Student Teaching Evaluation of Performance (STEP)

Jesse Robert Aston

ELM 590
January 24th, 2018

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Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

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STEP Standard 1 - Contextual Factors: Knowing Your School and

Community

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

A. Geographic Location
Calvary Christian School of the Pacific Palisades is located at 701 Palisades Drive,
Pacific Palisades, CA 90272 about a half-mile from the Pacific Ocean as the road takes one into
the highlands off the coast. The campus comprises some seven acres of land and makes efficient
use of space as it is carved into the rolling hills. The facilities are well maintained by a consistent
and professional maintenance crew including a modern gymnasium, a new turf sports field, a
blacktop, a large courtyard, and two outdoor classroom environment—one large play yard for the
preschool and an additional classroom for K-8 complete with a stream. The classrooms are in the
process of renovation—so far TK-5th grade have been completed—and combine creative spaces
with traditional structure. Weather on campus is typically warm and sunny, typical for Southern
California coastal schools, and has little effect on the school schedule and the routines of the day.
Calvary’s physical plant and location seem the product of frequent reflection, creativity, and high
standards of supporting instruction and development.

B. District Demographics
Calvary is an independent private school and therefore does not belong to a district body.
Nonetheless the community demographics have a significant impact on school resources,
instruction, and student temperament. The Pacific Palisades is an extremely affluent area with
many students coming from duel-career homes and wealthy backgrounds. In addition, however,
and indicative of the school’s Christian mission there are many families coming from more
traditional middle class families intent upon a Christian education. All students are expected to
have access to multiple personal electronic devices as well as reliable Internet services. School
supplies, if not provided by the school, can be requested with reliability of the parents.

C. School Demographics
Calvary Christian School’s conditional use permit allows it to serve approximately 420
students ranging from preschool through 8th grade. Each grade level consists of approximately 40
students split into two classrooms per grade level. The school is widely Caucasian and affluent
with limited diversity. There are additionally no facilities for students with major disabilities
while there is a great deal of support to keep such students in the mainstream. Students who
cannot be adequately supported, an infrequent occurrence, are given recommendations to other
programs. The school has no students on free or reduced lunch but does provide financial need
and merit based scholarship to some families on a case-by-case basis. The school performs quite
well on its academic achievement metric—the ERBs—and typically averages scores in the 5th to
6th stanine of that assessment: a competitive achievement. These factors contribute to Calvary
being an environment characterized by a wealth of support and resources as well as full of
competition among and between peers and families. This can lead to anxiety and strains on the
parent teacher partnership.

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STEP Standard 1 - Contextual Factors: Knowing Your School and

Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

Calvary Christian School does not possess much diversity. In regards to ethnicity, the student
body is largely Caucasian and Asian with several other ethnic backgrounds represented though
few. Socio-economically the school is largely affluent with most, if not all, families representing
six figure combined household incomes. As a private Christian school, however, the student
body also represents families on significant financial assistance in order to attend from more
humble means. In regards to beliefs the majority of school communities members either actively
profess Christianity or at least consent to it being part of their child’s education.

B. Environmental Factors
Calvary Christian School is located in the Pacific Palisades a little less than half a mile from the
Pacific Ocean. It enjoys excellent weather throughout the year and typically comfortable
temperatures. When air quality throughout the Los Angeles area is affected, such as during the
recent fires, school is subject to cancelation—our head of school makes that decision at that time
after checking air quality levels throughout the day as well as consulting with other heads of
schools and health professionals in the area. The campus works extremely hard to make use of
the limited space of being constructed in a hillside. The school boasts a modern turf sports field,
a black top, and a modern gymnasium facility in addition to its classroom, various larger
presentation halls, and administrative offices.

C. Student Academic Factors

Please note: as a private school Calvary Christian School does not designate students in the
manner captured in the below chart. In the words of our resident occupational therapist, however,
we certainly have students who would fall into these categories at a public school. We identify
students who would fall into their categories and develop individual plans to accommodate,
track, and reassess them during their time at our school. These accommodations are done on a
case-by-case basis and adjustments are made in order to keep students in mainstream classrooms.

