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 Digital Classroom.

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 Digital Classroom.

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 Digital
Classroom.

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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: Grade 1 Review

Unit Title: Grade 1 Review

National or State Academic Content Standards: : K.OA.A.4 - Understand addition, and

understand subtraction ~ For any number from 1 to 9, find the number that makes 10 when added
to the given number, e.g., by using objects or drawings, and record the answer with a drawing or
equation.

Learning Goal: : Students will know complements in numbers up to and including 10 without
looking at rods. solve empty box problems.

Measurable Objectives:
The students will know Complements of numbers up to 10
The students will be able to know complements to 10 and lower numbers without looking at rods.
The students will be able to solve empty box problems.
The students will know 1.N.18 - Use a variety of strategies to compose and decompose one-digit
numbers
The students will know 1.N.28 - Demonstrate fluency and apply addition and subtraction facts to and
including 10

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

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Pre-Assessment
Grade 1 Review 9-2013.pdf

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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.
Grade 1 Mathematics Review Exam, September 2022
Name: Date:
1. Write down all the trains you can think of that are equal to the purple rod. Organize them in a
way that lets you know you have them all. Use letter signs or numbers and +.

2. Write down all the two car trains that are equivalent to the orange rod. + = O + = O + = O + =
O+=O+=O+=O+=O+=O

3. Write down all the one-color trains you can think of that are equivalent to orange + red (Use
of the or ‘x’).

4. Which rods in the staircase are even?

Find the rod that will make each sentence true:
5. y + = O
6. + k = B
7. w + r + = d
8. p + = O
Put in the correct sign: >, < or =
9. d + w_ r + r
10. y + p_ n + w
11. g + y _p + O
3 Solve these difference problems:

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 12.O – B =
13. Y – w =
14. K – y =
Continue the number patterns.
15. 5, 10, 15, _, 25, _, _, _
16. 2, 4, 6, _ , _,_ ,
17. 10, 20, 30, _, _,_ ,_ ,
Solve these problems:
18. ½ x 6 =
19. 1 /3 x 9 =
20. (½ x 4) + 7 =
21. ½ x (3+7) =
22. 1 /3 x (10-1) =
23. Tell how what rods you would use to make the following numbers: (how many oranges and
what else).
Number How many Oranges the other rod
53 5 light green
72
81
22
15

Subtract the following:

28.
56 – 24
29. 63 - 41
30. 88 - 37
Add the following:
31. 15 + 12
32. 22 + 57
33. 44 + 11
1. This pictograph shows the animals on Ms. Howe’s farm.

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 `1
How many more cows than goats are on Ms. Howe's farm?
A. 1
B. 2
C. 3
D. 5
2. This comb is about 12 buttons long. About how many toothpicks long is the comb?

A. 4
B. 8
C. 10
D. 12
5. Sarah went for a walk at 5 PM. She walked for an hour. What time was it when she got home?

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 6. Ben woke up at 7:00 A.M.
Part A DRAW hands on the clock labeled Woke Up to show 7:00 A.M.

8. Maya gets on a bus at 3:30 P.M. Which clock correctly shows the time Maya gets on the bus

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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 25

Highly Proficient (90%-100%) 12

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 Proficient
5
(80%-89%)
Partially Proficient
3
(70%-79%)
Minimally Proficient
5
(69% and below)

Pre-Assessment Analysis: Whole Class

Based on the assessment areas of weakness were inequalities, place values, multiplication using of the
(x)and adding/subtracting double digit numbers.

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.
Same assessment to see if they improved or gained a better understanding after our unit review
which covers topics students struggled with during pre-assessment. Pre and Post assessment
cover complements of ten and under, addition/subtraction of double digits, breaking double digits
into tens and ones, reading a clock, reading a graph and some fraction problems such as 1/2x6 is
what . Students can use their manipulatives for help.

