Rebecca Johnson

EED-480NA
Candy Pugh
January 28, 2018

Student Teaching Evaluation of Performance (STEP)

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

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 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

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

A. Geographic Location
Pineville Middle School is in the southern part of the state of West Virginia in the city of
Pineville. The school is in a rural area that has a current total population of 668 people, which
has not greatly fluctuated over the past 18 years and shows stability of the community
(Population, 2017). The community provides great support for the schools in the area, which was
displayed by the major help that was provided a few years ago for the building of the new
Pineville Elementary. The community then came together to help raise the money needed for a
new playground, which was a big success. When it comes to being a student teacher in this
community, planning, teaching, and the assessment of a unit to the Pineville Middle school 5th
and 6th grade students will come with success. The support that stands behind the education of
the students in the community and the stability that is present can allow a positive effect for the
success of the unit.

B. District Demographics
The school district that Pineville Middle School falls in is Wyoming County, and the grades that
are served within the whole district are Pre-K through 12th grade. There are a total of 13 schools
within the district plus a county career and technical center with a total around 4,142 students
enrolled (Public, 2018). All students in the rural area of Wyoming County district receive free
breakfast and lunch, and the district also put into effect 2nd breakfast, take home bag lunches for
those students in need, and a free summer meal program. It is good to have plenty of students
enrolled in a small area and to also provide plenty for them to eat for free (Adkins, 2018). All
these characteristics help to positively impact the planning, delivery, and assessment of the unit
for the student teaching experience. Students will be able to focus on the lesson due to being fed
well along with many classmates to share success.

C. School Demographics
Pineville Middle School servers 236 students between the grades of 5th through 6th grade. There
are 32 boys and 30 girls in the 5th grade class, 26 boys and 26 girls in the 6th grade class, 30 boys
and 30 girls in 7th grade, and 28 boys and 34 girls in 8th grade (Clay, 2018). All students within
the school receive free breakfast and lunch along with 2nd breakfast. The school also sends home
bag lunches to the students in need and a summer meal program. The school is known for being a
National Blue Ribbon School, which helps give a positive impression when it comes to planning,
delivering, and assessing of a unit plan (Adkins, 2018). The students are well nourished and hold

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a proud title for test scores. The effects of these characteristics towards the student teaching
experience is one of great expectations and success
STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

The cooperating classroom teaches grades 5th and 6th grade math, 6th grade English, and a rotation
of music class. The total number of students that circulate throughout a regular school day
around 114 with there being in 5th grade 32 boys and 30 girls and 6th grade 26 boys and 26 girls.
Majority of the students in the class are white with only one African America who all are apart of
the rural area of Pineville as well as was their parents and grandparents (Clay, 2018).

B. Environmental Factors
The classroom is arranged with the seats divided down the middle of the classroom and the
teachers desk is the back right corner. The resources that are available in the classroom are a
smartboard, computers, projector with lab top, library books, and dictionaries, which the students
get good use out of each week in class. Parent involvement varies ranging in some parents
involved with anything and everything to no involvement from some (Adkins, 2018).

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 0 9 0 4 0 0
Girls 0 5 0 5 0 0
Instructional Accommodations Text Modifie Text Work Text Text
and Modifications d alone or
(Describe any instructional instructi help
accommodations and modifications on, others
regularly used to meet the needs of and /or when
students in each subgroup.) partnere done.
d with Do AR
someon Readin
e above g when
average done.
.

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In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

When planning, delivering, and assessing the unit for these students, the previous characteristics will
have a positive and successful effect on the teacher candidate as well as the students. There is not much
diversity within the classroom, and those with IEP get modified instruction, which they can also get help
from another student who is above average. Having this knowledge, the unit experience should be a well
excepted and successful outcome by the students within the classroom.

STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Math, 5th Grade

Unit Title: Adding / Subtracting Like Denominators

National or State Academic Content Standards

NF Number and Operations – Fractions. NF.M.5.11. Add and subtract fractions with unlike
denominators including mixed numbers by replacing given fractions with equivalent fractions in
such a way as to produce an equivalent sum or difference of fractions with like denominators.