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

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Instructional
Accommodations and
Modifications
(Describe any instructional
accommodations and
modifications regularly used to
meet the needs of students in
each subgroup.)
If students present behaviors or performance that indicates they
belong in any of the above subgroups then the lead teacher and our
resident occupation therapist make a preliminary assessment. At this
point a child study team is created to determine what
accommodations or concerns ought to be considered in that child’s
educational program. Parents are included in this process and the
child’s progress is reassessed frequently through both informal and
formal means.

In the space below, discuss the possible affect these characteristics could have on the
planning, delivery, and assessment of your unit. Refrain from using student names.

I have several students in my classroom that fall into the above categories. We have certain
metrics and methods in place to reach these students, provide additional support as needed, and
keep them in mainstream classrooms. The primary effect this has upon planning, delivery, and
assessment is to (1) ensure curriculum is being delivered in such a way as to allow as many
students as possible access curriculum through as many modalities as possible and (2) to remove
bias from assessment items and classroom instruction. Students who are highly verbal but low in
regards to visual learning, for example, might be assessed orally or given appropriate oral
scaffolding as they approach visual tasks. Individual adjustments to instruction are done in
response to individual needs of the class. All classes benefit from the two principles noted above,
however, and these are done regardless of whether a specific need has been identified in the
classroom.

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STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Addition and Subtraction of Fractions

Unit Title: Finding Equivalent Fractions and Making Like Units Pictorially

National or State Academic Content Standards:

Use equivalent fractions as a strategy to add and subtract fractions:

CCSS.MATH.CONTENT.5.NF.A.1 & CCSS.MATH.CONTENT.5.NF.A.2

Learning Goal
1. Students will be able to add and subtract fractions and mixed numbers with like and
unlike units by drawing upon pictorial models and representations as well as numerical
methods and solutions.
2. Students will apply these computational practices toward solving multi-step word
problems.

Measurable Objectives
This units measurable objectives include:
1. When given two fractions with like units, students will add and subtract with 80%
accuracy by the end of the unit.
2. If given two fractions with unlike units students first construct models to create
equivalent fractions and then add and subtract correctly.
3. If given two mixed numbers with like or unlike units students apply various strategies to
construct equivalent fractions, pictorially or numerically, and then add and subtract
correctly.
4. Students apply these computational competencies toward approach word problems,
constructing solution models, and executing operations correctly, accurately, and
precisely.
5. Students defend their answers with evidence of both thought and work as they support
their answers both in written explanations and verbally to their classmates and teachers.

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STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.
Used TenMarks 5.NF.1 Aligned assignments as pre-assessment to determine prior knowledge,
recall, and opportunities for expansion and correction. Pictures of TenMarks assignment follow.

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2/21/2018 TenMarks, an Amazon company

Search Content

Back to Assignment Details

Assignment
Correct  5 
Partially Correct  0 
Incorrect  0 

Time: 2:31 Hints Used: 1 Videos Watched: 0 Total Questions  5  Print Certificate

English Spanish

Complete the missing values to make equivalent fractions.

Hints Used: 0

Videos
Box A = 6 Watched: 0
Box B = 21 Scratch Paper

Box C = 28 No Scratch Paper Used

Enter a number like 4 or 12 in each box.

View Explanation
Top

Hints Used: 0
Find the missing numerator to complete the equivalent fraction.
6
Videos
Watched: 0
Enter a number like 10.
Scratch Paper
https://www.tenmarks.com/assignable/review/40000102566081 1/3

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2/21/2018 TenMarks, an Amazon company

No Scratch Paper Used
View Explanation
Top

Hints Used: 0
What is the missing number? Explain your answer.
Videos
25, because and .
Watched: 0
Scratch Paper
30, because and .
No Scratch Paper Used

28, because .

11, because .

