Student Teaching Evaluation of Performance (STEP)

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 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. 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 Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Pre-Algebra 7th Grade

Unit Title: Statistics and Probability

National or State Academic Content Standards:

7.SP.1 Understand that statistics can be used to gain information about a population by
examining a sample of the population.

a. Differentiate between a sample and a population.

b. Understand that conclusions and generalizations about a

population are valid only if the sample is representative of that population. Develop an informal
understanding of bias.

7.SP.2 Broaden statistical reasoning by using the GAISE model: a. Formulate Questions:
Recognize and formulate a statistical

question as one that anticipates variability and can be answered with quantitative data. For
example, “How do the heights of seventh graders compare to the heights of eighth graders?”
(GAISE Model, step 1)

b. Collect Data: Design and use a plan to collect appropriate data to answer a statistical question.
(GAISE Model, step 2)

c. Analyze Data: Select appropriate graphical methods and numerical measures to analyze data
by displaying variability within a group, comparing individual to individual, and comparing
individual to group. (GAISE Model, step 3)

d. Interpret Results: Draw logical conclusions and make generalizations from the data based on
the original question. (GAISE Model, step 4)

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7.SP.3 Describe and analyze distributions.

a. Summarize quantitative data sets in relation to their context by using mean absolute
deviationG (MAD), interpreting mean as a balance point.

b. Informally assess the degree of visual overlap of two numerical data distributions with
roughly equal variabilities, measuring the difference between the centers by expressing it as a
multiple of a measure of variability. For example, the mean height of players on the basketball
team is 10 cm greater than the mean height of players on the soccer team, about twice the
variability (mean absolute deviation) on either team; on a dot plotG (line plot), the separation
between the two distributions of heights is noticeable.

Learning Goal: Students will be able to calculate and interpret mean, median, and mode and be
able to draw inferences from a data set and be able to compare and contrast populations.

Measurable Objectives:
 Students will be able to identify the data set with 80% accuracy or 4/5 trails.
 Students will be able to list the steps and be able to implement them to calculate mean
with 80% accuracy or 4/5 trails.
 Students will be able to list the steps and be able to implement them to calculate median
with 80% accuracy or 4/5 trails.
 Students will be able to list the steps and be able to implement them to calculate mode
with 80% accuracy or 4/5 trails.
 Students will be able to list the steps and be able to implement them to calculate mean
absolute deviation with 80% accuracy or 4/5 trails.
 Students will be able to interpret the data and its meaning with 80% accuracy or 4/5
trails.
Objectives will be measured using formative and summative assessments. Formative
assessments will be given daily and will consist of classwork, homework, bell work, and exit
tickets.
Summative assessment will consist of a pre and post-assessment in which students will be placed
into highly proficient, proficient, partially proficient, and minimally proficient based on their
score. The scoring range is as follows:
Highly proficient: 23/25
Proficient: 20/25

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Partially proficient: 17/25
Minimally: 15/25

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient,
Partially Proficient, Minimally Proficient when it comes to meeting the learning goal
and measurable objectives.
The dot plots below show the top ten test scores for each of Mr. LeGros Period A and Period B
math classes. Refer to the dot plot to answer questions 1-5.

1. Find the measures of center - mean, median, and mode - for the Period A data. (3 points)

2. Find the measures of variability - range, median, upper quartile, lower quartile, and interquartile range
- of the Period A data. (5 points)

3. Find the mean absolute deviation of the Period A data. Round to the nearest tenth. (1 point)

4. Find the mean absolute deviation of the Period B data. Round to the nearest tenth. (1 point)

5. What conclusion can you make based on the mean absolute deviations of the Period A and Period B

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 test score data? (1 point)

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%) 1

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 2

Pre-Assessment Analysis: Whole Class

Students varied in ability level which was shown during the unit’s formative pre-assessment. I will enrich
the lesson for my one student who is proficient by asking him to interpret the data after each of the
lessons are taught. I had three students who tested into the partially proficient range. These students
showed a basic understanding of how to calculate mean, median, and mode. I had two student who were
minimally proficient and will be given extra support from the intervention specialist throughout this unit.

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 students are Highly Proficient,
Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal
and measurable objectives.

