GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART II

Understanding the learning needs of students is critical when designing instruction that is differentiated and geared to meet unique learning needs. As
you get to know your students and their individual backgrounds, identifying their specific learning needs will help you strategically design their
instruction and assessments.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of
your students. This contextual data will assist you in developing your instructional unit, which you are expected to teach by the end of week 8. Utilize
the district or school website, your cooperating teacher/mentor, or school administrator for this information.
Complete the STEP Standard 1, Part II that includes:
A. Student Demographic Factors
B. Environmental Factors
C. Student Achievement Factors
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment
to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
 Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing
this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready
to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be
saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 An initial email will be sent to you to confirm your email address.
 A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. Submit a completed copy to the appropriate LoudCloud submission space for grading.

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 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Makenna
Last Name:
Doty 20304668
Email Address: Phone: State:
makennakiley@gmail.com 4802026076 AZ- Arizona
Program of Study:
B.A. in English for Secondary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 7, 10, 11/12 Content Area(s) Taught: English Language Arts Total Number of
Classroom 109
Students:
Total Number of Boys: Total Number of Girls: Age Range
48 61 Represented: 12-17
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
1 0.92
Asian %
2 1.83
Identify the number of Black/ African American
students representing 18 16.51 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 35 32.11
Native Hawaiian / Pacific Islander %
1 0.92
White %
47 43.12
Other %
5 4.59
Total %
109 100

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  Describe any socioeconomic factors affecting your students.

The socioeconomic area around the school ranges from upper to lower middle class

 Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

It can affect the planning, delivery, and assessment specifically in the form of technology. The school does not have laptops for all students like other schools, they have a laptop
cart. So if another teach is using it, you cannot. Secondly, some students do not have phones. This can stem from both the demographics and the age group, specifically for the
7th graders. Some of them do not have access to tech at home so it can be difficult to assign things.

B. ENVIRONMENTAL FACTORS
Attach a photo or diagram showing the physical room
arrangement:
 Describe the environmental factors of your cooperating classroom. Include a description of:
o The physical room arrangement
o Available classroom resources
o The level of parental involvement
o The availability of and/or access to technology.
The desks are set up in pods of three. There are a couple book options for each grade level provided by the school, but there is not a general library for the school. There is a
Smart Board for PowerPoint and videos, it is supposed to be touch driven but it does not work. Parents tend to be involved when we email them, they will email back for the
most part. They do seem to genuinely care about their student doing well. The only technology is the Smart Board, and the laptop cart for school-wide use.

 Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.

One thing we have to keep in mind is the group setting. Since the desks are in groups, individual work can be difficult and they get chatty. The lack of technology can be a
hindrance because we cannot assign technology-based lessons, such as research projects where they need to search the internet, because we might not be able to use the laptop
cart.

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 C. STUDENT ACADEMIC FACTORS
 Complete the table including the number of students whose primary language is other than English, have an IEP or a 504 plan, are gifted, receive
educational services outside of the classroom (e.g., reading/math intervention, speech services, and special education services), and non-labeled
students (e.g., non-IEP, non-ADA, Section 504) who are behaviorally or academically challenged.

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
0 3 3 0 0 0

Girls
0 5 3 0 0 1

Instructional modified assignments, modified deadlines for There is a student who

Accommodations and taking tests in separate assignments, should be classified as
Modifications rooms, providing hard redirection, limited ESL but is not. We have
(Describe any instructional
accommodations and copies of class notes homework, providing to give her extra help
modifications regularly used and PowerPoint, class notes with assignments and
to meet the needs of students adjusting grading modify grading
in each subgroup.)
criteria, extra time for
deadlines, vocabulary
help

 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.

This can affect lessons because we need to make sure everyone is receiving what they need to achieve. We have to make sure to print out notes, be flexible on deadlines, give
out vocabulary help, make sure we are helping one-on-one, etc. Another way it can affect learning is by having an ESL student who is not classified as such. She frequently gets
lost and does not understand us/cannot communicate effectively to us.

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 AGREEMENT AND SIGNATURE
I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher Candidate Date:

E-Signature: Makenna Kiley Doty
Makenna Kiley Doty (Feb 6, 2020)
Feb 6, 2020

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