Learning Goal
Students will be able to successfully add and subtract fractions with unlike denominators.

Measurable Objectives
Students will be able to properly identify the least common multiple (LCM).
Students will be able to properly transform mixed number to prepare for adding /subtracting.
Students will be able to properly add fractions.
Students will be able to properly subtract fractions.
Students will be able to simplify where needed.

STEP Standard 3 - Assessment and Data Literacy

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 Exceeds, Meets, Approaches, or Falls Far Below the learning

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 goal and measurable objectives.

Scoring Criteria
Exceeds: 12 correct
Meets: 10 – 11 correct
Approaches: 7-9 correct
Falls Far Below: 6 or below correct
Bonus: 1 extra point each

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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

Exceeds 0

Meets 0

Approaches 0

Falls Far Below 43

Pre-Assessment Analysis: Whole Class

According to the above date, there will not be any changes made to the standard, learning objective, and
measurable objectives. The data shows that the fifth-grade students have not obtained the appropriate
knowledge and skills needed to meet the objectives of the unit. Therefore, it would be in the student’s
best interest to focus on the standard of the unit plan along with learning goal and measurable objectives.
The data above is important in considering the effects it could have on the planning, delivery, and
assessment of the unit. All fifth-grade math students fell in the scoring criteria of falls far below, which
greatly effects the planning of the unit. When putting the unit plan together, each objective will be
individually focused on throughout the whole week of the unit plan and allow plenty of opportunity for
differentiated learning. The students will be provided with the knowledge needed to meet the objectives
by the end of the unit. The delivery will be detailed and full of examples for each objective due to the
data showing that the students are not meeting or exceeding the topic. During the delivery, students will
be provided many opportunities to practice each objective along with a review of the previous objective.
Students will also have plenty of room for questions throughout the delivery of the entire unit plan. The
post-assessment of the unit will mimic the pre-assessment since all the students fell far below on the
scoring criteria. This will allow opportunity to possibly see a drastic difference between the two
assessments and show that the objectives have been met.

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.

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© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 19
STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Review Adding and Review LCM, Adding and Reviewing Adding Assessment of
Activity Subtracting Like Introduce Adding Subtracting Unlike and Subtracting Adding and
Denominators, and Subtracting Denominators Unlike Subtracting Unlike
Introduce LCM Unlike Denominators Denominators
Denominators
Standards and NF.M.5.11 NF.M.5.11 NF.M.5.11 NF.M.5.11 NF.M.5.11
Objectives
What do students 1. Students will be 1. Students will be 1. Students will be 1. Students will be 1. Students will be
need to know and able to able to find the able to add and able to add and able to
be able to do for demonstrate LCM. subtract unlike subtract unlike demonstrate
each day of the understanding 2. Students will be denominators. denominators. adding and
unit? of adding and able to add and subtracting
subtracting like subtract unlike unlike
denominators. denominators. denominators.
2. Students will be
able to find the
LCM.
Academic LCM / LCD LCM / LCD Unlike Unlike
Language and Common Sum Simplest Form Simplest Form
Vocabulary Sum Difference
What academic Difference Common
language will you Unlike
emphasize and Simplest Form
teach each day
during this unit?
Summary of The teacher will The teacher will The teacher will The teacher will The teacher will

