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STEP Standard 1, Part I
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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).
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less
are in one category than in another.
Learning Goal
Students will be able to describe, identify, and compare attributes of 2-D shapes.
Students will be able to compose and decompose 2-D shapes.
Measurable Objectives
Day 1: Given a set of 18 shapes, students will be able to sort the shapes into 2-4 categories, create a
poster with labels that include the number of shapes in each category and show understanding of their
categories by filling out a questionnaire about their poster with 90% accuracy.
Day 2: Given a geoboard, students will be able to make, describe, and identify triangles of different sizes
and types, by circling and connecting dots on their geoboards; and counting and recording the number of
triangles on the recording sheet with 90% accuracy.
Day 3: Given a geoboard, students will be able to make, describe, and identify quadrilaterals by circling
and connecting dots on their geoboards; and counting and recording the number of quadrilaterals on the
recording sheet with 90% accuracy.
Day 4: Given a rule, students will be able to sort shapes that follow that rule, explain why the shape
follows that rule, and explain why the other shapes do not follow that rule with 98% accuracy.
Scoring Criteria
Exceeds: More than two groups of shapes with reasonable grouping, labeled, and counted.
Meets: Two groups of shapes with reasonable grouping, labeled, and counted.
Approaches: Two groups of shapes with labels and counted.
Falls Far Below: Less than two groups of shapes, no labels or reasonable grouping strategy, not
counted.
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
Partially Proficient
(70%-79%) 8
The above data shows that some of my students have a great understanding of the basic concept of how
shapes can be similar and different. However, the assessment also shows that many of my students, even
students that are highly proficient, do not know all the names of the shapes and the shape attributes. At
this time, I will not be making changes to my learning objectives because I feel that they cover what my
students need to learn during this unit well. Using these objectives will help guide my unit to ensure my
students are meeting the learning goal.
The above data will affect the planning of my unit because I now have a better understanding of how my
students think about shapes. This assessment helped me see what they already know, what they remember
from our previous geometry unit, and what they still need to learn in this unit. I will use this data to make
sure we review the attributes of our learned shapes. This will be put in the first lesson as part of the
opener. I will also be focusing on similarities and differences between shapes.
I will also use this data to differentiate instruction for my struggling students, as well as, my highly
proficient students. I want to ensure that all my students are learning at their zone of proximal
development. I will be able to scaffold the learning for my struggling students and provide less
scaffolding for my higher proficiency 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.
Scoring Criteria
Day 1 Objective: Day 2 Objective: Day 3 Objective: Day 4 Objective: Day 5 Objective:
Given a set of 18 Given a geoboard, Given a geoboard, Given a rule, students Given the Identifying
shapes, students will be students will be able to students will be able to will be able to sort and Sorting Shapes
able to sort the shapes make, describe, and make, describe, and shapes that follow that Assessment, students
into 2-4 categories, identify triangles of identify quadrilaterals rule, explain why the will be able to solve
create a poster with different sizes and by circling and shape follows that rule, problems about
labels that include the types, by circling and connecting dots on and explain why the identifying, naming,
number of shapes in connecting dots on their geoboards; and other shapes do not and categorizing shapes
each category and their geoboards; and counting and recording follow that rule with using defining
show understanding of counting and recording the number of 98% accuracy. attributes of those
their categories by the number of triangles quadrilaterals on the shapes with 90%
filling out a on the recording sheet recording sheet with accuracy.
questionnaire about with 90% accuracy. 90% accuracy.
their poster with 90%
accuracy.
Summativ
e, Post-
Assessmen
t
What post-
assessment
will
measure
the
learning
progress?
Note: This
can be the
same as the
pre-
assessment
or a Scoring Criteria
modified Exceeds: More than two groups of shapes with reasonable grouping, groups are labeled, and counted.
Meets: Two groups of shapes with reasonable grouping, groups are labeled, and counted.
Approaches: Two groups of shapes with labels and counted.
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%) 6 12
Proficient
(80%-89%) 7 9
Partially
Proficient
8 4
(70%-79%)
Minimally
Proficient
6 2
(69% and below)
Based on your analysis of the whole class post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
My interpretation of student learning is the majority of my student’s scores increased from the
pre-test to the post-test. The pre-test showed that 48% of my students were proficient in the skill
of identifying and sorting 2-D shapes. Therefore, most of my students did not have the knowledge
and skills needed to show their understanding. Specifically, they were not understanding how to
sort the shapes by identifying attributes. The post-test shows 78% of my students were proficient
in the tested skill. This is an increase in understanding of 30%. The post test showed a clear
improvement in understanding in my students.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
The effectiveness of instruction and assessment played a large role in student learning for this unit. I had to
ensure the curriculum assessment would effectively test student knowledge for the specific skill,
identifying and sorting 2-D shapes. Using the data collected from the pre-test I was able to tailor my
instruction to include time for students to practice identifying and sorting shapes using a wide variety of
math tools. Looking at the results from the pre-test to the post-test there was a 30% growth in student
proficiency.
Post-Assessment Analysis: Subgroup Selection
For this section I choose to use the male students in my class. This subgroup holds about half of
my students, has a wide variety of learning abilities, as well as an ELL student.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Total: 14 Male Students
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 7
Proficient
(80%-89%) 4 3
Partially
Proficient
5 3
(70%-79%)
Minimally
Proficient
3 1
(69% and below)
Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
My interpretation of student learning for this subgroup was that many of my students in the subgroup were
struggling with the content on the pre-test. The pre-test data shows that only 43% of my students
understood the content. However, the post-test scores show that 71% of my students were proficient with
the content at the end of the unit. That is an increase of 28% in student proficiency.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
The effectiveness of my instruction and assessment had a major impact on student learning. Without the
pre-test I would not have been able to build in more opportunities for my students to practice sorting
shapes. The pre-test data also showed that many of my students’ needed review on the different 2-D
shapes and their attributes. This was an important factor in the effectiveness of my instruction as I was
able to spend longer on some content but move quickly in the areas, I knew they had mastered.
This analysis did bring to my attention that I did have a small group that was only able to become partially
proficient. In the future I will ensure to pull more small groups during our math workshop times. This way
I can work with these students on specific areas of struggle.
Proficient
(80%-89%) 3 6
Partially
Proficient
3 1
(70%-79%)
Minimally
Proficient
3 1
(69% and below)
Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the findings from your analysis.
For the remainder of the class, the females, the effectiveness of my instruction was apparent from the data.
The pre-test shows that more that half already had a proficient level of understanding. The post-test data
shows that all but 2 had achieved proficient levels of understanding. Using this data has shown me that in
the future I will need to tailor my instruction to reach all my students. The analysis shows that my
instruction was more effective with the female students that with the male students.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps for instruction would be to start teaching students 3-D shapes. This would be a great follow
up to this lesson as many 3-D shapes are composed of 2-D shapes. I would use their knowledge learning in
this lesson to teach identifying 3-D shapes.
2. Create more visuals to include in Conduct research on the internet and look for
lessons to help engage all learners. resources that can provide great visuals that
align with the learning objectives.
3. Be prepared for each lesson and have Make lists of items to get ready and a time
all materials ready. frame for how long to take to get each item
ready. Also, before the day starts have bins
to organize the materials for each subject.