Running head: ALAINA MEEK STEP TEMPLATE 1

Student Teaching Evaluation of Performance (STEP)

Template
ALAINA MEEK STEP TEMPLATE 2

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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ALAINA MEEK STEP TEMPLATE 3

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: Fraction Concepts

Unit Title: Creating Equivalent Fractions Using Multiplication

National or State Academic Content Standards:

4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate equivalent
fractions.

3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.

Learning Goal: Students will be able to identify and create equivalent fractions using
multiplication.

Measurable Objectives: After this 5-day lesson, students will be able to proficiently create
equivalent fractions using multiplication at 80% accuracy.

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.

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%) 2

Proficient
(80%-89%)

Partially Proficient
(70%-79%)

Minimally Proficient
(69% and below) 13

Pre-Assessment Analysis: Whole Class

Data was collected from one classroom of fifteen, 7-

8th-grade students before beginning the fraction
concept unit. The class consists of six general
education students, seven students on IEPs, one
student on a 504 plan, and one learner on an IEP
who is also an ELL student. Before beginning the
fraction unit, students completed a diagnostic
assessment of their knowledge of fraction concepts

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ALAINA MEEK STEP TEMPLATE 6

that comes with the math curriculum called Keys to Fractions. The curriculum uses visual
illustrations, scaffolds learning, and helps students to master concepts at a gradual pace. The
diagnostic had two questions directly related to using multiplication to create equivalent
fractions at the bottom of the test. Diagnostic scores demonstrated that most students in the class
did not have a good understanding of equivalent fractions with multiplication. I scored each
problem 2 points. Students who answered both correctly were scored highly proficient. Students
who answered 1 or no problems correctly were minimally proficient. Students who had a
partially correct answer were given partial points with their performance ranked by percentage.
For example, students who had a correct numerator but an incorrect denominator were given 1
point. Three students did not attempt to answer the two questions and left them blank. This
preassessment reinforced district assessment data indicating this learning target as a key focus
for this group of students. At this point, I decided to retain the standards for students during this
5-day lesson plan. Having a basic understanding of equivalent fractions is essential for
simplifying fractions and adding or subtracting unlike fractions. Students will need to have a
good understanding of this concept for their future math achievement in the curriculum and in
their high school classes. In addition, previous lessons from earlier in the month involved
comparing and equivalency through number lines and shading figures. As a result, students
would have a good prior knowledge of how fractions can be the same but have different
numbers. Lesson plans should access hands-on and visual learning to help students visualize the
concept rather than just follow the algorithm. Lesson plans intentionally diverted from the
curriculum to give students opportunities to explore fraction reasoning and visualize concepts. I
especially wanted to keep the diagnostic short with few problems to avoid frustration for
students. The diagnostic scores revealed that many students did not understand how to solve
these problems using the identity property of multiplication or with a “Big 1.”

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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After completing the lesson plan, students were

given the final test in the first book since they had
completed the first unit after studying equivalent
fractions. There were nine problems at the end of the
assessment that evaluated their ability to multiply
and create an equivalent fraction. Each problem was
worth two points. Partially correct answers were
given one point. This final test was taken from the
Key to Fractions curriculum. Numbers in bold were
what students needed to complete on this
assessment.
Students scored as follows:
Highly proficient: 7
Proficient: 1
Partially proficient: 5
Minimally proficient: 2
One student was minimally proficient from
multiplication errors and the other did not have a
good grasp of multiplying with a fraction equal to
one. When the student figured out one of the multiplier relationships, they wrote the multiplier as
the answer instead of multiplying the numerator and denominator by the same number. I can see
how the student could get confused by the number “1” in the numerator on some of the problems.
However, this student did try to complete the problem which was a good effort from the previous
attempt on the diagnostic. Students who were partially proficient made computation errors but
received credit for partially correct answers.

