Step-Raechel Hormann

Raechel Hormann
Student Teaching Evaluation of Performance (STEP)

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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....................................................6
STEP Standard 4 - Unit and Lesson Planning...........................................................8
STEP Standard 5 - Implementation of Instructional Unit.......................................15
STEP Standard 6 - Analysis of Student Learning...................................................16
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............18

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: Multiplication
Unit Title: Multiplication of Whole Numbers
National or State Academic Content Standards:
 TEKS 4.4B “Determine products of a number and 10 or 100 using properties of

operations and place value understandings.”
 TEKS 4.4C “Represent the product of 2 two-digit numbers using arrays, area models, or
equations, including perfect squares through 15 by 15.”
 TEKS 4.4 D “Use strategies and algorithms, including the standard algorithm, to multiply
up to a four-digit number by a one-digit number and a two-digit number by a two- digit
number. Strategies may include mental math, partial products, and the commutative,
associative, and distributive properties.
Learning Goal: Students will be able to use equations to find and represent the products of 2
two- digit numbers and the products of a number and 10 or 100 by using properties of operations
and place value understandings.
Measurable Objectives:
 Students will be able to use properties of operations and place value understandings to
determine the products a number and 10 or 100 by the end of this unit.
 Students will be able to use equations to represent the product of 2 two-digit numbers,
with 90% accuracy.
 Students will be able to use the different properties of operations such as commutative,
associative, and distributive, to multiply up to a four-digit by one-digit and two-digit by
two-digit numbers with 85% accuracy.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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.
Scoring for the pre-assessment is questions 1-4 are worth 12.5 points each. Questions 5 and 6 are
worth 12 points with each space worth 4 points. Questions 7 and 8 are worth 13 points each.

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%) 0

Proficient
(80%-89%) 1
Partially Proficient
(70%-79%) 3
Minimally Proficient
(69% and below) 26
Pre-Assessment Analysis: Whole Class

Out of my two classes, 26 students scored minimally proficient with the highest score of those 26 being a
58 and the lowest a 0. The most missed questions which 95 % of my students got wrong were the
distributive property questions. This was not surprising as this is a new concept to 4 th grade math. The
next most common missed set of questions was the identifying which property was used. These are the
two areas that I know I need to focus on the most during my unit.
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.

Scoring of the post assessment will be questions 1-4 are worth 10 pts. Questions 5 and 6 are
worth 10 with the first blank worth 4 points and the rest 3 points. Questions 7-10 are worth 10
points each.

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: Multiplication/ Math
Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards  TEKS 4.4  TEKS 4.4C  TEKS 4.4B  TEKS 4.4 D  TEKS 4.4B
List specific grade-level
D “Use “Represent “Determine “Use “Determine
standards that are the focus
of the lesson being presented. strategies the product products of a strategies and products of a
and of 2 two-digit number and algorithms, number and
algorithm numbers 10 or 100 including the 10 or 100
s, using arrays, using standard using
including area models, properties of algorithm, to properties of
the or equations, operations multiply up operations
standard including and place to a four- and place
algorithm perfect value digit number value
, to squares understandin by a one- understandin

multiply through 15 gs.” digit number gs.”
up to a by 15.” and a two-
four-digit digit number  TEKS 4.4C
number  TEKS 4.4 D by a two- “Represent
by a one- “Use digit number. the product
digit strategies and Strategies of 2 two-digit
number algorithms, may include numbers
and a including the mental math, using arrays,
two-digit standard partial area models,
number algorithm, to products, and or equations,
by a two- multiply up the including
digit to a four- commutative, perfect
number. digit number associative, squares
Strategies by a one- and through 15
may digit number distributive by 15.”
include and a two- properties.
mental digit number  TEKS 4.4 D
math, by a two- “Use
partial digit number. strategies and
products, Strategies algorithms,
and the may include including the
commutat mental math, standard
ive, partial algorithm, to
associativ products, and multiply up
e, and the to a four-
distributi commutative, digit number
ve associative, by a one-
properties and digit number
. distributive and a two-
properties. digit number
by a two-
digit number.

