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 .....6
STEP Standard 3 - Assessment and Data Literacy ....................................................7
STEP Standard 4 - Unit and Lesson Planning ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................17
STEP Standard 6 - Analysis of Student Learning....................................................17
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........22

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

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

Geographic Location
Capitol Elementary school is located in the heart of downtown Phoenix, Arizona. Phoenix is one of the
largest cities and downtown Phoenix is a densely populated area thus creating more students. Large
class size effects the amount of individualized attention spent on each student. Brue (n.d) states, “Urban
school districts are frequently marked by higher concentrations of poverty, greater racial and ethnic
diversity, larger concentrations of immigrant populations and linguistic diversity, and more frequent
rates of student mobility.” This impacts planning, delivery, assessments of units because “students enter
at varied levels of academic readiness and often times with particular stressors that challenge student’s
ability to perform at high levels (Brue, n.d).” Although students enter school with strong intentions to
learn and achieve, there may be social structures that prevent them from learning. Poverty creates a
sense of insecurity as students may wonder what will happen from minute to minute. They may not
know where their food is coming from or where they will sleep at night. Immigrant population effects
delivery and instruction of lesson due to language barrier and students taking longer to feel comfortable
and bond.
Brue, A. (n.d). Framing Urban School Challenges: The problems to Examine When Implementing
Response to Intervention. Retrieved Novemeber 12, 2019, from
http://www.rtinetwork.org/learn/diversity/urban-school-challenges.

District Demographics
Phoenix Elementary School District has 12 schools spread across the valley. The district serves grades
preschool through eighth grade with 6017 students enrolled. Over 95 percent of the population is
minority (Hispanics mainly) with 87 percent of population receiving free or reduced lunch. The school
ranks 50 percent out of all schools across Arizona. This is based on reading and math proficiencies.

Phoenix Elementary School District consists mainly of Hispanic and minority students. This impacts
delivery, instruction, and assessment because a majority of these students are immigrants and speak
little to no English. Many of them enter school behind grade level. This requires teachers to design
curriculum to meet individual needs and get students to grade level. A majority of students within the
district qualify for free or reduced lunch, which goes to show that many of them are below poverty lines.
Students in poverty may be suffering from stress that is a result of their environment and social status.
This will have an impact on student achievement and the way instruction is presented and assessed.

Home. (n.d). Reterived Novemeber 12, 2019, from

https://www.publicshcoolsreview.com/arizona/phoenix-elementary/406300-school-district.

School Demographics
Capitol Elementary school serves students from pre-school to 8th grade. Each grade level consists of two
classrooms, with about 30 students in each. acThe largest majority of students are Hispanic with 100
percent receiving free or reduced lunch. Capitol Elementary school is considered a title one school. Title
one refers to more than half the population being from low income families. Districts receiving funding

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“must spend the funds on services aimed at ailing or at-risks students, although schools with 40 percent
or more of their students from low income families ar eligible to spent hem on school-wide programs
(Zimmer, Gill, Razquin, Booker, and Lockwood, 2007).” Title one effects teacher instruction in planning,
delivery, and assessment because students are typically at risk. They may need more intervention and
direct instruction support. Teachers will have to get to know their students and asses their strengths and
weakness to efficiently design lesson plans to meet the needs of each individual student.

Zimmer,R., Gill, B., Razquin, P., Booker, K., & Lockwood, J. (2007). State and Local Implantation of the No
Child Left Behind Act: Volume I—Title I School Choice, Supplemental Educational Services, and Student
Achievement: A Report from the National Longitudinal Study of No Child Left Behind (NLS-NLCB):
Summary. PsycEXTRA Dataset. Doi:10.1037/e532042010-001

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

Student Demographic Factors

A large portion of the students are immigrants. Several of them have just came from other countries and
are residing with extended family while parents are working their way towards the United States or are
looking for work and a place to live. Language barrier is a large concern towards several students. Several
students are in poverty and have trouble affording food or accessing affordable meals. The biggest factor
these demographics have on planning, delivery, and assessment of my unit is that many of them come
from environments with stressors. Many of them have outside factors that influence how they behave and
achive during school. Another possible effect is the language barrier and incoming students from other
countries. Many of them are behind in both languages. So this would affect how I deliver, plan, and assess
those students on the unit I present.