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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: 7-8th Grade

Unit/Subject: Fraction Concepts

Day 1 Day 2 Day 3 Day 4 Day 5

National/State 4.NF.1
Learning Standards Explain why a fraction
List specific grade-level a/b is equivalent to a
standards that are the fraction (n × a)/(n × b) by
focus of the lesson being
presented. using visual fraction
models, with attention to
how the number and size
of the parts differ. Use
this principle to
recognize and generate
equivalent fractions.
4.NF.1 4.NF.1 4.NF.1 4.NF.1
Explain why a fraction Explain why a fraction Explain why a fraction Explain why a fraction
a/b is equivalent to a a/b is equivalent to a a/b is equivalent to a a/b is equivalent to a
fraction (n × a)/(n × b) fraction (n × a)/(n × b) fraction (n × a)/(n × b) fraction (n × a)/(n × b)
by using visual fraction by using visual fraction by using visual fraction by using visual fraction
models, with attention models, with attention models, with attention models, with attention
to how the number to how the number to how the number to how the number
and size of the parts and size of the parts and size of the parts and size of the parts
differ. Use this differ. Use this differ. Use this differ. Use this
principle to recognize principle to recognize principle to recognize principle to recognize
and generate and generate and generate and generate
equivalent fractions. equivalent fractions. equivalent fractions. equivalent fractions.

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 ALAINA MEEK STEP TEMPLATE
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Academic Language
General academic
vocabulary and content-
specific vocabulary
included in the unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources,
materials, equipment, and
technology to be used in
the unit.
© 2020. Grand Canyon University. All Rights Reserved.
9
3.OA.3 Use multiplication
and division within 100 3.OA.3 Use 3.OA.3 Use 3.OA.3 Use 3.OA.3 Use
to solve word problems multiplication and multiplication and multiplication and multiplication and
in situations involving division within 100 to division within 100 to division within 100 to division within 100 to
equal groups, arrays, and solve word problems solve word problems solve word problems solve word problems
measurement quantities, in situations involving in situations involving in situations involving in situations involving
e.g., by using drawings equal groups, arrays, equal groups, arrays, equal groups, arrays, equal groups, arrays,
and equations with a and measurement and measurement and measurement and measurement
quantities, e.g., by
symbol for the unknown
using drawings
number to represent the
problem.
Students will be able to Students will be able Students will be able Students can create Students will
create equivalent to create equivalent to fill in the missing and understand how to demonstrate their
fractions using a model fractions using the numerators or make fractions with ability to create
and understand how the visual model of the denominators through the Big 1 and find the equivalent fractions by
Big 1 is multiplied to “Big 1.” Students can multiplication to make missing number on using the Big 1 and
make an equivalent improve their equal fractions. fractions. Students will recognizing a missing
fraction. Students will multiplication and Students will know learn their basic number. Students will
know their multiplication division fluency skills their multiplication multiplication and know their basic
facts for the number 3 up with basic math facts facts with 3s. division facts with 3s. multiplication facts
to the number 12. through 12. through 12.
Equivalent fractions, Equivalent Fractions, Equivalent Fractions, Equivalent fractions, Equivalent fractions,
arrays, numerator, numerator, numerator, numerator, numerator,
denominator denominator, denominator denominator denominator
Projector, PowerPoint Projector, PowerPoint Projector, PowerPoint Projector, PowerPoint Projector, PowerPoint
presentation, white board, presentation, YouTube presentation with presentation embedded presentation with dog
document camera, dry Video playing The Space Theme, with a YouTube video themed “Did someone
erase markers, pointing Space Jam Theme, YouTube Video of Equivalent say Friday?”,
stick, word wall, learning document camera, playing Star Wars Fractions Song, YouTube song Who
target and essential Cantina Song, Tic Tac
white board, word document camera, Let the dogs Out,
question exhibited on a Toe with 3s, Dice,
wall, learning target Engage NY Sprint Final unit test hard
different board, student and essential question Projector, Document with 3s, worksheets copies (was not
journals, planners, dice Camera, Worksheet for the entire week, necessary to translate
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 ALAINA MEEK STEP TEMPLATE
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
© 2020. Grand Canyon University. All Rights Reserved.
10
array grids, dice, exhibited on a #34 and #35 of recycling bin, into Spanish as per
highlighters, colored different board, curriculum (shortened unpressurized tennis ELL teacher),
pencils, markers, plain student journals, period this lesson will balls, small white Chromebooks, grading
paper, and printed exit planners, triangle flash extend to next day) boards, dry erase rubric.
ticket cards, worksheet #31 markers.
and #32 on finding
equivalent fractions
from curriculum,
Memory Game on
Gynzy with equivalent
fractions projected on
white board
Level 1: Can you recall Level 1: Who knows Level 1: Can you Level 1: What is your Level 1: What is an
what makes a fraction a the four different ways name what we used favorite way to make equivalent fraction to
fraction? we have shown yesterday to make an an equivalent fraction? 6/8?
Level 2: What is an equivalent fractions? equivalent fraction? Level 2: Does one way Level 2: What helps
(number lines, figures, Level 2: How many seem easier? Can you you remember how to
example of an array that
you would use in folding paper, and the different equivalent make an argument for make an equivalent
Big 1) fractions do you think why it is easier? fraction?
everyday situations?
Level 2: Can someone you can make with the Level 3: Is there a Level 3: How can you
Level 3: Can you make a
tell what is the Big 1? Big 1? reason why someone check your answer to
prediction what will
Level 3: If your coach Level 3: How can you would need to create make sure you are
happen next? gave you twice as figure out the missing an equivalent fraction right?
Level 4: How could you
much playing time on number if one number in day to day living? Level 4: What strategy
prove or disprove that the court, how many is missing with two (cooking, measuring, would you use if you
two fractions are or are baskets do you think equivalent fractions? etc.) don’t know the answer
not equivalent? that you would make if Level 4: Can you Level 4: How many to a question?
you kept making 3 out create two fractions different ways can you
of 4 baskets? with one missing find an equivalent
Level 4: What is number for others to fraction to 5/10? Will
another way you can solve? a student see division
use an equivalent to as a way? Can you add
predict a result? or subtract?
 Colorful PowerPoint  Fun animated  Fun animated  PowerPoint  PowerPoint
presentation begins slides showing slides showing a presentation with presentation with
with a daily journal athletic basketball space theme colorful visuals to funny dog gifs
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 ALAINA MEEK STEP TEMPLATE 11

