Step 7 Student Teaching Evaluation of Performance

Samuel Dell
SED-480nb
April 29, 2018
Tracy Valichnac-Davis
Student Teaching Evaluation of Performance (STEP)

Template
© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 60

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

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors

A. Geographic Location
Bullhead City, Arizona is located in the North-West corner of the state, bordering California and
Nevada. This small and rural community of 39,000 is placed right alongside the Colorado River.
In this community, there are many who are (rightly so) negative about the overall performance of
the educational outcomes provided by Colorado River Schools. The poor performances on state
exams, the high dropout rate, and the high teacher turnover from year to year, all helped to
cement the negativity (Greatschoolsorg, 2018). Community support for education is polarized, as
the older population is either actively negative, or apathetic, due to no interest, while the younger
(smaller) population is active and supportive, due to interest created by having an enrolled
student (Brown, 2018). The geographic scenario should create no adverse effect on planning,
delivery, or assessment of the student teaching unit.
B. District Demographics
The Bullhead City area has a singular school district, entitled Colorado River Schools. This
entity includes what was formerly known as the Bullhead City Elementary School District, and
Colorado River Union High School District #2. Nine schools are contained within this district,
serving 3000 elementary/ middle school students, and 2000 students at the secondary education
level (Coloradoriverschoolsorg, 2018). The Bullhead City area demographics include the
following: median age is 50.2, male to female ration is equal at 1:1, 59% of adults are married,
89% of the population is Caucasian, and 14% of the population speaks Spanish as a primary
language (Areavibescom, 2018). According to data provided by Brown (2018), approximately
58% of the student population in the district does qualify for the free or reduced lunch program.
The district demographic scenario should create no adverse effect on planning, delivery, or
assessment of the student teaching unit.
C. School Demographics
The school has a smallish population of 1200 students, with the ethnic population split almost
evenly between Caucasian (48%) and Hispanic (47%), with African American students
comprising approximately 3% of the ethnic demographic. Mohave High School is a Title 1
facility, with 78% of the student’s population qualifying for the “free or reduced” lunch program.
Essentially, the average income of families in the Bullhead area would not be considered above
the national average. Mohave High School received a below average rating (4 out of 10) from
Great Schools (Greatschoolsorg, 2018). The classroom setting for this future instructor facilitates
the Business Management (BMAS) and Business Operations (BMOS) curriculum. Therefore, the

class sizes are relatively manageable, and run from as few as 10 students per class, to a high of
25 students. The school demographic scenario should create advantages in the planning,
delivery, and assessment of the student teaching unit, as the small class size will allow for
additional individualization and differentiation of the instruction.
STEP Standard 1 - Contextual Factors: Knowing Your School and

Community
Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors
The student population in the cooperating classroom matches the demographics of the school as
a whole. The ethnic composition is split along the same parameters (high 40% of both Caucasian
and Hispanic) as the school as a whole, and the socioeconomic challenges (78% free or reduced
lunch) are also manifest. Grade levels of 9th to 12th are represented (which includes ages 15 to
18), with lower grades present in beginning BMAS and BMOS classes, and higher-grade levels
present in the advanced classes. The total number of students served in a day is currently set at
105. Interestingly, of those 105 students, 60% are female, and 40% male. As an example, and
confirmation, there are more female members of the Future Business Leaders of America
(FBLA) effort than there are male members.
B. Environmental Factors
The classroom is one of the largest, square footage wise, in the school. The student work area is
arranged with the instructor desk and smart board at the front of the room, and the 30 computer
stations arranged in rows of two, facing the instructor. The side walls, and rear wall, have large
television monitors installed, which display the information being presented on the smart board.
This environment makes it simple for any student, no matter where they are stationed in the
room, see view and hear all presentations. Each computer is connected, via school network, to
the instructor’s computer. Through a computerized interface entitled Insight, the instructor can
view, and modify, the contents of any student computer, as well as send and receive
communications and files. Technology is readily available, and new technology is incorporated
on a regular (annual) basis. The Career and Technical Education (CTE) program at Mohave High
School is well funded, and well managed (Brown, 2018).
C. Student Academic Factors