Environmental Factors
There are currently two classrooms. One for the language arts instruction and one for the math instruction.
The benefit is that both classrooms are arranged almost identical. In the front and back of the classroom is
large group instruction areas. One with a smart board and one for calendar and literacy chants. Each large
group area has dots where the students have designated seated with assigned partners. The tables are
between those two areas around the outside of the classroom is shelving unit with centers labeled and
extra materials students may need. This allows them to be independent in collecting and gathering their
materials. Each table is set up with a bin for markers, pencils, white boards, crayons, etc. The cupboards
are full of a variety of resources that helps meet the needs of the assessments required. Parent
involvement is low. Parents are asked to sign off and help students’ complete daily homework. Parents
are invited to join class dojo where they are able to talk with the teachers, see announcements, and keep
track of student behaviors. The possible effects that the environment will have on my unit is having the
available use of materials and information for students to practice using throughout the day. I will have to
include this in my planning and instruction. Parent involvement will play an effect on my unit. Since
involvement is low, I would have to carefully consider how to include the parents in the unit with the
students. I will have to plan around how to involve technology in my unit.

Student Academic Factors

The classroom currently has no students on IEP’s or gifted. The only subgroup of student academics is
English Language Learners. A majority of the students are ELL students. The only effect the ELL
students will hae on my unit is not being able to retain or gain any experience from the lesson. It will
change how I plan, deliver, and assess those students throughout my unit. Accomodations will have to be
made to meet those students where they are at individually.

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

Unit Topic: Comparing Numbers

Unit Title: Comparing to 10; Greater than, Less than, Equal

National or State Academic Content Standards

“K.CC.C Compare Numbers
K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group. (Include groups with up to ten objects.)
K.CC.C.7 Compare two numbers between 0 and 10 presented as written numerals (Standards:
Mathematics, nd).”

Learning Goal
The students will compare quantities up to 10 using counters/pictures and number lines to
determine if the quantities and/or written numerals are greater than, less than, or equal to one
another.

Measurable Objectives
Students will count objects and represent the quantity with written numerals, between 0 and 10.
Students will be able to compare the two quantities using the terms greater than, less than, or
equal to. Students will learn to compare two written numerals.

References
Standards: Mathematics. (n.d.). Retrieved from https://www.azed.gov/standards-practices/k-
12standards/mathematics-standards/.

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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.

One point for each

question.
Candy jar total 4 points
for counting, representing,
and writing the correct
number.

90-100% Exceeds
80-90% Meets
70-80% Approaches
0-60% Below Falls Far
Below

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 8

Meets 7

Approaches 10

Falls Far Below 4

Pre-Assessment Analysis: Whole Class

Many of the students fell in the approaches category. This means that the students are beginning to
understand comparing numbers to 10. However, they are still working on comprehending quantity and
applying that to the terminology used in comparing.

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 Assessments provide significant insight into students’ progress, curriculum effectiveness, and teaching
strategies. The data from the pre-assessment shows that the students are in the middle stages of
comprehending and understanding comparing. I will use this information to plan the lesson around
comparing numbers 5-10 using the terms greater than, fewer, more, and less. The lesson will allow
students to practice comparing in a variety of contexts, using a variety of manipulatives and worksheets.

Data also helps inform instruction by allowing teachers to see where students fall within the topic. This
information helps to show individual student’s strengths and weaknesses. I can use this information to
appropriately group students for small group interventions. Placing students in small groups based on
skill level will allow students to work on their level and build their knowledge on the topic.

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.