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Major League Baseball tracks a variety of statistics, including individual home runs in a season.
The tables below show the baseball players with the greatest number of home runs in 2007 and
2011.

1. Find the measures of center - mean, median, and mode - for the 2007 data. (3 points)

2. Find the measures of variability - range, median, upper quartile, lower quartile, and interquartile range -
of the 2007 data. (5 points)

3. Find the mean absolute deviation of the 2007 data. Round to the nearest tenth. (2 points)

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4. Find the mean absolute deviation of the 2011 data. Round to the nearest tenth. (2 points)

5. What conclusion can you make based on the mean absolute deviations of the 2007 and 2011 home run
data? (1 point)

6. A stock had quarterly gains of 9%, 12%, 9%, and 14%. Which measure of center makes the stock look
the most profitable?

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Indicate the answer choice that best completes the statement or answers the question.

7. Which statement explains why it is reasonable to infer which doctor has the greater variability in
weekly patients?  (1 point)

  a. Dr. Gupta; the range is greater.

  b. Dr. Lind; the interquartile range is greater.
  c. Dr. Gupta; the median is greater.
  d. Dr. Lind; the first quartile is greater.

8. The double box plot shows student test scores for two classrooms.

Which statement appropriately compares the test scores of the two classrooms? (2 points)

  a. In general, the students in Room 240 did better than those in Room 300, and they have more
variability in their scores.
  b. In general, the students in Room 240 did better than those in Room 300, and they have less
variability in their scores.
  c. In general, the students in Room 300 did better than those in Room 240, and they have more
variability in their scores.
  d. In general, the students in Room 300 did better than those in Room 240, and they have less
variability in their scores.

9. Which pair of data sets provide no evidence that the values of Set A are greater than the values of Set
B? (1 point)

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10. The leaders of two youth sports teams randomly select five members of each team and record their
ages, as shown. 

 Team A: 16, 13, 12, 16, 13

 Team B: 10, 13, 16, 16, 10

Write an inference you can make about the centers and variance of the populations. (6 points)

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11. Did you show all of your work?  Select yes or no.  (5 points)
  a. Yes
  b. No

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Answer Key

1. mean: ; median: 40; mode: 35

2. R: 20; M: 40; Q1: 35; Q3: 48.5; IR: 13.5

3. 6.5

4. 2.0

5. The number of home runs hit by major league leaders in 2011 were more closely clustered around the
mean number of home runs hit than they were in 2007.

6. The centers are fairly close but the variability in 2007 is greater than in 2011. This implies that in 2011
the competition between the home run leaders was more competitive than in 2007.

7. mean

8. b

9. d

10. d

11. Members of Team A are likely older, and they have less variability in their ages.

12. Yes

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: Pre-Algebra 7th Grade

Unit/Subject: Statistics and Probability

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
7.SP.1 Understand 7.SP.1 Understand 7.SP.1 Understand 7.SP.1 Understand 7.SP.1 Understand
that statistics can be that statistics can be that statistics can be that statistics can be that statistics can be
used to gain used to gain used to gain used to gain used to gain
information about a information about a information about a information about a information about a
population by population by population by population by population by
examining a sample examining a sample examining a sample examining a sample examining a sample
of the population. of the population. of the population. of the population. of the population.

a. Differentiate a. Differentiate a. Differentiate a. Differentiate a. Differentiate

between a sample between a sample between a sample between a sample between a sample
and a population. and a population. and a population. and a population. and a population.
b. Understand that b. Understand that b. Understand that b. Understand that b. Understand that
conclusions and conclusions and conclusions and conclusions and conclusions and
generalizations generalizations generalizations generalizations generalizations about
about a population about a population about a population about a population a population are

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 are valid only if the are valid only if the are valid only if the are valid only if the valid only if the
sample is sample is sample is sample is sample is
representative of that representative of that representative of that representative of that representative of that
population. Develop population. Develop population. Develop population. Develop population. Develop
an informal an informal an informal an informal an informal
understanding of understanding of understanding of understanding of understanding of
bias. bias. bias. bias. bias.

