Student Teaching Evaluation of Performance (STEP) Template

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Table of Contents
Student Teaching Evaluation of Performance (STEP) Template 1
Table of Contents 2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal 5
STEP Standard 3 - Assessment and Data Literacy 6
STEP Standard 4 - Unit and Lesson Planning 7
STEP Standard 5 - Implementation of Instructional Unit 10
STEP Standard 6 - Analysis of Student Learning 11
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

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 STEP Standard 1 - Contextual Factors: Knowing Your School and Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
https://drive.google.com/open?id=15Nw9btG-k6aMHhBXENqeKqFFzBz-qEht

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STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
https://drive.google.com/open?id=1G_BaQfF-TFurl2uTSc_BqrJ7J_Vt87bp

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STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal

Unit Topic: Mathematics: Fractions

Unit Title: Understanding Fraction Operations and Equivalence

National or State Academic Content Standards

CCSS.MATH.CONTENT.4.NF.A.1
“Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions” (Common Core State Standards Initiative, 2019).

CCSS.MATH.CONTENT.4.NF.A.2
“Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or
by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model”
(Common Core State Standards Initiative, 2019).

CCSS.MATH.CONTENT.4.NF.B.3.B
“Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1
+ 1/8 = 8/8 + 8/8 + 1/8” (Common Core State Standards Initiative, 2019).

Learning Goal

At the end of the unit, students will know how to determine whether fractions are equivalent. When given a fraction, students
know how to come up with other fractions that represent equivalent portions of the same whole unit.

Students will know how to compare different fractions that refer to the same whole unit.
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 Students will know that fractions can be decomposed into smaller fractions (including unit fractions) with the same
denominator that add up to the total of the given fraction.

Measurable Objectives
● Students will be able to determine whether two different fractions representing a portion of the same whole unit are
equivalent. They will have mastered this skill when they can determine equivalency with a 75% accuracy rate.
● When given a fraction, students will be able to generate equivalent fractions using both a visual model and
multiplication/division. They will have mastered this skill when they can generate equivalent fractions with 75%
accuracy.
● Students will be able to compare two fractions representing portions of the same whole and determine whether they are
>, <, or = to one another. They will have mastered this skill when they reach a success rate of 75%.
● Students will be able to decompose a given fraction in two different ways. They will have mastered this skill when they
can decompose fractions with 75% accuracy.

References

Common Core State Standards Initiative. (2019). Grade 4-Numbers & operations-fractions. Retrieved from

http://www.corestandards.org/Math/Content/4/NF/

STEP Standard 3 ­ Assessment and Data Literacy 

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Pre­Assessment - 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 Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

Pre­Assessment 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%)  0

Partially Proficient (70%­79%)  0
Minimally Proficient (69% and below)  24

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Pre­Assessment Analysis: Whole Class 

The DODEA scope and sequence requires that teachers attempt to stay on track whenever possible. The measurable objectives and standards are
mandated for this unit, but my mentor and I agreed that students would not be successful with so many standards in a five day period. We
decided to focus on CCSS.MATH.CONTENT.4.NF.A.1 and CCSS.MATH.CONTENT.4.NF.A.2. CCSS.MATH.CONTENT.4.NF.B.3.B will be
taught the following week so that students would have more time to explore equivalence and comparing fractions before adding a third concept.
The above results forced my mentor teacher and me to rethink our original lesson plans. Off and on throughout the school year, Mrs. Guzman
has noticed that students have significant gaps in their math skills. After giving the pre-assessment, Mrs. Guzman and I talked about realistic
goals for the unit. We determined that it would be a good idea to postpone the lesson by a day in order to go over the third grade fraction
standards as a refresher in the hopes that our students would be better prepared to move forward after reviewing their previous knowledge about
fractions. DODEA has an outlined scope and sequence, so it was important that we prepared out students to move forward while also attempting
to stay on schedule.

After reviewing the third grade standards, the majority of the students in the class were better prepared to move into lessons based on the fourth
grade standards. Students who were still struggling with the third grade standards were given a small group review session in order to reteach and
review those concepts. Students who were ready to move on were given an opportunity to practice the third grade material on Think Central, the
online component to the Go Math curriculum. This allowed them to apply what they already knew independently.

The unit focus shifted from three standards to two. This will allow for more practice, small group interventions for struggling students, and it will
give students an opportunity to work with their peers in order to compare and justify their answers. This new plan will put us a few days behind
the scope and sequence, but Mrs. Guzman expressed that she would rather slow down so that a majority of the class understood the concept. I
agree with this plan because rushing through would create further gaps in our students’ knowledge about fractions.