90-100% Exceeds
80-90% Meets
70-80% Approaches
0-60%Below Falls Far
Below

One point for each

question.
Candy jar total 4 points
for counting,
representing, and
writing the correct
number.

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STEP Standard 4 - Unit and Lesson Planning
Day 1 Day 2 Day 3 Day 4 Day 5
Title of Lesson or Compare to Find Compare to Find Compare to Find Compare to Find Review
Activity More More Less Less
Standards and K.CC.C.6 K.CC.C.6 Identify K.CC.C.6 K.CC.C.6 Identify K.CC.C.6 Identify
Objectives Identify whether whether the Identify whether whether the whether the
the number of number of objects the number of number of objects number of objects
objects in one in one group is objects in one in one group is in one group is
group is greater greater than, less group is greater greater than, less greater than, less
than, less than, or than, or equal to than, less than, or than, or equal to than, or equal to
equal to the the number of equal to the the number of the number of
number of objects objects in another number of objects objects in another objects in another
in another group. group. (Include in another group. group. (Include group. (Include
(Include objects objects with up to (Include objects objects with up to objects with up to
with up to ten ten objects.) with up to ten ten objects.) ten objects.)
objects.) K.CC.C.7 objects.) K.CC.C.7 K.CC.C.7
K.CC.C.7 Compare two K.CC.C.7 Compare two Compare two
Compare two numbers between 0 Compare two numbers between 0 numbers between
numbers between and 10 presented numbers between and 10 presented 0 and 10
0 and 10 as written 0 and 10 as written presented as
presented as numerals. presented as numerals. written numerals.
written numerals. written numerals.
Academic Compare Compare Compare Compare Compare
Language and Greater/more Greater/more Less/fewer Less/fewer Greater/more
Vocabulary Less/fewer
Same/equal
Summary of Whole Group Whole Group Whole Group Whole Group Whole Group
Instruction and Activate prior Activate prior Activate prior Activate prior Activate prior
Activities for the knowledge knowledge through knowledge knowledge through knowledge by
Lesson through reviewing through reviewing having students
reviewing the comparing to find reviewing the comparing to find discuss in partners
term more and more. I will have term less and less/fewer. the difference

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 greater. Students students work fewer. I will have Students will work between more and
talk in partners to together in partners students work in together in partners less.
discuss the to come up with partners to to come up with
meaning. I’ll call what more means discuss the what less/fewer Students will
on students to and how we find it. meaning of means and how we bring pocket
share their We will review less/fewer. I’ll know. I will review charts and
knowledge. and practice call on students to and have students markers to the
problems together. share their practice problems carpet. I will have
I do: knowledge. together. many pumpkin
Introduce a Independent pictures on the
comparing I will model a I do: Independent smart board. I will
problem using a worksheet for the Introduce a I will model a place a number on
higher thinking students. Students comparing worksheet for the the board and
skill. For will be released to problem using a students. Students have students
example, complete the higher thinking will be released to come up and line
showing 9 smiley worksheet on their skill. For complete the up some
faces. The own. example, worksheet on their pumpkins. I will
question would showing 7 smiley own. have the students
be are there more faces. The work together to
than 8 smiley question would decide if it is
faces. I will be are there more and/or less.
model how to less/fewer than 9 This will be
solve this smiley faces. I review from the
problem through will model how lesson taught
think a loud. I to solve this during the week.
will model problem through
several different a think a loud. I Independent
strategies out will model Students will
loud. Such as; several strategies complete a
counting the out loud. Such as worksheet on their
objects and counting the own with both
placing them on a objects and more and less.
number line to comparing the

