Student Teaching Evaluation of Performance (STEP)

Template
Kendra Ornoski

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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
Alta Loma Elementary is a suburban school in Peoria, Arizona. Peoria is home to a
population of 154,065 people (Suburban Stats, N.D.) and is continually growing. Since the
school is a Title 1 school, there is very little parent support. According to my cooperating teacher
there are maybe 5 to 10 parents of her 33 students who are actively involved in their child’s
education. There are both positive and negative effects to having this low parental involvement.
On one hand, there is not a constant stream of negative or critical comments and there is not as
much pressure on the teacher to please all of these parents. On the other hand, having low
involvement affects the amount of homework sent out since most parents are working multiple
jobs and may not have the time or finances to build an at home project with their child.

B. District Demographics
Inside of the Peoria Unified school district which services pre-k through 12th grade, there
are 34 elementary schools, 9 high schools and two different preschool programs that are both
offered at 24 different schools within the district. Of these schools, 18 are Title One which means
that all of the students there are given free breakfast and have reduced lunch. Within the various
schools in this district, there is a total population of 324,093 students; 52.3% of these students
are females and 47.7% of these students are male (Point2Homes, 2018). Being at a title one
school that has this free breakfast, it is something teachers have to taken into consideration as
there is breakfast duty every morning starting at 7:40 am. Therefore, if there is any planning,
grading, or copying that needs to be done then teachers should expect to arrive close to 7 am
since there are only two printers for the whole school. This past week I took over the science
portion of the day which is from 8am-9am everyday and I had to make sure my PowerPoint was
up and I had a worksheet ready for each student before I attended breakfast duty each morning.
Thus, I went to sleep earlier and got up earlier so that I could get to school by 7am to prepare
everything.

C. School Demographics
My cooperating school is Alta Loma Elementary School which services kindergarten
through 8th grade. It is ranked on SchoolDigger.com as the 598th of the 1,100 Arizona elementary
schools. There is free breakfast provided to all students each morning due to its Title One status.
In addition to this, the school also provides free lunch for the students who qualify and reduced
lunch to all the students who don’t. The recipients of the free lunch are 68.7% of the whole
population of students (School Digger, 2018). There is about 800 students at the school.
Specifically, “62% are Hispanic, 24.7% are White, and 5.5% are African American” (School
Digger, 2018). This affects lesson planning in that I have to attend to breakfast duty each
morning at 7:40am so all prep work must be done before then.

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
There are 33 students in my cooperating fifth grade classroom at Alta Loma. Inside of this class,
we cover every subject. 17 of the students in the class are female while 16 students are male.
Their ages range from 9 to 11 years old. Within the class, 16 students are Hispanic, 9 are white, 4
are African American, 1 is Asian, and 3 are mixed. Most of the students come from a low-
income family and/or broken home as it is a Title-One school.

B. Environmental Factors
Inside of my fifth grade class at Alta Loma, we have 7 tables that each fit four students. In
addition to the tables, we also have 5 single desks since an 8th table wouldn’t fit in the room. We
have a horseshoe table next to the teacher’s desk so that we have a place to pull small groups.
There is a computer station with two computers that are always available in the classroom. If a
computer is needed for each student, we do have 35 laptops that are shared between the three
fifth grade classes. As far as other technology, we do have a smart board set up and document
camera. We do have a small classroom library that allows for students to check out books and it
is also where all the students can sit down during a read-aloud. Since the students sit at tables, we
have cubbies for them at the back of the classroom where they store all of their books and
lunches. The students hook their backpacks on the back of their chair. To accommodate student
needs, we have a water fountain/ sink area and a pencil sharpener/paper area. This way students
will only need to leave classroom if they need to go to the nurse or bathroom. My class has very
low parent involvement so my cooperating teacher has a Class Dojo set up so that parents can
see how their children are doing and communicate with the teacher on a daily basis.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 3 5 0 0 0 0
Girls 1 1 0 0 1 0
Instructional These students These N/A N/A One N/A
Accommodations receive students student
and Modifications sentence receive read- receives
(Describe any frames, read- alouds on services

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instructional alouds on all tests, and
accommodations and tests, and pull- extended time support
modifications out services at on from a
regularly used to meet the end of day assignments, reading
the needs of students for reading, strategic specialist.
in each subgroup.) differentiated seating,
assignments, differentiated
and modified assignments,
grading. and modified
grading.