7.SP.2 Broaden 7.SP.2 Broaden 7.SP.2 Broaden 7.SP.2 Broaden 7.SP.2 Broaden
statistical reasoning statistical reasoning statistical reasoning statistical reasoning statistical reasoning
by using the GAISE by using the GAISE by using the GAISE by using the GAISE by using the GAISE
model: a. Formulate model: a. Formulate model: a. Formulate model: a. Formulate model: a. Formulate
Questions: Questions: Questions: Questions: Questions:
Recognize and Recognize and Recognize and Recognize and Recognize and
formulate a formulate a formulate a formulate a formulate a
statistical question as statistical question as statistical question as statistical question as statistical question as
one that anticipates one that anticipates one that anticipates one that anticipates one that anticipates
variability and can variability and can variability and can variability and can variability and can
be answered with be answered with be answered with be answered with be answered with
quantitative data. quantitative data. quantitative data. quantitative data. quantitative data.
For example, “How For example, “How For example, “How For example, “How For example, “How
do the heights of do the heights of do the heights of do the heights of do the heights of
seventh graders seventh graders seventh graders seventh graders seventh graders
compare to the compare to the compare to the compare to the compare to the
heights of eighth heights of eighth heights of eighth heights of eighth heights of eighth
graders?” (GAISE graders?” (GAISE graders?” (GAISE graders?” (GAISE graders?” (GAISE
Model, step 1) Model, step 1) Model, step 1) Model, step 1) Model, step 1)

b. Collect Data: b. Collect Data: b. Collect Data: b. Collect Data: b. Collect Data:
Design and use a Design and use a Design and use a Design and use a Design and use a
plan to collect plan to collect plan to collect plan to collect plan to collect
appropriate data to appropriate data to appropriate data to appropriate data to appropriate data to

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 answer a statistical answer a statistical answer a statistical answer a statistical answer a statistical
question. (GAISE question. (GAISE question. (GAISE question. (GAISE question. (GAISE
Model, step 2) Model, step 2) Model, step 2) Model, step 2) Model, step 2)

c. Analyze Data: c. Analyze Data: c. Analyze Data: c. Analyze Data: c. Analyze Data:
Select appropriate Select appropriate Select appropriate Select appropriate Select appropriate
graphical methods graphical methods graphical methods graphical methods graphical methods
and numerical and numerical and numerical and numerical and numerical
measures to analyze measures to analyze measures to analyze measures to analyze measures to analyze
data by displaying data by displaying data by displaying data by displaying data by displaying
variability within a variability within a variability within a variability within a variability within a
group, comparing group, comparing group, comparing group, comparing group, comparing
individual to individual to individual to individual to individual to
individual, and individual, and individual, and individual, and individual, and
comparing comparing comparing comparing comparing
individual to group. individual to group. individual to group. individual to group. individual to group.
(GAISE Model, step (GAISE Model, step (GAISE Model, step (GAISE Model, step (GAISE Model, step
3) 3) 3) 3) 3)

d. Interpret Results: d. Interpret Results: d. Interpret Results: d. Interpret Results: d. Interpret Results:
Draw logical Draw logical Draw logical Draw logical Draw logical
conclusions and conclusions and conclusions and conclusions and conclusions and
make generalizations make generalizations make generalizations make generalizations make generalizations
from the data based from the data based from the data based from the data based from the data based
on the original on the original on the original on the original on the original
question. (GAISE question. (GAISE question. (GAISE question. (GAISE question. (GAISE
Model, step 4) Model, step 4) Model, step 4) Model, step 4) Model, step 4)

7.SP.3 Describe and 7.SP.3 Describe and 7.SP.3 Describe and 7.SP.3 Describe and 7.SP.3 Describe and
analyze analyze analyze analyze analyze

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 distributions. distributions. distributions. distributions. distributions.

a. Summarize a. Summarize a. Summarize a. Summarize a. Summarize

quantitative data sets quantitative data sets quantitative data sets quantitative data sets quantitative data sets
in relation to their in relation to their in relation to their in relation to their in relation to their
context by using context by using context by using context by using context by using
mean absolute mean absolute mean absolute mean absolute mean absolute
deviationG (MAD), deviationG (MAD), deviationG (MAD), deviationG (MAD), deviationG (MAD),
interpreting mean as interpreting mean as interpreting mean as interpreting mean as interpreting mean as
a balance point. a balance point. a balance point. a balance point. a balance point.

