Student Teaching Evaluation of Performance (STEP)

Template
Kendra Gapp

EDU – 490

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Table of Contents

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 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
The preassessment for this unit will be counting forward from 0 to 10 and backwards from 10 to
0.

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%) 50%- 8

Proficient
(80%-89%)

Partially Proficient
(70%-79%) 25% - 4

Minimally Proficient
(69% and below) 25% - 4

Pre-Assessment Analysis: Whole Class

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.
The post assessment asked students to say one more then the numbers 1,4,and 7. One less than
the 10, 7, 5, and 1.

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 STEP Standard 4 - Unit and Lesson Planning.
Grade Level: Kindergarten

Unit/Subject: What makes a number? Math

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning K.CC. B.4.C K.CC. B.4.C K.CC. B.4.C K.CC. B.4.C K.CC. B.4.C
Standards . Understand that each Understand that each Understand that each Understand that each Understand that each
successive number is successive number is successive number is successive number is successive number is
one larger than the one larger than the one larger than the one larger than the one larger than the
previous number. previous number. previous number. previous number. previous number.

K.CC.B.5 K.CC.B.5 K.CC.B.5 K.CC.B.5 K.CC.B.5

Count to answer how Count to answer how Count to answer how Count to answer how Count to answer how
many. No matter the many. No matter the many. No matter the many. No matter the many. No matter the
arrangement of the arrangement of the arrangement of the arrangement of the arrangement of the
objects. objects. objects. objects. objects.
(CDE, 2020) (CDE, 2020) (CDE, 2020) (CDE, 2020) (CDE, 2020)

Specific Learning To begin to count To build math stairs Order math stairs To begin to count the To recognize that
Target(s)/Objectives . using specific using linking cubes when mixed up. one less way. “10 and removing one block
language, “ 1 and one using the one more 1 less is 9.” from the tower creates
more is 2.” language in a the previous number.
cooperative group.
Academic Language One more Math stairs Arrangement One less
Previous number
Unit Resources, Linking cubes Linking cubes Linking cubes 10 Beans per s Linking cubes
Materials, Equipment, Projector Number lines Paper copy of math Engage NY worksheet Baby Bear
and Technology White board Engage NY worksheet stairs Lesson 34 Honey pot
Pencil Paper lesson 30 Projector Paper
Baby Bear Engage NY worksheet Pencil
Mama bear in den Lesson 33 Engage NY worksheet

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 Engage NY worksheet
Lesson 29
Depth of Knowledge If we add one more What did you notice as When you put your Someone mixed up How do we get baby
Lesson Questions object does it change we built our stairs? stairs in order did you these towers can you bear to his honey?
our overall value? I Did you see a pattern count all of them first? draw them in order? What is the difference
yes answer: please in the stairs? Is there another way to between adding one
describe what you determine the missing more and taking one
mean. stairs? more away?
Anticipatory Set For this lesson we We played a guess the For this lesson, the The students were We did show one less
played a game to number game. students were given a given beans. We using our fingers. I
introduce the idea of Students were given a paper copy of paper started with 3 beans would show the
one more. I would roll number line and their math stairs. They were and I asked them to students a specific
a die and have the partner would fold the mixed up and the take 1 away. They number of fingers and
students write the next number line and the students had to put would then tell me the the students would
number on their white other student had to them in order and then number. We kept then show me one less.
boards. tell them which count them the one working through using
numbers were missing. more way. the beans until we got
to the number 10.
Presentation of Content
Multiple Means of This lesson has This lesson was For this lesson, the This lesson contained For this lesson, the
Representation modeling, hands-on primarily hands-on. students will guided practice and students will be able to
activities, and The students had seen participate in a hands- hands-on activity. The experience one less the
independent practice. me model building the on activity and introduction to this kinesthetic way
The students will first math stairs the day independent practice. lesson the students because we will use
watch as we order the before. There was also The introduction participated using our fingers to show
math stairs and then peer teaching involved activity and main part different numbers ad numbers using their
determine how to as the students work of the lesson are both take one physical fingers during the
figure out which one is with their partner to hands-on activities. object away in order to introduction. The
missing. The hands-on solve the problem. At The independent see what happened. students will then
portions of the lessons the end of the lesson practice will be the We then worked visually and verbally
will include writing the students were worksheet. together to get baby count the one less way
the one more number given a worksheet in bear to his honey pot. to get baby bear to hi
on their white boards order to apply the honey, Finally, they
and completing the knowledge they will work
provided worksheet. learned in the lesson. independently to
The independent complete their