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

Boys 1 1 1 2 0 1
Girls 0 1 1 2 0 0
Instructional Accommodations Differe Differe Differe Increas NA Individual
and Modifications ntiated ntiated ntiated ed or attention
(Describe any instructional instructi instructi instructi advance and
accommodations and modifications on, on, on, d support.
regularly used to meet the needs of includin includin includin workloa
students in each subgroup.) g: vocal g: vocal g: vocal d,
pacing, pacing, pacing, workin
graphic graphic graphic g ahead
s, s, s, of the
imagery imagery imagery class,
, and , and , and individ
manipul manipul manipul ualized
atives. atives. atives. instructi
Additio on.
nal Early
accom release
modatio for
ns, other
includin activitie
g: peer s.
tutoring
,
individ
ualized
instructi
on,
early
release,
release
for
services
.
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.
For the majority of the student population, the previous characteristics will pose no negative
effects to planning, delivery, or assessment off the unit. ELL student is high functioning.
Therefore, the inclusion of ELL appropriate supports will suffice to ensure a positive learning
environment. Basement will be computer based, and the proctor will be informed of the
accommodation of having questions read for the ELL student. IEP and 504 students will not be
required to take the state proficiency exam. For in class assessment, this population will receive
accommodation based on requirements in the supporting document. No accommodation will be
provided for gifted.

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Personal finance, setting financial goals, savings, investments, and compound
interest.
Unit Title: Personal Banking
National or State Academic Content Standards

Arizona Business and Related Services 52.0200.00. Standard 1.0 Demonstrate personal finance
practices.
1.2 Determine short and long term financial goals and plans, including: income, spending,
saving, and investing.
Learning Goal
The goal of this unit will be to nurture the ability of the student to make positive financial
decisions, while fostering the skills required / that are useful, in creating a stable standard of
living through better informed decisions regarding: consumer purchases, work, investments, and
being effective members of society.
Measurable Objectives
Student will be able to define, with accuracy and detail, the following terminology: Goal,
Financial Goal, Short Term Goal, Long Term Goal, Educational Goal, Savings, and Savings
Account. Money Market Account, Certificate of Deposit, Principal, Interest, Simple Interest,
Compound Interest, Deposit, Withdrawal, Linear Growth, Exponential Growth.
Student will be able to explain, in their own words (written or verbally), the importance of short
and long-term goals.
The student will be able to accurately identify all five elements of a well written goal.
The student will be able to demonstrate, through accurate recreation/representation (via excel) of
mathematics, the effect of simple interest, and compound interest, on an investment.
The student will be able to demonstrate, through accurate recreation/representation (written) of

mathematics, the concept known as the “Rule of 72”.
The student will be able to demonstrate, through identification and selection, the appropriate use of
varying forms of payment, including: currency, debit, credit, and written check.

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.
Personal Finance
Scoring Criteria: 47 points total
Exceeds: 26 and above

Meets: 20-25
Approaches: 15-19
Falls Far Below: 14 or less
True/False
Indicate whether the statement is true or false.
____ 1. You should include bonuses you might get at work when you estimate your
income.
____ 2. A home fire safe-box is a good way to protect an important document from theft.
____ 3. A speculative investment is one that might earn a large profit in a short period of
time.
____ 4. Inflation is a general rise in prices that affects everybody.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 5. An example of a liquid asset is a ____.

a. savings account c. retirement account
b. bond d. house
____ 6. One use of discretionary funds is spending on ____.

a. groceries c. videos
b. transportation d. medication
____ 7. An example of a variable expense is ____.

a. cable television charges c. insurance premiums
b. bus fare to school or work d. electric bills

____ 8. A good budget has all the following characteristics EXCEPT ____.
a. inaccessibility c. practicality
b. flexibility d. careful planning
____ 9. Factors that affect financial markets are ____.

a. interest rates and GDP c. the unemployment rate and inflation
b. the Federal Reserve and taxes d. political and social conditions
____ 10. The Federal Reserve System was fall into 4 general categories:
a. Conducting, Supervising, Maintaining, and Providing c. Depositing, Credit

Cards, Regulating, and Providing
b. Reserving, Counting, Supervising, and Providing
d. Protecting, Influencing, Maintaining, and Providing
____ 11. The Federal Reserve System is also known as

a. The Fed c. The Regulator
b. The Main System d. FDR
____ 12. A goal is best defined as?
a. the end result of something a person intends to acquire, achieve, do, reach, or accomplish
in the near or distant future
c. something thought to be a necessity or essential items required for life
a fundamental belief or practice about what is desirable, worthwhile, and important
to an individual
b. something unnecessary but desired or items which increase the quality of living d.
a fundamental belief or practice about what is desirable, worthwhile, and important to an
individual
____ 13. Financial goals are accomplished because of?
a. luck
c. financial planning
b. coincidence
d. financial goals cannot realistically be accomplished