b. Informally assess b. Informally assess b. Informally assess b. Informally assess b. Informally assess
the degree of visual the degree of visual the degree of visual the degree of visual the degree of visual
overlap of two overlap of two overlap of two overlap of two overlap of two
numerical data numerical data numerical data numerical data numerical data
distributions with distributions with distributions with distributions with distributions with
roughly equal roughly equal roughly equal roughly equal roughly equal
variabilities, variabilities, variabilities, variabilities, variabilities,
measuring the measuring the measuring the measuring the measuring the
difference between difference between difference between difference between difference between
the centers by the centers by the centers by the centers by the centers by
expressing it as a expressing it as a expressing it as a expressing it as a expressing it as a
multiple of a multiple of a multiple of a multiple of a multiple of a
measure of measure of measure of measure of measure of
variability. For variability. For variability. For variability. For variability. For
example, the mean example, the mean example, the mean example, the mean example, the mean
height of players on height of players on height of players on height of players on height of players on
the basketball team the basketball team the basketball team the basketball team the basketball team
is 10 cm greater is 10 cm greater is 10 cm greater is 10 cm greater is 10 cm greater
than the mean than the mean height than the mean height than the mean height than the mean height
height of players on of players on the of players on the of players on the of players on the
the soccer team, soccer team, about soccer team, about soccer team, about soccer team, about

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 about twice the twice the variability twice the variability twice the variability twice the variability
variability (mean (mean absolute (mean absolute (mean absolute (mean absolute
absolute deviation) deviation) on either deviation) on either deviation) on either deviation) on either
on either team; on a team; on a dot plotG team; on a dot plotG team; on a dot plotG team; on a dot plotG
dot plotG (line plot), (line plot), the (line plot), the (line plot), the (line plot), the
the separation separation between separation between separation between separation between
between the two the two distributions the two distributions the two distributions the two distributions
distributions of of heights is of heights is of heights is of heights is
heights is noticeable. noticeable. noticeable. noticeable.
noticeable.

Specific Learning Students will be able Students will be able Students will be able Students will be able Students will be able
Target(s)/Objectives to calculate and to calculate and to calculate and to calculate and to calculate and
Based on state standards, interpret mean, interpret mean, interpret mean, interpret mean, interpret mean,
identify what is intended to be
measured in learning.
median, and mode median, and mode median, and mode median, and mode median, and mode
and be able to draw and be able to draw and be able to draw and be able to draw and be able to draw
inferences from a inferences from a inferences from a inferences from a inferences from a
data set and be able data set and be able data set and be able data set and be able data set and be able
to compare and to compare and to compare and to compare and to compare and
contrast populations. contrast populations. contrast populations. contrast populations. contrast populations.
Academic Language Statistics Mean Statistics Mean Mean
General academic vocabulary Mean Median Mean Median Median
and content-specific Median Mode Mean Absolute Mode Mode
vocabulary included in the Mode Measures of Deviation Interquartile range Measures of
unit. Measures of Center Variability Outlier Variability
Compare Range Range Range
Quartiles Compare Populations Quartiles
Interquartile range Box plot Interquartile range
Outlier Double box plot Outlier
Statistics
Mean Absolute
Deviation

