GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART II

Understanding the learning needs of students is critical when designing instruction that is differentiated and geared to meet unique learning needs. As
you get to know your students and their individual backgrounds, identifying their specific learning needs will help you strategically design their
instruction and assessments.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of
your students. This contextual data will assist you in developing your instructional unit, which you are expected to teach by the end of week 8. Utilize
the district or school website, your cooperating teacher/mentor, or school administrator for this information.
Complete the STEP Standard 1, Part II that includes:
A. Student Demographic Factors
B. Environmental Factors
C. Student Achievement Factors
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment
to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
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©2018. Grand Canyon University. All Rights Reserved.

 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Ketia
Last Name:
Francois 20585487
Email Address: Phone: State:
klouissaint1@umary.edu (701) 220-2753 ND- North Dakota
Program of Study:
M.Ed. in Secondary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 8-12 Content Area(s) Taught: Introduction to French Total Number of
French I Classroom 108
French II Students:
Total Number of Boys: Total Number of Girls: French III Age Range
43 65 Represented: 13-18
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
4 3.70
Asian %
4 3.70
Identify the number of Black/ African American
students representing 2 1.85 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 6 5.56
Native Hawaiian / Pacific Islander %
0 0.00
White %
92 85.19
Other %
0 0.00
Total %
108 100

©2018. Grand Canyon University. All Rights Reserved.

  Describe any socioeconomic factors affecting your students.

My mentor explained to me that the socioeconomic status of the students is not included to their demographics. Teachers do not have access to that information; therefore,
they go by what their students tell them.

 Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

Depending of the kind of struggles I find out that my students are going through, I will plan my lesson appropriately. Most of the times, students with high socio-economic
status have more access to books and technological devices to help them learn and produce presentations used with high level of technological tools. If work that has to be done
after presenting my lesson will require of students the usage of those devices, I will arrange with the librarian to have those students sign the devices out. I will also have to
schedule them later than the other students because of the time they will be able to use those devices for. The number of students in each of my classess may affect the way I
group students for group discussions or assignments too.

B. ENVIRONMENTAL FACTORS
Attach a photo or diagram showing the physical room
arrangement:
 Describe the environmental factors of your cooperating classroom. Include a description of:
o The physical room arrangement
o Available classroom resources
o The level of parental involvement
o The availability of and/or access to technology.
The classroom has one door only. When you just enter the classroom, there is small black metal table with two matching chairs by it. on the right of that table, there is a
small bookcase on top of which are found many miniature flags. That bookcase holds many kinds of French dictionaries. Right to that bookcase, there is a wider bookcase that
holds different textbooks the teacher can pick exercises from and reading books for the students. Above that last case, there is big black board. In its center sits an active board
that has a projector facing it. The desk of the teacher is placed in the corner that faces the door. It is right at the end of the black board, and behind it are placed some filing
cabinets.

The desks used by the students are placed a few on the left and a few on the right leaving a big space in the middle. The desks on the right are facing those on the left. In
 Describe
the very back on thethe possiblethere
classroom, effect
is these
a whiteenvironmental factors
board that students usecould haveexercises.
to practice on the planning,
The teacherdelivery,
uses it and assessment
too to write notesofforyour
that unit.
students need to copy. On the right
of the white board, there is a black metal cabinet that contains materials and accessories used by both the teacher and the students. After the corner by the metal cabinet one
rollingI will plan lessons
pulpit-like so that
or podium students
storage can In
stands. usethe
theback
resources that textbooks
of it, more are available
arein the class
stored. or in
On its the library.
front, there areThe way the
French desksOn
posters. arethe
facing eachofother
left wall makes group
the classroom anddiscussions
a on the
easy for the students. When I am planning my lessons, I will use this setting to make great group discussions. The wide space in the middle of the
right side of the white board, there are many French posters on conjugations that the students will use throughout the year. The flags of all the countries where French class will make it easy is
forspoken
me to
walk around while delivering my lessons. There are more desks
are hung from the side of the ceiling that goes in front of the door. than students in the classroom, which makes assessment time easy to spread out the students. Because of the
high level of parental involvement in the educational life of the students, I have to be very willing to communicate with parents and be very welcoming toward any ideas they may
have onThetopics they would
classroom like me to
has resources cover
such in the class.reading
as textbooks, With the requests
books, of parents,
dictionaries, I may that
posters haveteach
to modify
themorconjugations
introduce new andtopics to myStudents
greetings. lesson plans.
carryParents mywith
their iPad havethem
concerns
to all
on how I deliver the lessons or may have specific requests for accommodations for their children during assessments. I will have to take all these situations
their classes and their iPads are connected to the WIFI of the school at all times. There are also a few educational games in the class that students can use to practice learning into consideration.
different French concepts.

The parents of all the students are highly involved in the educational life of their students. They email the teacher all the times and their participation in the school
©2018.
activities is very high. Because there is only one high school in theGrand
district,Canyon University.
when there Allactivities,
are school Rights Reserved.
one may feel the presence of almost the entire community in the
school. Also, according to my mentor, the parents contact her via phone and email all the times.
 C. STUDENT ACADEMIC FACTORS
 Complete the table including the number of students whose primary language is other than English, have an IEP or a 504 plan, are gifted, receive
educational services outside of the classroom (e.g., reading/math intervention, speech services, and special education services), and non-labeled
students (e.g., non-IEP, non-ADA, Section 504) who are behaviorally or academically challenged.

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
1 0 0 0 0 0

Girls
3 0 0 0 0 0

Instructional My mentor teacher

Accommodations and does not provide
Modifications differentiate instruction
(Describe any instructional
accommodations and to her ELLs. I will use a lot
modifications regularly used of hand gestures, body
to meet the needs of students motions, and
in each subgroup.)
pictures/visuals to
illustrate new concepts
and vocabulary words.
Instructions in the
assessments will either be
translated in the native
language of those
students or simplified.
ELLs may be allowed
 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.
extra time for testing or
go to the resource room
The academic factorstooftakethese students
their tests. could have the following factors on the planning, delivery, and assessment of my unit: The planning of the unit will have to be done
with the fact that some of my students are English learners. I have to plan modified texts for them. Include strategies such as the use of visuals, gestures, etc. that I will use while
delivering the lesson. How I assess those students will be affected as well by the fact that they are English learners. Where instructions are in English, I will need to do medication
of the words used either by translating them or making them at the level of their English proficiency. The time frame for testing will be affected too. If the period does not allow
enough time for the assessment to be completed, I will have to work with their ESL teachers to see if they can take or finish the test with them. Or I will have to make
arrangement with the resource room to have those students tested at a later time.

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 AGREEMENT AND SIGNATURE
I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher Candidate Date:

E-Signature: Ketia Francois
Ketia Francois (Feb 18, 2020)
Feb 18, 2020

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