____ 14. A financial goal will contain the following elements?
a. Time bound, measurement, life cycle c. Realistic, needs, wants, values
b. Specific, measurable, attainable, realistic, time bound d. Attainable, realistic,

time bound, specific
____ 15. What is Compounding interest defined as ________.
a. interest earned on the principal investment

c. the effect interest has on the total return on investment
b. earning interest on interest d. any form of interest earned from saving or
investing
____ 16. Based on the rule of 72, money earning 6 percent would take how many years to
double?
a. 8 c. 9
b. 6
d. 12
____ 17. How can a cardholder avoid paying interest on a credit card?
a. Pay the minimum balance every month. c. Only use a credit card for balance
transfers.
b. Pay the balance in full every month.
d. Interest is always paid on a credit card.
____ 18. Why is having a good credit rating important when applying for an automobile
loan?
a. You can get a better percentage rate on a loan c. It does absolutely nothing
when apply for an automobile loan
b. It helps your friends with a better rate on a loan d. It provides feedback to you
so you can smile
____ 19. What is compounding interest defined as ________.
a. interest earned on the principal investment c. earning interest on interest
b. any form of interest earned from saving or investing

d. the effect interest has on the total return on investment
double?
a. 6 c. 9
b. 8 d. 12
____ 21. How is savings defined?
a. amount remaining after current wants and needs have been satisfied c.
portion of current income not spent on consumption
b. investment opportunities which yield a high interest rate d. purchase of assets
with the goal of increasing future income
____ 22. What is the best definition of a want?

a. The end result of something a person intends to acquire, achieve, do, reach, or
accomplish in the near or distant future. c. A fundamental belief or practice about what
is desirable, worthwhile, and important to an individual.
b. Something thought to be a necessity or essential items required for life. d.
Something unnecessary but desired or items which increase the quality of living.
____ 23. What is the best definition of a need?

a. The end result of something a person intends to acquire, achieve, do, reach, or
accomplish in the near or distant future. c. A fundamental belief or practice about what
is desirable, worthwhile, and important to an individual.
____ 24. What do individuals with more formal educational training usually have?
a. higher estimated lifetime earnings c. greater amounts of leisure time
b. lower personal satisfaction d. more comfortable work environments
Matching
Match each term with the correct statement below.

a. money management f. safe-deposit box
b. personal financial statements g. liabilities
c. net worth h. discretionary income

d. liquid assets i. surplus
e. market value j. deficit
____ 25. the price at which a property could be sold
____ 26. documents that provide information about your current financial position and
present a summary of your income and spending
____ 27. a small, secure storage compartment that can be rented in a bank
____ 28. a situation that occurs if a person spends more than he or she receives
____ 29. the debts that you owe
____ 30. the difference between the amount you own and the debts you owe
____ 31. the method of planning how to get the most from your money
____ 32. the money left over after essentials are paid for
____ 33. cash and items that can be quickly converted to cash
____ 34. extra money that can be spent or saved
a. Goal f. Savings
b. Financial goals g. Savings account
c. Short-term goals h. Compounding Interest
d. Long-term goals i. Simple Interest
e. Education goals j. Interest
____ 35. an account with a financial institution
____ 36. the end result of something a person intends to acquire, achieve, do, reach, or
accomplish sometime in the near or distant future
____ 37. specified as less than one year
____ 38. enable individuals to prepare for future success in the workplace
____ 39. a portion of income that is not spent to purchase necessary or wanted items.
____ 40. specific objectives to be accomplished through financial planning

____ 41. specified as more than one year
____ 42. Fee for borrowed money or the amount earned on invested money.
____ 43. interest earning interest on interest.
____ 44. interest on the principal only.
Short Answer
Write a 100-word paragraph for each of the following:
45. Imagine you have $1,000 to invest. Which two types of investments discussed in
the chapter would you choose as investments? Explain your choices.
Problem
46. Simple Interest

You open a savings account at JTED Bank and deposit $15,700. You get a simple interest rate
of 5.5% for three years.
If you do not touch the money for those three years how much interest will accrue and what will
your new total be
47. Compound Interest

Mona walked into Kathy’s Savings and Loan and invested $1,250 in a money market certificate
at 7.5%, compounded monthly.
How much will Mona have after 8 years?
Personal Finance
Answer Section
TRUE/FALSE
1. ANS: F PTS: 1 DIF: Difficult
3. ANS: T PTS: 1 DIF: Average
4. ANS: T PTS: 1 DIF: Easy
MULTIPLE CHOICE

5. ANS: A PTS: 1 DIF: Average
6. ANS: C PTS: 1 DIF: Average
7. ANS: D PTS: 1 DIF: Average
9. ANS: D PTS: 1 DIF: Difficult
10. ANS: A PTS: 1
11. ANS: A PTS: 1
12. ANS: A PTS: 1
13. ANS: C PTS: 1
14. ANS: B PTS: 1
15. ANS: B PTS: 1
16. ANS: D PTS: 1
17. ANS: B PTS: 1
18. ANS: A PTS: 1
19. ANS: C PTS: 1
20. ANS: D PTS: 1
21. ANS: C PTS: 1
22. ANS: D PTS: 1
23. ANS: B PTS: 1
24. ANS: A PTS: 1
MATCHING
25. ANS: E PTS: 1 DIF: Average
26. ANS: B PTS: 1 DIF: Average