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 portion of the lesson worksheet after I
will be completing the model a couple of the
worksheet. problems.
Multiple Means of ELL- This class has no ELL- This year I have ELL- This year I have ELL- This class has no ELL- This class has no
Representation ELL students in it. If no ELL students in the no ELL students in the ELL students in it. If ELL students in it. If
Differentiation there were, I could ask class, But if I did I class, But if I did I there were, I could ask there were, I could ask
for materials in their would have asked for would have asked for for materials in their for materials in their
home language. I the schools RTI team the schools RTI team home language. I home language. I
could also ask for the to help me provide the to help me provide the could also ask for the could also ask for the
language specialist information to the information to the language specialist language specialist
from the RTI team to students in their home students in their home from the RTI team to from the RTI team to
come assist during the language and asked for language and asked for come assist during the come assist during the
lesson or work with someone to help them someone to help them lesson or work with lesson or work with
these students during a interact with their interact with their these students during a these students during a
time that worked peers during the peers during the time that worked time that worked
better. cooperative learning cooperative learning better. better.
Students with special time. time. Students with special Students with Special
needs- I would allow Students with Special Students with Special needs- The needs- I would allow
them to work with a needs- I would place needs- I would place introduction activity is the students to work
partner during the these students with a these students with a done as a whole group. with their elbow
introduction activity to partner they worked partner they worked This way these partner to complete the
ensure they were well with and helped well with and helped students may be more lesson.
getting the concept, to facilitate the to facilitate the likely to participate in Students with gifted
help to make sure the exchanges between the exchanges between the choral answers. All abilities- I could give
tower before and the students. students. students have a these students towers
tower after were Students with gifted Students with gifted number line on their with numbers larger
counted. All students abilities- For these abilities- I encouraged desks to help identify than ten.
have a number line on students I gave these these students to the numbers. I could
their desks to help students the lesser remove more than one also give these
identify the numbers. I number of blocks tower in order to make students the same
could also give these when we started the the game more worksheet as their
students the same cooperative learning challenging. peers but allow them
worksheet as their part. This way they to complete fewer
peers but allow them could help the other problems in order to
to complete fewer partner to understand ensure they had plenty
problems in order to they needed to of time.

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 ensure they had plenty combine the linking Students with Gifted
of time. cubes in order to get abilities- I would
Students with Gifted baby bear home. encourage these
abilities- I encouraged students to count the
these students to draw one less way using
another tower that was numbers bigger then
one more than ten. 10.
Application of Content
Multiple Means of This lesson introduces For this lesson I The students will be This lesson the In this lesson the
Engagement the idea of one more. I encouraged the given their own students will be given students will help me
will build math stairs students to building towers. This way they prebuilt math stairs to count the one less
and have the students their own math stairs. can play the same using linking cubes. way in order to get
help me put them in For this the students game with their The students will then baby bear to his honey.
order. Once we got were each given a set partner that we did to put them in order They will use their
them in order, I will of blocks and had to introduce the idea of starting with ten and own linking cubes to
take one of the towers determine how to get one more. I will working backwards. follow along while we
out of the projector baby bear home. One encourage the students The students will then count together. The
frame. The students student 25 linking to think about how count the one less way students will then
will then guess which cubes and the other they are deciding with me as I model it. complete the provided
one is missing. We student was given 30 which towers are The students will then worksheet.
will play this game linking cubes. They missing and then have practice counting the
increasing the number were required to work them share how they one less way as they
of missing towers and together in order to get are solving it with the breakdown each of the
encouraging the baby bear home. The other students. The towers into individual
students to count the students will them students will then cube to put them
one more way to complete the provided complete the provided away. The students
discover which one is worksheet. worksheet. will complete the
missing. The students provided worksheet.
will individually
complete the provided
worksheet.
Multiple Means of ELLs- I would ELLs- I would ELLs- I would ELLs- I would ELLs- I would
Engagement provide materials in provide materials in provide materials in provide materials in provide materials in
Differentiation home language when home language when home language when home language when home language when
available and ask for available and ask for available and ask for available and ask for available and ask for
support or support or support or support or support or