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 see which two numbers,
number is bigger. using a number
(I will first model line. (I will first
and have students model and have
practice problems students practice
that are more than ones that are less
the number. Then then ones that are
I will model and not less.)
have them I will guide
practice ones students through
that’s are not another problem
more.) and partner talk. I
will have them
I will guide the talk to their
students through partner about
another problem strategies that I
and partner talk. I used to solve the
will have them problem and if
talk to their they agree with
partner about the me.
strategies I used
to solve the We do:
problem and if Students will
they agree with gather dry erase
me. pockets and
markers. I will
We do: guide them
Students will through the
gather dry erase problem, using
pockets and the strategies.
markers. I will They will work
guide them together with a
through the partner to discuss

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 problem with strategies and
strategies and how to find the
allow them to answer. I will call
work with students up to
partners. I will share their
call students up to strategies. I will
share their document their
strategies. I will ideas on an
document anchor chart. We
strategies on will practice
anchor chart. We several,
will practice depending on if
several, the students need
depending on if more support.
the students need Students will
more support. have the
Students will opportunity to
have opportunity practice on their
to practice on own and we will
their own and we discuss their
will discuss their answers.
answers.
You do:
You do: I will review the
I will model a expectations for
comparison game the comparison
to the students. game.
Each student will Students will
gather 10 cubes gather their cubes
with a partner at and a partner and
their table. begin the game.
Students will flip They will flip
over a card. The over a card and

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 object of the the goal is to
game will be to build a tower that
build a tower that is less than the
is more and one number and that
that is not more is not less than
than the number the number.
on the card.

Differentiation Whole group: Whole group: Whole group: Whole group: Whole group:
Reinforce: Have Reinforce: Have Reinforce: Have Reinforce: Have Reinforce: Have
students count out students count the students count out students count the students point and
the objects and find objects and find the the objects and find objects and find the count out objects.
the number on the numbers on the the number on the numbers on the Have them double
number line. number line. I will number line. number line. I will check. Find the
Another strategy have students Another strategy have students number on the
could be to have compare the could be to have compare the number line. I will
students draw out numbers and find students draw out numbers and find have students
both groups of which is more. I will both groups of which is less. I will compare the
objects to make a list of objects to make a list of numbers to find
determine which students, who need determine which students, who need which is less/more.
one is more. more support and one is more. more support and Keep students at
I can pull students keep them at the I can pull students keep them at the carpet if struggling.
after large group to carpet for the after large group to carpet for the
work in a small worksheet. work in a small worksheet. Independent
group for more group for more Read aloud the
practice with the Independent: practice with the Independent: questions. Provide
cubes. Read aloud the cubes. Read aloud the manipulatives for
Extension: Have questions. Extension: Have questions. students to compare
students determine Provide students determine Provide the two groups.
how many objects manipulatives for how many objects manipulatives for
would be less. students to compare would be less. students to compare
They could write the two groups. They could write the two groups.
out the sentence out the sentence
yes, it is more or Extension yes, it is more or Extension
no it is not more. no it is not more.

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 Scaffold Have additional Scaffold Have additional
Pair students up worksheets for Pair students up worksheets for
with a partner that students to complete. with a partner that students to complete.
can scaffold Have students write can scaffold Have students write
learning the out the sentence “yes learning the out the sentence “yes
concept. it is more!” or “no it concept. it is less!” or “no it is
Pull a small group is not more.” They Pull a small group not less.” They could
of students to work could also write of students to work also write
on the skills with “yes because 7 is on the skills with “yes because 7 is
support. more than 8.” support. less than 6.”

Required Smart board Smart board Smart board Smart board Smart board
Materials, Paper/markers Pocket Paper/markers Pocket Pocket
Handouts, Text, Pocket charts/markers Pocket charts/markers charts/markers
Slides, and charts/markers Worksheet/pencils charts/markers Worksheet/pencils Worksheet/pencils
Technology Cards Cards
Unifix cubes Unifix cubes
Instructional and Whole group Whole group Whole group Whole group Whole group
Engagement modeling modeling modeling modeling modeling
Strategies Independent Independent Independent Independent Independent
practice practice practice practice practice
Active learning Active learning Active learning Active learning Active learning
Partner talk Partner talk Partner talk Partner talk Partner talk
Sharing in front Sharing in front of Sharing in front Sharing in front of Sharing in front of
of class class of class class class
Anchor Chart Anchor Chart Anchor Chart Anchor Chart Anchor Chart
Formative I will check I will check I will check I will check I will check
Assessments students work as students’ students work as students’ students work
they document worksheets. I will they document worksheets. I will during whole
their answers. I make a list of their answers. I make a list of group. I will
will make a list of students who need will make a list of students who need make a list of
students who extra support and students who extra support and students who need
need extra strategies. I will need extra strategies. I will extra support. I