Strategies
may include
mental math,
partial
products, and
the
commutative,
associative,
and
distributive
properties.
Specific Learning
Target(s)/Objectives  Students will  Students will  Students will  Students will  Students will
Based on state standards,
be able to use be able to use be able to use be able to use be able to use
identify what is intended to be
measured in learning. the different equations to properties of the different properties of
properties of represent the operations properties of operations
operations product of 2 and place operations and place
such as two-digit value such as value
commutative, numbers, understandin commutative, understandin
associative, with 90% gs to associative, gs to
and accuracy. determine the and determine the
distributive, products a distributive, products a
to multiply  Students will number and to multiply number and
up to a four- be able to use 10 or 100 by up to a four- 10 or 100 by
digit by one- the different the end of digit by one- the end of
digit and properties of this unit. digit and this unit.
two-digit by operations two-digit by
two-digit such as two-digit  Students will
numbers with commutative, numbers with be able to use
85% associative, 85% equations to
and represent the

accuracy. distributive, accuracy. product of 2
to multiply two-digit
up to a four- numbers,
digit by one- with 90%
digit and accuracy.
two-digit by
two-digit  Students will
numbers with be able to use
85% the different
accuracy. properties of
operations
such as
commutative,
associative,
and
distributive,
to multiply
up to a four-
digit by one-
digit and
two-digit by
two-digit
numbers with
85%
accuracy.
Academic Language  Commutative  Commutative  Patterns  Distributive  Distributive

General academic vocabulary Property Property  place value Property Property
and content-specific  Associative  Associative  product  factor  factor
vocabulary included in the Property Property  factor  product  product
unit.
 Identity  Identity  Commutative
Property Property Property

 Zero Property  Zero Property  Associative
 Product  Product Property
 Factor  Factor  Identity
Property
 Zero Property
Unit Resources, Materials: Materials: Task card Materials: paper clips, Materials: paper, Materials: white
Materials, Equipment, Construction paper, game, Task Card Clip and Cover game pencils, white boards, boards, markers, post
and Technology markers, crayons, answer sheet for each boards for each pair of markers, Cut and paste assessment (1 per
List all resources, materials, pencils, math journals, student, white boards, students, dice, white activity (1 per student), pencils,
equipment, and technology to properties of markers, erasers, math boards, markers, student), student paper, student
be used in the unit. multiplication sorting journals, paper, Independent practice journals, anchor chart journals,
game (9 sets), white independent practice sheet (1 per student), paper,
boards, dry erase sheet (1 per student), student journals, Technology: Chrome
markers, sentence student workbooks anchor chart paper, books, Kahoot! link
frames, chart paper, student workbooks Technology: Chrome https://create.kahoot.i
Toss and Talk print Technology: Chrome books, Math video link t/details/e57dc659-
out for extension books Technology: Chrome “Distributive Property 373b-47f4-9d38-
activity books Song” by the 28b150512786
Equipment: ladybug Instructabeats
Technology: Chrome projector, Roger pen Equipment: ladybug https://www.youtube.
books Math video link projector, Roger pen com/watch? Equipment: ladybug
https://www.youtube.c projector, Roger pen
v=i1t8TsY9-1M&t=1s
om/watch?
v=jG9E2pev3bQ,
Equipment: ladybug Equipment: ladybug

projector, Roger pen, projector, Roger pen
Depth of Knowledge Who can identify What is a factor? Michael says 0 X 5 X How can the How many zeros will
Lesson Questions which property is 1 = 1. Is his answer distributive property the product of 7 x 50
What questions can be posed being used in this What property did you correct? Explain. help you solve 24 x 5? have? Explain how
throughout the lesson to problem? use to solve that you know?
assess all levels of student problem? How can you use the
understanding? Why do you think that basic fact 4 x 8= 32 to How can we break How does knowing
 Level 1: Recall property is used? What do you notice find 4 x 80, and 4 x apart 547 to multiply how to multiply using
 Level 2: Skill/Concepts about the associative 800? by 2 easier? basic facts then adding
 Level 3: Strategic