well as gain student and planner entry moves (both boys journal entry and a help visualize celebrating Friday
interest in the upcoming  Music to engage and girls in the math problem concepts and  Students share a
content? students as they enter room participate in involving engage interest discussion on test
and get them basketball) spaceships that  Students will be taking strategy and
energized to learn  Song in the gains student building on their content
 Journal entry background to interest prior knowledge approaches
involves using a math coordinate of the week’s
prompt that ties in basketball theme activities with
with previous lessons  Journey entry their journal entry
on equivalent activates student
fractions and interest by talking
fractions equal to one about playing time
that connects with the and scoring points
concept of the Big ¾ of the time you
“1.” get a ball.
Presentation of Content
Multiple Means of  PowerPoint provides  Visual PowerPoint  PowerPoint with  PowerPoint with  PowerPoint with
Representation visual learning with with fun gifs, animated visuals, animated visuals animated visuals
Describe how content will an illuminated learning target, space background  Review of week’s  Dog-themed slides
be presented in various fraction chart essential question  Review of lessons and with fun song
ways to meet the needs of  
Hands-on activities Student previous lesson on content to check  Chromebooks (if
different learners.
with using dice and cooperative the Big 1 through for understanding time)
visual arrays to learning activity slide presentation,  Several different  Unit test hard
understand with flash cards visual examples activities copies
multiplication for multiplication  Tic Tac Toe game involving a
 Hands-on activity and division with dice where journal, fluency
with folding paper to practice students practice sprint, review of
demonstrate fraction  Word wall multiplication worksheets, trash
equivalency presents the fluency with 3s ball game
 Word wall presents words: equivalent,  Classroom (assessment)
the word numerator, and discussion on  Classroom
“equivalent” and denominator with creating fractions discussion on
“array” with pictures alongside with missing learning for the
examples  Learning target numbers that are week
 Learning target is and essential equivalent  Visual examples
displayed and question expressly  Examples shown presented on

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 ALAINA MEEK STEP TEMPLATE 12