Post­Assessment – 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 the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.

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The post assessment is the same as the pre-assessment except it only measured the standards addressed in the revised unit plan. Two problems
were removed from the original assessment as that standard was no longer being covered during the five day unit plan.

The scoring criteria matches pre-assessment in order to make it easier to compare students’ data.

STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of What Are Equivalent Creating Equivalent Ways to Compare Comparing Unit
Lesson or Fractions? Fractions Using Fractions Fractions: Continued Review/Assessment

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Activity Operations
Standards Standards Standards Standards Standards Standards
and CCR.Math.Content.4. CCR.Math.Content.4. CCR.Math.Content.4. CCR.Math.Content.4. CCR.Math.Content.4.
Objectives NF.A.1 NF.A.1 NF.A.1 NF.A.2 NF.A.1
What do Explain why a fraction Explain why a fraction Explain why a fraction Compare two fractions Explain why a fraction
a/b is equivalent to a a/b is equivalent to a a/b is equivalent to a with different a/b is equivalent to a
students need
fraction (n × a)/(n × b) fraction (n × a)/(n × b) fraction (n × a)/(n × b) numerators and fraction (n × a)/(n × b)
to know and by using visual by using visual by using visual different denominators, by using visual
be able to do fraction models, with fraction models, with fraction models, with e.g., by creating fraction models, with
for each day attention to how the attention to how the attention to how the common denominators attention to how the
of the unit? number and size of the number and size of the number and size of the or numerators, or by number and size of the
parts differ even parts differ even parts differ even comparing to a parts differ even
though the two though the two though the two benchmark fraction though the two
fractions themselves fractions themselves fractions themselves such as 1/2. Recognize fractions themselves
are the same size. Use are the same size. Use are the same size. Use that comparisons are are the same size. Use
this principle to this principle to this principle to valid only when the this principle to
recognize and generate recognize and generate recognize and generate two fractions refer to recognize and generate
equivalent fractions. equivalent fractions. equivalent fractions. the same whole. equivalent fractions.
Record the results of
Objectives Objectives and comparisons with and
Students will know Students will know symbols >, =, or <, and
how to determine how to determine CCR.Math.Content.4. justify the conclusions, CCR.Math.Content.4.
whether fractions are whether fractions are NF.A.2 e.g., by using a visual NF.A.2
equivalent. When equivalent. When Compare two fractions fraction model. Compare two fractions
given a fraction, given a fraction, with different with different
numerators and Objectives numerators and
students know how students know how
to come up with to come up with different Students will know different
denominators, e.g., by how to compare denominators, e.g., by
other fractions that other fractions that creating common
creating common different fractions
represent equivalent represent equivalent denominators or denominators or
portions of the same portions of the same that refer to the same
numerators, or by numerators, or by
whole unit. whole unit. whole unit.
comparing to a comparing to a
benchmark fraction benchmark fraction
such as 1/2. Recognize such as 1/2. Recognize
that comparisons are that comparisons are
valid only when the valid only when the

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 two fractions refer to two fractions refer to
the same whole. the same whole.
Record the results of Record the results of
comparisons with comparisons with
symbols >, =, or <, symbols >, =, or <,
and justify the and justify the
conclusions, e.g., by conclusions, e.g., by
using a visual fraction using a visual fraction
model. model.

Objectives Objectives
Students will know Students will know
how to determine how to determine
whether fractions are whether fractions are
equivalent. When equivalent. When
given a fraction, given a fraction,
students know how students know how
to come up with to come up with
other fractions that other fractions that
represent equivalent represent equivalent
portions of the same portions of the same
whole unit. whole unit.

Students will know Students will know

how to compare how to compare
different fractions different fractions
that refer to the same that refer to the same
whole unit. whole unit.

