Student Teaching Evaluation of Performance (STEP)

Template

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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....................................................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 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).

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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: Phonics

Unit Title: Plurals

National or State Academic Content Standards: 2.3.0.3 Know and apply grade-level phonics
and word analysis skills in decoding words. B. Decode words with common prefixes and
suffixes.

Learning Goal: Students can decode plural words. Students can add the appropriate plural
endings to singular words.

Measurable Objectives: By the end of this unit students should improve their decoding of plural
word skills. This will be measured by pre- and post- assessments. It is the goal that students are
either proficient (80%-89%) or highly proficient (90%-100%).

Feedback from Cooperating Teacher: Address that the students will be meeting learning
objectives and goals based on their own level. Those levels are identified during pre-assessment
and day-to-day observations (formal assessments).

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

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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.

I will ask students to spell the word in the column (pig, call, box, and dish). If they spell it
correctly, I will put a + or – (+ is spelled correctly, and – is spelled incorrectly). I will ask them
to tell me what the word would be if there was more than one _____ (insert one of the four
words). If they verbally express the correct plural word, I will put a check mark (for correct) or
an “x” (for incorrect). I will then ask them to tell me how they would spell that version of the
word. I will put how they spell the word into the box. If students are highly proficient, they will
be given the score of 4, proficient is 3, partially proficient is 2, and minimally proficient is 1.

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 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%) 2

Proficient
(80%-89%) 2

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 5

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-

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 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.

For the post assessment I read students the directions and the words. I used each word in a sentence and
asked them to provide the appropriate plural ending to each word. I also stated “I have one pencil, and I
have many ____...” to help guide their thinking. Students only needed to provide the ending and do not
have to re-write the whole word. 6/6 is 100%, 5/6 is 83%, 4/6 is 67%, 3/6 is 50%, 2/6 is 33%, 1/6 is 17%
and 0/6 is 0%.

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 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: 2nd Grade

Unit/Subject: Phonics – Plurals

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
2.3.0.3 Know and 2.3.0.3 Know and 2.3.0.3 Know and 2.3.0.3 Know and 2.3.0.3 Know and
apply grade level apply grade level apply grade level apply grade level apply grade level
phonics and word phonics and word phonics and word phonics and word phonics and word
analysis skills in analysis skills in analysis skills in analysis skills in analysis skills in
decoding words. B. decoding words. B. decoding words. B. decoding words. B. decoding words. B.
Decode words with Decode words with Decode words with Decode words with Decode words with
common prefixes and common prefixes and common prefixes and common prefixes and common prefixes and
suffixes. suffixes. suffixes. suffixes. suffixes.
Blending: Build and Sort: Spell Connect to Reading Extend Knowledge:
Students will be able Students will be able Words/Dictation: Build Fluency:
to use what they know to build and sort plural Students will be able Students will be able
about letter sounds to words based on the to use and write high- to read and re-read a
pronounce singular ending of their frequency words. text to build fluency.