View Explanation
Top

Hints Used: 1

Videos
Watched: 0
Scratch Paper

No Scratch Paper Used

Which statements are true? Why or why not? Check all that apply.

The picture represents because it is partitioned into 8 parts. There are also 2
parts that are shaded.

The picture represents because it has 2 shaded parts and 6 unshaded parts.

The picture represents because one quarter of the circle is shaded.

The picture represents because if you split the circle into 16 pieces, then 4 will
be shaded.

https://www.tenmarks.com/assignable/review/40000102566081 2/3

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2/21/2018 TenMarks, an Amazon company

View Explanation
Top

Here is how Julep found an equivalent fraction for :

Hints Used: 0

Videos
Was Julep right?
Watched: 0
No. You just add to the denominator, not the numerator.
Scratch Paper

No Scratch Paper Used

Yes. You can add 1 to any fraction and not change it.

No. You multiply the numerator and the denominator by the same number to find
an equivalent fraction.

Yes. You can add the same number to the numerator and denominator and not
change the fraction.

View Explanation
Top

© 2018 TenMarks Education, LLC. All rights reserved. Privacy | Terms of Use

https://www.tenmarks.com/assignable/review/40000102566081 3/3

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2/21/2018 TenMarks, an Amazon company

Search Content

Back to Assignment Details

Assignment
Correct  4 
Partially Correct  0 
Incorrect  1 

Time: 4:04 Hints Used: 3 Videos Watched: 0 Total Questions  5  Print Certificate

English Spanish

All

Hints Used: 1
Identify as a fraction greater than one.

15
 9 Videos
Watched: 0
Enter a fraction like .
Scratch Paper

No Scratch Paper Used

View Explanation
Top

Hints Used: 1

Videos
Watched: 0
Scratch Paper

No Scratch Paper Used

https://www.tenmarks.com/assignable/review/40000102566153 1/4

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2/21/2018 TenMarks, an Amazon company
Look at the models and fractions shown.

Build a model to show .

Then, place the equivalent fraction greater than 1 in the Fraction box.

Model Fraction

Model Fraction

To model , choose 1 whole fraction bar. Then, choose a fraction bar with 7 parts

shaded.
 

 
There are 8 eighths in each of the whole fraction bars.
 
1 whole  8 eighths = 8 eighths
 
There are 7 more eighths.
 
eighths
 
written as a fraction greater than 1 is .

Hide Explanation
Top

Hints Used: 1
A fraction model of is given below:

Videos
Watched: 0
Scratch Paper
How can you write it as a fraction?
No Scratch Paper Used

https://www.tenmarks.com/assignable/review/40000102566153 2/4

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View Explanation
Top

A fraction model is given below:

Hints Used: 0

Videos
Watched: 0
Identify the value of the model as a mixed number and a fraction greater than one. Scratch Paper

, No Scratch Paper Used

View Explanation
Top

Hints Used: 0
Ted says that can be written as in the fraction form.

Is he correct? Why or why not?

Videos
Yes, because when you write 3 wholes in twelfths and add them to , you get
Watched: 0
.
Scratch Paper

No, because when you write 3 wholes in twelfths and add them to , you get No Scratch Paper Used
.

https://www.tenmarks.com/assignable/review/40000102566153 3/4

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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

Exceeds 7

Meets 26

Approaches 5

Falls Far Below 2

Pre-Assessment Analysis: Whole Class

The pre-assessment demonstrates that the majority of students recall fraction content they have seen up to
this point. The most common mistake relates to finding common denominators and I will therefore make
convincing students of the importance of finding like units an emphasis. I will furthermore ground that
argument in the use of visual models to make use of the strong visual references students are bringing
into this particular unit.
In terms of planning this pre-assessment does much to affirm the regular planning of this unit. My school
ascribes to the Eureka curriculum out of engage NY and I can expect delivery of content to proceed
relatively unmodified. I will, however, ensure that the students who are approaching mastery and fall far
below are given the extra attention they need even as those students who are already meeting basic
standards have the opportunity to expand and extend their knowledge.