27. ANS: F PTS: 1 DIF: Average
28. ANS: J PTS: 1 DIF: Average
29. ANS: G PTS: 1 DIF: Average
32. ANS: H PTS: 1 DIF: Average
34. ANS: I PTS: 1 DIF: Average
35. ANS: G PTS: 1
36. ANS: A PTS: 1
37. ANS: C PTS: 1
38. ANS: E PTS: 1
39. ANS: F PTS: 1
40. ANS: B PTS: 1
41. ANS: D PTS: 1
42. ANS: J PTS: 1
43. ANS: H PTS: 1
44. ANS: I PTS: 1
SHORT ANSWER
45. ANS:
Answers may include:
Possible answers are U.S. Savings Bonds because they are a predictable source of income and
gems because the student enjoys collecting beautiful jewelry.
PTS: 1 DIF: Average

PROBLEM
46. ANS:
I=Prt
I=(15,700)(.055)(3)
I= 2,590.50
Substitute 15,700 for P

Substitute .055 for r
Substitute 3 for t
PTS: 1
47. ANS:
2,273.40
PTS: 1
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
Students who score 26 or more
Meets
4
Students who score from 20 to 25
Approaches
22
Students who score from 15 to 19
Falls Far Below

59
Students who score 14 or less
Pre-Assessment Analysis: Whole Class
The above data shows a clear need for instruction in the topics covered under the personal
finance unit. While most of the students had exceptional prior knowledge regarding goal

setting, the topic of financial goals was a definite need area. The content area of savings,
which includes topics such as Money Market Accounts, Certificates of Deposit, Principle,
and Interest, showed a large prior knowledge gap. Prior knowledge of interest calculations,
including compound interest and the “Rule of 72”, was practically nonexistent.
It was assumed, during the planning of the unit, that the student population had at least a cursory
knowledge of many of the topics under consideration. The above data has informed of a large prior
knowledge gap, which would prove problematic when attempting to connect the new concepts to
those which are known. As a result, knowledge gaps will need to be filled. The unit, as originally
designed, did not contain much in the way of example videos. With the above information in hand,
it might be prudent to include a few background knowledge building examples, in video form, to
help the students advance to the learning.
Examples:
Checking and Savings

https://www.bing.com/videos/search?q=savings+and+depoists+explained&&view=detail&mid=047646C
9E8E9E4009549047646C9E8E9E4009549&&FORM=VRDGAR
Money Management
https://www.bing.com/videos/search?q=savings+and+depoists+explained&&view=detail&mid=D63040
EBD09C02CBDB47D63040EBD09C02CBDB47&&FORM=VDRVRV
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.
Personal Finance
Scoring Criteria: 47 points total
Exceeds: 39 and above

Meets: 29-38
Approaches: 24-29
Falls Far Below: 24 or less
True/False
Indicate whether the statement is true or false.
____ 1. You should include bonuses you might get at work when you estimate your
income.

____ 3. A speculative investment is one that might earn a large profit in a short period of
time.
Multiple Choice

b. bond d. house



a. Conducting, Supervising, Maintaining, and Providing c. Depositing, Credit

Cards, Regulating, and Providing


a. the end result of something a person intends to acquire, achieve, do, reach, or accomplish
in the near or distant future
to an individual
b. something unnecessary but desired or items which increase the quality of living d.
a fundamental belief or practice about what is desirable, worthwhile, and important to an
individual
a. luck
b. coincidence
b. Specific, measurable, attainable, realistic, time bound d. Attainable, realistic,

time bound, specific

b. earning interest on interest d. any form of interest earned from saving or investing
double?
a. 8 c. 9
b. 6
d. 12

a. Pay the minimum balance every month. c. Only use a credit card for balance
transfers.
____ 18. Why is having a good credit rating important when applying for an automobile
loan?
a. You can get a better percentage rate on a loan c. It does absolutely nothing
when apply for an automobile loan
b. It helps your friends with a better rate on a loan d. It provides feedback to you so
you can smile

double?
a. 6 c. 9
b. 8 d. 12
a. amount remaining after current wants and needs have been satisfied c. portion
of current income not spent on consumption
b. investment opportunities which yield a high interest rate d. purchase of assets
with the goal of increasing future income

a. The end result of something a person intends to acquire, achieve, do, reach, or accomplish
in the near or distant future. c. A fundamental belief or practice about what is desirable,
worthwhile, and important to an individual.