Thinking What is the missing and commutative zeros for multiplying
 Level 4: Extended number in this properties? What is Who can recall the by 10s and 100s help
Thinking problem? similar or what is place value chart we Who can identify you in science? With
different? discussed the other which how we can measurement
day. When we move easily 500 and 40 in conversions
up the place value 547 X 2?
chart, what do we do
to the values? Multiply
by 10
Anticipatory Set I will play a video We will review I will ask what they I will show the video We will review the
How will students’ prior “Commutative, vocabulary and the remember about place the “Distributive vocabulary and
knowledge be activated as Associative, properties. value. Property Song” by properties.
well as gain student interest Distributive properties Instructabeats
in the upcoming content? of Multiplication by https://www.youtube.
McCarthy Math com/watch?
Academy v=i1t8TsY9-1M&t=1s
https://www.youtube.c
om/watch?
v=jG9E2pev3bQ
Presentation of Content
Multiple Means of
Representation After the video, I will I will model how to Students will take Students will write We will play Kahoots!
Describe how content will be ask questions about apply the properties of notes in their journal vocabulary in their game to review the
presented in various ways to the properties they multiplication to solve as I create an anchor journal with examples different properties of
meet the needs of different learned in the video. problems. chart. of how to do multiplication.
learners. distributive property. https://create.kahoot.i
Students will take Students will use their I will model problems t/details/e57dc659-
notes on the properties whiteboards to on the board while I will model how to 373b-47f4-9d38-
with their definitions practice solving students practice on solve problems using
28b150512786
and examples in their problems as we go their boards. distributive property.
journals as I model by through the steps to Students will practice
I will model different
creating our anchor solve problems I write Students will complete on their white boards
equations using the
chart. on the board. an activity called Clip and turn and talk with
properties of

and Cover, where they their elbow partner. multiplication with
I will model how to, I will model how to practice multiplying a students working
and students will use play our task card single digit by a 10 or Students will complete together to solve
their white boards to, activity. 100. a cut and paste sort problems on the board.
practice identifying activity and solve the Students will identify
properties shown by Students will complete Students will complete problems with their which property we
the equations our task card activity. an independent partners. need to use to solve
presented on the practice sheet where each problem.
projector. Students will complete they multiply single
independent practice digits by 10’s and Students will complete We will play a game
Students will practice worksheet. 100’s an exit ticket. on the board where
sorting equations into students solve
the different properties problems in their small
used during the groups and get a point
properties of for each answer
multiplication sorting correct to review all
game with a partner. the properties.
Students will Students will complete

independently create the post assessment for
a poster with examples this unit.
of the different
multiplication
properties.
Multiple Means of
Representation English Language English Language English Language English Language English Language
Differentiation Learners (ELL): ELL Learners (ELL): ELL Learners (ELL): ELL Learners (ELL): ELL Learners (ELL): ELL
Explain how materials will be students will be able to students will be able to students will be able to students will be able to students will be able to
differentiated for each of the use their notes for their use their notes for their use their notes for their use their notes for their use their notes for their
following groups: poster and sorting poster and sorting poster and sorting poster and sorting poster and sorting
 English Language games. They will also games. They will also games. They will also games. They will also games. They will also
Learners (ELL) be able to refer to our be able to refer to our be able to refer to our be able to refer to our be able to refer to our
 Students with special anchor chart. Students anchor chart. Students anchor chart. Students anchor chart. Students anchor chart. Students
needs
will have access to a will have access to a will have access to a will have access to a will have access to a
 Students with gifted
abilities translator app and translator app and translator app and translator app and translator app and
Early finishers (those who sentence frames to use sentence frames to use sentence frames to use sentence frames to use sentence frames to use