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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

Unit/Subject: Grade 1 Review Assessment /Math

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning  1.N.18- use a variety  1.N.18- use a variety  NY-K.OA.4 -  NY-K.OA.4 - 1.NBT.B.2-
Standards List specific of strategies to of strategies to Understand addition as Understand addition as Understand place
grade-level standards that are compose and compose and putting together and putting together and values, understand that
the focus of the lesson being decompose one-digit decompose one-digit adding to and adding to and the two-digits of a
presented. numbers. numbers. understand subtraction understand subtraction two-digit number
as taking apart and as taking apart and represents amounts of
taking from. ~ Find taking from. ~ Find tens and ones.
1.N.28- Demonstrate 1.N.28- Demonstrate the number that makes the number that makes
fluency and apply fluency and apply 10 when given a 10 when given a
addition and addition and number from 1 to 9. number from 1 to 9.
subtraction facts to subtraction facts to Record the answer Record the answer
and including 10. and including 10. with a drawing or with a drawing or
equation. equation.
Specific Learning TSWBAT recognize TSWBAT recognize TSWBAT recognize TSWBAT know two- TSWBAT know two-
Target(s)/Objectives and know and know and know models of digit numbers. digit numbers.
Based on state standards, complements of complements of whole number
TSWBAT represent 2- TSWBAT represent 2-

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identify what is intended to be numbers up to 10. numbers up to 10. operations. digit numbers. digit numbers.
measured in learning.
TSWBAT know TSWBAT know TSWBAT represent TSWBAT use a TSWBAT use a
complements to 10 complements to 10 correctly addition and variety of strategies to variety of strategies to
and lower numbers and lower numbers subtraction using the compose and compose and
without looking at without looking at rods. decompose two-digit decompose two-digit
rods. rods. numbers. numbers.
TSWBAT understand
TSWBAT to solve TSWBAT to solve meanings of TSWBAT use place TSWBAT use place
empty box equation empty box equation operations and how value understanding value understanding
problems. problems. they relate to one and properties of and properties of
another . operations to add and operations to add and
subtract (Review). subtract (Review).
TSWBAT when given TSWBAT when given
TSWBAT understand
a two-digit number , a two-digit number ,
how mathematical
mentally find ten more mentally find ten more
models represent
or ten less than the or ten less than the
quantitative
number, without number, without
relationships.
having to count; having to count;
explain reasoning explain reasoning
used. used.
Academic Language Complement Complement Difference between (-) place value place value
General academic vocabulary
and content-specific Two-part train Two-part train And (+), plus tens tens
vocabulary included in the Equivalence Equivalence Model rod placement ones ones
unit. to indicate difference
What is equal to your What is equal to your Difference between (-) Difference between (-)
or plus.
train train
And (+), plus And (+), plus
Model rod placement Model rod placement
to indicate difference to indicate difference
or plus. or plus.

Unit Resources, Rods Rods Rods Place value blocks Rods

Materials, Equipment,
Labadabado math site Labadabado math site Labadabado math site Rods White boards
and Technology

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List all resources, materials, Ipads Ipads Ipads Labadabado Site Markers
equipment, and technology to
be used in the unit. Math notebook Math notebook Math notebook Notebook Place value blocks
Braining Camp site Braining camp site
Depth of Knowledge Level 1: What do you Level 1: What do you Level 1: How do we Level 1: How does the Level 1: What can you
Lesson Questions remember about remember about set up our rods for place value system tell me about our place
What questions can be posed
complements in complements in addition and work? value system (prior
throughout the lesson to numbers? numbers? subtraction? Who can and new knowledge)?
assess all levels of student model it for the class?
Level 2: Tell me a Level 2: Tell me a
understanding? Level 2: How do I
train or complement train or complement Level 2: Who can
determine the most Level 2: Which
 Level 1: Recall you know for said rod you know for said rod make an
effective way to show strategies will help
ex (complement for 4, ex (complement for 4, addition/subtraction
 Level 2: Skill/Concepts a number? you to determine how
6, 8, 10). 6, 8, 10). sentence using only
to effectively show a
 Level 3: Strategic their rods? Level 3: how many
Level 3: How do you Level 3: How do you number?
Thinking tens (orange rod) are
know this is a know this is a Level 3; How did you
in this number? How Level 3:Discuss the
 Level 4: Extended complement of the complement of the solve the number
Thinking
many ones (white rod) strategies of how to
rod? rod? sentence? What was
are in this number? create a two-digit
your strategy to reach
Level 4: Can you Level 4: Can you number using your
your answer? Level 4: How can we
make the complements make the complements rods , how many
create a two-digit
of the brown rod of the blue rod (which Level 4: Make the fact oranges will it have
number with your
( which value is 8)? value is 9)? family pyramid using and how many whites?
rods?
(+,-) for your rod. Then determine how
to create that same
number using your
place value blocks.
What do you notice
between the two ways
you composed and
decomposed a two-
digit number?
Level 4: What do we
now know about
composing and
decomposing two-digit