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 the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
I have chosen to assess their students formatively for the time being as part of the larger fractional
unit. I will therefore measure their mastery of these distinct standards (5.NF.1 and 5.NF.2) with
the following topic quiz.

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Module 3 Topics A & B Quiz

Name: ________________________________ Number: ______________

!
1. Use the given area model rectangles to show and compute three equivalent fractions for using both
!
arrays and equations (the first equation is done for you):

1 1 1

1 1×2 2
= =
5 5×2 10




2. Show the expression on the given number line, then solve.

5 2
+
4 4


! !
3. In one day, Jeremy used of his time sleeping and of his time eating. How much time did he spend
! !"
sleeping and eating? Write your answer as a fraction. (Extension, write your answer in hours).

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 27



! !
4. Draw a model to help solve + . Write your answer as a mixed number.
! !

Scoring Criteria:

Students will be given 2 points per problem based upon the following grading criteria:

½ point – students are unable to determine the correct answer, use incorrect models, and show
little evidence to begin an argument

1 point – students begin to show understanding of how to determine answer or a legitimate model
but are unable to determine the correct solution or provide a viable argument/evidence.

1 ½ points – students use correct model and demonstrate insight regarding solution but either
make a minor calculation error or are simply unable to determine correct solution. Strong
argument is present along with evidence and pictures.

2 points – student uses correct reasoning, model or picture, makes no errors and determines
correct solution with evidence.

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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

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Make equivalent Make equivalent Add fractions with Add fractions with Subtract fractions
Title of Lesson or
fractions with the fractions with sums unlike units using sums between 1 and with unlike units
Activity
number line, the of fractions with like the strategy of 2. using the strategy of
area model, and denominators. creating equivalent creating equivalent
numbers. fractions. fractions.

4.NF.1, 5.NF.1, 4.NF.3a, 5.MD.1

4.NF.3a, 5.MD.1
5.NF.3 5.NF.A1, 5.NF.A2
5.NF.A1, 5.NF.A2
Standards and Students need to be Students need to
4.NF.1 & 5.NF.1 4.NF.1 & 5.NF.1 Students continue
Objectives able to apply their understand how to
equivalence work developing their quickly create
Students need to be Students need to be
toward solving simple equivalent models to equivalent fractions,
What do students able to make able to make
fractional addition more complicated the importance of
need to know and equivalent fractions equivalent fractions
problems and
using a variety of using a variety of fractional additional strategically finding
be able to do for understand that in common
pictoral and numerical pictoral and numerical problems; they need
each day of the creating equivalent denominators, and
models. models. to use these
unit? fractions they are not apply this knowledge
strategies to handle
changing the value of toward fractional
sums between 1 and
a number, only its subtraction problems
name. 2.
involving unlike units.

Academic
Language and Area Model Area Model Area Model Area Model Area Model
Vocabulary

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Equivalence Equivalence Equivalence Equivalence Equivalence

What academic
language will you Common or “like” Common or “like” Common or “like” Common or “like”
emphasize and denominators denominators denominators denominators
teach each day
during this unit? Common or “like” Common or “like” Common or “like” Common or “like”
units units units units

Summary of 1. Objective 1. Objective 1. Objective 1. Objective 1. Objective

Instruction and 2. Fluency 2. Fluency 2. Fluency 2. Fluency 2. Fluency
Activities for the Activity Activity Activity Activity Activity
Lesson 3. Application 3. Application 3. Application 3. Application 3. Application
How will the Problem Problem Problem Problem Problem
4. Concept 4. Concept 4. Concept 4. Concept 4. Concept
instruction and
Development Development Development Development Development
activities flow? (notes/guided (notes/guided (notes/guided (notes/guided (notes/guided
Consider how the practice) practice) practice) practice) practice)
students will 5. Independent 5. Independent 5. Independent 5. Independent 5. Independent
efficiently Practice Practice Practice Practice Practice
transition from 6. Exit Ticket 6. Exit Ticket 6. Exit Ticket 6. Exit Ticket 6. Exit Ticket
one to the next. Assessment Assessment Assessment Assessment Assessment