finish early and may need during discussion with during discussion with during discussion with during discussion with during discussion with
additional sources/support) their groups. their groups. their groups. their groups. their groups.
Students with special Students with special Students with special Students with special Students with special
needs: Students with needs: Students with needs: Students with needs: Students with needs: Students with
special needs will have special needs will have special needs will have special needs will have special needs will have
their specific needs their specific needs their specific needs their specific needs their specific needs
met with their IEP/ met with their IEP/ met with their IEP/ met with their IEP/ met with their IEP/
504 plan. For my 504 plan. For my 504 plan. For my 504 plan. For my 504 plan. For my
student who is hard of student who is hard of student who is hard of student who is hard of student who is hard of
hearing, I will wear hearing, I will wear hearing, I will wear hearing, I will wear hearing, I will wear
her Roger pen during her Roger pen during her Roger pen during her Roger pen during her Roger pen during
instruction and will instruction and will instruction and will instruction and will instruction and will
provide it to her group provide it to her group provide it to her group provide it to her group provide it to her group
mates during group mates during group mates during group mates during group mates during group
activities. My dyslexic activities. My dyslexic activities. My dyslexic activities. My dyslexic activities. My dyslexic
students will have fill students will have fill students will have fill students will have fill students will have fill
in the blank notes with in the blank notes with in the blank notes with in the blank notes with in the blank notes with
a word bank to help a word bank to help a word bank to help a word bank to help a word bank to help
them when writing them when writing them when writing them when writing them when writing
their notes. Students their notes. They also their notes. They also their notes. They also their notes. They also
can refer to these for will have word will have word will have word will have word
their posters. They problems and problems and problems and problems and
also will have word directions read to them directions read to them directions read to them directions read to them
problems and when needed. when needed. when needed. when needed.
directions read to them
when needed. Students with gifted
abilities: I have a few Students with gifted Students with gifted Students with gifted
Students with gifted students who have abilities: I have a few abilities: I have a few abilities: I have a few
abilities: I have a few gifted abilities. For students who have students who have students who have
students who have these students, I have gifted abilities. For gifted abilities. For gifted abilities. For
gifted abilities. For leveled questions that these students, I have these students, I have these students, I have
these students, I have are a little more leveled questions that leveled questions that leveled questions that
leveled questions that challenging. are a little more are a little more are a little more
are a little more challenging. challenging. challenging.
challenging. Early finishers: Early Early finishers: Early

finishers can work on Early finishers: Early finishers can work on Early finishers: Early
Early finishers: Early their Imagine Math finishers can work on their Imagine Math finishers can work on
finishers can work on lessons or Imagine their Imagine Math lessons or Imagine their Imagine Math
their Imagine Math Math facts with lessons or Imagine Math facts with lessons or Imagine
lessons or Imagine multiplication facts. Math facts with multiplication facts. Math facts with
Math facts with multiplication facts. multiplication facts.
multiplication facts.
Application of Content
Multiple Means of Students will be Students will be During whole group During whole group, As a whole group, we
Engagement engaged as they fill in engaged as they solve instruction, students we will discuss will review vocabulary
How will students explore, their notes. problems on their will be completing vocabulary needed for with a Kahoots! game.
practice, and apply the white boards and their notes. distributive property. The students love to
content? Students will practice discuss with their play Kahoots! and are
their ability to identify partner what property In whole group During whole group competitive against
the properties to use they used during instruction, students practice, students will each other.
by writing their whole group. will thumbs up-thumbs solve problems on
answers on a white down while we their white boards and We will practice
board and on the Students will work complete practice turn and talk with their solving a few
magic word, holding it with a partner to problems on our white elbow partner to problems on the board
up. complete our task card boards and one student compare their answers. as a whole group.
activity. They will will come write their We will then share
Students will apply discuss how they will responses on the with the whole group Students will be split
their vocabulary skills solve the problem and board. their partner’s into four groups and
by creating a poster then compare their responses. will work together to
with the definition, answers on their With a partner, solve a problem
examples, a picture to answer sheets. students will complete Students will complete written on the board.
help them remember an activity called Clip a cut and paste sort They will then get a
the properties. Students will complete and Cover, where they activity and solve the point for every answer
their independent practice multiplying a problems with their they get correct. This
practice sheet. single digit by a 10 or partners. is reviewing all five
100. properties of
Students will complete multiplication.
Students will complete an exit ticket.
an independent Students will complete
practice sheet where the post assessment for
they multiply single this mini unit.