Academic ● numerator ● numerator ● numerator ● common ● numerator

Language ● denominator ● denominator ● denominator numerator ● denominator
and ● equivalent ● equivalent ● equivalent ● common ● equivalent
Vocabulary ● factor ● factor denominator ● factor
What ● multiples ● multiples ● comparisons ● multiples

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academic ● common ● benchmark ● common
language will numerator numerator
you ● common ● comparisons
emphasize denominator ● benchmark
and teach ● comparisons
each day ● benchmark
during this
unit?
Summary of We will have a short We will review the First, students will We will review the Students will first
Instruction discussion about the vocabulary from the take the Equivalent concepts covered by complete a
and Activities vocabulary words. previous day’s Fractions Quiz as a CCR.Math.Content.4 Standards-Based
for the Numerator, lesson and go over summative .NF.A.1 and Assignment on
Lesson denominator, and factors and assessment for the CCR.Math.Content.4 Think Central, the
How will the equivalent were all multiples. material for the first .NF.A.2. Students online component to
instruction covered by the third two days’ lessons will work through a the Go Math
and activities grade standards, so In a whole group (Create Teach Share, variety of problems curriculum.
flow? this should be a discussion, I will ask n.d.). on whiteboards in
Consider how review. students to explain preparation for their Next, students will
the students what fractions are (a Next, we will have a quiz. play fraction war.
will Next, we will begin whole that has been short whole group Each student will
efficiently to fill out the divided into even discussion to review Students will take a have a white board
transition Equivalent Fractions parts). After we the vocabulary. short quiz. and dry erase
from one to Chart together as a have come up with a marker. Each
the next. whole group (Create definition that links We will have a After the quiz, student will flip a
Teach Share, n.d.). fractions to division, whole group students will be able card, and they will
This will be I will ask students: discussion in which to play Prodigy, and need to determine
projected using the What is 1/1? 2/2? students explain the online math game. which fraction is
ELMO, and I will 10/10? Students concepts of common They will be greater than the
ask students to help should be able to numerators and assigned the other. The first to
me determine what make the connection common standards covered by justify the correct
each fraction that a number denominators. the previous days’ answer will collect
represents. Students divided by itself is lessons. This is a both cards. Students
will finish the chart always equal to one We will then work great, engaging way will be partnered

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 working with their as division was through a page for students to with others of a
table partners. As a covered in a showing how to continue to practice similar ability level
group, we will previous lesson. compare fractions their new skills. so that the game is
discuss which This will allow me with fraction bars, fair.
fractions are to introduce the idea number lines, using
equivalent to ½, 1/3, that one can multiply benchmarks, and Students will retake
and ¼. or divide a fraction looking for common the pre-assessment
by another fraction numerators or to determine
Students will work that is equal to one denominators. This whether they have
with their table in order to create an will allow me to made growth during
groups to complete equivalent fraction. model the the unit.
Equivalent Fraction I will model how to expectations first.
Bars #1 sheet by set up a
naming the fraction multiplication Next, students will
represented by the problem and stress complete a similar
top fraction bar, that the numerator page with their table
shading an and denominator partners. They will
equivalent fraction must be multiplied be encouraged to use
below, and naming by the same number academic language
that fraction (Create because a fraction to justify their
Teach Share, n.d.). equal to one has the answers if the group
Groups will be same numerator and does not agree on
called on to share denominator. The the correct answer. I
the equivalent class will try a few will walk around to
fraction pairs. problems on dry observe groups by
erase boards. listening to their
Students will then conversations.
work independently Students will then Groups will be given
on Equivalent work through the an opportunity to
Fraction Bars #2 multiplication and share their answers.
(Create Teach Share, division sheets with
n.d.). their table partners. Students will
I will walk around to complete a third

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 observe and ensure sheet independently.
that students are on
track.
Differentiatio One student, E.H., E.H. will still be E.H. will be able to E.H. will be provided E.H. will be
n needs additional allowed to use her use the fraction tiles with foam fraction provided with foam
What are the support with math as foam fraction tile as needed. tiles and a fraction tiles and a
adaptations or she is presently manipulatives. She multiplication chart. multiplication chart.
modifications going through the will also be provided E.H.’s pages two and
to the process of being with a multiplication three of the fraction
instruction/act tested by the Student chart. packet will have the
ivities as Support Team fraction bars split
determined by (SST). E.H. will be into equal portions
the student supplied with foam in the same way that
factors or fraction tiles so that page one is. The
individual she can manipulate number lines will
learning the fractions. already be
needs? Stacking them may segmented, but E.H.
help her to will have to label
determine them correctly.
equivalency.
Required ELMO, SMART ELMO, SMART ELMO, SMART ELMO, SMART ELMO, SMART
Materials, Board, fraction Board, fraction Board, fraction Board, quiz, pencils, Board, assessment,
Handouts, packet, pencils, packet, pencils, packet, pencils, white boards, dry pencils, laptops,
Text, Slides, colored pencils white boards, dry colored pencils erase markers, fraction war
and erase markers laptops
Technology

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 (Create Teach Share,
n.d.).

