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....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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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: Math

Unit Title: Subtract Two-Digit Numbers

National or State Academic Content Standards:

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties operations and/or the relationship between addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.

Learning Goal: Add two-digit numbers.

Measurable Objectives: I will be able to collect data in order to have students solve problems
with 90% accuracy.

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

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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.

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 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%)

7

Proficient
12
(80%-89%)
Partially Proficient
1
(70%-79%)
Minimally Proficient
5
(69% and below)

Pre-Assessment Analysis: Whole Class

Based on the data, about 80% of the class displays enough proficiency to complete the lessons of the next
unit. The standards and learning goals will remain the same. Minimally proficient students will be given
extra support as needed.

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.

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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: 2nd Grade

Unit/Subject: Add Two-Digit Numbers/Math

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning 2.NBT.5 Fluently 2.NBT.5 Fluently 2.NBT.5 Fluently 2.NBT.5 Fluently 2.NBT.5 Fluently
Standards add and subtract add and subtract add and subtract add and subtract add and subtract
List specific grade-level within 100 using within 100 using within 100 using within 100 using within 100 using
standards that are the focus strategies based on strategies based on strategies based on strategies based on strategies based on
of the lesson being presented. place value, place value, place value, place value, place value,
properties operations properties operations properties operations properties operations properties operations
and/or the and/or the and/or the and/or the and/or the
relationship relationship relationship relationship relationship
between addition between addition between addition between addition between addition
and subtraction. and subtraction. and subtraction. and subtraction. and subtraction.

Specific Learning Students will use Students will add one- Students will add two- Students will rewrite Students will make a
Target(s)/Objectives models to regroup digit numbers and digit numbers. horizontal addition model to solve

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Based on state standards, ones as tens to add. two-digit numbers. problems vertically to problems.
identify what is intended to be add.
measured in learning.
Academic Language Regroup Add Regroup Add Number sentence
General academic vocabulary
and content-specific Find a pattern
vocabulary included in the Reasonable
unit.
Unit Resources,  Overhead  Overhead  Overhead  Overhead  Overhead
Materials, Equipment, camera camera camera camera camera
and Technology
 Base-ten  Base-ten  Base-ten  Base-ten  Worksheets
List all resources, materials, blocks blocks blocks blocks
equipment, and technology to  Connecting
be used in the unit.  Worksheets  Worksheets  Place-value  Place-value cubes
charts charts
 Pencils  Pencils  Pencils
 Worksheets  Worksheets
 Pencils  Pencils
Depth of Knowledge  Level 1: How can  Level 1: When  Level 1: What is  Level 1: Which  Level 1: What
Lesson Questions we show 48 and adding with a two- the problem place value should information do we
What questions can be posed 16 with base-ten digit number, what asking us to find? we add first, ones have?
throughout the lesson to blocks? do what first? or tens?
 Level 2: How can  Level 2: How will
assess all levels of student Ones?
 Level 2: How we do that?  Level 2: Is it the problem be
understanding?
many base-ten  Level 2: What do always true, solved?
 Level 3: When
 Level 1: Recall blocks need to be you do when there sometimes true, or
you add 2 two-  Level 3: How can
 Level 2: Skill/Concepts
moved to the red are 10 or more never true, that
digit numbers, do I make model?
box? How many ones? you should begin
 Level 3: Strategic you add the ones
left in the yellow by adding the tens  Level 4: Is my
Thinking  Level 3: How do or the tens first?
box? place first? answer
you show that you
 Level 4: Extended  Level 4: What do reasonable?
 Level 3: What is regrouped?  Level 3: How does
Thinking you do first when
the addition writing the
 Level 4: Explain you add two-digit
number sentence? addition number
how you can solve numbers.
sentence vertically
 Level 4: Is it 14+7.
make it easier to
easier to find

