Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning .........................................................11
STEP Standard 5 - Implementation of Instructional Unit .......................................16
STEP Standard 6 - Analysis of Student Learning....................................................18
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........21

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

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 Learning
Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
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 Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: mathematics

Unit Title: Place Value

National or State Academic Content Standards

CCSS.MATH.CONTENT.5.NBT.A.3
Read ,Write and compare decimals to thousandths.
CCSS.MATH.CONTENT.5.NBT.A.3A
READ AND WRITE DECIMALS TO THOUSANDTHS BASE TEN NUMERALS, NUMBER
NAMES, AND EXPANDED FORM, EG, 347.392 = 3 X 100 + 4 X 10 + 7X 1 + 3 [1/10] + 9 X
[1/100] + 2 X [1/1000].
Learning Goal
Students will do Read ,Write and compare decimals to thousandths

Measurable Objectives
After doing lesson number 4 the students will be able to understand what it is the digit in the 10. The student
will also be able to know what the value is of digits 7 in the hundreds 1000 place.
0. 230 ,0.5678. (I can Read ,Write and compare decimals to thousandths.)

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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 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%) 4

Proficient
(80%-89%) 2

Partially Proficient
(70%-79%) 2

Minimally Proficient 3
(69% and below)

Pre-Assessment Analysis: Whole Class

Based on the data of the pre assessment of the whole class which is 11 students, I believe it is in the best
interests of the students most especially the 5 students to go back and places students in small groups and re
teach the assignment.

Based on the above data accommodations need to be set in place. Accommodations and modifications may
not always just be for special needs students sometimes a student who does well in other content areas and
struggles in math Could you devise some of these accommodations. When item that I would try to use I
believe for this lesson especially in mathematics is the use of Graph paper. As I observe some of the students,
I do notice that 1 student in particular has trouble in aligning numbers. Graph paper is used well in many
concepts of math one of the areas in which we are working work on base 10. It can be utilized for fractions
decimals skip counting even and odd numbers and displaying data.

Another might have occasion that can be used for this lesson as well as others for students who are
struggling would be to break down the assignment into chunks.

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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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 Multiplication Testing Powers and Multiply whole Chama Schools go
Activity exponents in Numbers by a 4 day week .
expressions Therefore there is
no school on
Fridays.
Standards and 5.NBT.5 multiply 5.NBT..5 fluently 5.NBT..5 fluently 5.NBT..5 fluently Chama Schools go
Objectives multi-digit whole multiply whole multiply whole multiply whole by a 4 day week .
What do students numbers using the numbers using the numbers using the numbers using the Therefore there is
need to know and standard algorithm. standard algorithm standard algorithm standard algorithm no school on
be able to do for Fridays.
each day of the
unit?
Academic Distributive Cubed Cubed Chama Schools go
Language and Property Exponent Cubed Exponent by a 4 day week .
Vocabulary Powers of 10 Power of 10 Exponent Power of 10 Therefore there is
What academic Exponent Compatible Power of 10 Compatible no school on
language will you Squared numbers Compatible numbers Fridays.
emphasize and Base Distributive numbers Distributive
teach each day Cubed property Area model property
during this unit? Power Power Power Power
Prime factorization

Summary of The lesson is Testing We will do math in I will be using the Chama Schools go
Instruction and introduced by “my world” as a SIOP method. I will by a 4 day week .
Activities for the telling and showing class. Students will introduce it by Therefore there is
Lesson the students the do the independent going over the no school on
objective. The practice objective at the Fridays.

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 How will the student than says
instruction and the objective in
activities flow? terms of the 1st
Consider how the person. I can
students will multiply multi-digit
efficiently transition whole numbers
from one to the using the standard
next. algorithm. The
integration of
process is as
follows 1st reading
the assignment
writing what needs
to be written
speaking and
listening. The
lesson is modeled.
For students with
AP modifications
and
accommodations on
students learning
needs will be
addressed
modifications will
be made earnest
student by student
basis every child
within a few will be
given their
assignment based
on their specific
needs for example
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independently. We very start. The
as a class will students will put
problem solve. the objective in
Then we will go their notes.
over the homework. Students will put
the new vocabulary
words in their
notebooks also. We
will go callback to
a prime
factorization and
powers and
exponents. We will
do math in the “MY
world as a class.
Students will do the
independent
practice. We will
problem solve
together as a class.
Page 12 of 22
 if this duty is an
English language
learner the student
will be read to them
by somebody who
understands their
language and in a
simplified .