(Create Teach Share, (Create Teach Share,

n.d.). n.d.).

(Create Teach Share,

n.d.).
Instructional I will begin by First, I will use a I will model how to Students will review Students enjoy
and modeling how visual model to use fraction bars, the strategies from working on math on
Engagement students should create equivalent number lines, and the past few lessons the laptops and are
Strategies count the sections in fractions by dividing benchmarks to on white boards. generally engaged in

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What the fraction bars to a circle into quarters compare fractions Each student answers activities such as the
strategies are determine the then changing it to representing independently, and Think Central
you going to denominator. I will eighths. I will then different portions of they enjoy the review.
use with your also model how to model how to set up the same whole. opportunity to use
students to shade the equivalent multiplication and the white boards. Fraction war will be
keep them fractions. division problems in Students will again engaging and will
engaged order to create have an opportunity Prodigy is a great encourage
throughout the Students will be equivalent fractions. to work with their way to practice math collaboration and the
unit of study? encouraged to use peers and discuss skill, and students use of academic
academic language Students will work their answers. They are always engaged language as students
to talk about their with their table will be encouraged because they enjoy justify their answers.
thoughts and justify partners. Discussing to use academic playing math-based
their answers to their concepts forces a language to justify video games. They
peers. student to put what their thoughts. are able to challenge
he has learned into and work alongside
his own words and their peers within the
may help him to video game which
understand the also encourages
concept better. This collaboration.
also allows for peer
modeling.
Formative Observing group Students will One formative I will observe during Think Central tracks
Assessments discussions will initially work out assessment will be our review as data and sends a
How are you allow me to see problems on the an observation of the students answer report to the teacher.
going to which students whiteboard. groups’ questions on the
measure the understand the conversations. white boards. Students will be
learning of concept of I will observe Students will be observed as they
your students equivalency. students working encouraged to justify Prodigy keeps play fraction war
throughout the with their table their answers to the reports on students’ against their
lesson? Students will partners. This peers in their groups, progress, so I will be partners.
complete the discussion will allow and this will show able to see if any of
Equivalent Fraction me to hear what my me which students my students continue
Bars #2 worksheet students have understand the to struggle with a

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 independently which understood. concept. specific skill.
will be used as a
formative Students will have a Another formative
assessment (Create homework sheet in assessment will be
Teach Share, n.d.). which they must when students
determine whether complete the third
2/3=4/6. They are page of the packet
required to prove independently. I
whether the fractions will walk around and
are equivalent using observe their
an operation, and progress. I will
they must also assist students who
justify their answers are struggling by
using words to helping them to walk
explain their through the steps.
thoughts. This will force them
to attempt to
complete the
worksheet
independently while
talking through the
next steps verbally.

Students will
complete two sheets
of homework that
requires them to
shade fraction bars
to represent two
different fractions
and then compare
the fractions.
Summative, Students will retake a modified version of the original pre-assessment. After administering the pre-assessment, my

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Post- cooperating teacher and I determined that I would need to eliminate one standard from my unit plan as students did
Assessment not have a solid understanding of the third grade fraction standards. I delayed my unit by one day in order to
What post- review the third grade standards first to ensure that my students had the necessary background knowledge.
assessment
will measure
the learning
progress?
Note: This can
be the same as
the pre-
assessment or
a modified
version of it.

References
Create Teach Share. (n.d.) Fraction printables. Retrieved from https://www.teacherspayteachers.com/Product/Fraction-Printables-1016354

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 26

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, 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.

Video Recording Link: https://youtu.be/0elG2iJSQKk

Summary of Unit Implementation:

Day 1: Students were quickly able to determine which fractions were equivalent to one another. Using a visual model to introduce this concept
helped students to build their confidence when working with fractions. It allowed them to focus on the relationship or ration between the
numerators and denominators between the original fraction the equivalent fraction. Using a visual model was an effective way to introduce this
concept. Students were engaged as they compared the fractions and talked about equivalence with their peers.

Day 2: We reviewed the concept of equivalence. After the class determined the connection between fractions and division, we discussed how this
applies to fractions. We discussed shy fractions with the same numerator and denominator are equal to one because the numerator is divided by
the denominator. This concept was applied to finding equivalent fractions by multiplying a given fraction by a fraction equal to one. (ex. 2/5 x 2/2
= 4/10) Students worked with their table groups to practice this skill.

