Step Template

Student Teaching Evaluation of Performance (STEP)
Template
© 2020. Grand Canyon University. All Rights Reserved. Page 1 of 24

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

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).

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: Rounding Multi-Digit Whole Numbers
Unit Title: Using Place Value to Round Multi-Digit Whole Numbers
National or State Academic Content Standards: 4.NBT.3. “Use place value understanding to
round multi-digit whole numbers, less than or equal to 1,000,000, to any
Place” (Louisiana Believes, 2020).
https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/louisiana-
student-standards-for-k-12-math.pdf?sfvrsn=86bb8a1f_62
Learning Goal: The learning goal for this topic is to master the skills of rounding multi-digit
whole numbers.
Measurable Objectives:
Lesson 7: Students will learn to round multi-digit numbers to the thousands place using a
vertical number line (Eureka Math, 2015).
Lesson 8: Students will learn to round multi-digit numbers to any place using the vertical number
line (Eureka Math, 2015).
Lesson 9: Students will learn to use place value understanding to round multi-digit numbers to
any place value (Eureka Math, 2015).
Lesson 10: Students will learn to use place value understanding to round multi-digit numbers to
any place value using real world applications (Eureka Math, 2015).

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.
1. Round to the nearest thousand. Use the number line to model your thinking.
a. 7,621 ≈ ___________ b. 12,502 ≈ ___________ c. 324,087 ≈ ___________
2. It takes 39,090 gallons of water to manufacture a new car. Sammy thinks that rounds up to about 40,000
gallons. Susie thinks it is about 39,000 gallons. Who rounded to the nearest thousand, Sammy or Susie?
Use pictures, numbers, or words to explain.

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 28
Highly Proficient (90%-100%) 7

Proficient
(80%-89%) 11
Partially Proficient
(70%-79%) 5
Minimally Proficient
(69% and below) 5
Pre-Assessment Analysis: Whole Class

As a whole class, I thought they did pretty well on the pre-assessment. I had already determined which
students would be considered minimally proficient and took the extra steps to help make this topic a little
easier to understand. I think overall, this is what I was expecting and there does not need to be any
changes made.
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.
Module 1
Topic B AND C: Lessons 5-10
Name:_____________________________________________ # _______
*REMEMBER TO WRITE THE LETTER YOU BUBBLED IN THE BLANKS!* Standards:
4NBT.2
1. Which numbers make the comparison true?
38,432 <_________
Select the two correct answers.
Ⓐ 48,432
Ⓑ 28,432
Ⓒ 36,783 __________ __________

Ⓓ 65,983
2. Which inequality sign makes the statement true?
7,654_______7,564
Ⓐ>
Ⓑ < __________
Ⓒ=
3. Which symbol goes in the blank to make the number sentence true? 378,646 _______ 300,000
+ 70,000 + 4,000 + 600 + 40 + 6
Ⓐ=
Ⓑ<
Ⓒ > __________
4. What is 783 rounded to the nearest hundred.
Ⓐ 700
Ⓑ 800
Ⓒ 750 __________
Ⓓ 850
5. What is 65,124 rounded to the nearest thousand.
Ⓐ 65,100
Ⓑ 60,000
Ⓒ 65,000 __________
Ⓓ 66,000
6 . What is 897,100 rounded to the nearest thousand.
Ⓐ 897,000
Ⓑ 898,000
Ⓒ 899,000 __________
Ⓓ 800,000
7. Mr. Mulligan wrote a comparison on the board, as shown. 34,435 ? 34,893
Catherine says 34,435 is greater and Jason says 34,893 is greater. Who is correct and why?
Ⓐ Catherine is correct, because the ones digit in 34,435 is greater than the ones digit in 34,893.
Ⓑ Jason, is correct, because the tens digit in 34,893 is greater than the tens digit in 34,435.
Ⓒ Catherine's is correct , because the hundreds digit in 34,435 is less than the hundreds digit in
34,893.
Ⓓ Jason is correct, because the hundreds digit in 34,893 is greater than the hundreds digit in

