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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
 Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing
this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready
to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be
saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 An initial email will be sent to you to confirm your email address.
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3. Submit a completed copy to the appropriate submission space for grading.

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 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Jacqueline
Last Name:
Medina 20870147
Email Address: Phone: State:
jacquelinemedina318@icloud.com 6463182093 NY- New York
Program of Study:
M.Ed. in Early Childhood and Early Childhood Special Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: K-2 Content Area(s) Taught: Elementary- All subjects Total Number of
Classroom 25
Students:
Total Number of Boys: Total Number of Girls: Age Range
15 10 Represented: 5-8
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
0 0.00
Asian %
0 0.00
Identify the number of Black/ African American
students representing 18 72.00 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 7 28.00
Native Hawaiian / Pacific Islander %
0 0.00
White %
0 0.00
Other %
0 0.00
Total %
25 100

©2022. Grand Canyon University. All Rights Reserved.

  Describe any socioeconomic factors affecting your students.

Socioeconomic factors affecting my students can possibly range from their parent's level of education, parental income, financial and material support by parents, language,
parental involvement in child education, and peer group in the school environment.

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

The student's demographic factors can play a role in the planning, delivery, and assessment of my unit because some families may have language barriers that will prevent them
and or their child from understanding the material being taught and may not understand our school's pedagogy. I will have to have differentiations ready to satisfy my diverse
class during lesson planning, communication with parents, and a multitude of strategies for reaching all my students learning needs because every child learns differently and at
their own pace.

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 physical arrangement of the room consists of seven tables for students and one teacher's desk. The staff in our room consists of two teachers and a teacher's assistant. The
resources we have in the classroom include an abundance of diverse and mixed books from different genres. We also have a iPads and a smartboard in the room satisfying our
technology component. The only problem with our technology is that all students were given Ipads during the pandemic and some didn't return them or were damaged. So,
when we returned to in-person we had a limited supply of Ipads to distribute to the students and there was a back order going on as well for technology. During pre-covid times
we would have monthly parental engagement activities where the parents would come and interact in the unit we are covering whether it be black history month presentations
or even our How to Writing pieces. We also conduct curriculum night during zoom/in person (pre-covid days) to show our parents what their students will be doing in class and
also teach them how to do it as well so they can incorporate it at home as well. This is beneficial because if both the parent and the student understand how to use the
 Describe
manipulatives thefor
we use possible effect
math and these we
the charts environmental factors
use for ELA they will becould
betterhave
able on the planning,
to help delivery,
one another and
while also assessment
being of your
able to reach unit.
out to us for support.

The lack of technology supplies such as Ipads can have an effect on planning, delivery, and assessment of my unit because we use Ipads during center time and even for both
informal and formal assessments such as if I am checking their understanding using platforms such as Kahoot, Blooket or any learning platform they won't be able to participate
or may have to buddy up with someone if we have enough students with electronic devices.

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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
6 37 1 0 38 2

Girls
8 13 0 0 33 1

Instructional Based on their proficiency Progress monitoring, depends on their Pat services are when we use an ABC chart to
Accommodations and levels they get pulled out differentiated accommodations students who are monitor the undesired
Modifications to work with an MLL instruction and set IEP typically can be more struggling receive behavior, and if
(Describe any instructional
accommodations and teacher. They also receive goals and track time on exams or the supplemental needed we use a BIP or
modifications regularly used progress monitoring and progress continuously use of a medical instructions time FBA
to meet the needs of students the NYSLAT, NYSTL throughout the year, paraprofessional . through a tier 3
in each subgroup.)
exams. supplemental system.
instruction if needed

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

The possible effect these students academic factors could have on the planning, delivery, and assessment of my unit will be that it may require some differentiation strategies
and scaffolding approaches to ensure that each student is one understanding what is going on and benefiting from what they are learning to where they can apply it
independently.

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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: Jacqueline Medina
Jacqueline Medina (Sep 6, 2022 15:17 EDT)
Sep 6, 2022

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