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:
Maria
Last Name:
Salmon 20733597
Email Address: Phone: State:
pattysalmon11@gmail.com (909) 945-3550 CA- California
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: 5 Content Area(s) Taught: Elementary-All Subjects Total Number of
Classroom 27
Students:
Total Number of Boys: Total Number of Girls: Age Range
12 15 Represented: 10-11
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
1 3.70
Asian %
2 7.41
Identify the number of Black/ African American
students representing 5 18.52 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 10 37.04
Native Hawaiian / Pacific Islander %
0 0.00
White %
7 25.93
Other %
2 7.41
Total %
27 100

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  Describe any socioeconomic factors affecting your students.

The class has a diverse group of students coming from different cultures and ethnicities. One student recently moved here from Ethiopia. There are 15 girls and 12 boys in the
class. There are a few students who live in split households. One student is under guardianship with a family relative. Approximately 85% of students' parents have some college
education or above. Students are within the age range for a typical fifth grader.
 Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

With such a diverse group of students, it is important to offer a variety of instructional strategies. Students are from different backgrounds and have different experiences and
background knowledge. For example, the student who recently joined the class from Ethiopia may not understand American cultural references or idioms. To plan, deliver, and
assess the unit, the teacher should consider the students' backgrounds and home support. Although there are many parents with higher educational backgrounds, they may not
be available to help their students at home due to work commutes or commitments. Another factor that can affect student learning is students who live in split households. These
students may shuffle between homes and one home may not offer the same support as the other or students may not materials available. The lessons should be easily accessible
for all students. There are some students who do not have access to technology at home.

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.
The classroom is welcoming, with student work on the walls to bring a sense of ownership to the room. Tables are set up for collaborative work, with distancing guidelines in
place. Students are seated 5 to a group, with 2 extra desks for social distancing. There is a kidney table located in the corner of the room for small group support. A classroom
library is easily accessible for students to borrow reading materials. Materials, such as consumable workbooks, journals, textbooks, writing tools, and manipulatives are easily
accessible in bookshelves for each group. Additional supplies that used less frequently are organized in cabinets for easy retrieval. The classroom has an electronic whiteboard,
document camera, and teacher laptop for instruction. The class has a laptop cart, with a laptop for each student to use at school. There are a variety of online resources used by
students, such as Clever, Seesaw, iXL, Epic, BrainPOP, Renaissance, Flipgrid, and Mystery Science. Although parental involvement in the classroom is limited due to COVID
restrictions, parents have been in communication via email or Seesaw.
 Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.

When planning, delivering, and assessing lessons, the classroom environment will facilitate partner or small group collaborations. Students are responsible for their materials
and have easy access to whatever they need. With the resources available, students can easily access information and reference materials. The area for small groups will allow
opportunities for differentiated activities and support. The electronic whiteboard will provide the opportunity to make lessons more engaging with videos and interactive
lessons. Having computers in the classroom gives students the opportunity to access web-based resources. Students can research, do assignments, or complete assessments
online. Students can also do differentiated activities online or in class with the manipulatives and resources in the classroom.

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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
1 1 0 0 6 0

Girls
0 2 0 0 5 0

Instructional Student is classified as an

Students are Two students are on
Accommodations and ELD 3. The student is supported with push in SSTs. They receive
Modifications proficient in English.
help from the RSP additional support
(Describe any instructional
accommodations and Additional time is taken to
teacher during math. from the teacher,
modifications regularly used explain academic They also receive intervention teacher,
to meet the needs of students vocabulary. additional support to peer accountability
in each subgroup.)
bridge learning gaps partners, and parents.
with pull out services Two students go to
in math, reading, and speech weekly.
writing. Student work Additional students go
is modified to reduce to intervention
work load, while still services for language
meeting the standards. arts and math.
Extra time is given for
response times and
 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.
assignments.

There is a variety of ability levels in the class. Initial diagnostics and previous year's data identified 11 students who need intervention or urgent intervention services. When
planning, delivering, and assessing the lessons. I will have to consider the needs of the students who need additional support. I will have to coordinate with the RSP teacher and
intervention teacher to ensure that they are aware of the standards taught and what the expectations will be. It is important to chunk the unit onto smaller pieces so that it does
not overwhelm the working memory of the students. The ELD student is a proficient English speaker, but still needs help with academic vocabulary. Explicit instruction in
academic vocabulary will help all students. One student cannot take timed tests per their IEP. Additional time and support will be offered for assessments.

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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: Maria Salmon
Maria Salmon (Aug 25, 2021 18:15 PDT)
Aug 25, 2021

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