a. The end result of something a person intends to acquire, achieve, do, reach, or accomplish
in the near or distant future. c. A fundamental belief or practice about what is desirable,
worthwhile, and important to an individual.
Matching

____ 26. documents that provide information about your current financial position and
present a summary of your income and spending

a. Goal f. Savings
____ 36. the end result of something a person intends to acquire, achieve, do, reach, or
accomplish sometime in the near or distant future
Short Answer
45. Imagine you have $1,000 to invest. Which two types of investments discussed in
the chapter would you choose as investments? Explain your choices.
Problem
46. Simple Interest

You open a savings account at JTED Bank and deposit $15,700. You get a simple interest rate of
5.5% for three years.
If you do not touch the money for those three years how much interest will accrue and what will
your new total be

Mona walked into Kathy’s Savings and Loan and invested $1,250 in a money market certificate
at 7.5%, compounded monthly.
Personal Finance
Answer Section
TRUE/FALSE
MULTIPLE CHOICE
10. ANS: A PTS: 1
11. ANS: A PTS: 1
12. ANS: A PTS: 1
13. ANS: C PTS: 1
14. ANS: B PTS: 1
15. ANS: B PTS: 1
16. ANS: D PTS: 1

17. ANS: B PTS: 1
18. ANS: A PTS: 1
19. ANS: C PTS: 1
20. ANS: D PTS: 1
21. ANS: C PTS: 1
22. ANS: D PTS: 1
23. ANS: B PTS: 1
24. ANS: A PTS: 1
MATCHING
35. ANS: G PTS: 1
36. ANS: A PTS: 1
37. ANS: C PTS: 1
38. ANS: E PTS: 1

39. ANS: F PTS: 1
40. ANS: B PTS: 1
41. ANS: D PTS: 1
42. ANS: J PTS: 1
43. ANS: H PTS: 1
44. ANS: I PTS: 1
SHORT ANSWER
45. ANS:
Possible answers are U.S. Savings Bonds because they are a predictable source of income and
gems because the student enjoys collecting beautiful jewelry.
PTS: 1 DIF: Average
PROBLEM
46. ANS:
I=Prt
I=(15,700)(.055)(3)
I= 2,590.50

Substitute 3 for t
PTS: 1
47. ANS:
2,273.40
PTS: 1

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 Setting a Financial Savings Compound Interest Savings and Personal Banking
Activity Goal and the Rule of 72. growth.
Standards and Standard 1.2 Standard 1.2 Standard 1.2 Standard 1.2 Standard 1.2
Objectives
What do students Determine short- Determine short- Determine short- Determine short- Determine short-
need to know and and long-term and long-term and long-term and long-term and long-term
be able to do for financial goals and financial goals and financial goals and financial goals and financial goals and
each day of the plans, including plans, including plans, including plans, including plans, including
unit? income, income, income, income, income,
spending, saving, spending, saving, spending, saving, spending, saving, spending, saving,
and investing. and investing. and investing. and investing. and investing.
Student will be Student will be Student will be able Student will be Student will be
able to: able to: to: able to: able to:
1. Understand why 1. Define savings 1. Evaluate personal 1. Differentiate 1. Define terms

setting financial terminology. finances in order to between the relating to a check.
goals are important. be successful in process of
2. Examine the value
today’s world. computing simple 2. Complete a
2. Explain the of saving.
required elements for interest and check for payment.
a well written 3. Identify the 2. Apply the Rule of compound interest.
financial goal. different saving 72 to determine how 3. Prepare a check
accounts. much time is needed 2. Apply for deposit.
3. Construct a well for Compound Interest
written educational 4. Apply the basics savings/investments and how it relates 4. Prepare a deposit
goal. of interest and how to double to savings. slip.
saving money makes
money.

3. Apply Simple
Interest and how it
relates to savings.
Academic Goal – the end Savings – a portion Rule of 72” – allows Compounding Account Number:
Language and result of something of income that is a person to easily Interest – interest The number of the
Vocabulary a person intends to not spent to calculate when the earning interest on checking account
What academic acquire, achieve, purchase necessary future values of an interest. that the money will
language will you do, reach, or or wanted items. investment will Linear Growth- be taken from
emphasize and accomplish Savings account – double the principal grows by the same Amount Line:
teach each day sometime in the an account with a (original) amount. amount in each The amount of the
during this unit? near or distant financial time step. check is written out
future. institution. Exponential in words
Financial goals- Money Market Growth- grows at Numeric Amount:
specific objectives account – a type of a rate proportional Amount of dollars
to be accomplished account that pays a to its size and cents being
through financial higher interest rate Simple Interest- paid written in
planning. than a savings interest on the figures
Short-term goals – account. principal only. Written Amount:
specified as less Certificate of Interest- Fee for Amount of dollars
than one year. Deposit – an borrowed money or and cents being
Long-term goals – account that pays the amount earned paid written in
specified as more interest on a lump on invested money. words
than one year. sum of money. Deposit Slip:
Education goals- Principle - the Itemized
enable individuals amount of money memorandum of
to prepare for you deposit in your the cash and other
future success in account to begin funds that a
the workplace. saving. customer presents
Deposit – add to the bank for
money into credit to his or her
account. account.
Payee: The
individual/company

