GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART II

Understanding the learning needs of students is critical when designing instruction that is differentiated and geared to meet unique learning needs. As
you get to know your students and their individual backgrounds, identifying their specific learning needs will help you strategically design their
instruction and assessments.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of
your students. This contextual data will assist you in developing your instructional unit, which you are expected to teach by the end of week 8. Utilize
the district or school website, your cooperating teacher/mentor, or school administrator for this information.
Complete the STEP Standard 1, Part II that includes:
A. Student Demographic Factors
B. Environmental Factors
C. Student Achievement Factors
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment
to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
 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 LoudCloud 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:
Katline
Last Name:
Crockett 20453725
Email Address: Phone: State:
Katlinebazile2@gmail.com (267) 918-3963 MD- Maryland
Program of Study:
M.Ed. in Special Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 4th-5th Content Area(s) Taught: Elementary-All Subjects Total Number of
Classroom 4
Students:
Total Number of Boys: Total Number of Girls: Age Range
2 2 Represented: Ages 9-10
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
0 0.00
Asian %
0 0.00
Identify the number of Black/ African American
students representing 4 100.00 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 0 0.00
Native Hawaiian / Pacific Islander %
0 0.00
White %
0 0.00
Other %
0 0.00
Total %
4 100

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  Describe any socioeconomic factors affecting your students.

The students are from low-income families and sometimes the parents cannot afford the resources to support their education.

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

During our Back to School Night, none of our students’ parents attended. This is just one example of how our students’ parents are not actively involved in the classroom.
Teachers need to put a lot of thoughts into planning, delivering and assessing lesson plans because some of the students do not have the parental support at home. Sometimes,
students do not complete their homework and miss out on the reinforcement of the lessons. As a result, they do not perform as well on assessments. It then falls on the teacher to
review the lesson each day

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.
Walking through the door, the first thing you will see is the five desks that are arranged in the center of the classroom facing the front wall. The front wall has the whiteboard,
classroom expectations, Amazing Words, Standards and the Objectives for all subject matter, a Reading Bulletin Board, and posters of different types of genres. In the left front
corner of the classroom is the library and on the wall is the classroom schedule. The left wall of the classroom has cabinets to store materials and cubbies that house students’
sensory materials, manipulatives and station/center materials. The cubbies also hold students’ bookbags and jackets. In front of the cabinets lies a table for station/center
activities. The teacher’s desk is on the right side of the classroom. The right wall is designated for the Word Wall which includes the Amazing Words. In front of the Word Wall is a
table designated for stations/centers. In the back of the classroom is another table for station/center. The back of the classroom has a table with two desktop computers for
access to online learning programs and downtime fun. The far back wall also has a cabinet and a sink.
 Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.
The available resources are manipulatives, sensory materials, visual schedules, multiplication charts, Word Wall, Organizational Charts, computers, laptops, myON, Waterford
The classroom
Early arrangement
Learning Manager, and and resources are optimal for planning, delivery, and assessment of my unit. Students’ desks are strategically placed in the center of the classroom
centers.
where they can view all four walls of the classroom. Everything is neatly labeled and accessible. Planning, delivery, and assessment of materials should be easy to accomplish due
the multiple
Parents havestations/centers that differentiate
plenty of opportunities eachin
to be involved lesson. Students
their child can work
education. one-one
Suitland or in small
Elementary groups
School to complete
usually a task and receive
holds Parent-Teacher direct instructions.
Conferences, IEP meetings, Annual
Reviews, and Back to School Night.

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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
0 2 0 0 0 1

Girls
0 2 0 0 0 1

Instructional --All students require a --Timer for

Accommodations and visual schedules. transitioning
Modifications
(Describe any instructional
accommodations and --One student requires --First and Then Chart
modifications regularly used words to be written
to meet the needs of students down in order for her -- Reward Board for
in each subgroup.)
to copy it in her popcorn
notebook.
--Redirection

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

All the students in my self-contained classroom require an IEP. Two of the four students (one girl and one boy) also have a Behavioral Intervention Plan (BIP). The girl’s BIP
requires her to have a visual schedule, a timer for transitioning, First and Then Chart and a reward board for popcorn. The girl requires a lot of redirection and one-one support
which prolong delivering and assessing lessons. The boy’s IEP states that he needs a Dedicated Assistant. He has issues self-regulating himself and sometimes will need a lot of
prompting to focus on his task. The teacher needs to think about each lesson when planning, delivering and assessing these two students.

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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: Katline Crockett
Katline Crockett (Sep 24, 2018)
Sep 24, 2018

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