34,435 __________
8. Which list shows the numbers in order from greatest to least?
Ⓐ 657,436 657,349 676,876 668,987
Ⓑ 776,876 765,876 798,876 768,875
Ⓒ 897,876 887,765 876,987 867,987 __________ Ⓓ 967,876 976,876 998,767 989,999
9. Which number sentence correctly compares two numbers? Select the Three correct answers.
Ⓐ 6,254 > 4,564
Ⓑ 8,498 = 8,498
Ⓒ 3,423 < 3,413
Ⓓ 3,346 = 3,364 __________ _________ __________ Ⓔ 4,321 > 3,321
Ⓕ 3,598 < 3,591
10 . What is 545,999 rounded to the nearest hundred thousand. Ⓐ 600,000
Ⓑ 700,000
Ⓒ 540,000 __________
Ⓓ 500,000
11. The table below shows the amount of cans each grade level collected for the food drive.
Grade level Number of cans Kindergarten 439,087
First 3,439,087
Second 543,088
Third 87,986
Fourth 543,986
Based on the table, which two comparisons are true?
Ⓐ First grade > Second grade
Ⓑ Third grade > Kindergarten
Ⓒ Fourth grade = Second grade __________
Ⓓ Fourth grade > Second grade
12. Estimate the sum by rounding each number to the nearest hundred then add.
345 + 458
13. Which list shows the numbers in order from least to greatest?
Ⓐ 657,436 657,349 676,876 668,987
Ⓑ 776,876 765,876 798,876 768,875

Ⓒ 897,876 887,765 876,987 867,987 __________ Ⓓ 967,876 976,876 988,767 999,999
14. Which of the following would round to 500,000?
Ⓐ 458,456 rounded to the tens place
Ⓑ 523,384 rounded to the ten thousands place
Ⓒ 499,458 rounded to the hundred place __________ Ⓓ 455,389 rounded to the hundred
thousand place
15. Which number when rounded to the nearest ten thousand has a value of 390,000?
Ⓐ 386,432
Ⓑ 398,947
Ⓒ 381,769 __________
Ⓓ 395,756
Constructed Response (2 points)

17. There were a total of 867 books at the bookstore. The clerk sold 434 of those books. About
how many books are left in the shop? Round each value to the nearest hundred and then subtract.

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: 4th Grade
Unit/Subject: Math
Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning 4.NBT.3. “Use place 4.NBT.3. “Use place 4.NBT.3. “Use place 4.NBT.3. “Use place 4.NBT.3. “Use place
Standards value understanding to value understanding to value understanding to value understanding to value understanding to
List specific grade-level round multi-digit round multi-digit round multi-digit round multi-digit round multi-digit
standards that are the focus whole numbers, less whole numbers, less whole numbers, less whole numbers, less whole numbers, less
of the lesson being presented. than or equal to than or equal to than or equal to than or equal to than or equal to
1,000,000, to any 1,000,000, to any 1,000,000, to any 1,000,000, to any 1,000,000, to any
Place” (Louisiana Place” (Louisiana Place” (Louisiana Place” (Louisiana Place” (Louisiana
Believes, 2020). Believes, 2020). Believes, 2020). Believes, 2020). Believes, 2020).
Specific Learning Students will learn to Students will learn to Students will learn to Students will learn to Students will take a
Target(s)/Objectives round multi-digit round multi-digit use place value use place value Topic test based on the
Based on state standards, numbers to the numbers to any place understanding to round understanding to round previous learning
identify what is intended to be thousands place using using the vertical multi-digit numbers to multi-digit numbers to objectives from this
measured in learning. a vertical number line number line (Eureka any place value any place value using week.