Withdraw – take being paid by the
money out of check
account. Drawer or
Interest - money Marker: The
the bank pays you individual/company
for leaving it in authorized to write
your savings checks on the
account. account
Void: Marking a
check unusable
after making a
mistake.
Check Number:
number in upper
right corner used
for check
identification
Payee:
Person/Company to
whom the check is
made payable
Summary of Bellwork Bellwork Bellwork Bellwork Bellwork
Instruction and Display “Bellwork” Display “Bellwork” Display “Bellwork” Display “Bellwork” The teacher will
Activities for the slide of slide from slide from slide from instruct students to
Lesson PowerPoint. Using PowerPoint. Using PowerPoint. Using PowerPoint. complete the
How will the the KIM chart, Handout 1, write Handout 1, think Using Handout 1, bellwork in the box
instruction and students will define down things you do back to yesterday’s students will provided at the top
activities flow? the following terms with money. Be lesson and write attempt to answer of Handout 1, then
Consider how the in their own words. ready to share with down what is the following call on non-
students will Goal, Short–term class. Teacher will “Simple Interest”? scenario. volunteers for their
efficiently transition goals, Long-term call on non- Be Ready to share responses.
from one to the goals. Write them volunteers. with class. Teacher • Jack purchased a
next. down and be ready new motorcycle.

to share with class. Teacher, “Today will call on non- Open “Bellwork”
Teacher will call on we are going to volunteers. • He borrowed slide of
3 non- volunteers learn about the $18,000 from PowerPoint.
to share with class. different types of Teacher, “Today’s JTED Bank. Using Handout 1,
Financial lesson we will students will
Teacher, “Over the Institutions and the examine how • The loan had a answer the
next couple of days different types of compound interest 5% simple interest following question:
we will be talking savings. Ask can make your rate for 5 years. List 3 instances
about Financial students how many savings really grow. when a check
goals. Financial of them have a We will learn how to • After five years would be easier or
goals are specific savings account.” calculate it by using how much will safer to use then a
objectives to be a simple formula Jack have paid for debit card or cash.
accomplished 1. Teacher will (“Rule 72”).” that motorcycle?
through financial distribute guided Teacher will have
planning. Both notes Handout 1, Evaluate personal Teacher will call on non-volunteers
short-term and and open slide finances in order to non-volunteers to share their
long-term financial “Objectives”. be successful in share with class responses.
goals are a Teacher will go today’s world. and then reveal that
necessary over the objectives Jack paid $22, 500, Teacher, “We have
component of an for today and 1. Teacher Open for his motorcycle. learned how to
effective financial slide “Savings” and
instructs students to $18,000 in maintain checking
plan.” write objectives on
distribute guided principal and accounts, but today
the Handout 1. notes Handout 2. to $4,500 in interest. we will practice
Understand why Students will write
each student and writing and
setting financial down the instruct them to Teacher, “Today depositing checks”
goals are objectives for thecomplete it we will how simple
important. lesson on their throughout power and compound Teacher opens slide
handout. point presentation. interest rates not “Objectives” and
1. Teacher will Open slide only apply a loan chooses non-
open slide “Setting Examine the value “Objectives” and go but also how it volunteers to read
Financial Goals” of saving over the objectives relates to a savings the Objectives.
and distributes and instruct students account.” After reading the
setting a financial to fill in objectives objectives, students

