Student Teaching Evaluation of Performance (STEP)

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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
Sahuaro Ranch Elementary is a suburban school in Peoria, Arizona. Peoria is home to a
population of 154,065 people (Suburban Stats, N.D.) and is continually growing. Since the
school is a Title 1 school, there is very little parent support. According to my cooperating teacher
there are 2 parents of her 7 students who are actively involved in their child’s education. There
are both positive and negative effects to having this low parental involvement. On one hand,
there is not a constant stream of negative or critical comments and there is not as much pressure
on the teacher to please all of these parents. On the other hand, having low involvement affects
the amount of homework sent out since most parents are working multiple jobs and may not have
the time or finances to build an at home project with their child.

B. District Demographics
Inside of the Peoria Unified school district which services pre-k through 12th grade, there
are 34 elementary schools, 9 high schools and two different preschool programs that are both
offered at 24 different schools within the district. Of these schools, 18 are Title One which means
that all of the students there are given free breakfast and have reduced lunch. Within the various
schools in this district, there is a total population of 324,093 students; 52.3% of these students
are females and 47.7% of these students are male (Point2Homes, 2018). Being at a title one
school that has this free/ reduced breakfast, it is something teachers have to take into
consideration as there is breakfast duty every morning starting at 8:00 am. Therefore, if there is
any planning, grading, or copying that needs to be done then teachers should expect to arrive
close to 7:30 am since there are only two printers for the whole school.

C. School Demographics
Sahuaro Ranch Elementary School is ranked “349th of 1,100 Arizona Elementary Schools”
(Schooldigger.com, 2018). Roughly 67% of students receive free and/or discounted lunch within
this school of the 574 students who attend. As far as a racial breakdown, about 43% are
Hispanic, about 40% are white, and about 8% are African American (Schooldigger.com, 2018). I
am participating in the ABLE program at Sahuaro Ranch which is a program for K-8th graders
who have a mild-moderate intellectual disability and qualify for self-contained. Because of this
program, the bus will pick up these students at their house each morning. This affects lesson
planning in that I have to attend buss duty each morning at 7:40am so all prep work must be
done before then.

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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
There are 7 students in my cooperating 1st and 2nd grade self-contained classroom. Inside of this
class, we have students who either have a mild to moderate intellectual disability or have
something else that affects their learning in the general education setting. For example, one of
our students is prone to seizures so she is put in our class. Within our class, 2 of our students are
white, 3 are Hispanic, one is mixed, and one is Middle Eastern. We have two instructional aides
and one CIA who is a one on one for a boy in our class.

B. Environmental Factors
Inside of this class, each student has their own desk and two students have adaptive chairs. There
is a center area for each of the main goal areas. These being reading, writing, and math. We have
our own bathroom as half of our students have toileting needs that require them to be changed.
We have a sink, a water fountain, and a cubbies area to store the students stuff.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 2 3 0 0 3 0
Girls 1 4 0 0 4 0
Instructional These Every student N/A N/A These students N/A
Accommodations students has all receive
and Modifications receive pull- individualized services from
(Describe any out services assessments at least one of
instructional for speech, to collect data the following
accommodations individualized on their individuals:
and modifications assessments, various goals Speech
regularly used to and one on that they Pathologist,
meet the needs of one support to should be Occupational
students in each guide them meeting Therapy,
subgroup.) through throughout Physical

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 activities. the year. Each Therapy, and
student is Adaptive P.E.
assessed
weekly on
their progress.
One of our
students does
require a one-
on-one aid so
that a student
receives
constant
support. All
students
receive
support in
both academic
and life skills.

Due to these student factors, we must create differentiated and tier-3 small groups so as to

make sure we are meeting each student’s IEP goals. Also, we need to ensure to have each

material is individualized to meet each student’s individual needs. Some of our students are non-

verbal and need to be assessed through finger points while our verbal students do better with

activities that allow them to talk things through. In addition, some of our students have speech

impediments so it can be easy to confuse whether a student does know something but can’t say it

right or if they don’t know it at all. Finally, we also must ensure to give the student adequate

brain breaks as they struggle to stay on one task for long.