(Eureka Math, 2015). Math, 2015). (Eureka Math, 2015). real world applications
(Eureka Math, 2015).
Academic Language Mid-Point Vertical Number Line Round Multi-digit numbers The test will question
General academic vocabulary Place Value End Point Hundred Thousand Reliable Estimate them about all the
and content-specific Number Patterns Ten Thousand Estimates Compare different vocabulary
vocabulary included in the terms learned for this
unit. topic.
Unit Resources, Math Work Books Math Work Books Math Work Books Math Work Books Topic C Test
Materials, Equipment, Pencils Pencils Pencils Pencils Pencils
and Technology Smart Board Smart Board Smart Board Smart Board Dry erase markers
List all resources, materials, LPSS Flip Chart LPSS Flip Chart LPSS Flip Chart LPSS Flip Chart Dry erase boards
equipment, and technology to Computers Computers Computers Computers Place Value Chart
be used in the unit. Dry Erase Board Dry Erase Board Dry Erase Board Dry Erase Board Vertical Number line
Dry Erase Marker Dry Erase Marker Dry Erase Marker Dry Erase Marker Anchor Charts
Place Value Chart Place Value Chart Place Value Chart Place Value Chart
Vertical Number Line Vertical Number Line Vertical Number Line Vertical Number Line
Anchor Chart Anchor Charts Anchor Charts Anchor Charts
Study Guide Study Guide
Depth of Knowledge Level 1: Why do you Level 1: Who in the Level 1: Who can help Level 1: If we label The test provides
Lesson Questions think we use a vertical class can draw and me to accurately label our place value chart students with different
What questions can be posed number to round label a vertical number our place value chart incorrectly, do you levels of questions that
throughout the lesson to numbers? line and accurately by arranging the think we would be really get them to use
assess all levels of student Level 2: I have label the midpoint and correct place values? able to calculate to their critical thinking
understanding? displayed some end points? Level 2: What do you correct answers? Why skills and show what
 Level 1: Recall numbers on the board Level 2: Why is it notice about the ease or why not? they understand from
 Level 2: Skill/Concepts and I need someone to important that we of estimating using a Level 2: How could what was taught in the
 Level 3: Strategic
help me distinguish compare the two digits vertical number line you apply the use of previous lessons.
Thinking
what type of number on the end points of versus rounding in rounding in the real
 Level 4: Extended
pattern is going on. the vertical number your head? world?
Thinking
Which numbers would line? Level 3: What would Level 3: What would
follow this specific Level 3: Can you happen if we would happen if we rounded
number pattern? formulate an example not be able to round on to the thousands place
Level 3: Who here can of how we might use a number line? Do you instead of the ten
help me investigate the rounding in a real life think this would be thousands place?
numbers on the situation? more difficult or Level 4: Can you
vertical number line to Level 4: Can you easier? create a vertical

determine if we should conclude why Level 4:In the second number line and a
round up or down? rounding is important problem, you and your place value chart and
Level 4: Now, I need and if it is easier to friend may have gotten label the number
everyone to take out round on a vertical different answers. 153,207. Then I would
their personal white number line? How do you think that like you to compare
boards and create their is possible? the two drawings and
own vertical number come to a conclusion
lines and round. Then about which one is
as a class we will easier for you to use.
review your work and
decide if your answer
is correct or if we need
to make adjustments.
Anticipatory Set Before we start Before we start Before we start Before we start For test day, we
How will students’ prior learning about the new learning about the new learning about the new learning about the new simply do a quick
knowledge be activated as lesson, we will lesson, we will lesson, we will lesson, we will review about what we
well as gain student interest continue to build on continue to build on continue to build on continue to build on have learned by going
in the upcoming content? what we previously what we previously what we previously what we previously over the anchor charts
learned by completing learned by completing learned by completing learned by completing in the classroom.
the application the application the application the application
problem. The students problem. The students problem. The students problem. The students
are allowed to read the are allowed to read the are allowed to read the are allowed to read the
problem and work it problem and work it problem and work it problem and work it
out as a class or even out as a class or even out as a class or even out as a class or even
individually. individually. individually. individually.
Presentation of Content
Multiple Means of • We will • We will • We will • We will The students will be
Representation complete our complete our complete our complete our given the test that is
Describe how content will be application problem. application problem. application problem. application problem. based on what we have
presented in various ways to This application This application This application This application learned through this
meet the needs of different problem builds on the problem builds on the problem builds on the problem builds on the topic. This will allow
learners. previous lesson that previous lesson that previous lesson that previous lesson that them to show us what
required students to required students to required students to required students to they have learned and
name base thousand name base thousand name base thousand name base thousand what they may need
units. units. units. units. extra help with. This
• Then we will • Then we will • Then we will • Then we will can determine if we