goal notes 2. Teacher will on their notes. Teacher will then will circle the verb
Handout Lesson 1. open slide “Why Students will open slide or the action and
Teacher will then Save Money?” and complete objectives “Objectives” and underline what they
open slide ask students, “Why using Handout 1. distribute Handout are learning.
“Objectives” and save money?” 2.
go over the Teacher will ask 2. Teacher will Teacher will then Teacher will then
objectives for the students to share open slide “Can You call on non- show Objectives
day. Students will answer with Guess who this is?” volunteers to read Answers slide.
explain the neighbor and then and shows a picture each objective.
required elements be ready to share of Albert Einstein Students will write Define terms
for a well written with class. Teacher and asks students to down each relating to a check
financial goal. will call on non- identify who the objective and
2. Teacher will volunteers to share. person is. underline the noun 1. Teacher will
open slide Teacher will and the verb. distribute Handout
“SMART GOALS” explain to students 3. Teacher calls on 1, and show
and explain to the about “How much a non-volunteer. Differentiate Terminology 1 and
students what to save” from slide. Students raise their between the Terminology 2
SMART stands for Students will turn hands and teacher process of simple slides and instruct
in goal setting. to their neighbor calls on non- interest and students to
Students will write and tell the reasons volunteer students to compound complete chart with
down the term and why they would respond. Open slide interest. terms for parts of
definition on their save money. “Albert Einstein”, checks. Instruct
notes. Students will be Teacher explains 1. Teacher will students to continue
3. Teacher open ready to share with who Einstein is and open slide with Handout 1 for
slide “SMART class. what he created “Terminology”. terms that are not
Financial Goals” Using Handout 2, (Rule 72). Students Teacher will go parts of check
and explains how Students will fill in summarize on their over the (Deposit slip, Void)
to adapt SMART guided notes on notes who the terminology for
Goals to a financial how much to save. picture is and what today’s lesson. 2. Teacher Show
goal. Teacher asks 3. Teacher will he created. Students will Writing a Check 12
non-volunteers to open slide “Make rewrite terminology Step slides.
read each letter and Saving a Priority” 4. Teacher will on KIM handout. Teacher will hand
give a possible and explain to open slide “Rule of out Handout 2

example. Non- students about 72” and continue 2. Teacher will Cash Control and
volunteer students paying yourself through “Example: open slide “Simple Handout 3 (Each
read the word and first and how to The Rule of 72” to vs. Compound student will receive
state exactly what it control spending. explain what the Interest”. Teacher 1 check and 1 sales
means. 4. Teacher will Rule of 72 is, how it will explain the receipt.)
4. Teacher open open slide is used and things to difference between Instruct students to
slide “Example: “Controlling know about it. simple interest and complete check
SMART Financial Spending & Paying Students go through compound interest, correctly to pay for
Goal” and goes Yourself” and ask their notes and and the difference their purchase.
through the students to answer complete the between linear Students will
example. Students the questions to the problems. growth and complete check for
look at each step following scenario exponential their purchase,
and follow along on the back of their Apply the Rule of growth. Students staple sales receipt
on power point. handout 2. 72 to determine will follow along and check and turn
5. Teacher will ask how much time is on the power point in.
Students to think You are given needed for going over the
about “Why is it $20.00 allowance savings/investments terminology for Prepare a check
important to set per week for your to double. today’s lesson. for deposit.
education goals”. school and social Students will fill in
Turn to their needs. 5. Teacher opens on Handout 2. 3. Teacher will
neighbor and share slide “your turn” and open slide
with them. Teacher If you usually has students apply Apply Simple “Endorsements”
will then open slide spend $10.00 on how to calculate Interest and how and have students
“Education Goal” lunch, $5.00 on compound interest it relates to turn their check
and go over the snacks and $5.00 on their notes. savings. over. Teacher will
advantage of on Teacher walks instruct students on
setting educational Entertainment then around and 3. Teacher will the proper way to
goals. Students how will you have observes. Students open slide “Simple endorse a check for
then share with left at the end of calculate the two Interest Formula” deposit . Students
their neighbor. the week? given scenarios on and walk students will turn their
6. Teacher then (Answer: None) their notes. through the steps of check over and
calls on non- simple interest. following
volunteers to share CLOSURE procedures endorse

with class Let’s say you 4. Teacher will the check for
educational goals decide to only Teacher opens slide open slide deposit.
they may have set spend $7.00 on “Closure” and states “Example: Simple
for themselves. lunch, $2.50 on Today we had the Interest” and work Prepare a deposit
Non-Volunteer snacks and $5.00 opportunity of through the slip.
students respond. on entertainment understanding about example with
7. Teacher open how much you compound interest students. 4. Teacher Show
slide “SMART have left at the end and applied some Deposit Slip 1 and
Education Goals” of the week? mathematical 5. Teacher will Deposit Slip 2
and explains how (Answer: $5.50) equations to open slide “You slides. Hand out 2
to adapt SMART determine how much Try It!: Simple and 3 giving each
goals to include Now take the our money can Interest” and have student 1 deposit
education. Students money you have double in time. students work the slip front and back.
look at example. saved and times it Using Handout 2, problem. Instruct students to
8. Teacher opens by four and tell me tell me how you can complete deposit
slide “Example: how much you use “Rule 72” in 6. Teacher After slip for the checks
SMART saved per month. your life 10 minutes teacher they have received.
Educational Goal” (Answer: $22.00) Teacher will collect, will call on a non- Staple deposit slip,
and gives an assess and give volunteer to work sales receipt (make
example of how an In a simple way feedback to students the problem on the sure name is on
education goal can this is controlling the following day. board. Teacher will deposit slip) to
be developed. Non- what you are open slide “You checks and turn in.
volunteer students spending and Try It!: Answer” go Students will fill
read the word and actually paying through each step out deposit slip
state exactly what it yourself. as student does. staple to checks
means. Students will and turn in.
Students will fill in follow along with
Construct a well their guided notes power point and CLOSURE
written on paying yourself ask questions for
educational goal. first and how to clarification. Show Closure slide
control spending. Students will work of PowerPoint.
9. Teacher will the problem on the Have students show
distribute Setting slide and be ready