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Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
48+16 or 50+14? add than when it is
Why? shown
horizontally?
 Level 4: Why is it
helpful to rewrite
addition?
Students will review Math Races (2 minute Students will review Math Races (2 minute Students will review
with the Problem of math facts race) with the Problem of math facts race) with the Problem of
the Day. the Day. the Day.
Presentation of Content
Content will be Content will be Content will be Content will be Content will be
presented with presented with presented with presented with presented by modeling
modeling the addition modeling the addition modeling adding the modeling adding by the underlining what
problems with base- problems with base- ones place, regrouping rewriting the we know and circling
ten blocks, filling in ten blocks, filling in when needed and then horizontal addition what we need to find
the answers on the the answers on the adding the tens place number sentence to in a word problem on
‘See and Show’ ‘See and Show’ using a place-value vertical on the ‘See the ’Practice the
worksheet. worksheet. chart as a tool. and Show’ worksheet. Strategy’ page.

Multiple Means of  ELL:  ELL: index  ELL: students  ELL: Students  ELL: Students
Representation vocabulary cards with will be paired will be shown will be shown
Differentiation words will be one-digit and with a native pictures of pictures of
Explain how materials will be explained as two-digit language peer potentially potentially
differentiated for each of the problems are numbers will to explain the unfamiliar unfamiliar
following groups: worked on. be presented use of the English terms English terms
to teach and place-value in the lesson. in the lesson.
 English Language  Special needs:
identify. chart.
Learners (ELL) vocabulary  Special needs:  Special needs:
 Students with special
words will be  Special needs:  Special needs: Students will Students will
needs explained as index cards students will be shown be shown
problems are with one-digit be paired with pictures of pictures of
 Students with gifted worked on. and two-digit a native potentially potentially

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 abilities  Gifted numbers will language peer unfamiliar unfamiliar
Early finishers (those who abilities/Early be presented to explain the English terms English terms
finish early and may need finishers: to teach and use of the in the lesson. in the lesson.
additional sources/support) Students will identify. place-value
 Gifted  Gifted
be grouped chart.
 Gifted abilities/Early abilities/Early
together to
abilities/Early  Gifted finishers: finishers:
work on the
finishers: abilities/Early Students will Students will
assignment.
Students will finishers: be grouped be grouped
be grouped Students will together to together to
together to be grouped work on the work on the
work on the together to assignment. assignment.
assignment. work on the
assignment.
Application of Content
Multiple Means of Students will complete Students will complete Students will complete Students will complete Students will complete
Engagement ‘On My Own’ and ‘On My Own’ and ‘On My Own’ and ‘On My Own’ and ‘On My Own’ and
How will students explore,
‘My Homework’ ‘My Homework’ ‘My Homework’ ‘My Homework’ ‘My Homework’
practice, and apply the worksheets in class. worksheets in class. worksheets in class. worksheets in class. worksheets in class.
content?
Multiple Means of  ELL: Students  ELL: Students  ELL: Students  ELL: Students  ELL: Students
Engagement will use will use will pair up will match sets will be in a
Differentiation manipulatives manipulatives while working of two-digit small group to
Explain how materials will be while working while working on the addition reteach the
differentiated for each of the on the on the exercises problems Understand,
following groups: exercises. exercises. using the place written Plan, Solve
value-chart horizontally and Check
 English Language  Special needs:  Special needs:
and base-ten and vertically method.
Learners (ELL) Students will Students will
blocks. and solve

use use  Special needs:
Students with special them.
needs manipulatives manipulatives  Special needs: Students will
while working while working Students will  Special needs: be in a small
 Students with gifted on the on the pair up while Students will group to
abilities exercises. exercises. working on match sets of reteach the
Early finishers (those who the exercises two-digit Understand,