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 numbers/

Anticipatory Set Pull up Labadabado Have children make Model an addition and Given a two-digit Given a two- digit
How will students’ prior
site on smartboard and all the two- car trains subtraction train. number, mentally find number , students will
knowledge be activated as ask class who can for brown (8) and blue 10 more or ten less be able to create and
Who can read this and
well as gain student interest make me the staircase? (9) trains? than the number, write their number
write my number
in the upcoming content? Have one student without having to sentence and solve.
What do you notice/ sentence?
come up and create the count, explain the
Does anything repeat?
staircase while class What do you notice reasoning used.
Can we switch the
completes it at their about my rod
order of the rods? Will
desk/ placement?
our answer still be the
What do you notice? Is same? How do I know which
this correct? Who else operation to perform?
can come up and
create the staircase for
me? Have children create
their own model and
I will model what a turn and share with
two-colored train their peers to see if
looks like using the they can figure out
staircase the class which operation to
made and create a perform?
complement for the
purple rod which value
is four.
Have children make
all the two car ( two
color rods) trains for
orange (10).
Presentation of Content
Multiple Means of (tactile) I will Activity: Play Move Activity: We will I will model a two- Review of topics
Representation represent this concept the train class will sit create empty box digit number using covered during the
Describe how content will be
utilizing the in a circle and each equations using rod both the rodsand place week and taking a
presented in various ways to Cuisenaire rods where student will have a rod site. Students will value blocks to show problem from each

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meet the needs of different students will create . Once you are called come up and solve on them the different day to assess their
learners. their complements. you give a the smartboard. ways to make a two- understanding.
complement of said Students will also be digit number/
(visual) I will have the
number for example working at their desk
lababdabado site What do you notice
orange or ten. If creating equations
which has the rods between both
student has the green using their rods.
digitally where they methods?
rod or three then the
can see the image of
complement would be Who can think of
how a complement
g+k=o or 3+7= 10. another way we can
should look and mimic
Then I will instruct make a two-digit
it on their iPad or with
students to move the number?
their own rods.
train and they will pass
(Auditory) Also their rods around the
students will be circle until I stop
hearing the students saying pass the rod.
responses and be able Then we will continue
to see and hear what is the game until each
going on with student has gotten a
complements to aid in turn to give a
their understanding. complement.
Multiple Means of No ELL students No ELL students No ELL students No ELL students No ELLS
Representation
SWSN: (Speech SWSN: (Speech SWSN: students who SWSN: Students will SWSN: assist as
Differentiation
students/ LD) I will students/ LD) I will have difficulty will create smaller two- needed and read
Explain how materials will be model the two- model the two- create smaller numbers digit numbers using directions out loud for
differentiated for each of the colored trains and ask colored trains and ask such as 5+5. I will the skip counting speech students and
following groups: what they notice? Who what they notice? Who model how to create patter of fives and modify questions if
 English Language thinks they can make thinks they can make this equation and then tens. Ex 15 +5=? need be.
Learners (ELL) one for me? I will one for me? I will have them make a
SWGA: will continue SWGA: students will
provide one-on one provide one-on one similar one to do
 Students with special creatingT larger have space on the back
support as needed support as needed independently and
needs numbers and solving of their assessment to
along with visual aids along with visual aids provide frequent check
their equation using create their own
 Students with gifted to help them grasp to help them grasp ins and support as
abilities addition and addition sentences
complements. complements. needed.
subtraction. using two-digit
Early finishers (those who SWGA: will be given SWGA: will be given SWGA- will create numbers and bonus
finish early and may need EF: will complete an
complements in teens complements in teens higher number and question would be to