Due to our class having 6 students on an IEP who are pulled out daily, there are certain
parts of the day where I will have to accommodate them not being there. This can be especially
challenging sometimes as some students will be pulled out for math during our reading time or
are pulled out for writing during our science time. Thus, my cooperating teacher and I work hard
to differentiate homework and provide tier 2 instructions for when they are in the classroom. To
make this tier 2 instruction as effective as possible, we sat 4 of the students who are pulled out
the most at the same table so that when we do group activates they are either work together in
class or are in the resource room. Another accommodation that I have to be plan around is
extended time on quizzes/tests. For example, as a part of my science lesson I am giving 3
question quizzes every day based on the planet we learned about the day before. For two of the
students, it takes them considerable longer to take this quiz even though its only three questions
so I usually let them keep working on it while I do a part of my lesson or I have them finish it
later that day.

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

Unit Topic: Math- Geometry

Unit Title: Coordinate Grids

National or State Academic Content Standards

5.G.A.1. Understand and describe a coordinate system as perpendicular number lines, called axes
that intersect at the origin (0, 0). Identify a given point in the first quadrant of the coordinate
plane using an ordered pair of numbers, called coordinates. Understand that the first number (x)
indicates the distance traveled on the horizontal axis, and the second number (y) indicates the
distance traveled on the vertical axis.

5.G.A.2. Represent real-world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the context of the
situation.

Learning Goal
Students will be able to graph points on a coordinate plane so as to solve real-world problems.

Measurable Objectives
I can understand the parts in a coordinate grid system so that I can plot points.
I can identify a given point on a coordinate grid so that I can solve real world problems.
I can understand the difference between the x and y coordinates so that I can plot points
correctly.
I can plot a point when given an ordered pair so that I can solve real world problems.

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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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© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 20
3 of the questions are worth one point while 2 of the questions are worth two points each.

Exceeds= 7/ 7 correct (100%)

Meets=5/7 or 6/7 correct (71% or 85%)
Approaches= 3/7 or 4/7 correct (42% or 57%)
Falls Far Below= 2/7 or 1/7 correct (28% or 14%)

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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 7

Approaches 15

Falls Far Below 10

Pre-Assessment Analysis: Whole Class

Based on the data above, I will pull a small group to provide tier two instruction to the 10 students
who fall far below. These students are the ones I will make sure to ask individually if they have any
concerns with the concept as we are learning it.
Based on this data, there are some considerations that I should take into account when it comes to
my lesson planning, delivery, and assessment. First, I made sure that I gave more time to teach the
concepts and that I broken it down into smaller and more manageable parts. I spent the first two
days covering the basic concepts to ensure that students understood it. I then followed this direct
instruction with an explore activity where students played the coordinate grid game “Battleship” so
that they each would have an engaging way to practice plotting coordinate pairs. When it comes to
assessment, I will be giving out an exit ticket twice a week so that I can get an idea of where each
student is at. In addition, I will give a more formal, formative mini test after 5-6 days of instruction
to track growth and to determine what students understand and what they don’t understand. The
final thing that this data has showed me is that I should really try hard to work at the student’s
pace and if they aren’t getting it then I need to reflect on my teaching method and try it again the
following day. Overall, I am overjoyed that most of my students were in the approaching category
despite never seeing this content before.

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.
I will be using the same assessment and scoring rubric that I used for the pre-assessment.
(See Above).

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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 Identify parts of a Coordinate grid- Graphing a table of Evaluating and Interpreting written
Activity coordinate grid and graphing real world values writing expressions expressions
graph an ordered problems
pair.
Standards and Standard: 5.G.A.1. Standard: 5.G.A.2. Standard: 5.OA.B.3 Standard: 5.OA.A.1 Standard: 5.OA.A.2
Objectives
What do students Objective: I can Objective: I can Objective: I can Objective: I can Objective: I can
need to know and graph an ordered identify a given form ordered pairs write and evaluate write and interpret
be able to do for pair within the first point on a using given patterns expressions that an expression when
each day of the quadrant of a coordinate grid so and graph them in involve parenthesis, given in words.
unit? coordinate grid. that I can solve real order to bracket, and/or
world problems demonstrate and braces.
explain a
relationship.
Academic Coordinate system, Coordinate system, Coordinate system, Parenthesis, Parenthesis,
Language and coordinate grid, x- coordinate grid, x- coordinate grid, x- Exponent, bracket, Exponent, bracket,
Vocabulary axis, y-axis, axis, y-axis, axis, y-axis, braces, and braces, and
What academic coordinate pair, and coordinate pair, and coordinate pair, and expressions. expressions.
language will you origin. origin. origin.
emphasize and
teach each day
during this unit?
Summary of I will start off by I will provide I will start with I will start off by I will focus on
Instruction and teaching about the coordinate grid graphing a table of evaluating simple having students
Activities for the various parts of the templates and walk values and showing expressions with write simple one-
Lesson coordinate grid and students through the patterns within the order of step expressions
How will the have them copy this how to solve a real- them. I will relate operations. I will when given it in