Differentiation All IEPS will be Testing All IEPS will be All IEPS will be Click here to enter
What are the reviewed and all reviewed and all reviewed and all text.
adaptations or students, learning The test is read to students, learning students, learning
modifications to the needs will be the students who needs will be needs will be
instruction/activities addressed. need this addressed. addressed.
as determined by Modifications will accommodation. Modifications will Modifications will
the student factors be made on a be made on a be made on a
or individual student by student student by student student by student
learning needs? basis. Each child basis. Each child basis. Each child
with an IEP will be with an IEP will be with an IEP will be
given their given their given their
assignments based assignments based assignments based
on their own on their own on their own
specific needs. specific needs. specific needs.
Differentiation will Differentiation will Differentiation will
be given to all be given to all be given to all
students the use of students the use of students the use of
a variety of a variety of a variety of
teaching teaching teaching
techniques, will be techniques, will be techniques, will be
used and used and used and
introduced. Visual, introduced. Visual, introduced. Visual,

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 and audio means and audio means and audio means
will be used as well will be used as well will be used as well
as manipulatives as manipulatives as manipulatives
and grammar and grammar and grammar
puzzles. puzzles. puzzles.
Required My Math nook My Math nook My Math nook My Math nook Click here to enter
Materials, Notebook paper Notebook paper Notebook paper Notebook paper text.
Handouts, Text, Projector. Projector. Projector. Projector.
Slides, and
Technology
O Some of the Click here to enter Some of the We will be Click here to enter
strategies that were text. strategies that were reviewing our work text.
used in this unit used in this unit from last week. We
were Exit tickets at were Exit tickets at will go over prime
the conclusion. For the conclusion. For factorization from
engagement, I call engagement, I call our work and I will
each student by each student by also model for the
name. I ask as a name. I ask as a students in their
class how can we class how can we math workbooks
solve for example solve for example and use a real world
3x42. 3x42. example
I also use DOK I also use DOK

Formative Homework is used Homework is used Homework is used Homework is used Click here to enter
Assessments as a means of as a means of as a means of as a means of text.
How are you going assessment. assessment. assessment. assessment.
to measure the
learning of your
students throughout
the lesson?
Summative, Post- Go over the entire unit as a class to evaluate where the student stands in their knowledge of topic. I will see if
Assessment the student has grasped the topic by using specific questions to prompt the student. I will then use the exit
ticket .

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 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. You have already implemented and analyzed the pre-
assessment. In this topic, 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.

Video Recording Link: https://www.youtube.com/watch?v=onCpPh6tM-8&t=104s

Summary of Unit Implementation:

This unit was implemented with day one starting with multiplication. We did activities of multiplying
multiple digit whole n Numbers. I began each lesson by modeling when I wanted a student to do and the
1st day Lee each worked a worksheet. They too were testing so no lessons were done that day on day 3
we worked on powers and experience in expressions. I made sure that each student read the objective in
the form of "I will be, or we will be."
I did find myself Periodic stopping to make sure that 1 particular student was understanding what I was
trying to say if we're if the student needed for me to slow down and possibly explain it differently. I think
that I would rethink The lesson by slowing down some making bigger eye contact with a student with all
those students, Keeping eye contact with the student is important and making sure that I go at the same
pace so that the student does not lose interest I did notice that some of the students were losing interests in
the lesson and I need to figure out a way to bring them back into the lesson.. In this particular classroom,
the teacher prefers to use homework as a means of formative assessments, so I followed suit and did the
same thing. She uses homework as a means to find out where the student is and what they are learning the
homework is greeted with a student as part of the assessment so that that's teacher knows where they are
in each Unit.
Summary of Student Learning:
My perception moment on the student's overall learning is that I believe that I could have possibly and
more than likely probably done better in planning how each lesson was going to Pan out. Each student
came away with a different take on the glass and at 1 point I found myself re-teaching one of the lessons
and with re-teaching the same lesson the students were able to get it. this holds for about half of the
class this class holds 11 students. With one of the students, I did notice that it was hard and a bit of a
challenge to get the student to open. This student seemed shy and withdrawn from the class and the
very beginning. To working with a student and finding different ways to approach him it seems like now
the student is starting to come out of his shell and is working well with and without students. I was able
to approach this student in a manner that encouraged him that we valued him and that we valued his
learning. Through working with him this way I believe that he was able to learn.