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Instruction and have the students ask the students to review adding and have the students have the students
Activities for the get out their get their notebooks subtracting unlike play a math game get out a pencil and
Lesson notebooks and a out and a pencil for denominators on on the smart board paper to prepare for
How will the pencil and prepare taking notes and the white board. involving LCM / the post assessment
instruction and to take notes and writing examples. The teacher will LCD and adding on adding and
activities flow? work on examples. The teacher will then split the class and subtracting subtracting unlike
Consider how the The teacher will review LCM / LCD up in two groups unlike denominators.
students will first review adding on the white board, and play a math denominators.
efficiently transition and subtracting like and then will write Tic-Tac-Toe game.
from one to the denominators, and four to six Each section of the
next. have students problems on the Tic-Tac-Toe will
demonstrate their white board. The have 2-3 problems
understanding. teacher will call on that consist of a
Then, the teacher students to come up mixture of LCM /
will introduce LCM to the white board LCD and adding
/ LCD and write and solve the and subtracting
examples on the problems showing unlike
white board. their work. The denominators.
Students then will teacher will then
use their notebooks introduce adding
to work out several and subtracting
LCM / LCD unlike
problems. Students denominators and
will come to the have the students
white board and take notes. Students
solve the problem then will open their
given and show textbooks to page
their work. 312 and work on 8
– 17 with a partner.
Differentiation The teacher can use The teacher can use The teacher places The teacher places The teacher can
What are the the smart board for the smart board for students who are students who are modify the number
adaptations or an activity or game an activity or game struggling / SPED struggling / SPED of problems on the
modifications to the to show a different to show a different in groups with in groups with assessment for

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instruction/activitie perspective on perspective on students who are students who are students who
s as determined by LCM / LCD. The adding and average and above average and above struggle / SPED.
the student factors teacher can also use subtracting unlike average for the Tic- average for the
or individual Think-pair-share fractions. The Tac-Toe game. smart board game.
learning needs? and pair students teacher can also use Hands on.
who are struggling Think-pair-share
with students who and pair students
are above average. who are struggling /
Hands on. SPED with students
who are above
average. Hands on.
Required Notebook Notebook White Board Smart Board Paper
Materials, Pencil Pencil Dry Erase Markers Pencil
Handouts, Text, White Board White Board
Slides, and Dry Erase Markers Dry Erase Markers
Technology Textbooks
Instructional and Instructional Instructional Instructional Instructional Instructional
Engagement Strategies: Strategies: Strategies: Strategies: Strategies:
Strategies 1. Taking notes 1. Taking notes 1. Sharing ideas and 1. Sharing ideas and 1. Individual work
What strategies are opinions opinions
you going to use Engagement Engagement 2. Form Groups 2. Form Groups Engagement
with your students Strategies: Strategies: Engagement Engagement Strategies:
1. Exit Tickets 2. Thumbs up Strategies: Strategies: 1. 3-2-1
to keep them
2. Thumbs up 1. Thumbs Up 1. Thumbs Up
engaged throughout
the unit of study?
Formative The teacher is The teacher is The teacher is The teacher is The teacher is
Assessments going to measure going to measure going to measure going to measure going to measure
How are you going the learning of the the learning of the the learning of the the learning of the the learning of the
to measure the lesson through lesson through lesson through lesson through lesson through
learning of your discussion, discussion, discussion, discussion, observation.
students throughout questioning, questioning, and questioning, and questioning, and
the lesson? observation, and observation. observation. observation.
exit Ticket

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Summative, Post- The post-assessment will be the same as the pre-assessment, which will show the students ability to
Assessment successfully find the LCM / LCD and correctly add and subtract unlike denominators.
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: I will be turning my video in through OneDrive. Link:

https://youtu.be/HuTYA74OeBk and https://youtu.be/V_AdFE6ApLw. The two links are due to the first
recording stopping a little over 13 minutes, and knowing it needed to be around 15 minutes, the rest of the
recording was caught in the second recording.

Summary of Unit Implementation:

The unit plan was designed to teach on least common multiple (LCM) and adding and subtracting unlike
denominators. The week began with the students learning LCM and what least and common mean. The
first day on this part of the unit plan went well and was executed as planned, and the students responded
well through taking notes, asking questions, and performing hands on activities. The second day of the
unit plan was interrupted slightly by a two hour delay due to weather, therefore, after reviewing LCM, the
class did not have enough time to begin adding and subtracting unlike denominators. The last five
minutes of class, the students were given a sticky note and two problems on the board to perform an exit
ticket, which displayed that the students were grasping the concept well, except one. So, in moving on to
the next part of the unit plan, on the third day, the students were provided a review of LCM for each
problem performed in adding and subtracting unlike denominators. Student were given several examples
and was able to perform hands on by solving problems individually on the white board. All students by
the fourth day of the unit plan was very familiar and comfortable with LCM and was gaining an
understanding of adding and subtracting unlike denominators. However, there was a planned three hours
early release day in the school calendar, and each class period was around twenty-five minutes, therefore,
the students only had enough time on the fourth day to individually complete eight problems from the
white board of adding and subtracting unlike denominators to turn in. On the fifth day of the unit plan,
students were not where they were initially intended to be but were working in small groups using their
textbooks completing ten problems on adding and subtracting unlike denominators. The students were
also asked in the textbook assignment to show their work including finding the LCM for each problem.
The unit plan was not executed on schedule as planned, which will cause an overlap into next week, but
the engagement strategies, hands on, exit tickets, questions, group work, individual work, worked well
with the students and allowed learning goals to be met thus far.

Summary of Student Learning:

When it comes to the students and their overall learning of the unit plan, thus far, they are on the right
track to successfully meeting the learning goal and objectives. The attention of the students, when taking
notes on learning and/or introducing a new concept of the unit plan, has been exceptionally well. They
have taken good notes for examples, and when they were not understanding a part of the concept or
lesson, they would ask plenty of questions. The students were allowed plenty of hands on opportunity to
solve problems on the white board and then had to explain each step of the problem to the class. This
method was very successful due to the students displaying the correct ability to solve and explain. Group
work was a good way for the students to review and learn, and in observing, they showed great abilities to

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help their partners, who if needed help, succeed. However, there was one student who struggled with
LCM at the beginning of the unit plan, and instead of moving on to the next part of the unit plan the next
day along with a review of LCM, they ended up getting only LCM the next day. At the end of the lesson,
they had to complete exit tickets to see what the one student was not understanding. This was so he would
not feel singled out, and a plan of action could be taken. The response to this was to show and review
LCM with every problem of adding and subtracting unlike denominators, in hopes that the student would
also understand why it is necessary. This was a success that has shown in further class work and hands on
activities completed by this student.

Reflection of Video Recording:

In reviewing the teaching performance from the video, the student teacher seemed to display comfort
and confidence in the delivery of the lesson. This comfort and confidence was shown in teacher’s
preparedness for the lesson content, and the ability to answer any questions from the students.
However, if there was one thing that would need to be improved for future teachings it would be the
better organization of the work/notes on the white board. This information should be laid out better and
not so crammed together so to offer a clearer individual note for each part of the problem being solved.
One area that was a strong point was clear explanation of the steps, and this can be combined with a
better layout of the notes which leads to successful teaching and student learning.

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STEP Standard 6 - Analysis of Student Learning

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

Exceeds 0 2

Meets 0 12

Approaches 0 15

Falls Far Below 43 14

Post-Test Analysis: Whole Class

When analyzing the post-test assessment for the class, one can see that most of the class precedes
above falls far below category. Students showed significant improvement in understanding adding
and subtracting unlike denominators through different activities explain in STEP standard 5
summary of unit implementation. Formative assessments where done in having the students work
out problems on the white board and then explain each step in solving, which displayed their
understanding moving more than half above the category of falls far below. Other evidence in the
students learning to improve on the post-assessment was also in STEP standard 5 but in the
summary of student learning which discussed that if the students did not understand something
they asked plenty of questions. This would lead one to believe that they were gaining new
knowledge and understanding on how to successfully complete adding and subtracting unlike
denominators. Therefore, the evidence above would suggest reasons of why the students have
progressed on the post-test assessment.
When the students completed the pre-assessment, they showed that they did not obtain the
information and knowledge needed to successfully complete adding and subtracting unlike
denominators. However, through different methods of instruction, over half of the students scored
above falls far below. Students were well behaved during the lesson and instruction and was able
to take good notes. The instruction allowed the students to ask questions when they were not sure
about a problem or concept, and then was able to do hands on activity that showed they
understood the answers to their questions. The instruction leads the students to play a tic-tac-toe
math game, which had them working together as a group and helping those in their group who
needed guidance. The instruction methods were effective and had over half of the students score
above the total score on the pre-assessment.
Post-Assessment Analysis: Subgroup Selection

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The subgroup that is being picked from standard 1 of the STEP will be gender. Gender will be
picked over other titles due to there being more information to compare results.

