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 .........................................................10
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................15
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........18

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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: Fractions

Unit Title: Number and Operations-Fractions

National or State Academic Content Standards

3.NF. A Understand fractions as numbers.
3.NF.A.1 Understand a fraction (1/b) as the quantity formed by one part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b.
3.NF.A.2 a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to
1 as the whole and partitioning it into b equal parts. Understand that each part has size 1/b and
that the end point of the part based at 0 locates the number 1/b on the number line.

Learning Goal
The students will be able to identify fractions as numbers

Measurable Objectives
TSWBAT identify, label and construct fractions that represent more than one part of a whole by
answering 10 questions on Illuminate at an 80% accuracy.

TSWBAT identify, label and construct fractional parts of a group on a worksheet of 7 questions
at an 80% accuracy.

TSWBAT identify, label and construct fractions on a number line by solving 6 questions on
Illuminate at an 80% accuracy.
‘

TSWBAT to apply the concept of fractions to solve story problems by completing 7 questions on
Illuminate at an 80% accuracy.

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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.
Copy and paste, or insert a picture of the pre-assessment.

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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%) 0

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 4

Minimally Proficient
(69% and below) 23

Pre-Assessment Analysis: Whole Class

I would not change anything to the national standards. I believe that the students had the
foundation to continue fractions at a 3rd grade, but needed some guidance to help them recall the
concept. Also, the skills learned in third grade will be needed when they learn the fourth-grade
content.

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 Based on the data provided, I would only change the assessment format. I will make sure to include
multiple answer questions type not only constructed response questions; this will allow those
students who may need some prompting to recall what they have learned.

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.
Copy and paste, or insert a picture of the post-assessment.

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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 Fractions Fractions of a Fractions of a set Apply the concept Fractions on a
Activity whole of fractions to story number line
problems
Standards and 3.NF. A 3.NF.A.1 3.NF.A.1 3.NF.A.1 3.NF.A.2 a.
Objectives Understand Understand a Understand a Understand a Represent a fraction
What do students fractions as fraction (1/b) as the fraction (1/b) as the fraction (1/b) as the 1/b on a number
need numbers. quantity formed by quantity formed by quantity formed by line diagram by
one part when a one part when a one part when a defining the
whole is partitioned whole is partitioned whole is partitioned interval from 0 to 1
into b equal parts; into b equal parts; into b equal parts; as the whole and
. understand a understand a understand a partitioning it into b
fraction a/b as the fraction a/b as the fraction a/b as the equal parts.
quantity formed by quantity formed by quantity formed by Understand that
a parts of size 1/b. a parts of size 1/b. a parts of size 1/b. each part has size
to know and be 1/b and that the end
able to do for each point of the part
day of the unit? based at 0 locates
the number 1/b on
the number line.

Academic Fraction, Fraction, Fraction, Fraction, Fraction,

Language and denominator, denominator, denominator, denominator, denominator,
Vocabulary numerator, numerator, numerator, numerator, numerator,
What academic partition, whole, partition, whole, partition, whole, partition, whole, partition, whole,
language will you half, third, fourth, half, third, fourth, set/group half, set/group half, number line half,
emphasize and sixth, eight sixth, eight third, fourth, sixth, third, fourth, sixth, third, fourth, sixth,
eight eight eight