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

Unit Topic: Earth and Space Science: Look as seasons and weather.

Unit Title: Tell me about the weather.

National or State Academic Content Standards

Strand 6: Earth and Space Science
Concept 3: Changes in the Earth and Sky
PO 1. Identify the following characteristics of seasonal weather patterns:
• Temperature
• Type of precipitation
• Wind
PO 2. Analyze how the weather affects daily activities.

Learning Goal
Students will be able to identify and describe various weather and seasons.

Measurable Objectives
I can describe the changing of the seasons.
I can simulate a tornado in a jar with water, dish soap, and glitter.
I can identify the colors of the clouds in the sky.
I can understand how wind moves things.
I can describe what I can wear during various weather.

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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.

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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 0

Meets 0

Approaches 1

Falls Far Below 6

Pre-Assessment Analysis: Whole Class

The changes I will make for this assessment is by adapting them to meet each of my students IEP
goals and their needs. Thus, how I assess one student will be different from how I assess another
student. Also, I will take into consideration that these students have a very little background
knowledge of all of the seasons as here in AZ it does not snow. Therefore, I must focus my teaching
on getting this information across in a simple way.
This data affects my planning in that I have to ensure to take things slow and allow the students to
work at their own pace. Also, I have to take into account that some of my students are non-verbal
and will communicate their knowledge/ideas through pointing or through technology.

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.
Same as above.

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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

Title of Lesson or Seasons Weather Pt. 1 Weather Pt. 2 Clouds in the Sky Wind and Tornados
Activity
Standards and Standards: 6.2. PO Standards: 6.2. PO Standards: 6.2. PO Standards: 6.2. PO Standards: 6.2. PO
Objectives 3., 6.3.PO 1., and 3., 6.3.PO 1., and 3., 6.3.PO 1., and 3., 6.3.PO 1., and 3., 6.3.PO 1., and
What do students 6.3.PO 2. 6.3.PO 2. 6.3.PO 2. 6.3.PO 2. 6.3.PO 2.
need to know and
be able to do for Objectives: Objectives: Objectives: Objectives: Objectives:
each day of the 1. Students can 1. Students can 1. Students can 1. Students can 1. Students can
unit? identify various identify various identify various identify various identify various
weather patterns. weather patterns. weather patterns. weather patterns. weather patterns.
2. Students can 2. Students can 2. Students can 2.Students can 2.Students can
describe how describe how describe how describe how describe how
weather affects weather affects weather affects weather affects weather affects
daily activities. daily activities. daily activities. daily activities. daily activities.
3. Students can 3. Students can 3. Students can 3. Students can 3. Students can
describe changes in describe changes in describe changes in describe changes in describe changes in
the sky. the sky. the sky. the sky. the sky.
Academic Winter, Summer, Rainy, Sunny, Rainy, Sunny, Rainy, Sunny, Rainy, Sunny,
Language and Spring, Fall, Windy, Stormy, Windy, Stormy, Windy, Stormy, Windy, Stormy,
Vocabulary Seasons Cloudy, Snowy, Cloudy, Snowy, Cloudy, Snowy, Cloudy, Snowy,
What academic Weather, Weather, Weather, Weather,
language will you Thermometer, Thermometer, Thermometer, Thermometer,
emphasize and Tornadoes
teach each day
during this unit?
Summary of Students will learn Teacher will Teacher will review Teacher will review Teacher will review
Instruction and about the four review seasons and seasons and various weather and weather and