expressly taught taught and on the white board PowerPoint,

along with the prominently  Double-sided document camera,
essential question on displayed in two worksheet where and on white
the slide as well as on areas students figure out board
another board  Vocabulary words what number was
 Student replies are are explicitly multiplied to make
written on the white taught a number and
board for  Connection to multiply the
reinforcement prior knowledge numerator or
 Vocabulary words with a basketball denominator by
are explicitly taught theme, engaging the same number
during the lesson and gifs, and music
exhibited
 Build connections to
prior understandings
through journal entry
prompt and number
line illustration
Multiple Means of This math class is a  Review of key  Review of key  Review of all the  PowerPoint
Representation support class for students concepts by concepts by concepts Projector
Differentiation who are two to three PowerPoint with PowerPoint with  Review of  Test hard copies
Explain how materials will years behind in math pictures to visual examples worksheets  Students will turn
be differentiated for each skills. Although there are visualize concepts on concepts  Guided review to in their tests and
of the following groups: no students enrolled in and communicate  Guided instruction check for their work for two
 English the gifted program, these clearly through modeling understanding weeks; teacher
Language students are remarkable.
Learners (ELL)
 Guided instruction first  Fluency sprint will go over
 Guided instruction is to model first few  Students given drill to check for grading rubric and
 Students with
special needs provided to give math problems on independent growth in any missing work
 Students with students document camera practice to learn multiplication  Chromebooks for
gifted abilities opportunities for  Students given finding missing  Students monitor fluency (if time)
Early finishers (those who comprehension cooperative numerators or their progress in
finish early and may need  Explicit directions learning denominators fluency
additional are given for each opportunity with  Students receive
sources/support) step in the process flash cards where extra support from
 Teacher repeats students hold staff depending on
directions, models cards for another their skills and

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 ALAINA MEEK STEP TEMPLATE 13

actions, and writes to quiz on basic success with the

information on the math facts (timed activity
board visually to activity)  Some students
support  Early finishers use may need to
understanding Chromebooks to access a
 Word wall used for work on fluency multiplication
students to read on Google chart for the more
during the lesson and Classroom/Quizlet difficult problems
refer back to or read a book
 Interactive model to from the class
guide into new library
concept  Student discussion
 Higher reasoning on how fractions
provided through are used in sports
opportunities for statistics and
student predictions of coaches decisions
results and exploring
number patterns
 Visuals and computer
images
 Student work
projected on the
board during array
activity

Application of Content
Multiple Means of  Student choice in  Students can  Cooperative  Independent  Final unit test
Engagement creating arrays by choose to work learning with a practice, partner  Quizlet Live Game
How will students explore, color or design with their table game-based work, and staff at the end of the
practice, and apply the  Connect learning to partner or activity support available period
content? meaningful independently on  Variation of to provide extra
experience (arrays worksheets several different help and
used for real-life  Variation of activities on monitoring of
applications) activities from shortened day understanding
 Accepting and journal discussion,  Class routines and  Sprints invite
supportive classroom fluency fact cards norms followed participation and

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 ALAINA MEEK STEP TEMPLATE 14

climate with partners,  High expectations confirmation of

 Visual lesson guided instruction, for behavior and understanding as
schedule to increase and independent learning the answers are
predictability practice  Clear entrance and reviewed.
 Class routines  Students finish a exit procedures (students say
(journal, planner, game of memory “yes” if they have
assigned seats, raise on Gynzy the correct
hand, explained  Class routines answer)
learning target and  High Expectations  Trash ball game (a
essential question) for behavior and favorite of
 Variation in activities learning students) students
from journal/planner,  Clear learning
to number talk, objectives
fluency practice with  High Expectations
arrays, paper folding for behavior and
activity and learning
discussion, to final  Established class
exit ticket routines for
 High expectations for entering and
everyone to learn and exiting
involve all
participants
 Invite personal
response
 Learning objectives
clearly stated
 Goal displayed in
multiple ways
Multiple Means of  Activity age and  Active  Active  Different activities  Final unit test
Engagement ability appropriate participation participation and opportunities  Quizlet Live Game
Differentiation  Provides active  Independent  Independent to show
Explain how materials will participation, learning learning understanding
be differentiated for each  Individual  Cooperative  Partner work
of the following groups:
exploration, and
experimentation support/checks for learning and  Competitive
 English
 Provide feedback understanding competitive activity
Language
 Provide individual activities  Ball throwing

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 ALAINA MEEK STEP TEMPLATE 15