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instruction and information into world problem. As these patterns to teach that there are words. For
activities flow? their interactive an example rules like “x+5=y”. four steps to example, “5 less
Consider how the notebooks. I will problem, “Lucas Students will learn evaluating: than 9” will come
students will teach students that walks four blocks how to find the rule grouping symbol out to be “9-5”.
efficiently transition the x-axis goes North to school, when given the x are first, next is Then I will move
from one to the “side to side” and then 6 blocks south and y coordinates. expononents /roots, on to harder
next. the y-axis “goes up to target, and then 3 Also, they will then multiplication problems like “9
to the sky”. I will blocks south to his learn how to create and division from less than the sum of
then move into the house. Where is his coordinate pairs left to right, and 4 and 2” which is
coordinate pair (x, house located?” I when given a finally addition “9- (4+2)”. After
y) and explain that will then move into particular rule. The from left to right. I having them
x always comes real-world rules will start with will start with practice evaluating
before y just like in problems like using one operation problems like simple written
the alphabet. I will “Natalie drinks 1 of adding, 3+5x2 and then expressions, I will
teach that x runs water bottle a day, subtracting, lead into problems move into word
away from zero and Isabella drinks multiplying, and with grouping problems. I will end
while y jumps away 4 water bottles a dividing; then it symbols like 5+ this unit with an
from zero. We will day. How many will move onto to (8x2). Following overall review the
practice the skills of water bottles will multi-operation this, I will add in day before the
plotting points and Natalie need for 1, problems like 2x- problems like 8+ summative test.
identify the 2, 3, and 4 days? 5=y. [9-(2x3)].
coordinate pair of How many will
an already plotted Isabella need for 1,
point. 2, 3, and 4 days?
Plot these points on
the coordinate grid.
Differentiation I will give whole I will give whole I will give whole I will give whole I will give whole
What are the group instruction to group instruction to group instruction to group instruction to group instruction to
adaptations or teach the content as teach the content as teach the content as teach the content as teach the content as
modifications to the an I do. Then I will an I do. Then I will an I do. Then I will an I do. Then I will an I do. Then I will
instruction/activities perform a we do perform a we do perform a we do perform a we do perform a we do
as determined by activity that allows activity that allows activity that allows activity that allows activity that allows
the student factors students to work at students to work at students to work at students to work at students to work at

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or individual their table groups their table groups their table groups their table groups their table groups
learning needs? while I walk around while I walk around while I walk around while I walk around while I walk around
the room to check the room to check the room to check the room to check the room to check
that everyone is on that everyone is on that everyone is on that everyone is on that everyone is on
task. After this, I task. After this, I task. After this, I task. After this, I task. After this, I
will give students will give students will give students will give students will give students
an independent an independent an independent an independent an independent
activity and I will activity and I will activity and I will activity and I will activity and I will
pull a small group pull a small group pull a small group pull a small group pull a small group
to work with the to work with the to work with the to work with the to work with the
students who are students who are students who are students who are students who are
struggling. I will struggling. I will struggling. I will struggling. I will struggling. I will
give struggling give struggling give struggling give struggling give struggling
students extra time students extra time students extra time students extra time students extra time
to finish their work. to finish their work.to finish their work. to finish their work. to finish their work.
For my four For my four For my four For my four For my four
students with a students with a students with a students with a students with a
learning disability learning disability learning disability learning disability learning disability
in math, I will give in math, I will give in math, I will give in math, I will give in math, I will give
differentiated differentiated differentiated differentiated differentiated
homework homework homework homework homework
assignments. assignments. assignments. assignments. assignments.
Required Engage NY Lesson My Math Ch. 7 Expo markers, My Math Chapter 7 My Math Chapter 7
Materials, 2 Mod. 6, My Math Lesson 7 and LearnZilla Lessson 1, My Lesson 3, Engage
Handouts, Text, Ch. 7 Lesson 8, and WorksheetLand worksheet, My Math Chapter 7 NY Lesson 4 Mod.
Slides, and Engage NY Lesson template and Math Ch. 7 Lesson Lesson 2, Engage 2 and made-up
Technology 3 Mod. 6. worksheet. 9, Engage NY NY Lesson 32 practice problems
Lesson 7 Mod. 6, Mod. 4, and Engage from the teacher.
and Engage NY NY Lesson 3 Mod.
Lesson 8. 2.
Instructional and I will have students Students will have a Students will be I will allow Students will be
Engagement take notes in their follow along able to write on students to create able to create their
Strategies interactive template so that their desk with an and solve their own own written