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finish early and may need  Gifted  Gifted using the place addition Plan, Solve
additional sources/support) abilities/Early abilities/Early value-chart problems and Check
finishers: finishers: and base-ten written method.
Students will Students will blocks. horizontally
 Gifted
complete the complete the and vertically
 Gifted abilities/Early
exercises exercises and solve
abilities/Early finishers:
independently. independently them.
finishers: Students will
without
Students will  Gifted complete the
manipulatives.
complete the abilities/Early exercise
exercises finishers: independently
independently Students will and solve
without complete the other
manipulatives. exercises problems
independently making a
and write their model using
own word connecting
problem using cubes.
three addends
to trade with a
student to
solve.
Assessment of Content
Multiple Means of Students will discuss Students will draw Students will write Students will write Students will solve a
Expression and explain which pictures to show one answer on a piece of 27+38 on dry erase word problem written
Formative and summative
number would be way to find the sum of paper: Beth adds 2 boards vertically to on the board using
assessments used to monitor taken apart to make a 28+8. two-digit numbers. solve. base-ten blocks to
student progress and modify ten from 43 and 37. She regroups to find solve the problem.
instruction. the sum of 85. What
could the two addends
have been?
Multiple Means of
Expression
 ELL: Students  ELL: Students  ELL: Students  ELL: Students  ELL: Students
Differentiation
will be paired will be paired will work in a will be given will be given
Explain how materials will be with a partner with a partner small group to the vertical the addends to

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differentiated for each of the that can help that can help work through addition solve the
following groups: them. them. the problem. number problem.
 English Language The addends sentence to
 Special needs:  Special needs:  Special needs:
Learners (ELL) will be given solve.
Students will Students will Students will
to emphasize
 Students with special be paired with be paired with  Special needs: be given the
regrouping.
needs a partner that a partner that Students will addends to
can help them. can help them.  Special needs: be given the solve the
 Students with gifted
abilities Students will vertical problem.
 Gifted  Gifted
work in a addition
Early finishers (those who abilities: abilities:  Gifted
small group to number
finish early and may need Students will Students will abilities:
work through sentence to
additional resources/support) be given a find other Students will
the problem. solve.
page to take addition create their
The addends
apart tens to number  Gifted own word
will be given
add. sentences with abilities: problem
to emphasize
the sum of 36. Students will having the
regrouping.
create their sum to be 56.
 Gifted other addition
abilities: number
Students will sentences
find other whose sum is
addends 65.
whose sum is
85.
Extension Activity and/or Homework
Identify and describe any No homework is No homework is No homework is No homework is No homework is
extension activities or assigned, as it is assigned, as it is assigned, as it is assigned, as it is assigned, as it is
homework tasks as completed in class. completed in class. completed in class. completed in class. completed in class.
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this

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template.

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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/_D4u67JH_xc

Summary of Unit Implementation: The entire lesson consisted of walking through word problems
to solve using different strategies. Such strategies were showing students to underline the
information given and circle what the question is looking for. Different strategies such as writing a
number sentence or finding a pattern to solve the problem.

Summary of Student Learning: Students were able to grasp the concept of using the information
given in the word problem to solve. All the word problems required addition to solve them or skip
counting. They also used an earlier taught concept of repeated addition, making a ten or using a
doubles fact to add three two-digit numbers.

Reflection of Video Recording: Overall, I think the lesson went well. Students were engaged and
participating throughout the lesson. Though students were engaged, it was mostly the same
students raising their hands. I would like to find a way for all to participate at some point. There
are struggling readers that are willing to read the word problems. It makes me happy to see them
willing to participate even though they struggle. It is often echo reading with them, but I do not
deny them the opportunity.
A suggestion my mentor teacher made was to allow the students time to figure out for themselves
what the steps are to solve the problems. For example, have a student read the problem and have
them walk through the steps to solve it. There were many students that worked ahead and were
willing to share the answer but not the steps. She also suggested to emphasize showing their work,
especially since the work was done as a whole class.