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Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
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Compare Populations
Box plot
Double box plot
Guided Notes Guided Notes Guided Notes Guided notes Practice test
White Board White Board White Board White Board Pencils
Dry Erase Board Dry Erase Board Dry Erase Board Pencils Calculators
Pencils Pencils Pencils Paper
Paper Paper Paper Calculators
Calculators Calculators Calculators Sample problems
Level 1: What does a Level 1: What does Level 1: What does the Level 1: How can you Level 1: How do we
measure of center tell variability mean to mean tell us? use measures of center find mean, median,
us? you? to compare mode, and range?
Level 2: Describe how populations?
Level 2: Describe how Level 2: Describe how to find the mean Level 2: What
to find the mean, to find the interquartile absolute deviation. Level 2: What is an inferences can you
median, and mode. range. inference you can make about the data?
Level 3: Find the mean make from a double
Level 3: Use the Level 3: Use the absolute deviation of box plot? Level 3: How do you
following set of data to following chart to the following boys’ calculate the mean
calculate the mean, calculate the and girls’ soccer Level 3: What is the absolute deviation?
median, and mode. interquartile range of team’s goals. interquartile range of
the data. the box plot? Level 4: Can you
Level 4: How do Level 4: How does the create your own set of
varying circumstances Level 4: What is mean absolute Level 4: Can you data and find the
determine the most something that you deviation tell us? name an example of interquartile range?
appropriate measure of can interpret from the populations you could
center? interquartile range of compare using a
the data? double box plot?
Students will complete Students will complete Students will be given A double box plot will A riddle will be on the
bell work when they a bell work assignment a white board and be shown on the board board when the
enter the classroom. that requires them to asked to find the at the beginning of students enter the
find the mean of a data measures of center of a class. Students will be class. The riddle is
set. data set. I will have the asked what they think meant to engage the
students hold up their the data is showing. student’s math brain.
board so I can see their What is the mean,
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Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
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answers. I will use this range, and median? I
as a formative will then ask the class
assessment so I can if anyone thinks they
assess if the students know what the mean,
are understanding the range, or median is?
previously taught
lessons.
Presentation of Content
This lessons title is This lessons title is This lessons title is This lessons title is I will briefly revisit the
Measures of Center. Measures of Mean Absolute Compare Populations. previous lessons and
The objective of this Variability. The Deviation. The The objective of this give students the
lesson is to determine objective of this lesson objective of this lesson lesson is to determine opportunity to ask
if students are able to is to determine if is to determine if if students are able to questions as needed.
use data to calculate students are able to use students are able use measures of center After a brief review I
mean, median, and measures of variability calculate and compare and variability to will have students log
mode as measures of to interpret data. the mean absolute compare two onto their ALEK
center. The lesson Students will complete deviations of two sets populations. Students accounts and complete
will be taught on the a set of guided notes of data. Students will will be given a set of the topics that are
white board in the with the teacher. each be given a white guided notes and associated with this
front of the class. During this time the board and asked to asked to follow along week’s lessons. As
Students will receive student’s take notes as the as the lesson is taught. students complete the
guided notes and given understanding will be lesson is taught. After Students will be taught topics, I will be able to
the opportunity to gauged through the the lesson is taught the how to use a double see the results in real
come up to the white asking of clarifying students will be given box plot to calculate time and will use this
board when necessary. questions. Sample a printed-out copy of the measures of center as a formative
problems will be the notes. Students and calculate the mean assessment. I will use
completed on the will be asked to hold absolute deviation. this assessment as an
white board. up their white boards After the lesson opportunity to reteach,
periodically to make students will be placed reinforce, and enrich
sure they are taking in groups of three or the previously taught
notes. four and given a lessons.
double box plot. The
group must work
together to find the
measures of center and
compare the
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Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
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populations.
To address my To address my To further assess my To further assist my To further assist my
student’s needs I will student’s needs I will students with IEP’s I students, I will give students, I will allow
supply them with supply them with will supply them with them guided notes that them to access their
guided notes, provide guided notes, provide a copy of the notes have the steps for guided notes, the
them with preferential them with preferential before the start of the calculating mean, textbook, a calculator,
seating, cues to stay on seating, cues to stay on lesson. This will allow median, range, and and ask questions to
task, manipulatives task, and the use of a the students to further mean absolute the intervention
(when needed), and calculator. Students follow along as the deviation. I will specialist or general
the use of a calculator will also be pulled lesson is taught. encourage my students education teacher.
or multiplication chart. during the classwork Students will also be to use the notes to help Students will complete
Students will also be portion of the class to pulled during the them find the correct the work in the general
pulled during the work in a small group classwork portion of solutions. Students education classroom.
classwork portion of setting with the the class to work in a will also be pulled
the class to work in a intervention specialist. small group setting during the classwork
small group setting This will allow for with the intervention portion of the class to
with the intervention more individualized specialist. This will work in a small group
specialist. This will questions to be allow for more setting with the
allow for more answered. individualized intervention specialist.
individualized questions to be This will allow for
questions to be answered. more individualized
answered. questions to be
answered.
Application of Content
Students will break off The class will be split Students will work Students will work in Students will work
into pairs and work into two groups based individually to teams to compare individually to
together to solve on their birthday complete problems on populations. I will be complete the ALEK
problems that are month. We will find Classkick. Classkick is checking in with each topics using a laptop
scattered throughout the measures of a website that allows group to make sure computer. Students
the room. As the variability of the students to answer they are on the right will be given the
students work, I will students in the class. I questions and get help track. opportunity to ask
be checking in on each will be leading the from their teachers and questions as needed.
pair to make sure they class by prompting other students in real
are on the right track. them towards the time. This will allow
After students have correct steps they need students to practice
completed three of the to take. and apply the concepts
Page 22 of 31

Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
© 2020. Grand Canyon University. All Rights Reserved.
stations we will they have learned.
reconvene and go over
the results together.
Students will be Students will be Students will be given Students will be given Students will be
placed in a group that encouraged to be additional support additional support allowed to use their
will have the support active participants in from the intervention from the intervention guided notes that list
of a paraprofessional. the process alongside specialist. Students specialist. Students the steps required to
Students will also be their peers. Students will also be given will receive extended solve each problem.
given rewards for will also be given frequent breaks and time and may be given Student’s topics will
working hard and rewards for working given points for less problems to also be assigned to
staying on task. hard, participating, and participating. accommodate their meet the student’s
staying on task. needs. abilities and needs.
Assessment of Content
Student progress will Students will fill out The student’s work on Before leaving class, I I will use the student’s
be monitored an exit slip before Classkick will be will ask the students to progress on ALEK to
formatively through leaving the class. This looked at and assessed. rank their monitor their
the scores that they exit slip will be used This type of formative understanding of the understanding of the
receive on the online to assess each assessment will help day’s topic. Students unit’s concepts. Before
application. At the end student’s me gauge my students can give a thumbs up leaving the class,
of the unit the students comprehension of the understanding. At the if they understand the students will receive a
will take a summative topic. At the end of the end of the unit the topic, a thumb practice test that will
assessment. unit the students will students will take a sideways if they think help them prepare for
take a summative summative they need more the summative
assessment. assessment. practice, and a thumbs assessment. The
down if they need the summative assessment
lesson retaught. At the will include lessons
end of the unit the 10.1-10.4.
students will take a
summative
assessment.
Students will also be Students will also be In addition to Students will meet Students will meet
Page 23 of 31
Expression able to work in a small able to work in a small completing Classkick, individually with the with the intervention
Differentiation group setting with the group setting with the I will ask my students intervention specialist specialist and work
Explain how materials will be intervention specialist intervention specialist to rate their own to go over any through the practice
differentiated for each of the to refine their skills. to refine their skills. understanding by questions or concerns test as a small group.
following groups: Students will be asked Students progress will giving a thumbs up or they may have. Students will be able
 English Language to self-assess their be assessed by the thumbs down. to ask specific
Learners (ELL) understanding. intervention specialist. questions at this time.
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
Extension Activity and/or Homework
Identify and describe any CW/HW out of the CW/HW out of the CW/HW out of the CW/HW out of the Practice Test 10.1-10.4
extension activities or class textbook. class textbook. class textbook. class textbook.
homework tasks as Pg. 437 #8-13 Pg. 444 #1-3, 9, 11 Pg. 449 #1-4 Pg. 458 #3-6
appropriate. Explain how the
extension activity or
The homework serves The homework serves The homework serves The homework serves The practice test
homework assignment
supports the learning
as an opportunity to as an opportunity to as an opportunity to as an opportunity to serves as an
targets/objectives. As refine and reinforce refine and reinforce refine and reinforce refine and reinforce opportunity to
required by your instructor, the learned concepts the learned concepts the learned concepts the learned concepts demonstrate their
attach any copies of through repeated through repeated through repeated through repeated understanding of the
homework at the end of this repetition. repetition. repetition. repetition. learned concepts.
template.

