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 ...........................................................9
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 ...........19

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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: Cardinality and Read and Write Numbers

Unit Title: Teddy Bear Math

National or State Academic Content Standards

CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.

Learning Goal
Students use teddy bear math to count, read and write numerals while focusing on cardinality.

Measurable Objectives
Students demonstrate that they can start at any number in a known sequence and continue
counting from there.
Students verbalize how many there are of a given object after counting them regardless of
arrangement.
Students write numbers 0 to 20.

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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.

Number
Counting Identification Number Overall
Student Score Score Formation Score Score
1 89% 100% 93% 94%
2 100% 100% 93% 98%
3 67% 83% 47% 66%
4 78% 50% 67% 65%
5 100% 67% 53% 73%
6 78% 100% 40% 73%
7 89% 76% 70% 74%
8 89% 76% 70% 74%
9 100% 100% 93% 98%
10 89% 33% 40% 54%
11 89% 76% 70% 74%
12 89% 76% 70% 74%
13 89% 33% 87% 70%
14 89% 67% 60% 72%
15 100% 100% 100% 100%

Exceeds 85 – 100%

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 Meets 71 – 84%
Approaches 58 – 70%
Falls Far Below 0 – 57%

I took the mean and standard deviation of the data set to determine the distribution of the
grading scale.

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 4

Meets 7

Approaches 3

Falls Far Below 1

Pre-Assessment Analysis: Whole Class

Based on the data above, I would continue to keep this as a standard objective. While some students
exceed the objectives, many are just meeting standards within the range, so they still have room to grow.
The students that are approaching and falls far below also need to be approaching if not exceeding the
objective.
This data will be extremely useful in planning, delivery, and assessment. The assessment shows me
which areas the students are still struggling in, which I noticed was correctly writing the numbers.
Especially when approaching the teens, which number comes first. Due to this lapse in number formation
scores, I will plan to do specialized instruction. Students seems to have a handle on counting and saying
the last number means how many of the item there are. However, students still need work on being able
to start from any number and count from there. I will be using this to plan and change my instruction to
meet student needs.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.

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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Teddy Bear Counting Sorting and Counting Teddy Bear Graphs Bears on a Path / Cardinality and 1:1
Lesson or Problems Teddy Bears Pair of Bears worksheet
Activity
Standards CCSS.MATH.CONTE CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT
and NT.K.CC.B.4.A ENT.K.CC.B.5 ENT.K.CC.B.5 ENT.K.CC.A.2 ENT.K.CC.A.2
Objectives When counting Count to answer Count to answer Count forward Count forward
What do objects, say the "how many?" "how many?" beginning from a beginning from a
students number names in the questions about as questions about as given number within given number within
many as 20 things
need to standard order, pairing many as 20 things the known sequence the known sequence
arranged in a line, a
know and each object with one arranged in a line, a rectangular array, or (instead of having to (instead of having to
be able to and only one number rectangular array, or a circle, or as many begin at 1). begin at 1).
do for each name and each number a circle, or as many as 10 things in a
day of the name with one and as 10 things in a scattered Students count CCSS.MATH.CONT
unit? only one object. scattered configuration; given forward from any ENT.K.CC.A.3
configuration; given a number from 1-20, given number of Write numbers from
Students count the a number from 1-20, count out that many bears. 0 to 20. Represent a
bears and say how count out that many objects. number of objects
many are left even as objects. with a written
they move around. CCSS.MATH.CONT numeral 0-20 (with 0
ENT.K.CC.C.6
Students provide the representing a count
Identify whether the
number of bears in of no objects).
number of objects in
each group.
one group is greater
than, less than, or Students write the
Students correctly state numbers
equal to the number
which group is larger.
of objects in another independently.
group, e.g., by using
matching and
counting strategies.

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 Students answer the Students correctly
question “how write the missing
many?” for each number in the
label. number line.
Students identify
which group is larger
and which is smaller.