digits by 10’s and
100’s
Multiple Means of
Engagement English Language English Language English Language English Language English Language
needs
additional sources/support) their groups. their groups. their groups. their groups. their groups.
their notes. They also their notes. They also their notes. They also their notes. They also their notes. They also
will have word will have word will have word will have word will have word

problems and problems and problems and problems and problems and
directions read to them directions read to them directions read to them directions read to them directions read to them
when needed. when needed. when needed. when needed. when needed.
Students with gifted

abilities: I have a few Students with gifted Students with gifted Students with gifted Students with gifted
students who have abilities: I have a few abilities: I have a few abilities: I have a few abilities: I have a few
gifted abilities. For students who have students who have students who have students who have
these students, I have gifted abilities. For gifted abilities. For gifted abilities. For gifted abilities. For
leveled questions that these students, I have these students, I have these students, I have these students, I have
are a little more leveled questions that leveled questions that leveled questions that leveled questions that
challenging. are a little more are a little more are a little more are a little more
challenging. challenging. challenging. challenging.
Early finishers: Early Early finishers: Early
finishers can work on Early finishers: Early Early finishers: Early finishers can work on Early finishers: Early
their Imagine Math finishers can work on finishers can work on their Imagine Math finishers can work on
lessons or Imagine their Imagine Math their Imagine Math lessons or Imagine their Imagine Math
Math facts with lessons or Imagine lessons or Imagine Math facts with lessons or Imagine
multiplication facts. Math facts with Math facts with multiplication facts. Math facts with
multiplication facts. multiplication facts. multiplication facts.
Assessment of Content
Multiple Means of Students will Student understanding Students will be Understanding will be The student’s
Expression demonstrate will be demonstrated demonstrating demonstrated by the responses during our
Formative and summative understanding of by their discussions understanding with student’s responses to Kahoot! game will
assessments used to monitor content through their during our practice of their responses to our my questions about the show me if they
student progress and modify responses to my solving and their thumbs-up thumbs- vocabulary. understand the
instruction. questions about the answers on their white down responses and properties and the
video. boards. their answers on their Student understanding vocabulary.
white boards during will be demonstrated
Students will Student understanding our practice activity. by their responses on Students answers on
demonstrate will be demonstrated their white boards and their white boards and
understanding of the by their responses to Students will during their discussion their work will show
properties through the task card activity demonstrate with their elbow me how well they
their responses on and their discussion understanding as they partner. know which property
their white boards. with their partner. play the Clip and to use and how to use
Cover game and solve Students will complete it.