Learners (ELL) that encourages feedback  Opportunities for game

 Students with perseverance, taking
special needs on a challenge
 Students with
 Provide feedback
gifted abilities
that models how to
Early finishers (those who
finish early and may need incorporate
additional evaluation and
sources/support) analysis that
identifies patterns
and errors in
reasoning towards
positive achievement
Multiple Means of  Several checks for
Expression understanding during
Formative and summative the discussion
assessments used to  Exit ticket at the end
monitor student progress of the lesson
and modify instruction.
Multiple Means of  Physical
Expression manipulative as an
Differentiation alternative to a
Explain how materials will worksheet
be differentiated for each  Array game activity
of the following groups: provided for fluency
 English
instead of timed drills
Language
(sparks students
Learners (ELL)
 Students with creative expression)
special needs  Multiple media:
 Check for individual  White boards with
understanding by reinforcement and markers to answer
checking on each assistance questions related
student’s progress  Checks for to the week’s
 Offer understanding learning objectives
individualized
assistance through
paraeducators and
certified staff
Assessment of Content
 Monitor student  Monitor and move  Fluency sprint to  Final unit test
independent around class to check for growth  Quizlet Live Game
practice for assess and improvement for Fluency
understanding understanding  Monitor students
 Gynzy game (this activity could around class for
checks for be challenging for understanding and
understanding some students) accuracy with
content
 Trash ball as an
assessment to
check for
understanding
 Whole class  Whole class  Journal entry for  Final unit test
discussions, discussion, written expression  Chromebooks for
partner activity for cooperative  Class discussion fluency
language learning for for language
acquisition, and language acquisition and
independent work acquisition, and academic language
 Two different independent work
practice
computer activities time  Worksheets for
to allow different content area
types of practice (some

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 ALAINA MEEK STEP TEMPLATE
 Students with
gifted abilities
Early finishers (those who
finish early and may need
additional
 Use more than one
resources/support)
Identify and describe any  Students work on
extension activities or
homework tasks as
appropriate. Explain how
the extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at the
end of this template.
© 2020. Grand Canyon University. All Rights Reserved.
16
journal entry, speech, expression students like
drawing, worksheets) and
manipulative (paper), computation
PowerPoint, music practice
 White boards and
strategy to show markers for a
equivalent fractions quick check on
(model, patterns, understanding. It
multiplication) is a quick way for
me to survey how
well the class as a
whole understands
as well as
individuals
Extension Activity and/or Homework
 Fluency practice  Fluency practice  Fluency practice  No homework it is
fluency at home by on Quizlet at home on Quizlet at home on Quizlet at home Friday
accessing Google  Students who are  Finish worksheets  Any missing work
Classroom and not done with if needed to turn in is due in one week
Quizlet games that worksheets can on Friday
are posted by the work on them at
teacher. There are home
flash card activities
in each basic math
fact operation
(addition,
subtraction,
multiplication, and
division. Parents
have asked for the
ability to have their
children work at
home on basic math
facts. Quizlet cards
on Google Classroom
allow easy access at
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ALAINA MEEK STEP TEMPLATE 17

home and extra

practice. Students
receive homework
points for log-in
time.

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ALAINA MEEK STEP TEMPLATE 18

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/EsF0euaEAQ4

Summary of Unit Implementation:
 This unit was selected because of several data points indicating the importance for
mediation and instruction. The district assessment indicated that fraction concepts were a
key focus for these students. It included scores that showed red zone percentages that were
below grade level proficiency in multiplying, dividing, simplifying, adding, and subtracting
fractions. Students were also unable to show competency in fraction equivalency. In
addition, the diagnostic assessment given before instruction showed most students were not
able to solve problems involving fraction equivalency with proficient accuracy. Finally, the
mathematics teachers assessed students at the beginning of the school year and
communicated to me the need for instruction in my support classes to include a fraction
concept unit. This unit implementation could be paced at a manageable rate for students
feel confident and successful.

Summary of Student Learning:

 I wanted to begin the unit with a hands-on activity that gave students the opportunity to feel
and see how fraction equivalency works. I added the first day lesson to the curriculum to
allow students to experiment and experience fractions in a familiar way.
 The lesson also incorporates many different approaches to learning to engage students and
academic thinking. Sometimes students who need remediation have difficulty with
understanding algorithms and benefit from conceptualizing content. Some students did
need to use a multiplication table for the last worksheets.
 I am still learning how to teach math. Middle school remediation can be difficult. Often,
intervention curriculum is geared towards younger students and is annoying to middle
schoolers. I think the main difficulty is that students coming in with such low abilities in
math fact fluency. It is difficult to move into more complex math content when students are
working on third-grade fluency skills.