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Activities for the seasons. Teacher will start discuss on weather. Teacher will seasons. Students seasons. Teacher
Lesson start off with a season what weather call on random will look outside to will expand on
How will the song that the students typically comes in students to describe see a blue sky with wind by simulating
instruction and will listen to. Class each season. the different types of white clouds. it with a fan first.
activities flow? will talk about who Students will weather. Students Teacher will have Teacher will
has a birthday in will sort what
Consider how the describe each type students replicate explain that wind
which season and clothing can be worn
students will what the weather is of weather. Teacher during each weather the sky by making a can move fast and
efficiently transition like. Students will will describe how by themselves and an snack of blue jello move slow. When it
from one to the complete a craft of to measure adult. Class will with cool whip. moves really fast, it
next. gluing fruit loops on temperature. come back together Students will then can cause a
trees based on color. Students will draw and compare answers compare the snack tornado. Teacher
Blue is winter, green a picture of the to check for to the sky. will have students
is summer, purple/red weather currently understanding. simulate a tornado
is spring, and outside and with a jar, glitter,
yellow/orange is fall. compare to each water, and dish
other. soap.
Differentiation Based on Students Based on Students Based on Students Based on Students Based on Students
What are the IEP needs. Three IEP needs. Three IEP needs. Three IEP needs. Three IEP needs. Three
adaptations or students are non- students are non- students are non- students are non- students are non-
modifications to the verbal so they verbal so they verbal so they verbal so they verbal so they
instruction/activities require questions require questions require questions require questions require questions
as determined by and activities that and activities that and activities that and activities that and activities that
the student factors allow them to point allow them to point allow them to point allow them to point allow them to point
or individual and use their device and use their device and use their device and use their device and use their device
learning needs? to speak. Four to speak. Four to speak. Four to speak. Four to speak. Four
students have goals students have goals students have goals students have goals students have goals
for motor skills so for motor skills so for motor skills so for motor skills so for motor skills so
they have they have they have they have they have
personalized personalized personalized personalized personalized
pencils and pencils and pencils and pencils and pencils and
scissors. I have 6 scissors. I have 6 scissors. I have 6 scissors. I have 6 scissors. I have 6
students with students with students with students with students with
intellectual intellectual intellectual intellectual intellectual

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 disabilities so they disabilities so they disabilities so they disabilities so they disabilities so they
require lots of wait require lots of wait require lots of wait require lots of wait require lots of wait
time and time and time and time and time and
individualized individualized individualized individualized individualized
instruction. instruction. instruction. instruction. instruction.
Required Pre-test, seasons’ Weather slide show Weather clothing Recipe, blue jello, Post-test, jar, water,
Materials, song, fruit loops, and color sheet. sort and pencil. cool whip, pan, glitter, dish soap,
Handouts, Text, glue, and tree measuring cup, and fan.
Slides, and worksheet. water, spoons, and
Technology cups.
Instructional and The season song Discussion is Discussion is Making a snack is Simulating wind
Engagement will be engaging as engaging as it gets engaging as it gets engaging as it and a tornado is
Strategies it allows students to every student every student teaches life skills of engaging as it gives
What strategies are relate music with involved in the involved in the cooking/measuring students a visual
you going to use content. The fruit content. Coloring content. The and teaches content. that they can
with your students loops craft is the weather outside clothing sort helps It relates to real- interact with and
to keep them engaging as they connects the students identify world. apply to their real-
engaged throughout will receive a fruit content to real- what they would life.
the unit of study? loops snack after world. wear in each
they finish their weather situation.
sorting and gluing
of the trees.
Formative Pre-Test, Probing Probing Probing Probing Probing
Assessments Questions/Verbal Questions/Verbal Questions/Verbal Questions/Verbal Questions/Verbal
How are you going Check for Check for Check for Check for Check for
to measure the Understanding Understanding Understanding Understanding Understanding and
learning of your Post-Test
students throughout
the lesson?
Summative, Post- Same as the Pre-Assessment.
Assessment

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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:

https://www.youtube.com/watch?v=D1T7wAB3Qlg&list=LLFMCantefSnHVAPjO_kqdIA

Summary of Unit Implementation:

My unit for March was all about Weather and Seasons. This lesson was about tornados and the simulation
of it in a jar. Previous to this lesson, I taught about wind and wind speed. This was my last lesson in my
March Weather Unit. Overall, I thought my unit went over well and incorporated life skills, IEP
accommodations, and the content in an effective way.

Summary of Student Learning:

The majority of my students understood what a tornado was made of and what the various weather and
seasons are. They were especially good at sorting items to each type of weather/season. Overall, the
learning was slow and took a lot of repetition but with patience and various activities they seemed to
finally get it.