Understanding will be Students will show the problems on paper. a cut and paste sort
demonstrated through understanding on their activity and solve the The answers the
the discussions summative assessment Students problems with their students give during
students have as they independent practice understanding will be partners. the four group activity
sort their equations sheet. demonstrated by their will show me how
into which property is responses to their Students will complete well they understand
used. independent practice an exit ticket to show how to apply the
questions. their understanding of properties.
Students will create a distributive property.
poster about the four The responses on the
properties of post assessment will
multiplication with a show me how well the
definition, example, students retained the
and picture for each. information given
This will be graded throughout the week
with a rubric. and which students
will need extra
practice.
Multiple Means of
Expression English Language English Language English Language English Language English Language
needs
additional resources/support) their groups. their groups. their groups. their groups. their groups.

their notes. They also their notes. They also their notes. They also their notes. They also their notes. They also
will have word will have word will have word will have word will have word
problems and problems and problems and problems and problems and
directions read to them directions read to them directions read to them directions read to them directions read to them
when needed. when needed. when needed. when needed. when needed.
Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities: I have a few abilities: I have a few abilities: I have a few abilities: I have a few abilities: I have a few
students who have students who have students who have students who have students who have
gifted abilities. For gifted abilities. For gifted abilities. For gifted abilities. For gifted abilities. For
these students, I have these students, I have these students, I have these students, I have these students, I have
leveled questions that leveled questions that leveled questions that leveled questions that leveled questions that
are a little more are a little more are a little more are a little more are a little more
challenging. challenging. challenging. challenging. challenging.
Early finishers: Early Early finishers: Early Early finishers: Early Early finishers: Early Early finishers: Early
finishers can work on finishers can work on finishers can work on finishers can work on finishers can work on
their Imagine Math their Imagine Math their Imagine Math their Imagine Math their Imagine Math
lessons or Imagine lessons or Imagine lessons or Imagine lessons or Imagine lessons or Imagine
Math facts with Math facts with Math facts with Math facts with Math facts with
multiplication facts. multiplication facts. multiplication facts. multiplication facts. multiplication facts.

Extension Activity and/or Homework
Identify and describe any Extension activity: Homework: Students Homework: Students Homework: Students Extension activity:
extension activities or Students can take will complete page will complete pages will complete page In small groups,
homework tasks as home a copy of the 167-168 in their 179-180 in their 185 in their students will complete
appropriate. Explain how the Toss and Talk game to workbook. This page workbooks. This will workbooks. This will the daily TEKS review
extension activity or
practice the different supports the learning have the students give them 8 practice out of my teacher book
homework assignment
supports the learning
properties vocabulary of the objectives practice applying problems on how to as extra practice of the
targets/objectives. As with their families. because it covers the multiplying by 10s and use the distributive skills they have not
required by your instructor, different 100s property. mastered based on
attach any copies of multiplication their post assessment
homework at the end of this properties and their results. 0
template. vocabulary.

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://www.youtube.com/watch?v=aeKIRXmbl94
Summary of Unit Implementation: In this video, I am teaching adding and subtracting decimals. I
was unable to record a lesson for my STEP unit due to being out of the classroom after a car
accident.
Summary of Student Learning: The students in this video are writing in their journals, the steps to
add and subtract decimals. We write the notes first and then they write an example in their journal
as we use the steps. The students are able to use the notes and steps to help me solve the problem
written in their journal.
Reflection of Video Recording: My strengths in this video show that I use technology to project the
notes and examples on the board. I give appropriate time for students to get the notes written and
use thumbs up to check if they are done or if I need to give more time. I also take time to clarify
misunderstanding when a student says he does not understand why I went to the ones place to
borrow in order to solve the hundredths place.
I was able to redirect students from talking to write their notes and go back to the notes.
I think an area that I need to work on just from this segment is, projecting my voice so that all the
students could hear me. I think I also need to work on my pacing better. Notes take the longest to
write due to some students with special needs taking longer to write them. I will provide them with
fill in the blank notes so they can copy key terms and examples. This will help with the length of
time we spend on notes and so I do not have students getting bored and talking through the quiet
times. I also can try to take notes with the lights on. I think having them off for so long caused me to
loose students because they were getting too comfortable. I also noticed that I fidget a lot with
papers and markers. I can get up and walk around to check how notes are going instead of staying
at the chair the whole time.

