Student Teaching Evaluation of Performance (STEP)

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Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3
STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................6
STEP Standard 4 - Unit and Lesson Planning...........................................................8
STEP Standard 5 - Implementation of Instructional Unit.......................................16
STEP Standard 6 - Analysis of Student Learning...................................................16
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............20

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

Part II: Demographic, Environment, and Academic Factors

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 Digital Classroom.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 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. After completing the e-doc portion, submit the PDF you receive into the Digital
Classroom.

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Science- Cells

Unit Title: Cells and Organelles

National or State Academic Content Standards:

MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and the
primary roles of identified parts of the cell function (nucleus, chloroplasts, mitochondria, cell
membrane and cell wall).

Learning Goal:
Students will be able to identify cell parts and explain their function.

Measurable Objectives:
Using a graphic organizer, students will be able to demonstrate their knowledge of the function
of a cell with 80% accuracy.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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© 2023. Grand Canyon University. All Rights Reserved. Page 5 of 22
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

Exceeds 95-100
Meets 70-94
Approaches 50-69
Falls Far Below 0-49

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

Highly Proficient (90%-100%)

0

Proficient
0
(80%-89%)
Partially Proficient 2

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 (70%-79%)
Minimally Proficient
25
(69% and below)

Pre-Assessment Analysis: Whole Class

After collecting the pre-assessment data, it was clear to me that there is a lot of work to do to get the
students to a proficient level. I plan to keep the standards, learning goal and the measurable objective the
same. A lot of the questions on the pre-test were vocabulary words that will take time to understand and
since the assessment, students are picking up on the concepts quickly. I am confident that once we make
the models and do planned activities, students will absorb the material and meet the measurable objective.

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 students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Exceeds 95-100
Meets 70-94
Approaches 50-69
Falls Far Below 0-49

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 6th grade

Unit/Subject: Science: Cells and Orgenelles

Day 1 Day 2 Day 3 Day 4 Day 5

National/State NGSS: MS-LS1-2 NGSS: MS- NGSS: MS- NGSS: MS-LS1- NGSS: MS-
Learning Standards LS1-2 LS1-2 2 LS1-2
Develop and use a model to describe the function of a
cell as a whole and the primary roles of the cell Develop and Develop and Develop and use Develop and
function (nucleus, chloroplasts, mitochondria, cell use a model to use a model to a model to use a model to
membrane and cell wall). describe the describe the describe the describe the
function of a function of a function of a cell function of a
cell as a whole cell as a whole as a whole and cell as a whole
and the primary and the the primary roles and the primary
roles of the cell primary roles of the cell roles of the cell
function of the cell function function
(nucleus, function (nucleus, (nucleus,
chloroplasts, (nucleus, chloroplasts, chloroplasts,
mitochondria, chloroplasts, mitochondria, mitochondria,
cell membrane mitochondria, cell membrane cell membrane
and cell wall). cell membrane and cell wall). and cell wall).
and cell wall).