Reflection of Video Recording:

 This group of students are wonderful middle school students. There were areas I like about
the video recording. For example, I think students were managed well during instruction.
There is a life skills student in the class who struggles with blurting and with appropriate

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behavior in a classroom setting. She has been sent to me not only because she could benefit
from math instruction but also basic classroom skills. She has come a long way in both
areas this year. I liked the hands-on activity in the video with paper folding. Students
followed directions and participated well. I like their predictions. At one point in the video,
students were afraid of giving their prediction in fear of making a public mistake. I noticed
after it was explained that mathematicians use the word “possibly” and take chances that
more students raised their hands. One area I need to improve is all the moving around
while I am talking. Even though these students are very attentive, I need to stop to explain
points better. I have an unusual set up in my room which forces me to go back to move
slides. There is very little room to navigate. I think a good idea will be to buy a PowerPoint
presentation remote to help me stay more stationary during instruction. I liked how student
work was shared in the video and real-life instances of using arrays was discussed. I want
my students to know what their learning can be used in real life. We had technical difficulty
during the filming. I was trying to carry my voice because of the recording and I didn’t
need to. I have good structure throughout class. Classroom norms are well-established. I
use cues like the thumbs-up to check-in with students. Watching this video makes me want
to improve this lesson for more effectiveness. I am still learning how to teach math concepts.
The curriculum I am using does not include any teacher notes or guidance on how to teach
the lessons.
 Of course, my biggest concern are the two students who did not demonstrate proficiency in
the learning objective. This is difficult since I need to move forward with instruction. These
two students can continue to use a multiplication table. Both students are very quiet and do
not ask for help. However, I want students to learn their multiplication facts before high
school. I notice many students on IEPs rely on multiplication charts and are unable to pass
an algebra class in high school. Students need to know basic math facts just like the first 100
sight words in reading activate literacy. For math fluency, Joe Boaler recommends low-
pressure activities with fluency that involve games, number talks, and math concepts. I
notice they did better on the worksheets than the test. Did a table partner give them the
confidence to complete the assignment? When they took the test, they didn’t have the same
proficiency.

STEP Standard 6 - Analysis of Student Learning

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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 2 7
(90%-100%)
Proficient
1
(80%-89%)
Partially Proficient
5
(70%-79%)
Minimally
Proficient 13 2
(69% and below)
Post-Test Analysis: Whole Class
Students have shown overall growth in their ability to find an equivalent fraction through
multiplication. Pre-test results showed only 13% of the students had any proficiency in the
content along with 87% of the students scoring minimally proficient. After instruction, student
performance improved to where 47% of the students were highly proficient, 7% were proficient,
33% partially proficient, and 13% minimally proficient. The data also indicates that 44% of
students were only partially or minimally proficient in the content area.
Instruction did improve student performance since proficiency improved from 13% to 54% after
teaching. However, 44% of the students were continuing to demonstrate partial or minimally
proficient skills. While the test items were identical in computation and presentation, the pre-test
and post-test were different in the amount of questions given to students. Seeing there were
several students who did not attempt the problems on the pre-test, more problems may not have
made a difference in assessment data. Instruction did allow for independent practice which is
important for my student population to be self-sufficient on assessment. There was also time for
students to receive one on one help during the lesson plans. Unfortunately, one of my students
who scored minimally proficient was present for only two days of the lesson. In my opinion,
instruction could have been more effective if there were more check-ins with students to monitor
their progress and correct errors. Some students work with partner and not completely be able to
demonstrate proficiency on their own.
Post-Assessment Analysis: Subgroup Selection
After looking at the post-test data, this subgroup was chosen because they scored partially
proficient or minimally proficient. This class will be moving on to content that will build on
equivalent fractions. This group without a proficient understanding of equivalent fractions will

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continue to struggle.
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%)
Proficient
(80%-89%)
Partially Proficient
5
(70%-79%)
Minimally
Proficient 7 2
(69% and below)
Post-Assessment Analysis: Subgroup