complete our Concept complete our Concept complete our Concept complete our Concept need to reteach
Development. The Development. The Development. The Development. The anything.
concept development concept development concept development concept development
allows students to allows students to allows students to allows students to
patriciate and interact patriciate and interact patriciate and interact patriciate and interact
using their white using their white using their white using their white
boards. It allows me to boards. It allows me to boards. It allows me to boards. It allows me to
teach the skills needed teach the skills needed teach the skills needed teach the skills needed
for this lesson. The for this lesson. The for this lesson. The for this lesson. The
Concept Development Concept Development Concept Development Concept Development
portion of the class portion of the class portion of the class portion of the class
allows me to model allows me to model allows me to model allows me to model
multiple problems so multiple problems so multiple problems so multiple problems so
they can really they can really they can really they can really
understand the content understand the content understand the content understand the content
of the lesson. of the lesson. of the lesson. of the lesson.
Multiple Means of •English language •English language •English language •English language •English language
Representation learners (ELL): We learners (ELL): We learners (ELL): We learners (ELL): We learners (ELL): We
Differentiation will use place value will use place value will use place value will use place value will use place value
Explain how materials will be charts and guided charts and guided charts and guided charts and guided charts and guided
differentiated for each of the learning to support learning to support learning to support learning to support learning to support
following groups: their needs. They will their needs. They will their needs. They will their needs. They will their needs. They will
 English Language get extended time if get extended time if get extended time if get extended time if get extended time if
Learners (ELL) needed. needed. needed. needed. needed. Some students
 Students with special may need to have the
needs
•Students with special •Students with special •Students with special •Students with special test read aloud to them
 Students with gifted
abilities
needs: We will use needs: We will use needs: We will use needs: We will use so we will ensure they
Early finishers (those who place value charts and place value charts and place value charts and place value charts and get that opportunity.
finish early and may need guided learning to guided learning to guided learning to guided learning to
additional sources/support) support their needs. support their needs. support their needs. support their needs. •Students with special
They will get extended They will get extended They will get extended They will get extended needs: We will use
time if needed. time if needed. time if needed. time if needed. place value charts and
guided learning to
•Students with gifted •Students with gifted •Students with gifted •Students with gifted support their needs.
abilities: These abilities: These abilities: These abilities: These They will get extended

students will be called students will be called students will be called students will be called time if needed. Some
on to help me support on to help me support on to help me support on to help me support students may need to
other students learning other students learning other students learning other students learning have the test read
when possible, with a when possible, with a when possible, with a when possible with a aloud to them so we
safe distance. safe distance. safe distance. safe distance. will ensure they get
that opportunity.
•Early finishers (those •Early finishers (those •Early finishers (those •Early finishers (those
students who finish students who finish students who finish students who finish •Students with gifted
early and may need early and may need early and may need early and may need abilities: These
additional additional additional additional students will be
resources/support): resources/support): resources/support): resources/support): allowed to work on
Once they have Once they have Once they have Once they have Zearn once they have
completed working the completed working the completed working the completed working the completed the test.
problems, they can problems, they can problems, they can problems, they can
move on to the next move on to the next move on to the next move on to the next •Early finishers (those
problem or even create problem or even create problem or even create problem or even create students who finish
their own numbers and their own numbers and their own numbers and their own numbers and early and may need
work it out. They will work it out. They will work it out. They will work it out. They will additional
also be allowed to also be allowed to also be allowed to also be allowed to resources/support):
work on Zearn or work on Zearn or work on Zearn or work on Zearn or Once they have
iReady. iReady. iReady. iReady. completed the test,
they will be allowed to
work on Zearn or
iReady.
Application of Content
Multiple Means of During this time During this time During this time During this time Students will be
Engagement frame, students will be frame, students will be frame, students will be frame, students will be allowed to work
How will students explore, given a certain amount given a certain amount given a certain amount given a certain amount multiple different
practice, and apply the of time to complete the of time to complete the of time to complete the of time to complete the problems that they
content? problem set portion of problem set portion of problem set portion of problem set portion of have learned about in
the workbook the workbook the workbook the workbook this topic. Students
(generally about 15 (generally about 15 (generally about 15 (generally about 15 must do this
minutes) for this minutes) for this minutes) for this minutes) for this independently.
specific lesson. For specific lesson. For specific lesson. For specific lesson. For
now, students must now, students must now, students must now, students must
complete this complete this complete this complete this