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additional sources/support) to challenge their to challenge their begin to add or activity from the early create a three-digit
understanding of understanding of subtract them and finishers bin or addition sentence.
complements and complements and show the strategy they complete unfinished
activate their higher activate their higher took to get the answer. work from a prior day.
order of thinking. order of thinking.
EF: will complete an
EF: will complete an EF: will complete an activity from the early
activity from the early activity from the early finishers bin or
finishers bin or finishers bin or complete unfinished
complete unfinished complete unfinished work from a prior day.
work from a prior day. work from a prior day.
Application of Content
Multiple Means of They will create trains They will verbally Each center will make They will create their Students will complete
Engagement on their own to make create a number their own own addition and assessment given a
How will students explore,
complements of a sentence while playing addition/subtraction subtraction equations testing environment
practice, and apply the number. move the train. equations and write using funny numbers that accommodates
content? them in their notebook to separate the tens their needs such as
and ones such as privacy shields and
25+13= 20+5 headphones to block
out distractions.
10+3
-----------
30+8=38
3 tens +8 ones

Centers
Empty box equations
Teacher center-
working with group to
create double digit
addition and
subtraction equations
(no regrouping) with

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 our rods.
Independent center
=will be completing a
worksheet on
identifying the values
in a two digit number
and then adding or
subtracting them.
Multiple Means of No ELL students No ELL students No ELL students No ELL students No ELLS
Engagement
SWSN: will model SWSN: will model SWSN: we will work SWSN: will continue SWSN: assist as
Differentiation
how to make the train how to make the train on creating one -digit practicing making a needed and read
Explain how materials will be and provide support as and provide support as addition and two-digit number directions out loud for
differentiated for each of the needed. needed. subtraction equations using the rods and speech students and
following groups: using their notebook place value block then modify questions if
SWGA: Will continue SWGA: Will continue
 English Language where they draw the will write what they need be.
creating complements creating complements
Learners (ELL) rod equation and color made on the
in teens. in teens. SWGA: students will
the rods to be able to whiteboard and create
 Students with special have space on the back
EF: will complete an EF: will complete an read their number an equation.
needs of their assessment to
activity from the early activity from the early sentence and work
SWGA: students will create their own
 Students with gifted finishers bin or finishers bin or their way up to two-
abilities work on adding addition sentences
complete unfinished complete unfinished digit.
complex two-digit using two-digit
Early finishers (those who work from a prior day. work from a prior day
SWGA: students will numbers and numbers and bonus
finish early and may need work on adding explaining their question would be to
additional sources/support)
complex two-digit reasoning. create a three-digit
numbers and addition sentence.
EF: will complete an
explaining their
activity from the early
reasoning.
finishers bin or
EF: will complete an complete unfinished
activity from the early work from a prior day.
finishers bin or
complete unfinished
work from a prior day.

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 Assessment of Content
Multiple Means of F: I will walk around F: Walk around into F: Walking around and F: checking in on F: monitor test taking
Expression room and see if their the groups and hear checking that their centers for
S: Assessment
trains are correct for their number sentences trains match their understanding.
Formative and summative complete by student
assessments used to monitor their complements. and have them correct number sentence.
S: Exit ticket on empty
student progress and modify it if need be and using
S: Exit ticket: Write S: Finish complement box equations
instruction. their rods as an aid , if
three complements for assessment sheet
need be Then explain
orange (10) section two.
what they did and
why?
S: Complement
assessment worksheet
Multiple Means of No ELL students No ELL students No ELL students No ELL students No ELLS
Expression
SWSN: will work on SWSN: will work on SWSN: will create SWSN: will create SWSN: assist as
Differentiation
complements of complements of trains showing trains showing needed and read
Explain how materials will be 2,4,6,8 ect. 2,4,6,8 ect. addition/subtraction addition/subtraction directions out loud for
differentiated for each of the and draw the equation and draw the equation speech students and
following groups: SWGA: will work on SWGA: will work on
in their notebook. in their notebook. modify questions if
writing complements writing complements
 English Language need be.
for 12,14, 16, etc. for 12,14, 16, etc. SWGA: will create SWGA: will create
Learners (ELL) double digit double digit SWGA: students will
EF: will complete an EF: will complete an
 Students with special addition/subtraction addition/subtraction have space on the back
activity from the early activity from the early
needs problems in their problems in their of their assessment to
finishers bin or finishers bin or
notebook and begin notebook and begin create their own
 Students with gifted complete unfinished complete unfinished
abilities solving it and showing solving it and showing addition sentences
work from a prior day. work from a prior day
their strategy to their strategy to using two-digit
Early finishers (those who reaching their answer. reaching their answer. numbers and bonus
finish early and may need question would be to
additional resources/support) EF: will complete an EF: will complete an
create a three-digit
activity from the early activity from the early
addition sentence.
finishers bin or finishers bin or
complete unfinished complete unfinished
work from a prior day. work from a prior day