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 practice. I have work with these practice. I have work with these will keep those
them stay longer students during them stay longer students during students at the
on the carpet for small group. on the carpet for small group. carpet to do the
more practice. more practice. worksheet
together.

I will check
students’
worksheets to
assess for
understanding of
unit.
Summative, The post assessment will be the same math test administered before the lesson. I will compare the
Post- Assessment results to see the student’s growth and learning. This will also show areas that may require extra
practice and strategies.

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© 2020. Grand Canyon University. All Rights Reserved. Page 16 of 23
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://youtu.be/1_F_eHLOJEE

Summary of Unit Implementation:
My unit lesson did not go as planned due to student’s not grasping the material and information
presented during whole group. On day one, the whole group skill focus lesson was presented. Through
my observations, the lesson did not go as planned and students were struggling to grasp the concept. I was
stuck on how to move on and my mentor teacher jumped in to help model a new strategy. I could see that
the students were beginning to grasp the concept. The anchor chart for the new strategy and partner talk is
what really helped with student engagement and got them talking about the material. We did not have
time to continue with the cubes.
Day two, continued on with modeling the strategy from the previous day. I scratched the
independent practice and gave students time to manipulate quantities with cubes. I gave them a number
and they had to make more or less than that number. This hands-on exploration activity really helped the
students to understand the concepts. Through observations, I saw a couple students who were struggling. I
gave them additional support and partnered them up with a peer.
Day three, we continue on with more instead of preceding to less. We reviewed the lesson and
content. I continued on with allowing the students to do the independent practice. I told several students
to come to the carpet for more practice. Many of the students said they would like help, so I had everyone
bring their worksheets to the carpet. I read the questions to the students and they were able to choose their
answers independently. After reviewing the worksheets, I noticed that nearly all the students grasped the
concept. Many of them missed on question, but that doesn’t necessarily mean they don’t understand they
could have just miscounted. The few who struggled, I worked with during small group. Small group
instruction was most effective for these students.
Day 4, we continued on with more just to review again. So, my entire week was spent on more
and greater. The whole week was truly dependent on student understanding rather than what I had
planned. After a brief review, I sent students to independently do the worksheet. This time students were
more eager and willing to complete it on their own. I had a small group of students on the carpet to do the
worksheet with me. After collecting the worksheets, I saw the students understood and were able to move
on.
Day 5, we finally made it to the less lesson I prepared. However, it didn’t go as planned. I
continued on with it. The students began to grasp the concept until I showed them a quantity that was not
less, and I could see their heads spinning. I skipped ahead to the manipulative part hoping that would help
clear up the confusion. I believe the manipulative helped to engage the students and give them practice
with the concept. This lesson continued to the next week where the students got confused and we had to
take it back to the basics to clear up the confusion.