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Specific Learning Using a graphic organizer, for vocabulary, students Using a graphic Using a Using a graphic Using a graphic
Target(s)/Objectives will be able to define each primary role of a cell organizer, for graphic organizer, organizer,
function. vocabulary, organizer, students will be students will be
students will be students will be able to able to
able to define able to demonstrate their demonstrate
each primary demonstrate knowledge of the their knowledge
role of a cell their function of a cell of the function
function. knowledge of of a cell
the function of
a cell
Academic Language Cell membrane, cell walls, chloroplasts, cilia, Cell membrane, Organelles, Organelles, Organelles,
cytoplasm, lysosomes, mitochondria, nucleus, cell walls, eukaryotic, eukaryotic, eukaryotic,
ribosomes, vacuole, organisms, organ system chloroplasts, eukaryote, eukaryote, eukaryote,
cilia, cytoplasm, prokaryotic, prokaryotic, prokaryotic,
lysosomes, prokaryote, prokaryote, prokaryote,
mitochondria, flagellum, flagellum, flagellum,
nucleus, nucleoid. nucleoid. nucleoid.
ribosomes,
vacuole,
organisms,
organ system
Unit Resources, Pre-test, Chromebooks, science journals, Kahoot, Chromebooks, Chromebooks, Chromebooks, Chromebooks,
Materials, storyboard, slide notes, graphic organizers, Blooket, fill-in- Kahoot, copies Kahoot, copies of plant/animal
Equipment, and plant/animal video the blank of plant cell, animal cell, graphic
Technology worksheet, glue/scissors, glue/scissors, organizer,
crossword colored colored pencils Blooket, label
pencils, plant/animal
construction worksheet
paper
Depth of Knowledge DOK 1: What is the smallest working unit of life that DOK 1: What is DOK 1: What DOK 1: What is DOK 1: What
Lesson Questions serves a specific job or function? the term for is the term for it called when a is the term for
several cells similar tissues group of one or an entire living
DOK 2: Explain the similarities and differences of a
similar in that work more organs thing that
plant and animal cell.
structure and together to working together carries out all
DOK 3: How can an organism be composed of only function that perform a to perform basic life

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 one cell? work together specific functions for the functions?
to perform a activity? organism?
DOK 4: Which living organism has the most cells? DOK 2: Explain
specific job or
DOK 2: What DOK 2: What is the difference
function?
is an example an example of an between
DOK 2: Using of an organ system? eukaryotic and
a flow chart, organism? prokaryotic
DOK 3: What do
explain the cells.
DOK 3: How plant cells have
levels of
are cell walls that animal cells DOK 3: Why
organization.
and cell do not? do plants have
DOK 3: Which membranes organelles that
DOK 4: What are
is more like a similar and animal cells
some functions
cell membrane, different? lack?
that a cell and a
a filter or a
DOK 4: What sports stadium DOK 4: How
mug? Which is
functions dos a have in do you think the
more like a cell
dog’s body common? advancement of
wall?
perform to microscope
DOK 4: How keep it alive? technology
can an organism expand the
be composed of understanding
only one cell? of cells?
Anticipatory Set Watch the Plant and Animal Cells video on I will introduce I will introduce I will introduce I will introduce
Generation Genius: new vocabulary new new vocabulary new vocabulary
https://www.generationgenius.com/videolessons/plant- using Google vocabulary using Google using Google
and-animal-cells-video-for-kids/ Slides. using Google Slides. Students Slides.
Students will Slides. will make a Students will
I will ask open ended questions.
make a Students will storyboard using make a
As a class, students will fill out a K-W-L chart on cell storyboard make a pictures. storyboard
organizations. using pictures. storyboard using pictures.
I will make a T-
using pictures.
I will review chart and discuss As a class,
previous Students will what they know students will
vocabulary. play a Kahoot and what they participate in
game. learned. Venn Diagram
Students will
on similarities
play a Blooket I will review
and differences
game. previous

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 Review vocabulary plant and
vocabulary animal cells.
Presentation of Content
Multiple Means of I will use videos for students for vocabulary words. I will use I will model I will use a video I will have
Representation anchor charts and about cell students do a
I will use graphic organizers for vocabulary words and
for visual demonstrate organelles. cut and paste
orders of organization.
references. the project for cell
I will pause and
I will use PowerPoint/Google slides that will be posted expectations organelles.
I will use discuss talking
in their Google Classroom. for making the
worksheets and points on the As a class, we
cell model.
handouts video. will do a
As a class, we thought web.
will do a Venn
Diagram
Multiple Means of ELL: Visual representation of vocabulary words will ELL: Small ELL: ELL: Closed ELL: copies of
Representation be given. Graphic organizers can be partially pre-filled flexible Individualized captioning option notes will be
Differentiation so there isn’t so much writing. grouping for instructions for the video. given for
worksheets. will be given reference.
SPECIAL
verbally and
SPECIAL NEEDS: SPECIAL
SPECIAL NEEDS: Partially pre-filled graphic written.
NEEDS: Small Students may use NEEDS: Small
organizer. Modify work if needed. Digital version of
flexible SPECIAL provided notes groupings, help
graphic organizer will be given.
grouping. NEEDS: for the from a Para.
Modified work. Model building discussion. Use notes for
GIFTED: Students will use vocabulary words to write will be done in the thought
GIFTED: GIFTED: Give
a sentence. small groups web.
Higher ordered real life
with a Para.
thinking examples. GIFTED:
worksheets will GIFTED: will Students will
EARLY FINISHERS: Play Quizlet, Kahoot, or EARLY
be given. use different add more
Blooket FINISHERS:
materials and details to the
EARLY Play Quizlet,
resources to cut-out project.
FINISHERS: Kahoot, or
construct their
Crosswords and Blooket EARLY
model.
wordsearches. FINISHERS:
EARLY Research a
FINISHERS: famous