Academic Count Count Belong together Count Count

Language How many Match Count Belong Together Number Words 1-20
and Less Next Different Different Missing
Vocabular More Number Words 1-10 Match Pair Line
y Number Words 1-10 Predict Number Words 1- Number Words 1-10
What Position/location 15 Plus
academic words Sort
language Same Less/fewer
will you more
emphasize
and teach
each day
during this
unit?
Summary I will start this activity I will have students We will first start Students will count The teacher will
of by telling a story about bring teddy bears by talking about the along with Lil’ Green show some sample
Instruction the bear counters, and from home. Students way we sorted the as she hops down the problems where we
and what their day was like will start by day before and number path. Lil’ have to try out the
Activities (i.e., the bears were introducing their introduce the graph Green will point to problem. I will solve
for the laying on the roof, two teddy bears to the labels. As a group, random numbers on the first one then I
Lesson went inside the cave, class. I will model by we will sort their the path, and the will call students to
How will then there were three first introducing my pictures into two teacher will call on the front of the class
the left on the roof). I will bear. The teacher will categories students to read them. starting with students
instruction show the students what then ask students (brown/not brown) Students will then who have the skill to

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 and my bears are doing on how they can sort and count how add the teddy bear first show then some
activities the document camera them. The teacher many. We will then theme cards to their students that are
flow? as I tell the story. will first sort by color talk about which corresponding working on it. The
Consider Students will then be with the class then one has more and number on the path. students will then
how the given the materials and the class will count which has less. We Once all the numbers have a worksheet to
students allowed some time to how many of each. will do this with are added, students complete on their
will explore the bears. They will also other labels will then say how own like we did on
efficiently After sufficient compare color (bears/not bears many are on each the board.
transition exploring time and groups. I will then and red/no red). card.
from one to with a warning, I will encourage students to Students write on
the next. start to tell another group in another their own graph the The teacher will read
story where I way, repeating the findings. the book “Pairs of
encourage them to process. Students will Bears” to the class.
have their bears join then go back to the The students will use
me. I will ask students table to draw their their fingers to add a
to hold up fingers how teddy bear for the friend. Once the book
many they have in next activity was read, the teacher
different positions. I (graphing). will have students
will then allow them to stand up and partner
tell stories on their them up, turning over
own with whiteboards numbers that do not
at their desk to write have partners.
numbers/number
problems.
Differentia Since many students I will model the I will ask questions I will ask students The teacher will help
tion are behind in teddy bear to guide students questions that deepen students to form
What are understanding that you introduction. gently to the goal their understanding letters if they need it.
the just add one more to If students need help of the lesson. I will and thinking. I will Students that need
adaptations keep counting from visually sorting, I as students which use strategies such as access to numbers
or where you are at, I will will provide paper to row has the most finger counting to can use their writing
modificatio start all students with sort into different and the least and add one more, as well folders which have
ns to the five bears. If some piles as dividers. how they know. I as pointing out that letters and numbers
instruction/ students need more will also ask just we are adding bears writing from

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 activities as bears to be challenged, I will hold up two what students at a time by adding Handwriting Without
determined I will distribute more bears that are notice so all one more. Tears.
by the bears. different and ask students can
student students why they are participate even if
factors or different if they need they cannot yet
individual help with sorting provide ideas.
learning idea.
needs?
Required Bear Counters Teddy Bears from Large Graph Sheet Number Line White Board
Materials, Cup Home Student Bear Lil’ Green Markers
Handouts, Document Camera Extra Teddy Bears Pictures Bear Cards Worksheets
Text, Whiteboards and (for students who Labels Pairs of Bears book Pencils
Slides, and Markers didn’t bring one) Student Graph
Technolog White Squares Sheets
y Pencils Clipboards
Crayons Pencils
Instruction I will use story telling Allowing students to Using students own Students will be While sometimes
al and to engage students in introduce their teddy created art work to engaged because they worksheets can be
Engageme math. I will also make bears first will sort and graph their will be doing the boring and tiresome,
nt sure all students have engage students. This bears will be sorting themselves sometimes students
Strategies their own teddy bears will then become engaged. Also, by and figuring out the really need to know
What and caves, but first meaningful to allowing students number line. I will how to fill in the
strategies allow them to explore students because to be responsible select students at blank. To keep this
are you them. I will also take there is an attachment for the counting random, so most engaging, I will go
going to ideas from students to the materials. Even and the recording, students have a around and visit the
use with after I have modeled a students who do not they will also be chance to take part three tables in the
your few times to bring their own bears more engaged. verbally, by inserting classroom. I will
students to incorporate into the will feel more a card, or by taking work with students to
keep them lesson. engaged as they guesses. keep them engaged
engaged make up a back story and working hard. I
throughout for their bears. will ask them
the unit of clarifying questions
study?