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 teach each day
during this unit?
Summary of The lesson will To begin we will We will read the We will be SW read the
Instruction and begin gather on the read the learning content goal. As a gathered at the content goal.
Activities for the carpet and the goal. TW engage hook, TW have carpet. SW have TW play a video
Lesson students reading the students with eight students to their whiteboards about fractions to
How will the learning goal. Next, questions about the volunteer come to and markers. We refresh knowledge.
instruction and TW pose a question content learned the the front. TW ask will read the Afterward, SW
activities flow? that ties fractions to day before. TW the class to content goal. TW transition to the
Consider how the a real-life situation. play a video that determine what project on the carpet with
students will SW talk to their relates to fractions. fraction of them are screen a word whiteboards and
efficiently transition partner and then As part of my wearing gray shirts, problem. SW do markers on hand.
from one to the share with the class. instruction TW use green, and maroon. think-pair-share TW introduce the
next. TW instruct what a power point SW have a chance ideas with the class. topic and ask
are fractions and presentation to to discuss the On direct questions related to
how to write them show geometric solution in their instruction, TW number lines.
using the shapes and how to groups. As direct provide more SW will have time
vocabulary; partition them into instruction, TW use examples, model to discuss with
together we will different fractions. multicolor tiles and thinking, and solve partners.
complete the SW use Skittles to teach the questions using TW demonstrate
vocabulary whiteboards to them how to find pictures. As guided steps to draw a
worksheet. replicate them. As a fractions of a set. practice, TW show number line and
Thereafter, SW guided practice SW SW have ample a couple of writing the
return to their work with a partner time to practice and examples and have fractions.
seats/groups and answering write down their them help me solve SW copy on their
use their markers to questions related to answers. them. As whiteboards.
partition their desks fractions (Scoot To practice independent SW work with
into an assigned game). On independently SW practice SW partners for guided
fraction. SW copy independent answer a complete a practice and
all the fractions on practice SW play a worksheet. worksheet with complete a
their notebooks. Quizizz fraction SW complete an word problems. SW worksheet. SW
Last, SW work game. Last, SW be Illuminate complete an work independently
independently to assessment. on a Quizizz game.

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 complete the assessed with a Illuminate Last, they will
assessment worksheet. assessment. complete an exit
worksheet. ticket.

Differentiation Work with small Manipulatives, Manipulatives, Small group, read Small group direct
What are the group to help them small group direct ELLs will the problem to instruction
adaptations or complete instruction demonstrate them
modifications to the worksheet. comprehension by
instruction/activities rephrasing the
as determined by meaning of
the student factors fractions
or individual
learning needs?
Required Worksheets, post-it Worksheets, Worksheet, Power Point Laptops, video,
Materials, notes with fractions pencils, crayons, Skittles, presentation, Quizziz game,
Handouts, Text, notebooks, and dry Scoot fraction manipulatives, worksheets, worksheet,
Slides, and erase markers, cards, laptops, notebooks, pencils, Illuminate whiteboards
Technology Brainpop Jr. video, Illuminate assessment
fraction game assessment code:33UTRU2
Quizizz.com Code:2GECUK4
Instructional and Connecting the Visual Connect the topic Real-world Video, group
Engagement topic to a real-life representations to a real-life connection, group discussions, partner
Strategies situation, with video and situation, class collaboration, class collaboration,
What strategies are discussions with a power point, class discussions, peer discussions games
you going to use with a partner, discussions, review
with your students active participation, computer game
to keep them hands-on activity
engaged throughout
the unit of study?
Formative Questioning, 0-5, Questioning, thumb Questioning, Illuminate Questioning, thumb
Assessments worksheet up/ thumbs down, Illuminate assessment, thumb up/ thumbs down,
How are you going worksheet assessment, 0-5, up/ thumbs down worksheet
to measure the

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 learning of your
students throughout
the lesson?
Summative, Post- At the end of the unit, the students will take the post-assessment which is the same as the pre-assessment.
Assessment
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: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

 Day I: Identify fractions as numbers
To begin the lesson, I stated the expectations and we all read the learning goal. I engage the
students activating prior knowledge. This is an effective strategy because it allows the students to
make connections and sense of the new learning. I wanted to make the activity as interactive as
possible, so I had them work in groups creating different fractions using their desks as canvas to
write the fractions. One thing that I would do differently, would be providing dry erasable
towelettes to prevent students walking back and forth to get wet towels to erase.

 Day 2: Identify fractions of a whole.

As my hook, I used a Brain Pop Jr video about fraction. This strategy is effective because
audiovisuals targets multiple learning styles. I used a few Power Point slides as part of
my instruction. One of the questions was not formulated using kid friendly words so it
made it difficult to understand for most of the students. For the most part everything
went as planned, except for not being able to meet the time limit, which is something
that I am constantly working on.