independently to independently to independently to independently to
ensure safe learning ensure safe learning ensure safe learning ensure safe learning
while distancing. while distancing. while distancing. while distancing.
Engagement learners (ELL): We learners (ELL): We learners (ELL): We learners (ELL): We learners (ELL): We
Learners (ELL) needed. needed. needed. needed. needed. Some students
 Students with special may need to have the
needs
•Students with special •Students with special •Students with special •Students with special test read aloud to them
 Students with gifted
abilities
needs: We will use needs: We will use needs: We will use needs: We will use so we will ensure they
additional sources/support) support their needs. support their needs. support their needs. support their needs. •Students with special
guided learning to
when possible, with a when possible, with a when possible, with a when possible, with a aloud to them so we
that opportunity.

work on Zearn or
iReady.
Assessment of Content
Multiple Means of •We will then quickly •We will then quickly •We will then quickly •We will then quickly •At the end of the test,
Expression complete our student complete our student complete our student complete our student I would like the
Formative and summative debrief. This is a debrief. This is a debrief. This is a debrief. This is a students to give me a
assessments used to monitor simple review of what simple review of what simple review of what simple review of what self-evaluation about
student progress and modify we have learned we have learned we have learned we have learned how they truly think
instruction. throughout the lesson. throughout the lesson. throughout the lesson. throughout the lesson. they did and if they
Students will give a Students will give a Students will give a Students will give a believe they need more
thumbs up or thumbs thumbs up or thumbs thumbs up or thumbs thumbs up or thumbs help learning this
down to check for down to check for down to check for down to check for content.
understanding understanding understanding understanding
(throughout the whole (throughout the whole (throughout the whole (throughout the whole
lesson). Throughout lesson). Throughout lesson). Throughout lesson). Throughout
the student debrief, the student debrief, the student debrief, the student debrief,
students will be asked students will be asked students will be asked students will be asked
various questions various questions various questions various questions
about specific content about specific content about specific content about specific content
throughout the lesson. throughout the lesson. throughout the lesson. throughout the lesson.
Expression learners (ELL): We learners (ELL): We learners (ELL): We learners (ELL): We learners (ELL): We
Learners (ELL)

 Students with special needed. needed. needed. needed. needed. Some students
needs may need to have the
 Students with gifted •Students with special •Students with special •Students with special •Students with special test read aloud to them
abilities needs: We will use needs: We will use needs: We will use needs: We will use so we will ensure they
additional resources/support)
support their needs. support their needs. support their needs. support their needs. •Students with special
guided learning to
when possible, with a when possible, with a when possible, with a when possible, with a aloud to them so we
that opportunity.
work on Zearn or
iReady.

Extension Activity and/or Homework
Identify and describe any Students will complete Students will complete Students will complete Students will complete Students do not
extension activities or an exit ticket at the an exit ticket at the an exit ticket at the an exit ticket at the receive any homework
homework tasks as end of the lesson and end of the lesson and end of the lesson and end of the lesson and on test day!
appropriate. Explain how the make sure to write make sure to write make sure to write make sure to write
extension activity or
down their homework down their homework down their homework down their homework
homework assignment
supports the learning
problems in their problems in their problems in their problems in their
targets/objectives. As agenda. agenda. agenda. agenda.
required by your instructor,
attach any copies of
homework at the end of this
template.