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Academic Language
General academic vocabulary
and content-specific
vocabulary included in the
unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
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and plural words. singular word. Students will be able Students will be able
Students will be able Students can identify to spell high-frequency to read plural words
to identify which the words that have words. Students will independently and
words are singular and endings is -es or -s. be able to self-correct fluently.
which words are their spelling.
plural. Students will be
able to identify which
words use -es and
which words us -s.
Words used for Words used for Words used for Words used for Words used for
blending: pig, call, building: dog, road, dictation: mice, building fluency: all extending
box, dish, bike, kiss, beach, match, glass, mouse, hice, nice, the same words from knowledge: sort and
lunch, globe, street, boat, fox, train, bench, meese, please, man, the previous 3 days. build.
plant, truck, tree, cake, lunch. men, pan, pen, tooth, Other words: fluency,
match, wish, peach, Other words: plural teeth, good, enough, decoding.
buzz, box. ending, sorting words. eat.
Other words: Other words: high-
manipulation, frequency, dictation,
blending, plural. recognize.
-Dry erase -Teacher work book -Teacher work book -Teacher work book -Teacher work book
marker/board page 62 page 68 page 74 page 80
-Pre-assessment -Student resource book -Student resource book -Student resource book -Student resource book
document pages 43 and 45 page 47 pages 47 and 49 page 51
-Teacher work book -Glue
page 56 -Scissors
-Student resource book
page 42
-Letter tiles
Identify the words in Why is it important to Separate the plural Compare how a Create a list of
the list that are plural know if a word is words based on the sentence using a singular words and
(Level 1). plural or singular suffix (Level 2). singular noun is their plural version
(Level 1)? different than a (Level 4). Draw a
sentence using a plural picture.
noun (Level 3).
Page 9 of 19
 Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
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The anticipatory set Writing the words Review high- Read the “Triple Check reading fluency
will include the pre- watch and sock on the frequency words. Rotten Day” and activity from the
assessment to see what board to identify how identify where previous day.
they know to their plural endings students see plural
determine what level will be different than words.
they are at that impacts one another.
the future lessons of
this unit. *Stations* *Stations* *Stations* *Stations* *Stations*
Presentation of Content
Information will be Information will be Information will be Information will be Information will be
presented as whole presented as whole presented as whole presented in small presented in small
group and small group. group and small group. group and small group. group station time. group station time.
Whole group will be Whole group will be a Whole group will
presented by verbal quick check-in using 2 include the whole
lecture and visual words on the board to class reading the list of
manipulation on the check the students high-frequency words
board. understanding. Small that they may
group will include encounter in small-
building words group. Small group
will be reading
together a short story.
There are two students There are two students There are two students There are two students There are two students
with special needs. with special needs. with special needs. with special needs. with special needs.
These two students These two students These two students These two students These two students
will be working with will be working with will be working with will be working with will be working with
the paraeducator in the the paraeducator in the the paraeducator in the the paraeducator in the the paraeducator in the
classroom. Those classroom. Those classroom. Those classroom. Those classroom. Those
students will sit for the students will sit for the students will sit for the students will sit for the students will sit for the
whole class lecture whole class lecture whole class lecture whole class lecture whole class lecture
then work with their then work with their then work with their then work with their then work with their
group in stations. group in stations. group in stations. group in stations. group in stations.
Lesson may be Lesson may be Lesson may be Lesson may be Lesson may be
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Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
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differentiated to meet differentiated to meet differentiated to meet differentiated to meet differentiated to meet
their needs. During their needs. During their needs. During their needs. During their needs. During
part of the lesson, part of the lesson, part of the lesson, part of the lesson, part of the lesson,
these two students will these two students will these two students will these two students will these two students will
be leaving to work in be leaving to work in be leaving to work in be leaving to work in be leaving to work in
the special education the special education the special education the special education the special education
classroom. Early classroom. Early classroom. Early classroom. Early classroom. Early
finishers and gifted finishers and gifted finishers and gifted finishers and gifted finishers and gifted
students may work on students may work on students may work on students may work on students may work on
another activity from another activity from another activity from another activity from another activity from
the free-time bin the free-time bin the free-time bin the free-time bin the free-time bin
if/when they finish if/when they finish if/when they finish if/when they finish if/when they finish
early. early. early. early. early.
Those who are unable The worksheets given The worksheets given
to read independently to the two special to the two special
will read with a group education students education students
or be read to by a may be a little may be a little
teacher or teacher different than other different than other
helper. students or the same, students or the same,
just having a select just having a select
few that those students few that those students
are answering. are answering.
Application of Content
Students will be Now that students Stepping away from The class will re-visit To build their
introduced to new were introduced to worksheets, students the poem from understanding of what
words that they may these new words, will be presented with yesterday and practice having a plural word
have never worked students will now a fun story. The fluency. There may be actually means,
with before. Either as build and sort words. teacher will model the time to talk about the students will be
a whole class or group Building new words story, then students poem, but students putting together a
will work together to allows them to work will read it together will also complete the single word with an
read these new words with known words and multiple times. speed drill with a ending and draw a
chorally. Students manipulate them to Students will then be partner to master picture to go with it.
main focus will be have a new meaning able to create their words that are plural. (I.e. the picture to go
blending these words, (plural). Sorting words own silly sentence with bug, will look
and to understand allows students to using a plural word. different than the word
what having an -s or group them by their bugs because there
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Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
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-es at the end of a suffix. should be more than
noun means. just one).
All students will start Whole group time will If students are Students will be Students can choose to
as a whole group for a be quick for review struggling to listen to working in groups draw pictures and
short time, then move then students will be the teacher read the again today. Each build new words or to
to stations placed working in their poem, then the group group will re-visit the use their online
around the room. The groups for station can listen to the audio poem to practice resource to complete
teacher and the time. Each station will version. If students are fluency. Using that activity.
students will all be be different to allow refusing to write, then partners to complete
working together to new activities that they can verbally the speed drill will be
sound out the new keep their interest. express their silly used to enhance
words that they will be Students will be sentence. engagement.
working with for the cutting and gluing to
rest of the week. If sort and build their
needed, the words can words.
be printed on colorful
paper and in bigger
text to allow easier
visualization.
Assessment of Content
Pre-assessment done Formative assessment Formative assessment Formative assessment Summative
during read to self- will be used during will include students will be seeing how the assessment/ post-
time. Formative teacher small-group spelling 5 words on a students’ fluency has assessment will be the
assessment notes taken for the building words sheet of paper. The improved over the last same assessment used
during out loud activity. words should be few days. Students and for the pre-assessment,
reading for the blend dictated. their partner record the but different words.
words. number of words read. Students will also be
taking a spelling test
which will give the
teacher another
perspective on what
they know about
spelling with plural
words.
No other known way Students do not have No known ways to No known ways to Special education
Page 12 of 19
Expression to take assessment. to cut and glue. If differentiate this type differentiate this type students may be in the
Differentiation However, each student necessary, students of assessment to of assessment. special education
Explain how materials will be will be assessed to may verbally sort and ensure that students However, each student classroom during
differentiated for each of the their own level. build with the teacher are learning the will be assessed to assessment time, so
following groups: to assess their objectives. Each their own level. they will take the
 English Language knowledge. student will be assessment at a later
Learners (ELL) assessed to their own time in the day with
 Students with special level. the paraeducator.
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
Extension Activity and/or Homework
Identify and describe any A station or free time Students could high- Literacy F.I.R.S.T Students will be asked No extension or
extension activities or extension activity light high-frequency during free time to to identify words in a homework.
homework tasks as could be students words that have the work on adding the story that are plural or
appropriate. Explain how the using flashcards to endings s, z, ch, sh, proper ending to a if they are singular
extension activity or
determine if the word and x and verbally noun when necessary. words.
homework assignment
supports the learning
is singular or plural. explain what the suffix
targets/objectives. As is for those words.
required by your instructor,
attach any copies of
homework at the end of this
template.

