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.
 A completed copy of the document will be emailed to you within minutes of confirming your email address.

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:
Bryan
Last Name:
Jenkins 20221974
Email Address: Phone: State:
bryankbjenkins@gmail.com (205)382-1105 AL-Alabama
Program of Study:
B.S. in Elementary and Special Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 9th-10th Content Area(s) Taught: Reading, Math, Transition Total Number of
Classroom 45
Students:
Total Number of Boys: Total Number of Girls: Age Range
28 17 Represented: 14-17 years old
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 43 95.56 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 2 4.44
Native Hawaiian / Pacific Islander %
0 0.00
White %
0 0.00
Other %
0 0.00
Total %
45 100

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  Describe any socioeconomic factors affecting your students.

At this particular school there is a lot of parents who are either unemployed, or the parents work two to their jobs which leads the students to raise themselves. The environment
is that of low poverty and education is not top priority of some. Also the area has a high crime report. The students are surrounded students who participate in drug use, criminal
activity, and other negative factors. Some students come to school without having a meal to eat. Overall the majority of family support is at the minimal.
 Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

The student’s willingness to learn, and achieve is a major problem within my planning, delivery, and assessment. It will be important to explain to students why learning certain
skills are important to their life and the impact it will have on them in the near future. Thinking about students who may have not eaten, saw some type of tragedy the night
before, or even dealing with a court case on their own may not be in the mindset to learn or engage. It will be vital for the individuals that want to learn that we find positive ways
to engage and assess them. When we talk about assessing the students the problem will be did they have time to study, are they hunger, and do they understand what I am
assessing.

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.
Bessemer City High School is fairly new built high school and there are a lot of classroom available. The current classroom I am working is very spacious and the teacher sees ten
students at a time. She has a learning station, that she uses for conferences and IEP meetings, a teachers work area. The student’s arrangement is an area of 4 chairs and 4
tables connected together with a total of four learning stations. There is also an independent working area of long table connected to wall with chairs. There are few desktop
computers. The class does have a Promethean board that she uses to help students with work. Parent Involvement is low and parents usually only come from IEP meetings,
some parents are a little more involved, but not many. The students have their own private chrome books and have the school Wi-Fi.

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

The only issue I see is the students coming to class, my mentor teacher has explained the student’s skip a lot. There is a lot of area to teach, and just the students ability and
willingness to learn is the only issue I see concerning my planning, delivery, and assessments.

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 C. STUDENT ACADEMIC FACTORS
 Complete the table including the number of students whose primary language is other than English, have an IEP or a 504 plan, are gifted, receive
educational services outside of the classroom (e.g., reading/math intervention, speech services, and special education services), and non-labeled
students (e.g., non-IEP, non-ADA, Section 504) who are behaviorally or academically challenged.

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
0 28 0 0 0 7

Girls
0 17 0 0 0 1

Instructional Additional time for Time out

Accommodations and assignments Resource Room
Modifications Peer or scribe note- One on one
(Describe any instructional
accommodations and taking conversation
modifications regularly used Space for movement Role playing
to meet the needs of students or breaks Behavioral goals
in each subgroup.)
Use of computers and Call parents
calculators Go for a walk
Graphic Organizers Work on behavioral
Untimed test resolving conflict and
One on One instruction issues
Thirty Minutes a day
spent with the
inclusion teacher
Use of teacher’s notes
 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.
Multiple times to
retake test, or turn in
I have to understand their IEP goals and the standard that is required. While all the students are on different levels, I will have to find ways to meet their unique and individual
assignments
needs. I have to find a way to deliver that is engaging for
Andeveryone and allows all students to engage. When I assess I have to assess them where they are and where I want them
any other
to be, considering their personal IEP goals. accommodation that is
noted in their IEP

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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: Bryan K. Jenkins
Bryan K. Jenkins (Nov 9, 2022 13:32 EST)
Nov 9, 2022

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