Day 3: We discussed some different methods one can use to determine equivalence. We discussed using common numerators or common
denominators. We also applied the concept of using a benchmark fraction, ½, to compare two other fractions. Finally, students used a number line
to compare two fractions with a different visual model. Students worked with their table groups to complete a packet, and this allowed some of
them to model for their peers as they discussed the new concepts. This allowed students to develop their understanding of the concepts as well as
their academic language as they justified their answers to their peers. (This is the lesson from the video.)

Day 4: We reviewed the two standards covered, CCR.Math.Content.4.NF.A.1 and CCR.Math.Content.4.NF.A.2. Students solved problems on
white boards to prepare for a quiz that covered the two standards. After taking the quiz, students played Prodigy, an online math game. Prodigy is
engaging, and my students enjoyed their time to “play.” It made differentiation easy because I was able to assign each student the standard that
they needed to practice the most. Many students worked on the standards from this unit. One student lacks some of the background knowledge
needed to successfully accomplish grade level skills such as creating equivalent fractions, and she is going through the SST process. This student
was assigned a multiplication standard, and she was supplied with a multiplication chart in order to help her independently play the game.
Day 5: Students reviewed as they independently worked through a Standards-Based Assignment on Think Central, the online component to the Go
Math curriculum. They then played fraction war with a partner using decks of cards mixed with fraction and visual models of fractions. This
prepared students to retake the pre-assessment which helped me determine how much they grew during the unit.

Summary of Student Learning:

The pre-assessment results suggested that my students did not have a good understanding of fractions. As the unit progressed, I was quickly able
to see that this was not completely accurate. For example, my observations showed that while my students did not know the academic language,
they were able to understand basic concepts. In the beginning, students would mention the top and bottom, and through the unit, this switched to
the numerator and denominator. Students are always required to show their work in math. This showed me that some students tried to make
equivalent fractions by multiplying the denominator by the factor that would create a common denominator, but they failed to multiply the
numerator by the same factor. I was able to pull a small group and review the concept of multiplying by a fraction equal to one, and my students
did much better after the review.

One student struggled with these concepts, but she usually does quite well in math. Her family had taken a vacation, so she missed the first few
days of the unit. I knew that the rest of the class needed to move forward with the unit, but I spent some time one-on-one with this particular
student during our enrichment period in order to build her background knowledge. This student is the one who is speaking to me in the video.
While her skill level has improved, she still lacks confidence with the concepts because she is unused to struggling in math. She and I have been
working through problems in spare moments in order to build her confidence.

Reflection of Video Recording:

Overall, I am happy with my teaching in this video. One thing that went well is that I was able to restate and clarify my student’s thoughts to
ensure that she understood the concept and that the rest of the class heard the explanation using the appropriate academic language. One area that
I would like to improve is that I would like to be able to engage more of my students during the whole group discussions. This video showed me
that while my students are listening, they were not actively participating. My cooperating teacher and I brainstormed on ways that I could pull
more of the students into the discussion. Between when this lesson was recorded and now, I have begun to ask students to give a thumbs up if they
agree with the speaker. I have also begun to randomly ask other students to add to what the speaker said. Overall, the whole class is listening
more actively because no one knows who will be called on to add information or clarify.
STEP Standard 6 - Analysis of Student Learning
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
(90%-100%) 0 13

Proficient
(80%-89%) 0 3

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
23 7
(69% and below)

Post-Test Analysis: Whole Class

As a whole class, the post-test data showed that a majority of the students reached an acceptable
level of proficiency over the course of the unit. Twenty-three students took both the pre-test as
well as the post-test. None of my students scored above 69% based on the pre-test data, and only
seven were below 69% after the post-test.

Overall, this unit about fraction operations and equivalence was effective. Data from the pre-test showed
that of the twenty-three students tested, none of them were originally above 69% proficiency. This data
made it clear that the students did not understand basic concepts about fractions such as what an
equivalent fraction is. This was evident when grading the first problem on the pre-test because only three
students were able to look at a visual model of 1/3 and successfully create an equivalent fraction. Based
on this data, I saw that it was important to explicitly teach the vocabulary (equivalent, factors, multiples,
etc.), and I reviewed these words daily. I also introduced each concept with visual models first before
expecting my students to use computation alone. For example, students were taught to divide segments of
fractions into smaller equal sized parts and to represent fractions on a number line before I taught them to
use multiplication to create equivalent fractions. The post-test showed growth across the board, but it was
an altered version of the original pre-test. My cooperating teacher and I had analyzed the pre-test data and
determined that I should focus on fewer standards for this unit than we had originally planned because the
students did not retain the knowledge they were expected to know from the previous year’s standards.
After adjusting the unit to support my students’ needs, all of them showed at least some growth. None of
the students missed all of the problems on the post-test, and thirteen students had a perfect score. Of these
students, three had scored 0 on the pre-test.