 Day 3: Identify parts of a set

I started the lesson by activating their prior knowledge and stating the expectations.
One thing that my CT keeps reminding me is to restate the expectations on every
transition. Later, I introduced how to write fractions using the student’s uniform colors.
In the activity, I provided students with the materials and then gave them the directions;
however, they were too excited, and it was difficult to give instructions on how to use it.
I should have modeled how to use the tiles before handing them out and later have
them practice with me. The students were so much engaged with the activity because I
gave them Skittles to help them write their fractions. I feel that using food as part of a
lesson makes it memorable and fun.

 Day 4: Apply the concept of fractions to story problems

Since understanding word problems requires critical thinking and visualization, I used
pictures to help the students how to find the solutions to word problems. Also, I allowed

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 the student to collaborate in pairs as they can help each other if there is a
misconception.

Day 5: Represent fraction on a number line

 The engagement strategies that I used were a video to engage, partner work and a
Quizizz games as independent practice. I used thumbs up, thumbs down several times
during instructions as check for understanding. I understand that each student has its
own learning style, so I like to present the information in many different ways as
possible.

Summary of Student Learning:

 Summary of student learning: Overall, the student met the learning goal in all the
lessons, except on the fourth day. The goal was to apply the concept of fractions to real
world problems. It is a satisfaction to see that the students were able to construct new
meaning with my instruction and the leaning strategies implemented during my lessons.
There have been several times when I have realized that I have to rethink my planning;
for example, when my directions were vague, and I can see that some students don’t
know what to do. I noticed that simple things like this takes away precious time. In order
to avoid this from happening, I make sure to write them as steps in my lesson. Then, I
state the expectation loud and clear and lastly, I ask the students to repeat it back to
me. Also, I have identified few students who may benefit from guidance but prefer to
go unnoticed when working on their own. As a result, I been working with them first
before they can work on their own or with partners. There are so many little things that
I feel like I need time to reflect up on to improve; however, time is a luxury for me lately.
I just hope to continue learning and adjust to any unforeseen situation. Describe your
Reflection of Video Recording:
Unavailable

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%) #0 #0

Proficient
(80%-89%) #0 #11

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 Partially
Proficient
#4 #8
(70%-79%)

Minimally
Proficient
#23 #7
(69% and below)

Post-Test Analysis: Whole Class

Based on the analysis of the post-assessment data almost half of the students were able to
complete the assessment at an 80% to 89% accuracy. Only nine of the students are partially
proficient, most likely they will additional practice to achieve a proficient level. The rest of the
students will need reteaching to clarify the misconceptions.

Based on the whole class post-test data, the strategies used to engage and relate the content were
effective. The example that comes to mind is when I taught fractions as part of a group. I used a
group of students to find the different fractions based on the color of their shirt. In order to
practice the new learning and make the activity fun and memorable, I gave the student an
individual bag of Skittles to make different color sets, which the students really enjoyed.
Post-Assessment Analysis: Subgroup Selection

On the post-assessment analysis, I will choose to focus on the female students since they account
for more than half of the students in the classroom.

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%) 0 0

Proficient
(80%-89%) 0 8

Partially
Proficient
4
(70%-79%)

Minimally
Proficient
# #3
(69% and below)

Post-Assessment Analysis: Subgroup

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 My interpretation of the student learning based on the analysis of the subgroup post-test data is
that the students continued to struggle when they had to apply the concept of fractions to word
problems.

One way I can help the students transfer the knowledge of fractions into real world problems is
by using realia so the students can have a visual representation and hands-on learning. Also, allow
them to work in groups because students learn by peer collaboration.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) # #2

Proficient
(80%-89%) # #2

Partially
Proficient
# #4
(70%-79%)

Minimally
Proficient
# #4
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

As for the male students, the data demonstrates that applying the concept of fractions to word
problems was also an area of struggle. I believe that they needed more time to practice how to
make sense of the problems because they were able to perform better in the numeric portion of
the lessons.
Based on this analysis of student learning, the students will benefit from a day of review that can
help clarify any misconception to clear the path for the next objective which is comparing
fractions.

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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. Improve on transition time to make
the lesson more effective.
development, research on the Internet,
observation of a veteran teacher, etc.)
I will continue observing my CT and other
colleagues to makes transitions seamless.

2. Use differentiation strategies I will take advantage of professional

development to continue learning as a
teacher.

3. Simplify instruction I will research on the internet effective

strategies that can help me deliver content
clear and concise.

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