Reflection of Video Recording:

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 Every student can read its teacher just by his demeanor and by the way the teacher stands the way he
or she uses eye contact and the way they talk with or without their hands this says a lot about a teacher.
A teacher you practice learns how to speak in front of his or her students by practicing when we didn't
teacher is 1st learning how to stand in front of students and speak to them the students may already
have the teacher pegged as somebody that's going to fail if the student-teacher is not confident. Being
confident in your own South is very important not only in a teaching career but in other careers as well
as learning how to public speak Is very important. Once a teacher means the art of speaking in front of
their class, they have half the battle won its keeping their attention that's the tricky part. The one area
that I need improving in is that I need to learn how to have better eye contact with the students with my
Audience. Play intends to build on this is to continue to speak in public as I have been and to continue
when I can find the right placement with my speech therapy.

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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
Highly Proficient
(90%-100%) 4 2

Proficient
(80%-89%) 2 1

Partially
Proficient
2 4
(70%-79%)

Minimally
Proficient
1 1
(69% and below)

Post-Test Analysis: Whole Class

Nevada. 6 of 11 incorrect
Gavin. 4 of 11 incorrect
Max. 4 of 11. incorrect
Jade. 4 of 11. incorrect
Julio. 4 of 11. incorrect
Shia. 0 of 11. incorrect
Danika. 1 of 11. incorrect
Anthony 5 of 11 incorrect
Matlin
Unavailable for the post-test student was Absent.
Gabriel.

Unavailable for post-test assessment students had a family emergency.

Jennifer.

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 Did not turn in homework post-assessment Assignment.

Based on the data available for the post-test my results show Only 8 students were available for
the post-test the explanation is above. The post-test that was used is the one that has been used
from the very beginning and it is titled" my homework."
Because my time ended with this class shortly after being able to conduct this project I was
unable to retest the students that were not available which were 3 of them I did give my
explanation above. Having a difficult time analyzing the one student that I was concerned about
because he scored 4 wrong out of the 11 questions and I assumed that he was going to score less
correct. I can only assume that he possibly had help with his homework and the student who got 6
wrong had no help with their homework this is just an assumption.

Unable to use the whole class data for lack of students not being able to attend, I find myself with some
difficulty in answering this particular question. Circumstances in life sometimes prevent students from
going to school.
They get sick, have to go to a doctor, have a family emergency, and things of this nature. Based on these
findings I will answer to the best of my knowledge.
The students in this class appear to struggle with mathematics. My lack of experience may have
contributed to this fact. I stated earlier in this section Of a summary of student learning and reflection on a
video recording that I believed that a student could read The effectiveness of the demeanor of a teacher. I
also believe that we're never to old to learn and that students who are learning to be teachers learn every
day what it's like to be a teacher. The effectiveness of my teaching may have affected the students in that
they possibly needed to be taught in a different way.
Post-Assessment Analysis: Subgroup Selection

After analyzing the information in STEP 1 which is the demographics of this school and
community in which I am working I believe that it would be my best advantage to use the
subgroup of has to panic Latino. The reason for this is the cover 63% of the population in the
school and in the community also. Going over the information in the data I think you would be in
my best interest to teach in the Hispanic Latino subgroup because as I stated earlier it covers most
of the population of the school.
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
(90%-100%) 2 2

Proficient
(80%-89%) 3 2

Partially
Proficient
2 3
(70%-79%)