Differentiation
What are the
Differentiation is Differentiation is Differentiation is Differentiation is Differentiation is
adaptations or
achieved through achieved through achieved through achieved through achieved through
modifications to
heterogeneous desk heterogeneous desk heterogeneous desk heterogeneous desk heterogeneous desk
the
partnerships, partnerships, partnerships, partnerships, partnerships,
instruction/activiti
multiple multiple multiple multiple multiple
es as determined
opportunities for opportunities for opportunities for opportunities for opportunities for
by the student
concept extension, concept extension, concept extension, concept extension, concept extension,
factors or
and academic choice and academic choice and academic choice and academic choice and academic choice
individual learning
throughout lesson. throughout lesson. throughout lesson. throughout lesson. throughout lesson.
needs?

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Notebook (this
Notebook (this Notebook (this Notebook (this Notebook (this
composition book
composition book composition book composition book composition book
has been in place
has been in place has been in place has been in place has been in place
since the beginning
since the beginning since the beginning since the beginning since the beginning
of the year; it is
of the year; it is of the year; it is of the year; it is of the year; it is
where students
where students where students where students where students
complete application
complete application complete application complete application complete application
problems, showing
problems, showing problems, showing problems, showing problems, showing
their methods, and
their methods, and their methods, and their methods, and their methods, and
record all notes)
record all notes) record all notes) record all notes) record all notes)
Eureka 5th Grade
Eureka 5th Grade Eureka 5th Grade Eureka 5th Grade Eureka 5th Grade
Workbook (this is a
Workbook (this is a Workbook (this is a Workbook (this is a Workbook (this is a
Required consumable from
consumable from consumable from consumable from consumable from
Materials, our Eureka
our Eureka our Eureka our Eureka our Eureka
Handouts, Text, curriculum that
curriculum that curriculum that curriculum that curriculum that
Slides, and contains a classwork
contains a classwork contains a classwork contains a classwork contains a classwork
Technology problem set and a
problem set and a problem set and a problem set and a problem set and a
homework set
homework set homework set homework set homework set
iPads at the ready
iPads at the ready iPads at the ready iPads at the ready iPads at the ready
for the opportunity
for the opportunity for the opportunity for the opportunity for the opportunity
to use as an
to use as an to use as an to use as an to use as an
interactive
interactive interactive interactive interactive
whiteboard as well
whiteboard as well whiteboard as well whiteboard as well whiteboard as well
as to play extension
as to play extension as to play extension as to play extension as to play extension
games such as
games such as games such as games such as games such as
TenMark Jam
TenMark Jam TenMark Jam TenMark Jam TenMark Jam
Session, flash to
Session, flash to Session, flash to Session, flash to Session, flash to
pass, or dreambox
pass, or dreambox pass, or dreambox pass, or dreambox pass, or dreambox

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Instructional and
Interactive Interactive Interactive Interactive Interactive
Engagement
questioning, guided questioning, guided questioning, guided questioning, guided questioning, guided
Strategies
inquiry, turn-and- inquiry, turn-and- inquiry, turn-and- inquiry, turn-and- inquiry, turn-and-
What strategies
talk, as well as a talk, as well as a talk, as well as a talk, as well as a talk, as well as a
are you going to
host of engaging host of engaging host of engaging host of engaging host of engaging
use with your
fluency activities fluency activities fluency activities fluency activities fluency activities
students to keep
detailed by the detailed by the detailed by the detailed by the detailed by the
them engaged
Eureka math Eureka math Eureka math Eureka math Eureka math
throughout the
program. program. program. program. program.
unit of study?

