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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
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.
Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing
this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready
to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be
saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. Submit a completed copy to the appropriate submission space for grading.

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 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Amber
Last Name:
Clark 0576563
Email Address: Phone: State:
acclark37@gmail.com (310)387-6596 NV- Nevada
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: 9-11 Content Area(s) Taught: Pre-Algebra and Algebra 1 Total Number of
Classroom 112
Students:
Total Number of Boys: Total Number of Girls: Age Range
58 54 Represented: 14-17
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
0 0.00
Asian %
5 4.46
Identify the number of Black/ African American
students representing 11 9.82 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 29 25.89
Native Hawaiian / Pacific Islander %
3 2.68
White %
52 46.43
Other %
12 10.71
Total %
112 100

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 Describe any socioeconomic factors affecting your students.

Social support seems to be the socioeconomic factor that affects my students the greatest. Finances may be problematic for some, but I don't think it's as much of an issue as lack
of social support is. This means I need to help students in class and make myself available as often as possible to provide any support they may need.

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

Knowing that most of my students are white and latino, I have be sure to reach out to the groups that are least represented as well to make them feel just as relevant. This means
noticing them in class just as much as others, calling on them just as much as others, building relationships with them just as much as others, and answering their questions just
as much as others.

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 desk are arranged in single rows where students are either directly facing the front or sideways to the front. Some of the classroom resources available include calculators,
rulers, graph paper, and pencils. I have experienced pretty much no parental involvement. I have seen my cooperating teacher in a meeting once or twice for an IEP, but not yet
for a conference. I have not see her take initiative and reach out to parents either. There is a projector and an Elmo available in class. I use PowerPoint on the projector often to
show important concepts or examples.

Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.

The resources and technology available in the classroom provide a lot of help and ease when delivering lessons. The resources help students be able to do their work more
efficiently. The technology helps me to vary things and keep students engaged in different ways.

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 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
5 4 4 0 0 0

Girls
1 0 2 0 0 0

Instructional There are no needed There are not many There are not many
Accommodations and accommodations here as needed needed
Modifications all students that fall under
accommodations here accommodations here
(Describe any instructional
accommodations and this category speak fluent
either, as my teacher either, as my teacher
modifications regularly used English and have no has made it clear that has made it clear that
to meet the needs of students problem understanding
the rules of Clark the rules of Clark
in each subgroup.)
English and holding a
County School District County School District
conversation. (CCSD) naturally cater (CCSD) naturally cater
to their needs. For to their needs. For
instance, additional instance, additional
time is not a needed time is not a needed
accommodation accommodation
because all students because all students
receive additional time receive additional time
according to CCSD. according to CCSD.
Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.

Since there are very few students falling under these categories, my teaching is not affected that much. CCSD already provides extensions and grade-assistance to help all
students, so accommodating for a few becomes unnecessary, because accommodations for all are already in place. I already plan to provide multiple approaches and multiple
ways to understand a concept. I also try to make for ample practice time where I can walk around and check in with each student. Those that fall under these categories will be
the priority focus of check-in times like these.

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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: Amber Clark
Amber Clark (Mar 21, 2022 22:23 PDT)
Mar 21, 2022

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