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/CZIJPVF48fY
Summary of Unit Implementation: The unit that we worked on was all about rounding multi-digit
whole numbers. Lesson 7 was the first lesson of the unit, so we started off with rounding to the thousands
place. The objective for this lesson is as follows: Students will round multi-digit numbers to the thousands
place using the vertical number line. We successfully worked through the flipchart created by Lafayette
Parish School Board. As working through the flip chart, we completed the fluency portion, the application
problem, concept development, problem set, student debrief, and finally the exit ticket. Each part of the
flip chart plays a role in student learning.
Summary of Student Learning: Students were able to brush up on previous knowledge by working
through the fluency practice as well as the application problem. This allowed them to go back to what
they have previously learned and expand on it. For concept development, I modeled the first few
problems for them, but then they were given the chance to guide me through the problems. I acted as the
student while they told me what was needed to be done. For the problem set, they were given 10 minutes
to complete work individually, then review what they have completed as a class with them guiding me.
Then for student debrief, we reviewed some of the work we completed and talked about why it is
important. Lastly, the exit ticket will help to determine what they have learned from this lesson and what
they still need help with.
Reflection of Video Recording: During this video, we talked about the activity that we completed in
lesson 7 of the Eureka curriculum. I explain the complications of new covid-19 procedures but we make
the lesson engaging by using personal white boards. The white boards allow the students to really work
out the problems since they are unable to come to the board. In the video, we talked about how we work
through the lesson using the flip chart created by the Lafayette parish school board and how the students
interact and guide us through the problems. We use the thumbs up and down strategy often to see how the
students are doing throughout the lesson.

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 7 11
(90%-100%)
Proficient
11 10
(80%-89%)
5 8
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Test Analysis: Whole Class
Based on my analysis of the data, we have a jump in the highly proficient, a small drop in the
proficient, a jump in the partially proficient, and a jump in the minimally proficient. As a whole, I
would have liked to see a little more improvement in the data but overall, I do not think these
results are horrible for it being their first actual assessment.
Based on these results, I feel like my instruction was clear to most students, not all. From looking
at these results, a lot of students did improve from their pre assessment, but we still had some
students who needed some extra support. For example, my minimally proficient went from 5
students to 3 but my amount of proficient numbers dropped by 1. I learned that some students will
need more support in their learning than others, especially students who are just coming out of
an ESL class. Overall, I think my instruction for these lessons were effective but I needed to pay
closer attention to my students who needed accommodations.
Post-Assessment Analysis: Subgroup Selection

The subgroup I will focus on is the English Language Learners specifically because we are
teaching quite a few of these students. Each of my ELLs tested in the minimally proficient section
for this assessment or the partially proficient section. After getting to really know each of these
students, I have come to realize that they do understand the content being taught, but they are
struggling with language development. This simply means that we must find the best way to help

them understand what they are reading on the test. If that means we must read the test out loud to
them so they can understand what they are testing on and see what they truly understand, then
that is an accommodation that we will work with until they are confident enough in their reading.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
(90%-100%)
Proficient
0 0
(80%-89%)
0 1
(70%-79%)
Minimally
Proficient 3 2
(69% and below)
Post-Assessment Analysis: Subgroup
Based on this data, I need to continue to really work with my ELLs. WE have to come down to
what the issue is rather it is actually not understanding the content or of it is actually the
language they are struggling with. After working with these students, I believe that the language
was the biggest issue at hand because once we slowed down and help to read the assessments
with them, they explained the content to me.
Based on this specific data, my instruction for ELLs was not quite as beneficial for them
compared to my English speaking students. I needed to slow down and think about all my
students needs individually instead of the class as a whole. They struggled with this assessment
due to having difficulty reading the assessment. When I seen these specific students grades, I
went back and reviewed the content to see what was going on and the students really needed
more time to really understand as well as needing help with reading the actual assessment.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
(90%-100%)