Summary of Student Learning:

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 While planning my activities, I was sure that I would have to make adjustments to accommodate
all of my diverse students. I feel that I accomplished this through modeling, guided practice, and partner
talk. I also provided extra time for students that needed more support during independent practice time.
My observations showed me that many students struggled to grasp the concept the initial way I prepared.
This observation helped me to make adjustments to introduce a new strategy.
Many of the students really struggled to grasp the concept of being able to look at a picture
quantity and determine if that is more or less than a numeral. This caused me to rethink my entire lesson
and present it in a different way. I presented the material with new strategies in whole group and small
groups. This allowed me to see where students were struggling to grasp the concept. Towards the end of
the week, students were able to grasp the concept. The first worksheet, we did as a large group. I read the
questions to the students and they independently marked their own answers. This allowed me to see who
needed extra support during small groups. The next day, many of the students completed the worksheet
on their own while I worked with a small group of students who were able to think through the problems
with minimal support.
Many of the students struggled to grasp the concept of a quantity being less. This observation
made me step back and work with my mentor teacher to present it in a new way. This is when we had to
take it back to the beginning and re teach the students with sentence strips to help grasp the concept. After
two days, students were starting to master the concept.

Reflection of Video Recording:

After viewing my lesson, I saw that some students were engaged in learning while many others
were not. Unfortunately, the smart board was having some technical difficulties and I wasn’t prepared
without it. This was a really hard concept for me to teach and I should have been more prepared.
Something that my mentor teacher has me working on is my expectations. This is something that I would
like to continue to improve on. I am very inconsistent with reinforcing my expectations. After viewing
this video, I can see how distracted and not engaged the students were in this lesson. My goal is to
improve my classroom expectations and learn a variety of strategies to make the lesson’s more engaging
for students. Expectations incudes listening, not talking when others are talking, and following directions.
I believe if I work on this and student engagement, the students will be able to master concepts on a faster
scale. One thing that went well for me is my ability to model the concept while including the students in
the process. During this process, I also modeled and stated the question throughout. I provided two
different strategies for the students to see how to determine if the quantity is less. These strategies I would
like to continue in my future teaching practice, of course improving over time. Overall, this was a difficult
lesson and had to be introduced in a different way. This was a great learning experience for me.

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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%) 8 14

Proficient
(80%-89%) 7 12

Partially
Proficient
10 1
(70%-79%)

Minimally
Proficient
4 2
(69% and below)

Post-Test Analysis: Whole Class

By looking at the two columns, it is obvious the progress made by most of the students. All
students, except one, who was partially proficient on the pre-test moved to either proficient or
highly proficient. The proficient and highly proficient categories doubled on the post-test.
Another proof of progress is the fact that two students who were minimally proficient jumped to a
higher level of understanding.

The pre-assessment was a useful resource to be aware of the academic level of the students
regarding their understanding of more and less. The assessment showed me that the students
understood the basic concepts but was not accurately able to look at a quantity and decide if it is
more or less than a numeral. Most students also struggled with comparing two numerals. This
drove my instruction to focus on these skills. The difference between the results of each
assessment is proof of the effectiveness of instruction. Students were able to make significant
progress in their understanding of the concept. One of the students who fell in the minimally
proficient category is fairly new to the classroom. I am confident that with small group-based
instruction, he will reach the proficient category soon. Two of the students who were in the
minimally proficient category jumped to proficient or highly proficient. This is a great example of
how effective my instruction was. There was nine students who moved from up from partially
proficient. Also the number of students who scored proficient and highly proficient nearly
doubled. This shows that the instruction and activity was enough for the students to understand
the concept according to the standards. I am confident with more practice that the students will
continue to make gains in understanding the material.

Post-Assessment Analysis: Subgroup Selection

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 Based on my pre-assessment data, I would like to focus on the subgroup of females. The reason I
would focus on the female students in the classroom is because these students happen to perform
the lowest on the pre-assessment. The results were very similar across the board, but the females
seemed to have more students falling in the partially proficient (approaches) category.

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

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 4 8

Meets 5 9

Approaches 5 #

Falls Far Below 2 #

Post-Assessment Analysis: Subgroup

Based on the post-data, it was clear that many of the students in the subgroup improved from the
pre-assessments. During the activities, the subgroup of students was involved and participating.
This assisted and aided in their growth. All of the students in the approaching and below category
moved to meets or exceeds. Four of the students were able to fully master the concept. This data
in particular shows seven students were able to gain an understanding of the content presented.