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 and help them when
they are stuck.
Formative Students will show me Students will share Students will be The teacher will have The teacher will look
Assessmen how many bears on their ideas through asked to think different students at students answer,
ts their fingers. out the lesson, about which one figure out the bears give them a star, then
How are incorporating other has the most and on the path. When have them put the
you going ideas. how they know it students read the sheets in the mailbox.
to measure does, pair with a book with the second
the learning friend to talk about time with the teacher,
of your it, then the teacher the teacher will look
students will call on some for students holding
throughout students to share. the correct fingers up.
the lesson?
Summative
, Post-
Assessmen
t
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:

Click here to enter text.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 4 8

Proficient
(80%-89%) 7 3

Partially
Proficient
3 3
(70%-79%)

Minimally
Proficient
1 1
(69% and below)

Post-Test Analysis: Whole Class

After preforming the post assessment, it was evident students learned from the unit. However,
there was little growth for students who approaches or falls far below from pre assessment to post
assessment. Several students showed significant growth while there were only two students who
backslide.

Pre & Post Assessment

100%

80%

60%

40%

20%

0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student

Pre Assessment Score Post Assessment Score

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 According to the data, students grew the most in number formation score so the number writing activities
were most effective. However, the least amount of growth was seen on the counting standard. The lowest
score grew the most from pre assessment to post assessment, so while there was little growth where they
were already successful, I was able to teach a unit that helped the grow where they needed the most
growth. In the future, for students who saw little growth, I would pull those students to help build on the
skills. It seems as if the foundational knowledge was lacking and they may need to go back and start with
the basics of counting, number identification, and number formation.

Post-Assessment Analysis: Subgroup Selection

In my classroom, there are no ELL students, gifted students, or students on IEPS or 504s. Due to
make up of the class, I decided to look at gender and how students are doing according their
gender. This gives me insight into their development and how the class is struggling. I will look
especially at the boys in the class.
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 1 5

Meets 3 1

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 Approaches 2 0

Falls Far Below 1 #

Post-Assessment Analysis: Subgroup

Overall, it seems if the boys experienced growth. There was one student who did better on the
pre-assessment than the post assessment. It was helpful for me to reflect on that student and my
personal relationship and knowledge about him. This student often has trouble staying focused
and sustaining effort when challenged. It is a reminder that knowing a student is important and
realizing some students may need individualized efforts.

Males
120%

100%

80%

60%

40%

20%

0%
2 3 6 10 11 12 14

Pre Assessment Score Post Assessment Score

The males in the class experienced a lot of growth. Especially looking at student number 12, it
was obvious they gained from the lesson. It also shows me that many of the males are struggling
with number formation still while they are higher in other areas. In future days, I plan to continue
and build on activities that help fine motor skills to help with letter formation. A great resource,
Handwriting Without Tears, would also be effective to help students with their number formation
and writing in general. Perhaps pulling the boys during free choice time or briefly during writing
or math could be effective.

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 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 3 3

Meets 3 2

Approaches 2 2

Falls Far Below 0 1

Post-Assessment Analysis: Subgroup and Remainder of Class

Overall, the boys in the class seemed to experience the most growth throughout the lessons, but
also struggled with different areas. The remainder of the class (the girls) were higher on number
formation but lower in number identification. The girls’ scores were also a little skewed by a
student who has trouble sustaining effort when challenged and often does not want to continue if
does not think she can. Taking this into consideration, this student needs specialized instruction to
not only build skills but her confidence. I am concerned that this assessment was challenging for
her and probably stopped her from trying her best.

The next steps for instruction would be to continue to teach the lessons in the curriculum we use
but also pulling students who need help. Students will be grouped by the skills they need to work
on and some math intervention activities will be put in place. I also will start a goal sheet for each

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 student to help them be accountable for their learning and to make them aware what they need to
be working on.

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. Use supplemental material to the
curriculum.
2. Pull students into small group
instruction when possible.
development, research on the Internet,
observation of a veteran teacher, etc.)
I will research additional materials on the
internet and also talk to a veteran teacher to
see when they work this into their schedule. I
will ask the veteran teacher how they balance
curriculum with where students are
specifically lacking.
I will use any independent time to pull
students and work with them in the
classroom. I will also have the
paraprofessional assigned to my room to do
motor breaks with students where they move
their bodies while counting. The more
individualized lessons students get, the more
they will benefit. I will look closely at the
schedule for appropriate timing.

3. Encourage students to try their best
even we they are not sure.
My plan to reach this goal is to ask questions
of veteran teachers. I will use the language
they model when working with students. I
will also find supplemental materials, such as
books and social stories, to help students to
understand that is okay not to know but they
still have to try.

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