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STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://youtu.be/sN9xOPTbOws

Summary of Unit Implementation:

The implementation of the unit was executed in my resource room and went very well.
The first day of the unit we covered measures of center. I recorded the first portion of this lesson
for my video segment. During this lesson the students were engaged in the topic as they had gone
over how to find mean, median, and mode. On the next day we begun a lesson over measures of
variability. This lesson focusses on being able to find the range, median, and interquartile range
when given a data set. During this lesson the students were engaged but struggled to understand
the concept. Being that this lesson is more difficult I really had to slow down to make sure that
my students grasped the concept. Before the students left for the day I had them complete an exit
ticket that I used as a formative assessment. On the third day of the lesson we focused on
calculating the mean absolute deviation when given a set of data. The students did a great job of
finding the initial mean. However, they struggled at first when asked to find the absolute values
between each value and the mean. On the following day we began to use the techniques we had
learned from the previous three days to compare populations. The goal of this lesson was to have
the students compare multiple data sets and infer something about the data. The students were
asked to form small groups and complete sample problems. They did a great job of staying
focused on the topic and asking questions when necessary. On the final day of the lesson, I chose
to use the opportunity to revisit the previous topics of the lesson. During the lesson, I addressed
specific issues I was seeing on the student’s formative assessments. I took this as a chance to
reteach, reinforce, and enrich the previously taught lessons. This seemed to have a large impact on my
student’s ability to grow in their confidence levels. Overall, I feel that the implementation of this
lesson went well, and I look forward to continuing to work and develop lessons to meet the
specific needs of my students.

Summary of Student Learning:

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 Throughout the unit I took the time to assess my students learning through summative
and formative assessments. In terms or summative assessments, I had my students take a pre-
assessment so I could inform my lessons around my students needs. Then I had my students take
post-assessment so that I could measure if my students were able to show growth over the unit.
To further assess my students understanding of individual lessons I gave multiple formative
assessments to my students. The formative assessment I used included thumbs up, bell work, exit
tickets, online work, classwork, and homework.

Reflection of Video Recording:

As I watched over the video, it was eye opening to see things that I thought worked really
well and things that I would have done better. One of the things that I think went really well was
supplying the students with guided notes before the lesson. The guided notes helped the students
stay focused and allowed them to follow along with the lesson. It also allowed them to watch the
lesson and not be so concerned with taking notes that they miss something important. Another
thing that I think went well was each student’s willingness to participate in the lesson. Being that
the lesson was taught in a small group it allowed me to assess each student’s understanding
through guided discussion. I also think that the use of technology helped too, the students were
easily following along with the lesson.
Although there were many good aspects of this lesson there were a few things that I
would change. One of the things I would change would be to have wrote the data set on a part of
the board that I wasn’t standing in front of. This may have made it difficult for some of the
students to follow along. A second thing I would have changed would have been to ask the
students if they had the notes written down and had any questions about finding the mean before
moving on to the mode. By doing so, I would have been able to address any questions right then
so that each student could have more clarity. A third thing I would have done differently would
have been to call a student up to write the answers on the board. I remember when I was a
student, I loved being able to write on the white board and this would have allowed me to further
engage my students in the lesson.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 0 0
(90%-100%)
Proficient
1 2
(80%-89%)
Partially
Proficient 3 3
(70%-79%)
Minimally
Proficient 2 1
(69% and below)
Post-Test Analysis: Whole Class
After looking at the post-test results in comparison to the pre-test results, I was able to
interoperate that the majority of the students in my class were able to show adequate growth. As
shown in the table above, I had one student grow from partially proficient into the proficient
range. Additionally, I had one student grow from the minimally proficient range into the partially
proficient range. While the remaining students scored in the same percentile, their scores did
improve from the bottom of each category towards the top. For instance, Tom whose pre-test
score was a 55% ended up scoring a 67% on the post test. Even though I would love to see all of
my students test into the highly proficient range, I do feel the growth my students have shown
over the course of this lesson was positive and something to expand upon when moving forward.