I believe my post-data proved that my instruction was effective. A large majority of the students
moved up a category from the pre-assessment data. Seven of the students moved from a partially
proficient or below to a category that shows an understanding of the material presented. For those
students in the meets category, I will continue to provide small group instruction. During small
group instruction I will reinforce the strategies and allow students time to practice those
strategies. I will also continue to play games that reinforce the material. I will also continue to
reinforce the strategies and games used throughout the unit for practice. I will add a math center
focusing on the concept to allow all students to practice and demonstrate their knowledge. With
practice, I am confident that the students will be able to fully master the concept. I will include
practice in the homework as well.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

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 Exceeds 4 5

Meets 2 6

Approaches 4 #

Falls Far Below 2 2

Post-Assessment Analysis: Subgroup and Remainder of Class

The males in the classroom showed significant improvement in the post-assessments. Several of
the male students moved up a category. All but two of the students, are in the meets and exceeds
category. There are still two students in the falls far below category. One of those students is
fairly new to the classroom. This student is currently working in a small group to focus on
counting, retaining a quantity, and comparing two quantities. I am confident that with small group
instruction this student will be able to move up to the approach’s category. The other student
continued to scribble across his paper and not engage in following directions. This student is one
that I am focusing on following directions. Throughout the unit, he was able to complete the work
with me in a small group or one on one. I will work with this student on strategies to focus on
during whole group instruction. This data shows that overall the students showed growth and
understanding of the curriculum this unit.

The next step for instruction would be to introduce subtraction and addition. I would start with
subtraction first. This will reinforce number concepts and comparing quantities. To introduce
subtraction, I would start through story problems and acting them out. I would talk about how
when we subtract, we are taking away. I would link this to their prior knowledge of comparing
quantities to find less. The new objective would be solve addition and subtraction word problems
and subtract within 10.

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STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Improved Practice Based on the Unit of Study
Short-Term Goal
1. Encourage and enhance
communication skills between the
students.
2. Incorporate more active learning
activities into daily lesson pans.
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Plan to Reach the Goal (i.e., professional
development, research on the Internet,
observation of a veteran teacher, etc.)
Through this experience, I have learned how
valuable partner talk is. Especially the fact
that it is a strategy that allows students to
formulate ideas and share their thinking in a
low risk setting. It is not just that the students
communicate, it is what and how they are
communicating. In kindergarten, we are
establishing the guidelines for effective
collaboration and vocabulary building. My
plan to accomplish my goal of encouraging
and enhancing student communication is to
observe and interview veteran teachers on
their strategies. My mentor teacher has
agreed for me to spend some time observing
different grade level teaching styles. During
this time, I will focus on student
communication. I will take notes and ask
questions such as, “how did you set up your
partner talk at the beginning of the year and
how do you add to it throughout the year.”
I understand how important it is for young
children to be engaged and active within
their learning. The more active and engaged
students are the more they learn. To reach
my goal of incorporating more active
learning into my lessons, I will research
journal articles and research-based resources
for different active learning activities. My
mentor teacher gave me a few different
research-based forums to reference for
strategies and teacher support. I will look
into each link to gather ideas. This is also a
great opportunity to collaborate with other
professionals in the field. I will continue to
collaborate with colleagues and professionals
around me. Other professionals are very
valuable resources.
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 3. Plan and strategize on a variety of
accommodations for a variety of
students. This includes students who
need more support, are advanced, and
those with special needs.
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It is important to always have a plan and list
of accommodations for all types of students.
My goal is to understand how to include a
variety of accommodations within my
lessons. My plan to reach this goal is to
interview my mentor teacher on how she
finds a variety of accommodations within her
classroom. I also plan to interview the
special education and reading
interventionalist teacher for strategies and
support. I believe that if all teachers work
together with similar strategies and
accommodations, the students learning will
be taken to the next level.
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