GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART II

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

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

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

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 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Hannah
Last Name:
Statezny 20574754
Email Address: Phone: State:
hannahbanana3245@yahoo.com 7192890004 CO- Colorado
Program of Study:
B.S. in Elementary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 3rd Content Area(s) Taught: Elementary-All Subjects Total Number of
Classroom 20
Students:
Total Number of Boys: Total Number of Girls: Age Range
7 13 Represented: 8-9
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
0 0.00
Asian %
0 0.00
Identify the number of Black/ African American
students representing 2 10.00 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 2 10.00
Native Hawaiian / Pacific Islander %
1 5.00
White %
15 75.00
Other %
0 0.00
Total %
20 100

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  Describe any socioeconomic factors affecting your students.

Some socioeconomic factors affecting my students includes, employment, education, and income.

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

Due to Covid-19 unemployment is high in my area affecting the personal lives and school lives of several children in my class. This has affected attendance, communication
between home and school. and much more. This has had an effect on the planning, delivering, and assessments of my unit because I have had to plan to teach students both in-
person and online. Covid-19 has been such huge factor with employment, education, and income in the lives of my student leaving me to have several modifications ready for my
unit.

B. ENVIRONMENTAL FACTORS
Attach a photo or diagram showing the physical room
arrangement:
 Describe the environmental factors of your cooperating classroom. Include a description of:
o The physical room arrangement
o Available classroom resources
o The level of parental involvement
o The availability of and/or access to technology.
This classroom is physically arranged with a huge amount of thought and process gone into it. Due to Covid-19 this classroom looks different than normal. Normally students sit
at tables with 4-5 students at each table, helping with partner work and collaboration. This year the classroom has desks set into groups of two with a shield placed between
each student. The desks also must be placed a certain amount of feet away from each other and students must stay at their desks for the majority of the day. There are many
classroom resources available for students like a classroom library, personal computer devices, anchor charts throughout the classroom, and much more. Due to Covid-19 many
of the classroom resources are being used differently this year, however my mentor teacher has been creative in order to allow for the resources to still be useable. Bristol
Elementary overall has had low parent involvement and that is not different in this classroom. However, due to Covid-19 parents and visitors are not allowed in the classroom,
so parental involvement is nonexistent this year. Students all have access to technology, especially because since the pandemic each student has been assigned a personal
 Describe
computer the possible
to take between effect
home and these environmental factors could have on the planning, delivery, and assessment of your unit.
school.

All of these environmental factors have had an impact on my student teaching experience, however being flexible to due Covid-19 has been the biggest affect. I will be bringing
this flexibility into my planning, delivery, and assessments throughout my unit. I am expected to teach to both in-person students at the same time as online students, which has
had a huge effect on my unit overall. The online students and in-person students need different resources and more which is why it has had such a huge affect on my planning,
delivery, and assessment of my unit.

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

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
0 1 0 2 0 0

Girls
0 2 0 2 0 0

Instructional Instructional These students are

Accommodations and accommodations and brought into the gifted
Modifications modifications regularly and talented program
(Describe any instructional
accommodations and used to meet the once a week every
modifications regularly used needs of these Thursday as well as
to meet the needs of students students includes, provided additional
in each subgroup.)
variations of resources and things
worksheets, to complete when
paraprofessionals finishing assignments
being brought in, and early.
separate work
assigned to these
students.

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

When planning, delivering, and assessing my unit I will have additional resources available for my higher level gifted students to work on when they are finished as well as for
my lower IEP students to have the ability to complete. I will assign and create a different assessment and activities for students in both of these categories. I also will showcase
information, examples, and resources for all levels of students throughout the unit.

©2018. Grand Canyon University. All Rights Reserved.

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

Teacher Candidate Date:

E-Signature: Hannah E. Statezny
Hannah E. Statezny (Feb 26, 2021 16:40 MST)
Feb 26, 2021

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