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 0 14
(90%-100%)
Proficient
1 4
(80%-89%)
3 4
(70%-79%)
Minimally
8
Proficient 26
(69% and below)
Post-Test Analysis: Whole Class
When analyzing the post-test data, I feel like the students learned and retained the
information taught during our unit. Distributive property is a new skill taught in 4th grade.
On the pre-test only one student got those questions right. Others attempted the distributive
property questions but they did not know the strategies to use. I went from 26 of my
students being minimally proficient with a range in scores of 0 to 58 in that category. On the
post test the eight minimally proficient scores were in a range of 26 to 65. Seven of my
students scored a 100% on the post assessment.
Based on the post-test data, I feel like my instruction was very well thought out and the
activities provided the students the chance to practice the skills taught during the lessons.
The assessment questions were not too difficult for the students to solve as I kept the
numbers small for them to multiply since many of them do not know above their 5’s in
multiplication facts. When the students were completing their independent practice sheets
and exit ticket, the students were talking out the steps or chants I taught them to know the
different properties and using the strategies to help them multiply facts they were not sure
of. Many of them learned the multiplying by 10s and 100s very quickly and know to
underline the basic facts, multiply, then add the zeros. When comparing KW’s pre-test and
post-test, I could see that he did not know how to identify the properties, missed multiplying

by 10s and or the distributive property. He scored a 30 on the pre-test but on the post-test,
he scored a 100. Another student, V, scored only an 8 on the pre-test. She got most of the
questions wrong and did not know how to do many of the skills I taught but she scored a 90
on the post-assessment so I know she retained a lot of the information.
Post-Assessment Analysis: Subgroup Selection
The subgroup that I selected to focus on is my students with an IEP. I have 10 students on
IEP for various thing. I am going to focus on the students who have an IEP for academic
needs. For this I have 8 students, 3 of which were absent for this lesson or assessments.
I chose these students to focus on because while they did not score above minimally
proficient except for 1 student, they still grew in their knowledge and their scores improved
by at least 45-50 points. The biggest hurdle for these students is that they do not know their
basic multiplication facts.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Highly Proficient 1
(90%-100%)
Proficient
(80%-89%)
(70%-79%)
Minimally
Proficient 5 4
(69% and below)
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Based on the post-test data of the students with IEPs. I feel that they made a great
improvement on their scores. These students struggle with basic computations of addition and
multiplication facts. A few of them also have cognitive struggles to comprehend what we are
teaching, I work with them in small groups to help re-teach the skills taught and work with
them one-on-one during their exit tickets. I did not help them with the post assessment because

I was not present when my cooperating teacher gave it to them and I am unsure if she sat with
them while they took it. I will say that they got the concepts down, their struggles with
multiplication facts is what caused them to get the problems incorrect.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
Based on the subgroup post-test data, I feel that my instruction was effective as the students
were able to use the concepts of multiplication properties to solve problems. The assessment
given covered each TEK standard taught to the students and gave them multiple chances to
show what they know for each standard. There were written response problems where the
students had to explain how to apply the properties in solving problems. The students in this
subgroup struggle with writing skills. While I could not clearly read their responses, they
had spelling errors and I had to work to understand what they wrote, I feel they were still
able to explain what they know.
These students did not fully master the objectives taught in this unit. I have pulled them in
small groups to work on reviewing skills and basic math facts are practiced daily. I have
also taught the students strategies to use to help them figure out basic facts they do not
know. Some of them use these, others choose not to and get frustrated when we won’t give
them the answer and make them use the strategy to find it first.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Highly Proficient 13
(90%-100%)
Proficient
1 4
(80%-89%)
3 4
(70%-79%)
Minimally
Proficient 21 4
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
The subgroup data compared to the remainder of the class, there is little improvement shown in the
subgroup. However, with the rest of my students, 17 of them greatly improved their scores and
understanding of the concepts that were taught. The remainder of the class mastered multiplying by
10s and 100s, as well as identifying the different properties used or what numbers are missing based
on the properties used. 85% of the students understood the distributive property and how to do it.
The mistakes made by these students are lack of knowledge in basic multiplication facts.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next step for instruction is to teach multiplying two by two-digit numbers using area
models and standard algorithm (equations). I will first teach the students how to do two
by one digit numbers then move to two by two. I will remind them that they can use
distributive property to make an area model. They can also use the concept of
multiplying by 10s and 100s in the area model by multiplying the basic facts then
counting the zeros.
An objective that builds upon the content taught in this unit of instruction would be
“Students will be able to use equations to represent the product of 2 two-digit numbers, with
90% accuracy.”
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. My first goal is to get better at giving To reach this goal, I will observe veteran
specific instructions and model teachers as they prepare their students for
activities better so that I am not activities they have planned. I will take notes
walking around to each group to re- and review them with the teacher after to get
deliver instructions. pointers. I will also have different teachers
observe as I give instructions and give me
feedback on what they see.
2. My second goal is to get better at I will research content specific DOK