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STEP Standard 6 - Analysis of Student Learning
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 7 6
(90%-100%)
Proficient
12 7
(80%-89%)
Partially Proficient
1 6
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Test Analysis: Whole Class
Based on the analysis of the whole class post-test data, it appears that student learning did not
occur because the number of students decreased in all levels except for the Partially Proficient
area. The decrease from five to three students on the Minimally proficient area is encouraging.
However, there were three students absent on the Post-test Day, so the results are varied a bit.

Based on the whole class post-data, the effectiveness of my instruction and assessment and affect
on student learning seems to be lacking. Perhaps having the same routine and expectations is not
effective. Whole class instruction models the various strategies of adding two-digit numbers,
which is provided by the curriculum. Students struggled rewriting horizontal addition problems
vertically to add. They were not placing the numbers in their correct place value.

Post-Assessment Analysis: Subgroup Selection

The population selected for this analysis is the gifted subgroup. There is one male student that
falls into this category.

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 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 1
(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient
0 0
(70%-79%)
Minimally
Proficient 0 0
(69% and below)

Post-Assessment Analysis: Subgroup

Based on my analysis of the gifted subgroup post-test data, my interpretation of the student
learning is that the student understood the various strategies and met the objectives of adding
two-digit numbers. However, he was absent on the day of the pre-test and present for the lessons.
Since he was absent, a pre-test score is not available to compare to the 94% scored on the post-
test. He consistently works ahead of the class and meets the objectives with at least 90%
accuracy.

The effectiveness of my instruction and assessment of and effect on student learning needs
improvement. The numbers from the data indicate that several students did not move up into the
next tier (i.e. partially proficient to proficient, proficient to highly proficient). I am rethinking the
whole class instruction portion to include students working together to help each other. I also
think that spending more than one day on a specific strategy may help students grasp the concept
of adding two-digit numbers. This allows students that did not master the objectives to practice
the strategies.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 6 5
(90%-100%)

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 Proficient
12 7
(80%-89%)
Partially Proficient
1 6
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The single student in the gifted subgroup, received a 94% on the assessment, compared to four
other students that fell into this category. Compared to the rest of the class, he and the handful of
students met the objectives and understood the concepts. The analysis places these students in the
‘Highly Proficient’ category while the rest of the class is dispersed among the other proficiency
levels. Because there were very few students that moved up tier levels, the analysis does not
reflect students met the objectives.

The next steps for instruction include the next chapter Subtract Two-Digit Numbers, which builds upon
the content taught in this unit of instruction. The same concepts introduced in this chapter for addition will
be used for subtraction. The instruction will involve more student involvement and support to those who
need it.

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

development, research on the Internet,
Short-Term Goal
observation of a veteran teacher, etc.)

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 1. Improve student learning Attending California Mathematics Council
Conference to gain strategies and methods to
teach. Learn how to effectively use
manipulatives and glean from the wisdom of
mathematicians.

2. Integrate technology Attend professional development offered by

the school district to find student-friendly
videos to use during instruction. Also, use
the i-Ready program to it’s full potential to
help students.

3. Differentiate assignments Researching on teacher websites how they

differentiate math assignments. Also
observing a veteran teacher to see
differentiation played out practically.

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: Improve my skills in teaching math.
Rationale: Why did you choose this goal? How I enjoy math and teaching it. However, there
do you expect it to improve the outcomes of your is still so much for me to learn how to teach it
future students? better. I have found through this unit I am
lacking several skills to effectively teach.
End Date: By when do you expect to accomplish I hope to improve as time goes on, but I will
this goal? evaluate myself monthly. By mid-year, I
should see an improvement in student
learning. The Analysis of Student Learning
will be useful to measure this goal.
Action Timeline: What steps will you take to I will join the California Mathematics Council
complete this goal, and by when will you take and apply for an Early Career Math Teacher
them? Example: Leader Grant. Unfortunately, I just missed the
1/31/18: Join AACTE deadline, but I will join the council in January
2024.

Resources: What resources are available to assist University of Riverside Extension

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 you in accomplishing your goal? Professional Studies provides a course:
Introductory Mathematics to increase my
teaching capacity.

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