Reflection of Video Recording:

I think my strongest point of the lesson was my activity of simulating a tornado in a jar and allowing each
of my students to take part in creating it. My weakest part was when I was reading through the tornado
book and having technical difficulties. Looking back, I went way to fast during the book and would go
way slower next time. Overall, I am pleased with my lesson but see specifically where I can improve on.

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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 0 1

Meets 0 3

Approaches 1 2

Falls Far Below 6 1

Post-Test Analysis: Whole Class

Based on the data, I believe that the majority of my students have a better understanding of
seasons and weather because of this unit. This conclusion is due to the various formative checks
and the one pre/post quiz I gave. To be specific, my students now can tell me what kind of
weather it is outside and what order the four seasons are in.

Overall, I think my unit was very effective in getting the content across. Specifically, I included a
lot of life skills which helped connect the content to the student’s background knowledge. For
example, I had students compare blue jello and whipped crème to the clouds in the sky and I had
students determine which clothes they had would fit best in each season. In addition to the
clothes, I had students focus on what activities they could accomplish based on the type of
weather it is outside.
Post-Assessment Analysis: Subgroup Selection

For my subgroup, I chose to analyze the girls and the boys separately as each group has a wide
range of needs. Specifically, my girl group includes the highest and lowest students while the
boys are in the middle so I was curious to see if the data would show that to be true.

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 0 1

Meets 0 2

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Approaches 1 0

Falls Far Below 3 1

Post-Assessment Analysis: Subgroup

Based on my analysis, I find that the female group mostly understood the topic with the exception
of one student who is the lowest in our class. She is nonverbal and it is very hard to get her to
engage with anything. Specifically, two of my female students are able to tell me what season
their birthday is in based on the weather.

Overall, I did find my instruction on this weather unit to be effective due to the life skills and
visuals I implemented. If I was to add anything to make sure all of the students met the standard, I
would create time to work with this student one-on-one to show a visual cue and speak
slowly/clearly what that season or weather was. I would also continue to implement more
technology as most of our female students come alive with the use of the smart board or tablet.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 0

Meets 0 1

Approaches 0 2

Falls Far Below 3 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The data from this analysis has shown me that all of my male students have made similar growth
while my female students have had vastly different growth. Specifically, Some of my girls went
from knowing nothing about weather to becoming knowledgeable on the subject while another
one of my girls still doesn’t understand. On the other hand, all three of the boys know at least
some of the content with prompting.

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The next step for this learning sequence could be how different weather affects planets and the
harvest season. For example, an objective could be “students will be able to describe how a rainy
day and a sunny day help plants grow”. I would incorporate more hands-on life skills by having
students do an experiment with their own plant in regards to sun and rain.

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
1. I will use feedback from my
cooperating teacher to improve my
skills in lesson planning and in IEP
writing.
development, research on the Internet,
observation of a veteran teacher, etc.)
I will have a short discussion with my
cooperating teacher after each lesson I
implement and write down the main take-
always of what I did well and what I could
improve on.

2. I will use both the formative and
summative assessments in the unit to
guide the content I teach, the timeline
of my unit, and the activities I chose
to implement.
I will keep record of the data from my
students (both formal and informal) to reflect
on. I will ask my cooperating teacher to
review the data with me so as to ensure I am
on the right path.

3. I will implement diverse activities
within the unit so as to increase my
student’s knowledge of the content
and meet my student’s communication
and life skills goals in their IEPs.
I will reference the students’ IEPs, with
permission from the cooperating teacher, to
determine what goals need to be met within
my lessons. I will use the internet to find
ideas for possible activities.

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 References

Point2Homes. (2018). Peoria Unified School District Demographics. Retrieved from

https://www.point2homes.com/US/Neighborhood/AZ/Maricopa-County/Peoria-Unified-

School-District-Demographics.html

SchoolDigger.com. (2018). Sahuaro Ranch Elementary School. Retrieved from

https://www.schooldigger.com/go/AZ/schools/0625001380/school.aspx

Suburban Stats. (N.D.). Population demographics for Peoria, Arizona in 2016 and 2017.

Retrieved from https://suburbanstats.org/population/arizona/how-many-people-live-in-

peoria

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