students
come up and use my pen and write on my paper on the board. The students were still eager at
the chance to answer the questions and show their classmates they knew how to solve the
problems. One thing I noticed in my lesson that I would change is editing reversed numbers.
During my lesson one of the students wrote the number 7 backwards. While it is not mandatory
that kindergarteners write the number the correct way, it would be beneficial to my students if
I re-wrote the number the correct way next to the student’s work. If this incident of reverse
numbers happens again, I will remember to do this. Many of the students who raised their
hand to answer the questions were the same students. To encourage all students to participate
during activities, I could call on students who did not raise their hands as well! Overall, I
thought my lesson went well. The students followed along on the floor and were able to
complete the back side of the independent worksheet all on their own.

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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 3 8

Meets 4 10

Approaches 12 2

Falls Far Below 3 2

Post-Test Analysis: Whole Class

Based on the data, my interpretation is that the students gained knowledge in the math unit. They
went from having little to no understanding of teen numbers and how to show them, to
understanding this objective along with other related objectives. The students learned the required
standards in this unit and many displayed growth.

Based on the whole class’ post-test data, it is clear that my instruction was successful. A few
students are still falling in the far below category, however one student will continue to receive
services to improve on this skill set while the other will likely end up retained in kindergarten
because of how many days he has missed of school. The other student who began in the falls far
below category moved up to the approaches category and understood some of the basic skills in
the unit. With more practice I feel confident that the students in this category will reach the meets
category soon. Most of the students in the class had post-test results that placed them in the meets
or exceeds category. This shows that the instruction and activity was enough for the students to
understand the concept according to the standards. 5 students moved from the meets to the
exceeds category after completing the activities in the unit and displayed growth and high
expectations of understanding the objectives.

Post-Assessment Analysis: Subgroup Selection

Based on my post-assessment data, I would like to focus on the subgroup of males. The reason I
would focus on the male students in the classroom is because these students happen to be the
lowest performing students in this class. All of the students in the falls far below and approaches
categories are male.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

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 Number of Students Number of Students
Pre-Test Post-Test

Exceeds 1 3

Meets 1 4

Approaches 6 2

Falls Far Below 3 2

Post-Assessment Analysis: Subgroup

Based on the post-data, it was clear that many of the students in the subgroup improved from the
pre-assessment. During the activities, the subgroup of students were involved and participating
which assisted them with their growth. One student moved from the falls far below category up to
the meets category. 4 male students moved up to the meets category while one male student who
began in the approaches category moved up to the exceeds category displaying a large amount of
growth in this unit.

I believe my post-data proved that my instruction was effective. Majority of the students moved
up a category from the pre-assessment data. While there were two students who remained in the falls
far below categories in this subgroup, there were factors that caused this to be the case. One of the students
is identified as having special needs while the other student attends school on average twice a week,
causing him to miss instruction. Had the student who missed school had more time to practice the
curriculum of the unit, the student likely would have been able to test into the meets category. To aide
these students as well as the students still in the approaches category, I will continue to work in small
groups to give specific detailed instruction and assistance for the students who are struggling to fully grasp
the content. In addition, I will continue to play the games that reinforce the content.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 2 6

Meets 3 5

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 Approaches 6 0

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The females in the class all showed significant improvement in the post assessment. 3 students
moved up from the meets category and 1 student moved up from the approaches category. None
of these students are still considered approaching the concept. Compared to the male students
results, the females showed a larger amount of improvement and overall understanding of the
curriculum. The data shows my instruction was effective for the rest of the class even more so
than with the subgroup. Overall, the post-assessment data shows growth and understanding of the
curriculum of this unit.

The next step for instruction would be to challenge the students with higher numbers. Instead of
focusing only on teen numbers, adding numbers 20-29 or even 30 would be a new skill that
would benefit the students as they continue to learn their numbers. The new objective would be,
students will understand 20-some numbers are made of two groups of 20 and some extras.

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 active learning
activities into all of my lesson plans.
development, research on the Internet,
observation of a veteran teacher, etc.)
I plan to research the internet, Pinterest, and
other teacher websites I can use as an aide to
meet this goal in my classroom. I have found
many forums that encourage movement in
the classroom and links to movement songs I
can use during transitions.

2. Gain a better understanding of how to Communicate with my cooperating teacher,

effectively differentiate small groups. along with other teachers, to get ideas as to
how they create their small groups. Interview

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3. Fully understand the different types of
technology I can use in my classroom.
© 2018. Grand Canyon University. All Rights Reserved.
these teachers to learn how they know what
skills to practice in the small group and how
frequently they should meet with each group.
Take a class on the smart board, as well as
other available technology classes. Research
different types of technology used in
classrooms that teachers find helpful for
student engagement. Begin researching how
to get these technologies in my classroom.
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