Proficient
11 10
(80%-89%)
5 7
(70%-79%)
Minimally
Proficient 2 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
According to this data, the remainder of the class did okay with this assessment. We do have a
few students with IEPs that need some extra guidance while test taking. This data shows that we
still had some students who struggled with this assessment while others exceled. I think for me
personally, this shows that all students will learn at their own pace and in their own way, but as
teachers, we must find what works best for each individual students instead of the class as a
whole. These numbers show that we overall did decent on this assessment but there are obviously
some areas for improvement.
My step next step would be to try and work with the students who need extra support to determine
how they learn best and what we can do to help them succeed in school. After much
consideration, we were able to determine that a few students needed some accommodations such
as longer test taking times and helping with reading the test. We needed to ensure that they were
grasping the content we were teaching and found that some students were really struggling with
reading the actual assessment.
The next objective looked like this: The students will learn to use place value to fluently add multi
digit numbers using the standard algorithm and use this algorithm to solve word problems while
using tape diagrams.
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. I will continue to develop classroom I will communicate with other teachers to see
management strategies that work the strategies that work for them in the
effectively and efficiently. classroom as well as do my research online
about how different strategies work.
2. I will continue to make advancements Once again, I will ask teachers if I ever have
in my knowledge of the content being problems or issues arise about how they
taught and my career. teach a specific lesson. I will also attend
workshops or watch videos that could
expand my knowledge on the content I am
teaching.
3. I will develop an effective and I will keep all my lines of communication

positive relationship with the people open with people that I interact with. I will
who I work closely with such as the communicate openly with in a respectful
parents or guardians, other teachers, manner.
and even administrative staff.
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: I will continue gaining more knowledge in my field by earning my
master’s degree so I can become a better educator and role model to all my students.
Rationale: Why did you choose this goal? How I chose this goal because continuing my
do you expect it to improve the outcomes of your education is something I never thought I
future students? could accomplish, but 20 years after high
school graduation, I am graduating from
college. This will better help my career in
many ways and if I continue to grow
educationally, so will my students. I will be
able to learn different strategies that will
benefit my students, as well as myself.
End Date: By when do you expect to accomplish I would like to complete this goal within the
this goal? nest 4 years. I want to become a lead teacher
and gain that experience before gaining the
masters degree. I also have an 8 year old
daughter who is still clingy so I would like to
give her a little more time to adjust before
going back into another degree.

Action Timeline: What steps will you take to 1/31/21: Become a lead teacher in my own
complete this goal, and by when will you take classroom.
them? Example:
2/31/22: Teach a full year in my own
1/31/18: Join AACTE classroom.
6/01/22: Successfully become an active
member in the school that I am teaching at.
8/15/22: Make a decision about which area I
would like to get my master’s degree in.
10/01/22: Reach out to GCU or another
college that will help me obtain my degree.
1/15/23: Start classes to obtain my master’s
degree.
12/31/24: Successfully complete courses and
graduate from college for the second time
with my master’s degree.
Resources: What resources are available to assist Some resources that are available to help me
you in accomplishing your goal? reach my goal is the internet, library, my
experience in the classroom, and even support
from my family and friends. I will also like to
communicate with others who teach to gain
more knowledge about how I could improve
my teaching strategies. I would also like to
attend more trainings to ensure staying up to
date with any new data or strategies.

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Student Teaching Evaluation of Performance (STEP)

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

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Part I: Community, District, School, and Classroom Factors

Part II: Demographic, Environment, and Academic Factors

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

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Unit Topic: Rounding Multi-Digit Whole Numbers

Unit Title: Using Place Value to Round Multi-Digit Whole Numbers

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a. 7,621 ≈ ___________ b. 12,502 ≈ ___________ c. 324,087 ≈ ___________

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Highly Proficient (90%-100%) 7

Pre-Assessment Analysis: Whole Class

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Constructed Response (2 points)

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Grade Level: 4th Grade

Day 1 Day 2 Day 3 Day 4 Day 5

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Video Recording Link: https://youtu.be/CZIJPVF48fY

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Post-Assessment Analysis: Subgroup Selection

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Number of Students Number of Students

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

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STEP Standard 7 – Reflecting on Instruction to Improve Student

Plan to Reach the Goal (i.e., professional

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3. I will develop an effective and I will keep all my lines of communication

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a. 7,621 ≈ _____ b. 12,502 ≈ _ c. 324,087 ≈ _______