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 Extension Activity and/or Homework
Identify and describe any Seesaw activity with Seesaw activity Seesaw activity Seesaw activity Seesaw review of unit
extension activities or digital rods to practice activity
homework tasks as learned skill
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
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://youtu.be/nac4dBNDEJs

Summary of Unit Implementation: This unit is something we do in the beginning of second grade to
get insight into where our students are and areas we need to review and focus more on. It also
allows me insight into how I can scaffold and differentiate my lesson plans going forward to help
my students master these skills and being able to do them independently. When creating this unit I
chose to work on topics that were covered last year and are a key component into what we will
learn in second grade such as adding and subtracting two-digit numbers and
composing/decomposing two digit numbers which will help them when working with three-digit
numbers and beyond. Reviewing complements in tens and teens will help them when learning to do
complements in 100 and working with place values.

Summary of Student Learning: During the Pre-assessment I was very much surprised and
impressed that most students remembered the skills they learned in first grade and were able to
complete most of the problems on the assessment. Others struggled in remembering how to
decompose and compose two-digit numbers such as how many tens and ones are in this number
and so forth. Or they didn’t remember how to complete empty box equations where they have to
find the missing addend. An area I saw many students lost or confused on was the inequalities
questions which showed me that we need to review that area. Overall, I think the unit well and
helped students recover what they already knew but loss due to the summer slide. Now they can use
those skills and their prior knowledge and push forward in future math topics we will cover this
school year.

Reflection of Video Recording: For the activity I recorded we did composing/decomposing two-digit
numbers and when I saw that they were getting the hang of it. I switched it up and had them do
subtraction/ addition using two-digit numbers without saying we were doing that but simply asking
what they notice, what changed? Many students told me the number got bigger or smaller. How did
it get bigger? We have x amount of tens now or we put more tens or more ones in the number so
now it equals this. I think the mini lesson/activity allowed them to truly grasp the concept and
allowed them to see how and why this number had this many tens or ones. Having the students

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make numbers allowed me to check their understanding and also allowed other students who may
be inclined to ask for help or just simply shy see how it is done.

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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 12 17
(90%-100%)
Proficient
5 4
(80%-89%)
Partially Proficient
3 1
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
When completing the post assessment, I saw students more eager to partake in the assessment
and seemed to be more confident in their skills to complete the questions. Students who struggled
on pre-assessment with complements and decomposing and composing numbers were breezing
through it and coming to the correct answer. My students who had previously struggled adding
two-digit numbers were now using the strategies they learned to help them add them together and
showing all their work. The number of students who scored 69% and below went down to three
students which shows me where I need to differentiate instruction to suit their needs and maybe
even create a small group for them to provide one on one support for them since the rest of the
class seems to have built their awareness for the content. During this grouping I will pair all
three together and provide support then add a high-flier to the group so they can build off of each
other.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.

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 As a whole class based on the post-data assessment results they improved substantially. These
results show me that the unit was effective in teaching and reviewing concepts they previously
learned. Using their prior knowledge that they obtained in first grade and bringing it out during
the lesson helped them be able to understand one what was being asked of them and what they
needed to do. For my students who didn’t remember what to do or were new to the school the
lesson played as a blueprint for the strategies they needed to successfully grasp this concept. My
use of different strategies such as manipulatives and visual aids help the students see firsthand
different ways, we can create two-digit numbers and use what we learned about these numbers to
add and subtract two-digit numbers. Prior to starting this lesson and distributing the pre-
assessment I felt like many students had retain skills from first grade while others seem to be
experiencing summer slide and let me know exactly the areas, I needed to hone in on to help them
achieve the awareness and mastery of the skill. The effectiveness of my instruction was shown in
my post- assessment where more students ended up in the higher proficiency than the initial pre-
assessment results. I will incorporate more of this review into my centers for continuous practice
so the skill will be active for them to retain it and apply it into new concepts we learn throughout
the year.