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 Minimally
Proficient
1 0
(69% and below)

Post-Assessment Analysis: Subgroup

Of the 7 students in the subgroup, I was only able at the post-test time to gather data for 5
of the students. My interpretation doesn't change from above. It can't possibly change
because it was the same students. Like I stated earlier I was not able to gather data for all of
the students which to of a subgroup were missing this tells me that in our culture and our
community that there are times that our students are going to be missing school and we
have no control of these circumstances. I do believe that the system that this cooperative
teacher use of does work very well it was for lack of communication on my part that I was
unable to do better on the analysis's this is my belief the students did use the" my
homework" As a post-test and as a pretest they used" Am I ready?"

When a student misses’ school because they are sick or because they have an emergency the
homework that they are given as a post data assessment should be given to the students when they
arrive, and this is probably what happened. As I was unable to analyze the data when the students
did turn in their homework, I think the numbers I'm the proficiency side in the post would be a
little bit higher.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) #1 #1

Partially
Proficient
3 3
(70%-79%)

Minimally
Proficient
#1 #1
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Not having the student who had a perfect score in this subgroup makes the dead are now us is just a little
bit of a challenging period of the 7 students 1 of the students scored one wrong out of 11 questions on the
post data my homework Analysis's

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 Include the objective From before this unit I believe it would be in the best interests of the
students to include the objective of common core state standard:

5. NBT.A.2 If students are brought back to the basics of the base 10 objectives I believe that the
students can succeed.

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. The students will learn to use basic
math concepts that need to be master
before they are able to move on. Using
repetition is one of the tools that make
this possible. The strategies used in
my cooperative teacher’s class work
well also and I would continue to use
these to achieve my goal of bringing
the students to master multiplication
of prime.
development, research on the Internet,
Professor W. Stepobservation of a veteran
teacher, etc.)
Professor W. Stephen Wilson from Johns
Hopkins University.
I will reach this goal by utilizing the practice
of repetition. This can be accomplished
simply by adding it to the curriculum that is
used. Or incorporating the practice either
before or after an assessment and just before
homework is handed out.

2. Click here to enter text. Before moving on to the next lesson in a

As a teacher's progress is is in his or her skills
we learn what works and what doesn't work in
terms of short term goals that you want for
your students to gain. Because I had stated
earlier that I'm want to review the lesson from
the very beginning I believe that 1 of the
unit, I think I would make sure that at least
half of the students were understanding the
concept. This is accomplished by using
timed tests in class as this teacher does. The
tests need to show that each student is
answering more questions correctly.

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 strategies that I could use as a short term goal The 2nd short term goal would be to utilize a
is the use of repetition. Using repetition by way in which I know as a teacher that the
reviewing the formulas and the ways and student is ready to move on to the next lesson
strategies that we used I believe the student in the unit. I observed my CO-operative
will better be able to understand what the teacher in how she would not move on to the
concepts are expected of them. next lesson until more than half of her class
A professor from John Hopkins University," was ready to move on to the next lesson in the
Professor Steven Wilson" States that were of unit. If this was not the case, I saw that she
the basic concepts of math has to be mastered would re-teach that particular lesson again
for a student can move into a more advanced that we're not understanding the concept I
study. This goal can be accomplished by believe that this 2nd short term goal would
using repetition. work in my benefit and to the benefit of my
students.
3. My 3rd short term goal would be to The goal of utilizing each student learning
make sure that every student's unique style can be accomplished in several ways.
method of learning is utilized. This One way is to Pay close attention to a student
particular goal is short term because it records and see if the student has an IEP
can be accomplished each day attached to their studies. If they don’t,
depending on the lesson once you get observe the student and see what learning
style they may have.
to know your students and their
learning styles. Sometimes group
work is a simple strategy. Sometimes
this strategy will help the students to
learn to problem-solve with a partner.
Depending on the size of a person in
class or your classroom can be split
into either pairs or small groups
depending on the size of your class
and the learning style of your
individual students there are still some
students that would rather not on 1 on
1 basis and would require for the
teacher or the teacher's assistant to
help in this particular type of learning.

Be

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