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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=drWfis4DgeA&t=18s

Summary of Unit Implementation: The program used to meet standards for this unit is Scholastic
Literacy. They laid out the week pretty well. For this unit I taught students in the subject of Phonics in the
area of plurals. For the five days students were taught as whole group and small group. The week
included blending, building and sorting, spelling and dictating, connecting to reading and building
fluency, and extending knowledge. The unit also included pre and post assessment.

Summary of Student Learning: Student learning included stations and whole group lecture. The teacher
modeled each activity before students were expected to do it on their own. The teacher used repetition
and student participation to encourage and engage students. Students spent 10-12 minutes at a station
each day where they practiced plurals or supporting activities. While reading students became familiar
identifying plural words and what they did to change the meaning of a sentence.

Reflection of Video Recording: In the video, I stitched little pieces of almost every day to give a better
understanding of how the unit went. Throughout the week there was a lot of redirecting the student’s
attention. Clipping the video helped capture our best moments throughout the unit. I included small clips
of the pre and post assessment to share how they were different. I felt like the unit went really well. There
was a lot of teach, model, and practice, which helped students become very familiar with concept before
moving deeper. I felt like students were so confident with knowing the endings that make an -es plural
ending that it was hard for them to give me the 5 vowels in the alphabet. I learned that students do a lot
better with repetition and a consistent schedule.