Solve by drawing the

1. Show each expression
rectangular fraction
on a number line. Solve.
model.
1. Draw a model to help
a. 5 / 5 + 2 / 5 solve 5 6 + 1 4 . Write
Estimate to mark points 1. 1 / 2 + 1 / 5 = For the following
Formative your answer as a mixed
0 and 1 above the problems, draw a picture
b. 6 / 3 + 2 / 3 number.
Assessments number line, and 0 / 6 , 1 2. In one hour, Ed used 2 using the rectangular
How are you /6,2/6,3/6,4/6,5 / 5 of the time to fraction model and write
2. Express each fraction 2. Patrick drank 3
/ 6 , and 6 / 6 below it. complete his homework the answer. Simplify
going to measure as the sum of two or
and 1 / 4 of the time to
/ 4 liter of water Monday
your answer, if possible.
the learning of three equal fractional before jogging. He drank
Use the squares below to check his email. How
your students parts. Rewrite each as a 4 / 5 liter of water after
represent fractions much time did he spend a. 1 / 2 − 1 / 7 =
multiplication equation. his jog. How much
throughout the equivalent to 1 sixth
Show Part (b) on a
completing homework
water did Patrick drink
lesson? using both arrays and and checking email? b. 3 / 5 − 1 / 2 =
number line. altogether? Write your
equations. Write your answer as a
answer as a mixed
fraction. (Extension:
a. 6 / 9 number.
Write the answer in
minutes.)
b. 15 / 4

Summative, Post-
Assessment
What post-
assessment will
Module 3 Topics A & B Quiz -
measure the

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learning progress? Name: ________________________________ Number: ______________

Note: This can be
the same as the !
1. Use the given area model rectangles to show and compute three equivalent fractions for using both arrays and
pre-assessment or !
a modified version equations (the first equation is done for you):
of it.
1 1 1

1 1×2 2
= =
5 5×2 10



2. Show the expression on the given number line, then solve.

5 2
+
4 4


! !
3. In one day, Jeremy used of his time sleeping and of his time eating. How much time did he spend sleeping and
! !"
eating? Write your answer as a fraction. (Extension, write your answer in hours).

© 2018. Grand Canyon University. All Rights Reserved. Page 21 of 27



! !
4. Draw a model to help solve + . Write your answer as a mixed number.
! !

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STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: My video has been turned in and shared via OneDrive
Summary of Unit Implementation:

This particular lesson went according to my expectations. Students are eager to recite our objective and,
after some brief unpacking, demonstrate they understand our objective and where it fits in our unit. The
homework review involves material that students struggled with yesterday. They demonstrate further
misconceptions today and I am convinced that concept will take more time. I plan to address that later and
simply one example in order to give them some immediate feedback before moving on to the days
activities. An unexpected birthday celebration must take place and so I end the morning’s session 10
minutes early to accommodate. After recess, I resume my lesson. I take a quick vote as to which
homework review question we review and I introduce the fluency activity. The fluency activity, a Eureka
sprint, goes precisely as planned and students respond well to our routine. We then proceed to concept
development. It goes as planned with some students able to proceed to independent problems with some
students requiring additional time and attention on the first problem.

Summary of Student Learning:

My initial perception is that student learning was strong. Students are eager to discuss their solutions and
boldly discuss the ways in which they went wrong. This particular lesson involves a great many tools,
resources, and solution methods—the class seems to respond to this with engagement as opposed to
disengagement that pleases me. Two small discussions make me rethink my plan. Rather than keep the
homework review brief, after speaking with my students Josh, Ava, Lila, and Isaiah I decide to do a
problem from the homework as an example. This leads to a positive outcome and even some students
saying they would like more time on the assignment. All the specific students mentioned benefit from this
exchange or, in the case of one, my understanding of his difficulty is made clearer. Through the concept
development I saw similar gains that made me feel the days lesson tied in well to past knowledge and
established a plan for tomorrow’s lesson as student prepare for their upcoming assessment.