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What strategies are notebooks. To help they can work expo marker to expressions with a expressions that
you going to use students explore through problems come up with a shoulder partner. other students have
with your students with this content, I while I work coordinate pair to solve. Also, I
to keep them will have students through them on the based on a rule that have a fun review
engaged throughout do a battleship board. Students will I will give. I will game that we will
the unit of study? game where they have the chance to also have students use the day before
plot points to create their own create their own the test called the
destroy their word problem and rules to proactive. unfair game.
partner’s ship. plot it on the grid.
Formative Pre-Assessment, Finger of 5 to show Finger of 5 to show Finger of 5 to show Finger of 5 to show
Assessments Finger of 5 to show understanding, Exit understanding and understanding and understanding and
How are you going understanding, and Ticket that has Mini-Quiz 2. Mini-Quiz 3. Post-Assessment.
to measure the Exit Ticket that has students plot points
learning of your students plot 8 on a coordinate grid
students throughout points on a based on a real-
the lesson? coordinate grid. world problem, and
Mini-Quiz 1.
Summative, Post- The summative, post-assessment will be the same as the pre-assessment with the addition of a couple of
Assessment questions about writing and evaluating expressions. An example problem for this addition would be (5+2) x
What post- 3= 21.
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: https://www.youtube.com/watch?v=ezXY4m4pS-Y&t=1s

Summary of Unit Implementation:

Overall, the implementation of my math unit on coordinate grids and evaluating expressions was
a roller coaster. I started off strong when teaching the parts the coordinate grid as I incorporated
an easy to remember jingle, "x-axis goes side to side, y-axis goes up to the sky". Additionally, I
also used the cartoon Mario to show students how the x and y in (x, y) run and jump away from 0
just like Mario. The students really gravitated towards this. I continued strong when I had
students practice this concept by playing a form of battleship with a partner. The students seemed
to real enjoy it and understand it. Coming off this super engaging lesson, I started incorporating
word problems and fractions into the plotting of points on the coordinate grid and continued to
relate this topic to real-world examples. I found success in teaching about how this related to
maps and the traveling from one place to another (For example, Susan went 3 blocks East and 2
Blocks North to my house). Following this, I starting teaching the students about rules like
2+x=y. Some students got this very quickly whole others were completely lost. This lesson did
not go to plan as I had to spend two extra days going over it and struggled through each lesson I
taught. To engage students with these input/output rules, I had students use number cubes to roll
and input that number in for x based on rules that they created themselves. After this rough
patch, I starting teaching expressions like 2 + (9 x 4). Once again, most of my student either got
it right away or were completely confused. I had to stretch out the teaching of the concept over
multiple days which were not what I planned for and rely heavily on modeling and walking
around to meet with each student. Overall, I did find myself struggling with the teaching of some
of this lesson but am proud of engaging activities that I incorporated along the way as they
helped teach the learning objectives. I hopeful that I will end this unit out stronger then it have
been the last two weeks.

Summary of Student Learning:

My initial perception of the overall student learning was that the majority understands it and gets
it while 8 of my 33 students continue to struggle through it. Throughout this unit, I found it hard
to balance between helping the struggling students and keeping the higher students engaged. This
caused me to rethink how my math time was set up. Thus, I changed my math time to start with a
whole-class direct instruction where I directly modeled what I wanted my students to do. Then I
would go into practice time when I would give students sample problems to work out on their
own or with a partner. During this time, I would walk around the room and check in with each
student to see where they were at with the concept. As I checked in, I would make a mental note

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of who was still really struggling after the direct instruction and practice time. These struggling
students were then who I pulled for a small group while the rest of the class silently started that
night's math homework. I gave 3 quizzes throughout my unit which helped me pinpoint where
each of my students was at and track their progress. So far on the quizzes my students have
continued to get decent scores and I am excited to compare their math post tests in a week and
half with their pre-tests.