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 Flashcards, cell Microbiologist.
model puzzle.
Application of Content
Multiple Means of Students will play a game of Four Corners Students will Matching game Students will Students will do
Engagement play a Kahoot for vocabulary make a short rap a storyboard or
words. song using comic strip
vocabulary
terms.
Multiple Means of ELL: Students may use notes for reference. ELL: A ELL: Students ELL: Students ELL: students
Engagement simplified game may use a may be given an may be given a
SPECIAL NEEDS: Paired up with a peer. Can use
Differentiation will be given. visual option for an pre-loaded
notes as a reference.
representation alternative version of a
SPECIAL
GIFTED: Students will give their reasoning as to why set of assignment storyboard or
NEEDS: A
they chose that corner. vocabulary (storyboard or comic strip to
simplified game
EARLY FINISHERS: The game will be played as a words. comic strip) fill in the
will be given.
class with a set time. blanks.
SPECIAL SPECIAL
GIFTED:
NEEDS: NEEDS: SPECIAL
Students will be
Students may Modified amount NEEDS:
given a more
use a visual of vocabulary students may be
challenging
representation words. given a pre-
game.
set of loaded version
GIFTED:
EARLY vocabulary of a storyboard
Students can
FINISHERS: words. Can or comic strip
choose to do an
The game will work in pairs. to fill in the
interview or do a
be played as a blanks. May use
GIFTED: short research
class with a set speech to text.
Students will project.
time.
be paired with GIFTED:
EARLY
other gifted Students can
FINISHERS:
students with choose to do an
Play a game of
more advanced interview or do
Quizlet, Kahoot
vocabulary. a short research
or Blooket
project.
EARLY
FINISHERS: EARLY

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 Students can FINISHERS:
group Play a game of
vocabulary Quizlet, Kahoot
words of or Blooket
organelles by
type of cell and
have further
discussions.
Assessment of Content
Multiple Means of I will formatively assess my students through For formative Formatively, I I will use data I will continue
Expression observations, circulating the room looking for assessments, I will assess from the Kahoot to observe and
.
participation and discussions. I will use thumbs up or will use exit students games to use as a circulate, as
down to determine if instruction needs further review tickets and through formative well as use exit
or retaught. questioning observations of assessment. tickets to
techniques to think-pair- formatively
A summative assessment will involve a short quiz I will assess their
look for share time and assess.
with multiple choice questions. rap video as a
misconceptions questioning.
summative The unit post-
and determine if
The summative assessment. test will be
material needs
assessment will given as a
reviewed.
involve the summative
Students will evaluation of assessment.
make a short their models. The test will
infographic or have written
brochure to use responses,
as a summative vocabulary
assessment. match up and
multiple choice.
Multiple Means of ELL: Students will have questions read to them. A ELL: Students ELL: Students ELL: Students ELL: Students
Expression digital version of the quiz will also enable them to use will be provided will be given a will be allowed can have
Differentiation the embedded accommodations. sentence starters teacher model to use assistive questions read
for the and students technology. to them. Word
SPECIAL NEEDS: Modified number of questions.
infographic or can point to the banks will be
Questions can be read to them. Digital version of the SPECIAL
brochure. correct given for
quiz will be provided for use of embedded NEEDS:
organelle. vocabulary
accommodations. SPECIAL Students may