asking more leveled questions to question stems to help me vary the level of

check for understanding. my questioning I ask at the end of lessons
and activities. I have noticed that I ask, “does
everyone understand what we are doing?”
often instead of using different questions that
are content related to check for
understanding.
3. The third goal I have for the end of To do this, I will ask other teachers on my
student teaching is to try to become a team and in the grade above and below mine
facilitator of learning instead of a how they do this or if I can observe a lesson
lecturer. they teach using this method. I will also
research different ways to take on this role in
the classroom and ask about professional
development they can suggest. I often find
myself as taking the lecturer role in the
lessons.
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: A long term goal that I have is to become a National Board Certified
Teacher within the next 5 years.
Rationale: Why did you choose this goal? How I chose this goal because it will open doors
do you expect it to improve the outcomes of your for leadership positions in my school and
future students? district. It will also allow for me to be
competitive for jobs around the country
without having to change my state of
certification every time we move due to my
husband’s job. I will also be able to get more
professional development opportunities.
I expect this goal to improve the outcomes of

my future students because a national board
certification will challenge me to improve in
my teaching abilities. I will have access to
professional development and a larger group
of peer teachers that are also national board
certified to get ideas from.
End Date: By when do you expect to accomplish This goal requires me to teach for at least

this goal? three years before I can apply. I set the goal
for this to be 2025/2026 school year.
Action Timeline: What steps will you take to My first step is to start teaching full time in
complete this goal, and by when will you take the fall of 2022.
them? Example:
I will apply for National Board Certification
1/31/18: Join AACTE in 2025.
I will submit each component (there are 4)

every 3 months and have all four components
turned in by the end of the 2025/2026 school
year.
Resources: What resources are available to assist The resources that I have available to
you in accomplishing your goal? accomplish this goal are the National Board
Certification website
https://www.nbpts.org/vision-and-
impact/vision/, This site provides planning
guides and overviews of each component. I
can also reach out to different universities
around my area for guidance and support
through my certification.

Step-Raechel Hormann

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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: Multiplication

Unit Title: Multiplication of Whole Numbers

National or State Academic Content Standards:

 TEKS 4.4B “Determine products of a number and 10 or 100 using properties of

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Highly Proficient (90%-100%) 0

Pre-Assessment Analysis: Whole Class

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Grade Level: 4th grade

Unit/Subject: Multiplication/ Math

Day 1 Day 2 Day 3 Day 4 Day 5

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Academic Language  Commutative  Commutative  Patterns  Distributive  Distributive

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Equipment: ladybug Equipment: ladybug

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Students will Students will complete

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Students with gifted

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Video Recording Link: https://www.youtube.com/watch?v=aeKIRXmbl94

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Number of Students Number of Students

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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

2. My second goal is to get better at I will research content specific DOK

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I expect this goal to improve the outcomes of

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I will submit each component (there are 4)

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