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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 2 7
(90%-100%)
Proficient
2 3
(80%-89%)
Partially Proficient
3 -
(70%-79%)
Minimally
Proficient 5 2
(69% and below)
Post-Test Analysis: Whole Class
Based on my pre-assessment I interpreted that a majority of students did not understand what
making a word plural meant, and how the word changes when it becomes plural. Only two
students were considered highly proficient. More than half of the class fell under 70% according
to the pre-assessment. The post assessment data showed me that students had a lot better
understanding of what a plural word meant and could identify patterns and clues to make a word
plural.
Throughout the unit I spent a lot of time having students use repetition to remember certain word
patterns when creating or reading plural words. I am very happy with the results on the students’
post assessment. Even after the unit was over with, I had students saying “Mrs. Haggberg I see a
plural word in our story!”. I was very excited about this because they recognized it and
remembered what I had taught them. I always tell them the importance of being word detectives.
Post-Assessment Analysis: Subgroup Selection
The subgroup that I am choosing to focus on are my special education students with an IEP.
These two students are below their grade level academically. There is one student who is 1 grade
level below their own, but also has behavioral concerns, while the other student is at a pre-school
or lower level as a second-grade student. Both of these students were completely unable to
complete the pre and post assessment. I chose to use this subgroup because both of these students
are at a level well below working with plural words.

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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 - -
(90%-100%)
Proficient
- -
(80%-89%)
Partially Proficient
- -
(70%-79%)
Minimally
Proficient 2 2
(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. One student was completely unable to complete the pre and post assessment. I
marked this student as “minimally proficient”. The other student participated and got 1-2
questions correct on the pre-assessment, and participated on the post assessment and got 1
question correct out of 6. This shows me that one student was 100% unable to complete either
assessment, while the other student tried.
These two students that I discussed above were not in the class for whole group discussion for
most days of this unit. These two students work with the special education teacher in a separate
classroom two times a day to work on other fundamental skills needed to progress to more
complex topics. The communication between general education and special education is lacking,
so I am unsure if this topic was covered in their special education classroom.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 5 7
(90%-100%)
Proficient
3 3
(80%-89%)
Partially Proficient
2 -
(70%-79%)

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

Seven students fell under highly proficient after the post assessment. This tells me that the
students made a great amount of progress in the short amount of time for this unit. There were
three students who have behavioral concerns in the classroom, so when these three students were
given the post assessment, they shut down and did not complete the assessment as I asked them
to. I had each student re-do the assessment out in the hallway, and each of them made tremendous
progress from the first assessment. They took the same assessment the same day.
Now that I am confident that most of the students in this class made great strides, I plan to revisit
and review this topic whenever I see it in other subjects. The plural unit that I taught did not teach
changing y to -ies, so that is something that students will build on in the future. I anticipate this
being a tough concept for them to understand, so it will take a lot of practice and repetition for
them to get comfortable and confident with it. I felt very good after presenting this unit, so I plan
to use similar strategies.

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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
1. Create lesson plans that allow students
to interact socially with other student
to enhance the lesson.
development, research on the Internet,
observation of a veteran teacher, etc.)
To reach this goal I would speak to veteran
teachers to see how they create lessons that
promote collaboration of multiple students.
Having students work together may create a
more engaging learning environment.

2. Have students spend more time
writing sentences including plural
words rather than writing single plural
words.
I would conduct my own research on the
internet to see the research behind writing
full sentences rather than writing single
words for practice. I would also like to attend
a writing workshop.

3. Expand the learning by including
irregular plural endings.
I would use research on the internet to find
books that use plurals and irregular plurals in
a story. That would be my introduction to
teaching students that there are patterns
when creating plural endings and that
sometimes there are instances that do not
follow the pattern.

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: Learn about how to introduce writing skills to students so they build
writing stamina, including story elements, and writing about something or someone they
love. I would also like to become familiar with how to help students brainstorm ideas
before they write.
Rationale: Why did you choose this goal? How I chose this goal because it affects everything

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 do you expect it to improve the outcomes of your
future students?
End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2021. Grand Canyon University. All Rights Reserved.
a student does in the classroom. In order for
students to become good writers, they must
first be confident readers. Reading and
writing goes with every subject a student will
encounter.
I would like to accomplish this goal within
the next year before I start teaching my own
classroom.
January 2022- Buy a elementary teacher
writing implementation book
February – July 2022- Find a sign up for a
writing workshop for elementary students
July-September 2022- Speak to a veteran
teacher about how they implement writing in
a similar grade to the one I would be teaching.
My cooperating teacher, other teachers that I
know from my cooperating school district,
and online resources like Facebook groups. I
will find other resources on the Minnesota
Department of Education site to see if they
have any workshops available. I will also be
reaching out to the district where I will be
working to see if they have any resources.
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