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

Females Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 2

Meets 0 7

Approaches 0 9

Falls Far Below 24 6

Post-Assessment Analysis: Subgroup

After analyzing the post-assessment for the females of the class, they have comprehended well by
only having six out of twenty-four in the falls far below category. This subgroup was the only
group that had any to exceed on the post-assessment and tend to be more likely to ask questions
during instruction. The females of the class were more willing to help each other in group work,
and to help each other grasp what they were not doing right within a problem, especially during
the tic-tac-toe math game. The students learning was good within this subgroup by the attention
given during instruction, those aiding due to comprehension of the concept, and post-assessment
results.

The instruction for this subgroup was mostly effective due to the results of the post-assessment.
Eighteen of the twenty-four females scored above the falls far below category. There were those
from this group who meet and exceeded the concept and was able to successfully show each step
in solving a problem on the white board, as discussed in the summary of the unit implementation
and student learning in STEP standard 5. However, there were six of these students who did not
master the objective of adding and subtracting unlike denominators. What could be done to help
all within the group master the concept would be to incorporate more small group activities to
allow those within the groups to gain knowledge from one another.

Post-Assessment Data: Remainder of Class

Males Number of Students Number of Students

Pre-Test Post-Test

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Exceeds 0 0

Meets 0 5

Approaches 0 6

Falls Far Below 19 8

Post-Assessment Analysis: Subgroup and Remainder of Class

After looking at the results of the post-assessment for the rest of the class, it is evident that the
instruction was not as effective. Even though there were five of the nineteen that fell into the
meets category, majority of this group did not master the objective of the lesson unit. This group
was not as active in asking questions during instruction, and some of the males in this group was
able to orally talk through a problem but was not able to transfer that to the post-assessment.

The students learning of this group was not where it should be and a review with more small
group activities is the route in moving forward with this lesson. The lesson before this was adding
and subtracting like denominators, which was received and understood much better, therefore,
taking a step back in looking on how to transform unlike denominators to like denominators is the
direction to take. The teacher can have the students work on an objective of students will be able
to identify what number is the denominator and numerator multiplied by to get the new
denominator and numerator. This objective would allow this group and the class to gain a better
understanding of how to get from unlike to like denominators.

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. Create more small group activities for
the students to enhance student
learning.
development, research on the Internet,
observation of a veteran teacher, etc.)
A plan to reach the goal of creating more
small group activities to enhance student
learning would be to discuss experience with
the teacher. This advice would give clarity

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2. Utilize more technology within the
instruction to give all students a
different perspective of the objective
being taught.
3. Perform more hand on activities to
show individual understanding.
+
References
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on the direction to move in for future
assignments, and what will be most effective
for the student’s learning. The teacher can
describe what specific small group
assignments have been used and the success
and if it was beneficial for all students within
the classroom.
A plan to reach the goal of using more
technology within the instruction would be
to perform research on the internet. This
would provide plenty of information on
which technology is more effective in the
classroom, and which the students respond to
best. Therefore, the student’s learning can be
successfully developed through the use of
the right technology.
A plan to reach the goal of performing more
hand on activities to show individual
understanding would be to talk with several
experienced teachers. This would help to
gain knowledge on what has been used and
what is believed to be the most effective for
the student’s learning.
Page 18 of 19
Adkins, A. (2018, January 11, 18). Personal Interview.

Clay, V. (2018, January 18). Personal Interview.

Population Demographics for Pineville, West Virginia in 2016 and 2017. (n.d.) Retrieved from:

https://suburbanstats.org/population/west-virginia/how-many-people-live-in-pineville

Public School Review. (2018). Wyoming County Public Schools. Retrieved from

https://www.publicschoolreview.com/west-virginia/wyoming-county

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