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.
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 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
LaMarcus
Last Name:
Streeter 20644347
Email Address: Phone: State:
Ldstreeter3@yahoo.com (662)-392-8281 MS- Mississippi
Program of Study:
M.Ed. in Elementary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 4th Content Area(s) Taught: Elementary-All Subjects Total Number of
Classroom 25
Students:
Total Number of Boys: Total Number of Girls: Age Range
15 10 Represented: Ages 9-11
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 23 92.00 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 2 8.00
Native Hawaiian / Pacific Islander %
0 0.00
White %
0 0.00
Other %
0 0.00
Total %
25 100

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  Describe any socioeconomic factors affecting your students.

The biggest socioeconomic factor affecting my students would be low income. Low income students sometimes have low attendance rates, which drastically affects learning.
Students in a lot cases will have lower language skills.

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

The above described demographic factor can have a major effect on planning, delivery, and assessment of my unit. Absent students miss valuable explicit instruction. When
students are absent, planning because even more difficult due to having to reteach skills or standards. If students have lower language skills, the foundations of reading such as
phonemes, phonics, etc will have to be explicit taught to address lost learning. This in turn effects teaching skills such finding the main idea and identifying key details. Planning
to address lost learning will have to be very strategic while balancing the district pacing guide for when standards should be taught.

Also, when students come from low income families, nutrition may not be the best. Often times, school meals are not enough for a student who is not eating enough at home.
This in turn can have a negative affect on the student's mood, behavior, and attention span. It would be a spiral effect that would ultimately affect academic performance. Strong
classroom management skills and establishing strong consistent rules and procedures can help lessen behavior problems. Understanding and compassion will also be needed on
my part.
B. ENVIRONMENTAL FACTORS
Students
Attach awho
photocome form low income
or diagram showingbackgrounds also
the physical face other challenges that affect performance which will affect the planning, delivery, and assessment of my unit. Those
room
challenges are:
arrangement:
 Describe the environmental factors of your cooperating classroom. Include a description of:
Having their basic needs met
o The physical room arrangement
Few educational o resources
Availableatclassroom
home (e.g.,resources
books, computers)
Less access tooenrichment (e.g., tutors, museums)
The level of parental involvement
Limited accessoto transportation
The availability of and/or access to technology.
Reduced opportunity
In Shelby County School to participate
District we inareextracurricular activities
teaching completely at school
virtual. or in is
The plan thetocommunity
return to in person learning on March 1st. At the moment we are not allowed in the building.
Transiency or homelessness
Due to this, I am unable to get a photo of the classroom
Poor nutrition
Inadequate
The physicalhealthcare
room arrangement at the time of reentry, classrooms will have no more than 15 desk for maximum of 15 students to allow adequate social distancing. All other
Less
tableshelp
andwith
deskhomework
will be removed except the teacher's desk/table. Whiteboard/Dry Erase board and smart board are at the front of the class. The back wall is used for an
Delayed
academiclanguage
word wall.development
All around the class, anchor charts are posted for students to reference.
Read to less frequently at home
Less  Describe
supervision
Available classroom the
at home possible
resources willeffect
includethese environmental
individual factors
student tablets andcould
laptopshave on the the
to reduce planning, delivery, paper,
use of handouts, and assessment
pencils, etc.ofInyour
normal unit.
classes, resources in classrooms
Fewer
provided hours of sleep are books, computers, math manipulatives, writing utensils, etc.
to students
Due to social distancing requirements, group will be a bit more difficult because students will have to remain at least six feet apart. The collaborative part of students learning is
essential
The level as it allows
of parent students toischallenge
involvement low althougheach itother and workslightly
is improving together during
with the PTOthe getting
"You Do" portion
more of the Gradual Release. The I DO, We DO, and You Do will not be affected as
involved.
much. With this in mind, I will need to plan for creatives to strength student collaboration. I will use resources like Nearpod and Classkick. These programs allow for student
collaboration
The availability onoftheir
and/ortablets or laptops.
access to technologyThis way, students
include one tocan
onesee in live tablets
student time what their teammates
or laptops, docucams areforannotating. Group sizes
teacher modeling, smartwill still need
boards to be reduced
to present lessons to
onmaybe
and two to
four in a group so that
encourage student engagement.students can still have some level of dialogue without being overly loud affecting other students.

The school district providing each student with a tablet or laptop is huge. It allows for students who may not be able to attend school for whatever reason to be able to log in from
home and still be able to participate in class. I will need to be prepared for synchronous and asynchronous learning for this reason.

Increasing parent involvement is will be essential because this experience is different and stressful for us all.
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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 0 0 1 3 0

Girls
2 0 0 0 2 0

Instructional Student is pulled out and Student is enrolled in Response to

Accommodations and works specifically with an CLUE (Creative Instruction and
Modifications ELL specialist daily. Learning in a Unique Intervention (RTI2
(Describe any instructional
accommodations and Environment) for
modifications regularly used Shelby CountyStudents receive
to meet the needs of students Schools. reading face to face
in each subgroup.)
intervention aimed at
specific skill deficit
three days a week for
45 minutes. Students
also receive reading
intervention that its
computer based two
days a week for 45
minutes.
 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.

Having a larger size class with students with various needs will require me to really focus on differentiation to adequately address the learning needs of all students. Having ELL,
gifted students, students who require intervention means that my planning has to be intentional. Appropriate scaffolding, grade level work, and work to challenge gifted
students will all need to be precisley planned to keep all students engaged and learning.

Differentiation will allow me to give all students the support they need instead of lumping all students together into one large group. Putting students in smaller groups will
make it much easier to assess students mastery of a particular skill. Larger classes make it more difficult to zero in on students individual needs and providing the extra support
needed.

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 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: LaMarcus Streeter
LaMarcus Streeter (Feb 18, 2021 00:54 CST)
Feb 18, 2021

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