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
The subgroup I will choose is Blacks or African Americans because they are more than 50% of
my class. The girls serve as a majority as well in my class so I will focus on the scores of my
female Black or African Americans. Out of the fourteen girls in my class 9 out of them scored
high proficient on assessment

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 7 11
(90%-100%)
Proficient
3 3
(80%-89%)
Partially Proficient
2 1
(70%-79%)

© 2022. Grand Canyon University. All Rights Reserved. Page 24 of 28

 Minimally
Proficient 3 1
(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 my subgroup my females they all increased in each category showing growth in their
learning and growth in the skills at hand. Also showing me insight into where their strengths and
weaknesses are to be able to adapt lessons and future lessons to fit their learning needs.

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 my subgroup I saw the effectiveness in my lesson because based off my students
assessment results I planned and differentiate the lesson to help their needs. Such as two of my
female students are receiving speech services so modifying the instruction to include more
modeling and examples of what is expected of them using clear and understandable language
helped them perceiver. Allowing enough wait time for them to see and grasp what is going on.
Also assisting my Ell student who needs directions broken down so they can understand and
providing frequent check ins or remodeling how we do the problem. The differentiation made
throughout the lesson allowed for my students to grown and grasp the concept to the point of
mastery or almost mastery based on my pre and post assessment results. I will continue to teach
in the moment and feed off what my students give me so I can continue to help grow their minds
and skills.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 5 6
(90%-100%)
Proficient
2 1
(80%-89%)
Partially Proficient
3 2
(70%-79%)

© 2022. Grand Canyon University. All Rights Reserved. Page 25 of 28

 Minimally
Proficient 2 1
(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.
During the course of this unit I have seen gradual increase in the students understanding of the
review topics and also them showing me areas that they need help in and how I can help them
based on their specific needs. The class as a whole improved substantially and raised theirs
scores. Removing my sub-group the remainder of the class improved showing that the lesson was
effective and parts of it stuck to the point where they were able to apply the skills they learned
and needed to do well on the post assessment. Going forward it also showed me how to modify
and scaffold my teaching approaches to accommodate all my students needs whether ELLs.
SWSN or even SWGA. Throughout each lesson I always have a bin for early finishers and even a
challenge question for my gifted students but available to the whole class should they feel up top
it.

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.
My next steps in instruction will be creating math groups based on where they are so it will allow
them to work on areas they need help with while also being involved in our whole group lesson .
Centers allow continuous practice to build their strengths and weaknesses while also reviewing
topics we covered during the week or previously.

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. Peer observation
I will schedule a time slot to pop into Mr.
King’s class and see how he performs the

© 2022. Grand Canyon University. All Rights Reserved. Page 26 of 28

 lesson and take notes to incorporate into my
lesson. I will also schedule a time to debrief
with him on the lesson I observed.
2. Professional Development I will meet with our in-house PD team twice
a week to help with instructional planning
and strategies to ensure a successful lesson.

3. edWebinars
I will watch or join live edWebinars to gather
more teaching strategies and knowledge in the
education field that I can incorporate into my
profession and future endeavors.

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:
Rationale: Why did you choose this goal? How Long-Term goal:
do you expect it to improve the outcomes of your
future students? I stop “instructing” when I am unsure how to
proceed effectively and efficiently.

I chose this goal because every year my school

has us create an Individualized Professional
Development plan and this goal, I feel helps me
better ensure that my students are taking away
from the lesson at hand. Also, as a teacher I am
learning to teach in the moment and follow
where they lead me in the lesson. But also
knowing when to stop and retreat back to the
beginning.

End Date: By when do you expect to accomplish I expect to accomplish this goal by end of
this goal? school year or before. My Individualized
Professional Development Plan goals begin
the first day of the school year until the end of
the school year, thereby giving me 180 days
to achieve the goal.
Action Timeline: What steps will you take to
complete this goal, and by when will you take

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 them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist Actions I will take to achieve this goal:
you in accomplishing your goal?
 Making rounds to ensure everyone is
understanding the new concept.
 Differentiate the instruction.
 Provide additional support where
needed.
Resources I will use:
 Performance Plus
 Als ( Academic Leaders)
 PDs
 Curriculum binders

The evidence I will gather :

 Student data
 Assessment data
 Informal assessment
 Ancedotal notes

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