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 individualized individualized individualized individualized individualized
instruction from the instruction from the instruction from the instruction from the instruction from the
RTI team. Along with RTI team. Along with RTI team. Along with RTI team. Along with RTI team. Along with
more work time. more work time. more work time. more work time. more work time.
Students with special Students with special Students with special Students with special Students with special
needs- For these needs- For these needs- For these needs- For these needs- For these
students I would allow students I would allow students I would allow students I would allow students I would allow
for group work and for group work and for group work and for group work and for group work and
less problems to allow less problems to allow less problems to allow less problems to allow less problems to allow
for more work time. for more work time. for more work time. for more work time. for more work time.
Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities – Allow these abilities – Allow these abilities – Allow these abilities – Allow these abilities – Allow these
children to work with children to work with children to work with children to work with children to work with
higher numbers at higher numbers at higher numbers at higher numbers at higher numbers at
level they are level they are level they are level they are level they are
comfortable with. comfortable with. comfortable with. comfortable with. comfortable with.
Early finishers- For Early finishers- For Early finishers- For Early finishers- For Early finishers- For
these students I will these students I will these students I will these students I will these students I will
check their work and check their work and check their work and check their work and check their work and
guide them through guide them through guide them through guide them through guide them through
the problems if the problems if the problems if the problems if the problems if
needed. needed. needed. needed. needed.
Assessment of Content
Multiple Means of The formative The formative The formative The formative The formative
Expression assessment for this assessment for this assessment for this assessment for this assessment for this
lesson is the lesson is the lesson is the lesson is the lesson is the
worksheet. I allow for worksheet. . I allow worksheet. . I allow worksheet. . I allow worksheet.
verbal answers and for verbal answers and for verbal answers and for verbal answers and The summative
guide the students to guide the students to guide the students to guide the students to assessment for this
write those answers write those answers write those answers write those answers was our end of module
down as needed. down as needed. down as needed. down as needed. assessment. .
I allow for verbal
answers and guide the
students to write those
answers down as
needed.

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Multiple Means of Ells- I will allow extra Ells- I will allow extra Ells- I will allow extra Ells- I will allow extra Ells- I will allow extra
Expression think time, provide think time, provide think time, provide think time, provide think time, provide
Differentiation) vocabulary in both vocabulary in both vocabulary in both vocabulary in both vocabulary in both
languages, allow them languages, allow them languages, allow them languages, allow them languages, allow them
to work with a more to work with a more to work with a more to work with a more to work with a more
fluent peer, and/ or get fluent peer, and/ or get fluent peer, and/ or get fluent peer, and/ or get fluent peer, and/ or get
additional assistance additional assistance additional assistance additional assistance additional assistance
for in class. for in class. for in class. for in class. for in class.
Students with special Students with special Students with special Students with special Students with special
needs – Modifications needs – Modifications needs – Modifications needs – Modifications needs – Modifications
will be made will be made will be made will be made will be made
according to the according to the according to the according to the according to the
students IEP/ 504 students IEP/ 504 students IEP/ 504 students IEP/ 504 students IEP/ 504
plans. plans. plans. plans. plans.
Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities- I will abilities- I will abilities- I will abilities- I will abilities- I will
provided challenging provided challenging provided challenging provided challenging provided challenging
abilities to keep them abilities to keep them abilities to keep them abilities to keep them abilities to keep them
engaged and engaged and engaged and engaged and engaged and
challenged. challenged. challenged. challenged. challenged.
Early finishers- I will Early finishers- I will Early finishers- I will Early finishers- I will Early finishers- I will
check the material check the material check the material check the material check the material
with the students, help with the students, help with the students, help with the students, help with the students, help
them by guiding them them by guiding them them by guiding them them by guiding them them by guiding them
toward the correct toward the correct toward the correct toward the correct toward the correct
answer, and answer, and answer, and answer, and answer, and
encouraging to use the encouraging to use the encouraging to use the encouraging to use the encouraging to use the
tools they have tools they have tools they have tools they have tools they have
available to solve the available to solve the available to solve the available to solve the available to solve the
problem problem problem problem problem
independently. independently. independently. independently. independently.
Extension Activity and/or Homework
. Engage NY worksheet Engage NY worksheet Engage NY worksheet Engage NY worksheet Engage NY worksheet
Lesson 29 Lesson 30 Lesson 33 Lesson 34

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STEP Standard 5 - Implementation of Instructional Unit

Video Recording Link: https://youtu.be/Q5neLszlZSs

Summary of Unit Implementation:

This math unit was to help the students learn about the sequence of numbers and how adding one or
taking one away effects the number. In order to start this unit, I made sure that the students had a form
grasp on counting to ten. This way they would have an idea of the sequence of numbers. I started by
introducing the idea of one more by rolling a number and having the students write down the next one.
We continued to reinforce the idea of one more for a few days before we introduced the idea of one less.
Overall, this unit seems like it will be very successful.

Summary of Student Learning:

The students seemed to have a solid grasp of adding one more. Until we reached the last worksheet.
This caused me to actually revisit both of these topics for an additional week. After the second week the
students seemed to have a much better grasp of the concepts in the lesson. I was glad that I have the
flexibility to add a week on in order to make sure that the students mastered the concepts in the lessons.