Reflection of Video Recording:

I found the recoding helpful and honest. It presented me as I am to myself and not as I think I am. One
thing I would like to do better is handle transitions. This particular class is boisterous and rowdy—traits I
love and appreciate as they express themselves in student engagement. After watching the video I feel I
was walking a narrow line between engaged students and off task students. I would like transitions to
happen more sharply so we are able to spend more time in discussion and reflection.

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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

Exceeds 7 7

Meets 24 30

Approaches 7 2

Falls Far Below 6 1

Post-Test Analysis: Whole Class

Based upon the results of the post-test as compared to those of the pretest I have found that
student learning did occur and successfully. The performance of my exceptional students was
sustained by the instructional unit—this lends itself to opportunities for extension so I can
further develop those students talents and methods. There was a 3 student migration from
approaches to meets the unit objectives with which I am well pleased. I also saw a 1 student
migration from falling far below to approaching our standards which I find to be cause for
qualified celebration. Finally there was 1 student who remained far below meeting our
standards—I have contacted his parents, to make the aware of the difficulty this particular
student has had with our unit even with special attention given to him in our mainstream
classroom in the latter half of the unit. I have recommended concept tutoring as well as made
myself available before school for this student.

The instructional unit appears to have been quite successful. In particular I am pleased with
many students mastering the use of diagrams including tape diagrams and area models to solve
multi-step word problems. At the units beginning many students struggled to articulate and
properly model these multi-step problems. As the unit concludes, with three exceptions,
students are modeling problems effectively and solving complex problems relatively easily by
breaking them into smaller, more manageable parts—a common core mathematical practice.

Post-Assessment Analysis: Subgroup Selection

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Our school does not use standard ELL, IEP, or Gifted labels. I have therefore chosen to analyze
the male subgroup.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 5 3

Meets 12 16

Approaches 1 2

Falls Far Below 4 1

Post-Assessment Analysis: Subgroup

For my male students I find my instructional to have had mixed, if overall successful results.
Many of students moved from “exceeding” the expectations of the pre-assessment to meeting
them which I find to be appropriate and fitting. In my opinion the pre-assessment was more
easily achievable and the assessment itself more successfully gauged student attainment of
learning goals. Male students demonstrated improvement in reasoning throughout the unit and
toward the end where, for the most part, conversational regarding their strategic approaches
and solution methods.
Students who fell below the standards and their particular difficulties were addressed in the
above section.

As discussed the unit seemed effective for most the students. I have taken particular action with
students falling below our learning standards including additional time throughout the day,
special assistance in class by the assistant teacher, and communication with parents regarding
what they can do to assist with student learning as well as recommendations for tutoring where
necessary.

My next steps for instruction for this particular subgroup include remedy were necessary and, as
with the whole class, extending the multi-step word problems these students have mastered
toward the operations of fractional multiplication and division.

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Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 2 4

Meets 12 14

Approaches 6 0

Falls Far Below 2 0

Post-Assessment Analysis: Subgroup and Remainder of Class

My female students were quite successful this past unit. I saw a growth toward exceptional as
well as a migration completely out of fall far below and approaches categories. One student in
particular—who struggles with assessment anxiety on top of this rather challenging unit—
moved from approaching the unit standards to exceeding them with a perfect score. Her
strategies were inventive and flexible and her work was thorough and precise.


My next steps for instruction for this particular subgroup include extending the multi-step word
problems these students have mastered toward the operations of fractional multiplication and
division.

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STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)

Execute instructions and utilize my classroom
reward system to encourage students to
transition more quickly and efficiently.
1. Efficient Transitions Establish a transition routine with well-
understood expectations and leverage
relational feedback with my students, in a
positive and supportive way, to encourage
quick and efficient transitions.


Meet with one of my mentor teachers who
is phenomenal at asking questions. I will
2. Guided Questions begin employing more questions into my
instruction and dedicate time to allowing
student to think prior to responding or prior
to my speaking.


Begin consulting the Eureka curriculum
3. Lesson Reflections for students guide regarding structured lesson reflections
and begin experimenting with reflection
models. I will also dedicate time to allowing
students to reflect upon their learning.

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