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 GIFTED: More challenging questions and written NEEDS: SPECIAL work in pairs for match up.
responses will be added to the quiz. Infographic or NEEDS: rap video. An
SPECIAL
brochure will be Students will alternative
NEEDS:
modified in be given a assignment may
Students can
terms of teacher model be given if
have questions
requirements. and students accommodations
read to them.
can point to the cannot be met.
GIFTED: Word banks
correct
Students will be GIFTED: will be given
organelle.
required to give Students may for vocabulary
additional GIFTED: choose to do an match up.
detailed Students will interview or
GIFTED: More
information to be required to research project
challenging
their explain the rather than the
questions will
infographic or similarities and rap video.
be given on the
brochure. differences in
test. Labeling
plant and
will be added to
animal cells in
the test.
a short essay.
Extension Activity and/or Homework
Students will be given a set of vocabulary terms to Students can For an For a homework For an
match up for homework activities. design a poster extension task, students extension
as an extension activity, will be provided activity,
This helps to reinforce vocabulary terms to help
activity. students can a worksheet students can
identify the function of each organelle as stated in the
play an online where they will make their own
objective. This activity
game that has color and label a PowerPoint
helps to support
vocabulary cell’s organelles. slide show for
the learning
match ups and vocabulary
target as it gives This homework
organelle terms.
additional activity aligns
identification.
practice in with the This activity
understanding This extension objective for helps students
the function of a activity will identifying cell meet the
cell. give additional organelle, their learning target
practice to structure and the by explaining
identify the function of their the function of

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 functions of a role. each organelle.
cell.

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STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/5vQlJ-cPYKM

Summary of Unit Implementation:

For this science unit, I implemented an Escape Room activity for cells and cell organelles. 5 stations were
placed around in the hall. Students were paired up (matched up with higher leveled learning students
with lower leveled students). At each station students were to answer 4 questions. Some of the questions
covered vocabulary terms and others would ask to identify a certain organelle and it’s function. After
writing down their answers, they then needed to crack each answer code from the code cracker sheet
before moving on to the next station. Once they completed all 5 stations, they had to enter each stations
final code into the website and then receive the overall code to escape the room.

Summary of Student Learning:

Overall, I felt that students learned from this experience. Although much of this activity was a review,
there were questions that required some critical thinking on some new concepts. Students were able to
apply their knowledge from prior lessons and apply it in an engaging way. For ELL and IEP students, I
allowed them to use their resources, such as notes and graphic organizers that allowed them to actively
participate and contribute to the process.

Reflection of Video Recording:

In all honesty, after viewing the video, I wish I had filmed more of the direct instruction, rather than just
watching students engaging in the activity. After implementing this activity, my mentor teacher and I
discussed ways to improve. I would have chosen a different location to do the activity where I could
more closely monitor students behaviors and learning as well as provide better feedback.

STEP Standard 6 - Analysis of Student Learning

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After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 0 12
(90%-100%)
Proficient
0 8
(80%-89%)
Partially Proficient
2 3
(70%-79%)
Minimally
Proficient 25 2
(69% and below)
Post-Test Analysis: Whole Class
After viewing the whole class post test data, my interpretation of student learning was that
everyone made extreme improvements. I could clearly see that the majority of the students were
able to meet the learning targets and objectives. Students could identify a particular organelle and
explain it’s function, as well as connect key vocabulary words.

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 I was pleasantly surprised at the data results and felt that the students met achievements as a
direct result of my instruction. The data table is broken down into each question so that I could
compare which questions students were proficient in and which areas they struggles with.
Overall, I felt that my instruction and lessons were effective, we reviewed daily and added new
information that were tied to engaging activities that hit all learning styles. Additionally, I felt
that in addition to the direct instruction, students were able to make meaningful connections
through collaboration, hands-on activities and independent work time.