Reflection of Video Recording:

After watching the video and talking with my mentor teacher I have realized that there are some
changes that I need to make in the physical environment. I will need to redo the seating chart in my
classroom. The students that need the most help should be grouped closer together, That way I could be in
one area and assist several at the same time. I, also, realized that it would best to help those students who
work quickly first and come back to those who were need more assistance. Overall, it was good to watch
the video. This way I could evaluate myself as well.

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STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Highly Proficient 8 12
(90%-100%)
Proficient
(80%-89%)
Partially Proficient
4
(70%-79%)
Minimally
Proficient 4 1
(69% and below)
Post-Test Analysis: Whole Class
After reviewing the results of the whole class, I feel like my class successfully mastered the
concept of the lesson. I am lacking three of my students in this data due to their absence during
the testing period. The three that were absent may have changed my results minimally. The
student that was struggling with the concept will be worked with during intervention time in the
classroom in order to build these skills and help to master these concepts. Therefore, I feel like
there is no need to due corrective testing for the whole class but only the one student (GCU,
2016).

Due to the success of this unit, I feel that the students were successful learners, and my teaching
strategies were effective. There was almost one-hundred percent mastery on this unit and a
reteach would be required there is fifty percent or less mastery of this unit (GCU, 2016). Thus,
making this unit very successful. I feel like the combination of hands-on, visual, and kinesthetic
learning led to the success of this unit. Overall, I am glad that I have found a way to help my
students master these concepts.

Post-Assessment Analysis: Subgroup Selection

For this subgroup, I looked at the one student that did not achieve mastery. I want to make sure to
eliminate any possible misunderstandings that this student may have or the learning gaps that
have occurred. This way the student can achieve grade level mastery and be successful on other
assessments later on.

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 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 4 male, 4 female 7 male, 5 female

(90%-100%)
Proficient
(80%-89%)
Partially Proficient
3 male, 1 female
(70%-79%)
Minimally
Proficient 3 male, 1 female 1 male
(69% and below)
Post-Assessment Analysis: Subgroup

Overall, there is a great level of improvement in during this unit. Many of the students that were
struggling with the preassessment mastered the concept after the unit. Seeing the students achieve
mastery was exciting as a new teacher. This assessment helped me to understand that the one
student that did not achieve mastery may have some misunderstanding or possibly need to have
some more direct instruction (GCU, 2016).

Overall, this lesson was successful. For the one student that did not master the concepts, this
could have a detrimental effect on being successful in math. The lack of understanding could be
based on a lack of background knowledge or misconception that has been created. I will work
with this student in order to identify and work to correct the issue. This way the student can begin
to be successful in math and build the necessary knowledge to achieve success. I plan to do this
during a designated time in the class that I have set aside for interventions.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 8 12
(90%-100%)
Proficient
(80%-89%)
4
Partially Proficient

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 (70%-79%)
Minimally
Proficient 4 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Since, the majority of the students achieved mastery this means that the student who did not
achieve mastery likely had a misconception, misunderstanding, or the material was not quite
leveled properly for this student. This means that this student will need to be worked with at a
different time then the rest of the class in order to ensure that the class does not become
disengaged from the material (GCU, 2016). Moving on using some of the same techniques will
help the students to master the other topics in math. This way the students can meet the
requirements to be successful in future grades.

The next logical step to take is to begin comparing numbers. Like determining which group has
more than or less than. This way the students can begin comparing numbers. I can do this by
introducing them to groups of objects and counting to determine which group has more. We can
then move into measuring. This way I will be starting with what they know and moving from
concrete into the abstract. Helping them to deepen their

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study

Plan to Reach the Goal

Short-Term Goal
1. Plan and implement more specific pre- I will work with my cohort/ veteran teacher
assessments. in order to design more effective pre-
assessments.

2. Work to collect data in a more I plan on researching data collection using

meaningful way. the internet and finding a tool that works
well for me.

3. Work on incorporating more real-life I will use the internet and ask a veteran
or concrete examples and then move teacher for examples of real-life or concrete
to the abstract. concepts that they have used in the past.

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Long-Term Goals:
Long-Term Goal: To encourage students to do truly independent work.
Rationale: Having students do truly independent work
will help me to get a better picture of what
they have mastered and strengthen my data
collection.
End Date: This goal should be completed the mid-point
of this semester.
Action Timeline: 1. I will need to establish and implement
expectations, immediately.
2. Implement regular times to do independent
practice immediately.
3. Provide regular feedback for the students,
through either aggressive monitoring or
teacher conferences.
Resources: I can have my mentor teacher help me to set
the expectations and implement the different
techniques to make this successful for the
students.
I will research strategies to help Kindergarten
students complete independent work.
I will seek professional development to learn
more strategies to creating successful
independent work times.

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