There are several factors that could be limiting student learning in this class. Many of these
students are experiencing different barriers to the content. Out of this subgroup one learner is an
ELL student, two are chronically absent, three are on IEPs, and one student is on a 504 plan. Most
of them struggle with single-digit math facts. The ELL student did not have his table partner
available during instruction. Another student is going through a personal problem and is seeing
the counselor during math support class. Unfortunately, her absences are affecting her
participation and ability to learn. Students on IEPs are not always quick to ask for help and may
rely on a stronger table partner to give them answers.
The subgroup was chosen because they did not show proficiency in the content. After reviewing
the post-test data, I decided the entire class would review the three different ways to demonstrate
equivalency. This time before students could move on to the next task. I or my assistant met with
them individually to go over their understanding. Meeting with each student helped me to show
them strategies on how to check their answers and clear up any misconceptions they might have
had. I liked to hear students explain how they did the problem to show how well they grasped the
concept.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 2 7
(90%-100%)

1
Proficient

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(80%-89%)
Partially Proficient
(70%-79%)
Minimally
Proficient
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The remainder of the class did demonstrate better understanding of the material. These students
also happen to be stronger in math fact fluency. Five of these students are on IEPs and three are
general education students.

The whole class will have an extra assignment to review equivalent fractions before moving to
the next skill. The curriculum also has a built-in review on finding equivalent fractions with
multiplication. As a result, students will have two more days to practice the material. Students
will next be learning about greatest common factor. It is important students understand equivalent
fractions since they will be using this concept to simplify fractions and create common
denominators. Administrators have also purchased a new software product called i-Ready that
students will be using twice a week. Students will be able to receive extra practice and
differentiated instruction online in areas of improvement.

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. By June 2020, classroom instruction
will incorporate more checks for
understanding with planned
interaction with students during
lessons and daily exit tickets.
development, research on the Internet,
observation of a veteran teacher, etc.)
I plan to schedule next week a meeting with
my mentor, Judy Peters, to learn effective
strategies she uses to check for student
comprehension. I will also invite the district
instructional coach, Tina Snieder, to observe
my performance in class and ask for tips for
improvement. During my 4th period prep
period in the next month, I will observe Ms.

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Canaday, a veteran math teacher.

2. Improve student basic math fact Professional development (complete a
fluency training with Jo Boaler from Stanford
University), research the Internet, find what
effective methods/models are working in our
district

3. Utilize small group learning for Meet with our district instructional coach for
students in need of more individual help with logistics in my room, research the
assistance Internet for effective small group practices,
observe veteran teachers

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: Archive and reflect on my lesson planning to build an effective scope
and learning sequence for middle school math interventions.
Rationale:
The extent and arrangement of curriculum
impacts the development of skills and quality of
learning experiences to support and extend
student learning. Lesson sequencing optimizes
students’ ability to internalize learning. It also
facilitates scaffolding, better organization,
assessment checks, and future planning. I also
want an effective scope and sequence to enable a
reflective process that will allow me to modify
lessons for improved student outcomes.
End Date:
I expect to collect enough lesson plans by the end
of next year, June 2021 to have a basic scope and
sequence to build on. Once I have an initial
foundation of lesson plans in place, I will need to
continue to expand lessons in math skill areas. I
may instruct the same students over several years
and will need to grow a curriculum to meet the
needs of students who are advancing through
several grade levels. After two years or by June
2022, I should have enough material to have an
effective scope and sequence for math
interventions at our middle school. I will know I

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have achieved this goal when I have a binder

organized with lesson plans by common core
math standard, focus skill, and sequence.
Action Timeline: I implemented a process to
collect lesson plans to begin the process to archive
and review on January 2020. The system is simple
and works for me personally. Each lesson will be
archived each week with hard copies and a
weekly scope and sequence of material. By June
2020, material will cover multiplication facts, a
full unit of fractions, and integers. In September,
lessons will continue to be collected along with
PowerPoint slides on place values, decimals, and
expanded notation. By next December 2020, there
will be full year’s scope and sequence attained for
a middle school math intervention.
Resources: I have met with Judy Peters, my
mentor as well as math teachers, Kate Stevens and
Acacia Caraballo to brainstorm ideas on how to
achieve this goal. I am also researching
educational resources online as well as meeting
with an instructional coach, Tina Snieder, once a
month. I find that communicating regularly with
experts in math and special education help expand
my knowledge of strategies to enable better
student learning and understanding. Internet
resources allow me to realize new comprehension
approaches. For example, Joe Boaler is an
excellent Internet source for improving
instructional approaches. She has taught me how
to use number talks and conceptual reasoning to
improve student understanding.

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