Post-Assessment Analysis: Subgroup Selection

I focused on the 3 IEP students in the class. I chose this subgroup because I felt that although 2
of them did not meet proficient levels, it should be noted that one did meet partially proficient. I
really wanted it to be my goal that these students showed improvements, despite their disabilities.

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

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 0
(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient 0 1

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 (70%-79%)
Minimally
Proficient 3 2
(69% and below)

Post-Assessment Analysis: Subgroup

My analysis of student the subgroup student learning was that there was some improvements
from the pre-test. I felt that after following all accommodations and modifications as indicated in
their IEP’s, students made significant gains. At the beginning of the unit, these students had a
hard time making connections and the vocabulary was very difficult. Through graphic organizers
and the use of visuals, I could see that the students were grasping the concepts.

Honestly, I was hoping for better results. However, I did feel as though my instruction was effective
overall, I did see growth. I think that I could have better supported these students by using smaller group
instruction to check for misconceptions and overall understanding. Additionally, I think that I could have
added additional resources to help students grasp the concepts better. For example, in a small group
setting, I could have presented the material in a manner that was broken down into smaller learning targets
and used more visuals. These students really struggled with vocabulary terms that were vital for
describing the overall function of a cell’s organelles and I could have added additional resources for them
to hit that learning.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

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 Highly Proficient 0 12
(90%-100%)
Proficient
0 8
(80%-89%)
Partially Proficient
2 4
(70%-79%)
Minimally
Proficient 20 2
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Comparing the subgroup to the remainder of the class showed me that overall, the remainder of the class
was right on target. Although I was hoping for better results with my IEP students, I was pleased with the
overall growth from the other students, who at one point were struggling with the concepts. I took a step
back in a couple of lessons to reteach and revisit some key points that they were not connecting with.
The next unit of instruction will be Levels of Organization in Organisms. The objective for this unit is
“students will use evidence for how the body is a system of interacting subsystems composed of groups of
cells”. The unit that we just completed will help students understand how cells work together to form
tissue and organs that are specialized units for particular body functions. Instruction for this unit will be
built upon prior knowledge and will include instruction on the function of a specific organ and how organ
systems work to support each other.

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. Improve instructional strategies
development, research on the Internet,
observation of a veteran teacher, etc.)
I will collaborate and observe veteran
teachers to find effective strategies that have
worked for them. Additionally, I will
research innovative ways to deliver lessons
and help students be independent learners.

2. Improve technology skills I plan to use professional development

opportunities provided through the district or
take a class that will help to advance my

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 technical skills. I will also research and ask
veteran teachers to help guide me in the most
appropriate learning sites, as well as assisted
technologies that will help my students be
successful.

3. Classroom management I will collaborate with veteran teachers as

well as school counselors that will help me
support students with social/emotional
learning. I will take advantage of any
professional development opportunities for
overall classroom management.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Acquire more culturally responsive teaching techniques
Rationale: I chose this goal because of the .
increased diversity in the classrooms. I expect that
this will help improve student learning outcomes
because it will lead to more engagement and
student success.
End Date: I don’t think that there is really an end
date for this, as diversity in the classroom will
always be present and there are so many cultures
to learn. However, I would like to be more
familiar with the cultures that are currently
present in the district and have more knowledge
of them by the middle of the school year 2023.
Action Timeline: I will take action by researching
my students diverse backgrounds. I will also take
part in any professional development
opportunities provided by the district or take
relevant courses this summer (2023).

Resources: There are several resources that I

could take advantage of. The local university has
a diverse library that I could find resources in.
Researching on the internet is also a viable option
and the community has cultural events and the

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 people that put these events on would also be a
good resource. Further, I would also be in
communication with the families to find ways that
would be engaging and culturally responsive to
their child’s needs.

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