Reflection of Video Recording:

Watching my recording back, there were a couple of things that stuck out to me. First, I do feel
as if I maintain a positive and confident presence. I saw myself take charge of the class
throughout the lesson. Next, I noticed that as I walked around the room, I tended to stop at the
same students desks who were continually struggling instead of giving equal time to all. With
this, it made me realize that I was trying so hard to get every student to understand that I made
the majority of the class wait them to catch up. This was something that my cooperating teacher
pointed out to me as I would let lessons drag on just so that every student was on the same page.
I think this is one thing I would like to build upon- focusing my direct instruction lessons around
the majority of the class and then pulling small groups later. Overall, I am very proud of myself
and can't wait to watch my teaching skills improve over the course of this semester.

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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 26

Meets 7 2

Approaches 15 2

Falls Far Below 9 1

Post-Test Analysis: Whole Class

Based on the post-test of this unit, I found that most students exceeded expectations and
understand the concepts behind coordinate grids and evaluating expressions. The three students
who did not meet the standard were all receiving services in math from the resource teacher and
will have the option to retake the test with her.

Overall, I am very pleased with my student’s progress as the majority of them started off not
understanding anything about the topic and then went in a couple weeks to fully understanding it.
I feel as if my students enjoyed learning this math unit as we were able to relate coordinate grids
to real-life problems (like walking a certain amount of blocks) and to games like battleship. Even
our reviews went over well as students continued to get answers right without much assistance.
Post-Assessment Analysis: Subgroup Selection

For my sub-group selection, I have chosen to evaluate girls and boys separately as most of the
boys in my class are chatty Kathy’s and I was curious to see if that would affect their
understanding of the standards.

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 0 16

Meets 4 1

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Approaches 10 0

Falls Far Below 3 0

Post-Assessment Analysis: Subgroup

My interpretation of the female scores actually shocked me. They had the most growth and all but
one of the girls exceeding expectations by receiving a 100% or by missing one. On the other
hand, none of my female students have an IEP or are receiving support in math so it makes sense
that they improved in their understanding quickly.

Overall, I believe the effectiveness of my instruction, assessment and effect on student learning
was very high and positive. I used jingles to help my students remember the difference between x
and y and I had a high focus on the “I do, We do, you do” model. This allowed me to be very
effective as everyday my students saw me directly walk them through the problems, they were
then able to practice the problems in a small group of peers, and then were given time to work
through it on their own. To better help those students who have not mastered the objectives, I
build time into my math section to work in tier 2 small groups with struggling students to work
through problems with them at a broken down level. Also, I will give the students less work
problems so that they can focus on showing me their understanding with 3 problems rather than
10 problems. Lastly, I will still use continuous formative assessments so that I can be aware of
who my struggling students are.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 10

Meets 3 1

Approaches 5 2

Falls Far Below 6 1

Post-Assessment Analysis: Subgroup and Remainder of Class

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The boys also did quite well on the post-test and showed a lot of growth. There were three
students who did not meet the standard and I can see now that these were the students who
required even more additional one-on-one help in these math concepts. All three of these boys are
receiving math services from their resource teacher so in the future I will be in more
communication to with her to make sure these skills are being reviewed in her small group
setting.

The math unit that follows is that of “Volume”. Students will start off with reviewing perimeter
and area and then use building blocks to engage with volume.

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. Incorporate targeted small group
instruction to meet with struggling
students in math.
development, research on the Internet,
observation of a veteran teacher, etc.)
Discuss ideas with cooperating teacher to
build in time in the lesson where I can meet
with struggling students while the rest of the
class is working on either group or
independent work.

2. Practice expectations, homework, and Get advice from my cooperating teacher.

direct instruction so that I can be fully Research various models, graphic
prepared and confident while teaching. orgainizers, and formulas on the internet for
preparation.

3. Consistenly use attention grabbers and Work with cooperating teacher to observe
wait for students to completely stop my progess. Research on internet attention
talking before I begin teaching. grabber ideas. Practice them with the
students.

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 References

Point2Homes. (2018). Peoria Unified School District Demographics. Retreived from

https://www.point2homes.com/US/Neighborhood/AZ/Maricopa-County/Peoria-Unified-

School-District-Demographics.html

SchoolDigger. (2018). Alta Loma School. Retrieved from

https://www.schooldigger.com/go/AZ/schools/0625000507/school.aspx?t=tbRankings

Suburban Stats. (N.D.). Population demographics for Peoria, Arizona in 2016 and 2017.

Retrieved from https://suburbanstats.org/population/arizona/how-many-people-live-in-

peoria

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