Post-Assessment Analysis: Subgroup Selection

I chose my three ELLs as my subgroup for several reasons. First, all three are fluent enough in English to
be in the general education classroom with their grade level peers, and they receive push-in support
occasionally from an ESOL teacher. Second, one of their goals is to increase their academic language.
Because my whole class scored so low on the pre-assessment, I focused on building their vocabulary
throughout the unit. I wanted to see if this had a positive effect on my ELLs in comparison to their peers.

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%) 0 1

Proficient 0 1
(80%-89%)
Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
3 1
(69% and below)

Post-Assessment Analysis: Subgroup

My analysis of the subgroup post-test data shows that all three of my ELLs made progress over the course
of the unit. Student 1 went form 18% on the pre-assessment to 60% on the post-test. Student 2 went from
0% to 100%, and Student 3 went from 9% to 80%.

This unit was effective for my ELLs because I focused on explicitly teaching the academic language while
also using visual models to support my students’ understanding of fractions. This combination allowed
my ELLs to develop their academic language as they also developed their conceptual knowledge. Student
2 seemed to easily understand the lessons. Student 1 and Student 3 had a difficult time discussing the
concepts with their table groups and writing their constructed responses. Based on my observations, these
two students participated in a small group reteach along with several of their peers. I modeled how to
create an equivalent fraction and then verbally justified why this new fraction represented the same portion
of the original whole. The students in the small group then created their own equivalent fractions and
justified why the new fraction was equivalent to the original fraction. Both students improved their
understanding based on this small group discussion.

Post-Assessment Data: Remainder of Class

 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 12

Proficient
(80%-89%) 0 2

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
20 6
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

While comparing the ELLs to the remainder of the class, the ELLs improved similarly to their peers. Two
of the three ELLs scored 80% or higher on the post-test, and this is comparable to the remainder of the
class in which fourteen out of twenty students scored 80% or higher on the post-test. Explicitly teaching
vocabulary and using visual models is a great way to support ELLs, but these practices are also a great
way to support all students as they learn new concepts. I believe that my subgroups results were similar to
their peers because all of my students benefited from the visual models along with the focus on
vocabulary.

The next standard in the scope and sequence builds on this unit, so I made cards to add to the class Word
Wall so that my students can refer back to the vocabulary as needed. In the upcoming unit, students will
need to add and subtract fractions. Both of these skills build on this unit because students will need to be
able to find equivalent fractions with common denominators in order to add and subtract them. While
adding and subtracting fractions will not be difficult, many of the students in the class are not fluent with
their multiplication facts. This is a third grade standard, but these fourth grade students are not where they
need to be yet. As a result, I will be having one math tub that is devoted to practicing multiplication so
that my students increase their fluency. This will enable them to create equivalent fractions with common
denominators in a timely manner.

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. I want to ensure that my students Although I reminded students to check their
check their work before submitting it. answers, some of my students rush through
I have had to mark questions incorrect assignments and lose easy points. To reach
because my students have skipped this goal, I will begin to explicitly teach how
them or made simple errors. to check one’s answer by working out the
problem in reverse. I have discussed inverse
functions with my students, and now I will
show them that by plugging their answers
back in and working backwards, they can
verify their answers. I will also include a
small box on future assignments in which
students are required to check their answers.

2. I would like to use more written I will use exit tickets more frequently, especially
formative assessments so that I can when I introduce a new concept. This will allow
me to pull small groups as needed to help
determine what my students
students to understand new concepts better. I
understand from that day’s lesson want to do this before my students complete a
before they attempt to do their homework assignment incorrectly so that they
 homework. are less likely to pick up bad habits.

3. I want to use frequent opportunities In order to support my students, I will add a

for my students to go back and small section to their homework to practice
practice the skills they have previously learned skills such as basic
multiplication facts or multiplying two-digit
previously learned. Many of my numbers. This will support them as they learn
students are still struggling with their new skills, and it will also allow an opportunity
basic multiplication facts. This made for students to practice for their upcoming
it hard for them to create equivalent standardized tests.
fractions because they had to check
and recheck their work.