Based on the whole class post-test data I feel that I did a pretty good job of meeting each
student’s needs, abilities, and interests. Three of the five students in my class have behavior goals
in their IEP’s. With the majority of those goals focusing on on-task behavior and task-completion.
There were a few times over the course of this unit where one of my students would put his head
down on the desk. He as not disruptive to his classmates during this time but I could tell that
something was off with this student. Once I got through the I DO part of the lesson and into the

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 WE DO I would go and check in with this student. He said that he was feeling alright but that he
was having a hard time keeping up. I took this to heart as it was never my intention to move to
fast for a student. To help address this issue I had the students break into groups and I gave
additional support to group with this particular student in it. This strategy was effective for the
remainder of that class as the student was engaged with his group and the student scored a 3/5 on
his exit ticket. The next day I made a conscious effort to slow down and to use more formative
assessments in the form of questions to assess if the students were ready to move on. This
strategy seemed to positively affect my students learning.
Post-Assessment Analysis: Subgroup Selection
For this section I choose to focus on my students who are classified as having an ED (Emotional
Disturbance) Disability. I chose this subgroup as I am the ED teacher at the school.

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 0 0
(90%-100%)
Proficient
1 1
(80%-89%)
Partially
Proficient 1 1
(70%-79%)
Minimally
Proficient 1 1
(69% and below)
Post-Assessment Analysis: Subgroup

This specific group of students frequently demonstrates behaviors that get in the way of them
learning at their full potential. Their behaviors include refusal to work, making noises in class,
putting their heads down, and/or walking out of class. During the unit the students were slightly
less disruptive than normal. Although none of them tested into a higher category all of the
students did score better on the post-test in comparison to the pre-test. There were a few examples
that also led me to that conclusion. On the second day the student who had previously tested in
the minimally proficient category raised his hand and volunteered to come up to the board and
show students how to calculate the mean. This was a very encouraging as it helped show me that
the student was showing growth not only academically but socially and emotionally as well.

Throughout the lesson I felt that I was moderately effective in reaching each students’ needs. I

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 thought that pulling the students and working in small groups offered each student a great
opportunity to get individualized attention that focused on their specific needs. However, I feel
that I did not fully meet the needs of one student and will be reteaching the lesson to this student
one-on-one during study hall. This student struggled on exit-tickets and on the post-test of being
able to calculate and interpret the interquartile range. By offering this student further instruction
he should be able to gain a better understanding of what interquartile range means. In turn, he will
be able to relate to the topic more.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 0 0
(90%-100%)
Proficient
0 1
(80%-89%)
Partially
Proficient 2 2
(70%-79%)
Minimally
Proficient 1 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

When comparing the data of this group to that of the subgroup there were some slight differences.
Although, both groups showed growth, the subgroup performed slightly below the remainder of
the class. This could be because of the subgroups willingness to fully participate in the lessons.
Even though they were not disruptive, it was difficult to gauge their engagement in the lesson.
The data shows my instruction did a sufficient job of reaching the students in the remainder of the
class. Two of the students jumped up an entire grade, while the third student jumped up a partial
grade level.

Based on my analysis for the entire class the students did a good job of understanding the
concepts taught in the unit. However, the students need to be provided with additional
opportunities to practice and master the techniques that were taught. To provide them with the
repeated repetitions I will be assigning them ALEK topics that they will need to complete. Each
student will need to reach 80% mastery level on all assigned topics.

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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 development, research on the Internet,
observation of a veteran teacher, etc.)
1. Become more organized Observe a veteran teacher’s organization
strategy. Ask the teacher how they keep
track of their students’ confidential
information.

2. Develop a better understanding of new Attend professional development and meet

technology with our district’s Technology Resource
Teachers. Both of these will allow me to
learn more about technologies that can be
used to supplement the lessons that I teach.

3. Refine my classroom management skills. Research on the internet and observation of a

veteran teacher. Look to others for strategies
and how to implement those classroom
management strategies.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Gain a better understanding of Trauma-Informed Care
Rationale: I am currently an ED teacher and
work with numerous students who have
experienced different levels of trauma. By
increasing my knowledge of trauma, I will be
able to better serve my students as I will get
to know different traumas, triggers, and how
to recognize and address these issues.

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 End Date: 1/1/2022
Action Timeline:
Seek out and attend a Trauma-Informed Care
Workshop by 9/1/2020.
Seek out and attend an additional Trauma-
Informed Care Workshop by 3/1/2021.
Take advantage of additional professional
development opportunities that are offered by
my district and community during 2020-2021.

Resources:
Wooster City School District.
Tri-County Educational Service Center -
http://www.youresc.k12.oh.us

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