an education goal Students will read to share answer. Thumbs Up for
Handout 2 and the scenario and Non-Volunteer will Check Thumbs Left
instruct students to answer the be called upon to for Debit Card
write a well written questions as the take class through
education goal teacher goes the steps of solving Which would you
based on the five through the the problem. use to pay for a
elements. Students example. purchase from
construct a well Identify the Apply Compound iTunes?
written educational different saving Interest and how
goal. accounts it relates to Which to send a
savings. friend in California
CLOSURE 5. Teacher will money for concert
Teacher will open distribute tickets?
slide “Closure” envelopes with the 7. Teacher will
3 types of savings open slide “Types Which to buy lunch
Teacher will state account and their of Compound at the restaurant of
today we learned definitions. Interest” and ask your choice?
the five elements of Teacher will have students if any of
a well written students work with them have a
SMART goal. a partner and match savings account?
the definition with
On Handout 1 the account. 8. Teacher calls on
explain what those Teacher will then non-volunteers that
five elements are open slide “Three have a savings
and how they can types of Savings account and asks
help you develop a Accounts” and them if they know
financial or using the thumbs what types of
educational goal. up/thumbs down interest they are
Students will turn activity see how earning on their
this in as well as many groups money.
Handout 2. correctly matched
the term with the 9. Teacher After
definition. Teacher student responses

will correct and teacher will open
have students write slide “Benefits of
on Handout 2. Compound
Students will work Interest” and go
with a partner and through the
take out vocabulary advantages of
strips and match compound interest
the definition to the over simple
word. Students interest.
will check their
work with the 10. Teacher will
Power Point that open slide
teacher will go “Compound
over. Students will Interest Formula”
write it down on and go through
Handout 2. steps with students.
6. Teacher will 11. Teacher will

open slide open slide “You
“Opening an Try It!: Compound
Account” and Interest” and have
explains the terms. students work the
Students fill in problem. After 10
guided notes minutes teacher
Apply the basics of will call on a non-
interest and how volunteer to work
saving money the problem on the
makes money. board. Teacher will
open slide “You
7. Teacher will Try It!: Answer” go
then open slide through each step
“Adding to the as student does.
Piggy Bank” and Students will

introduce interest, follow along as
and then open slide teacher goes
“Interest Rate” for through the steps.
a more in-depth
explanation. CLOSURE
Teacher opens slide Teacher will open

“What? More $” slide “Closure”
and explains how Today we had the
simple interest opportunity to
works and gives an apply simple and
example. compound interest
Answers to power and how it related
point (in order) to the growth of
$3000x6%=$180 money over time.
$1500x3%-
6months=$22.50 Using Handout 1,
$4000x4%=$160. tell me the
difference between
Students fill in Simple Interest and
guided notes Compound Interest.
8. Teacher will
open slide “You
Try It!” and have
students apply what
they have learned
about simple
interest and answer
the following
questions on slide
Teacher then calls
on non-volunteers

to come up and do
one problem on the
white board and
share with class.
Students apply
what they have
learned about
simple interest and
complete the
problems on their
notes. Students will
be ready to share
with class and go
up to the Smart
Board to solve one
of the problems.
CLOSURE
Teacher will open

slide “Closure” and
use the 3-2-1 activity
for students’ ticket
out of class.
3-List the three types
of savings accounts.
2-List two reasons
why saving money is
important in your
daily life.
1-Explain how
putting your money
into a savings
account can earn you

extra money (slide
10).
Differentiation Standard Standard Standard Standard Standard

What are the classroom classroom classroom classroom classroom
adaptations or differentiation, as differentiation, as differentiation, as differentiation, as differentiation, as
modifications to the required. required. required. required. required.
instruction/activities Guided Questions. Guided Questions. Guided Questions. Guided Questions. Guided Questions.
as determined by Simulated Simulated Simulated Simulated Simulated
the student factors Experiences, Experiences, Experiences, Experiences, Experiences,
or individual including: Video, including: Video, including: Video, including: Video, including: Video,
learning needs? Power Point, Power Point, Power Point, Power Point, Power Point,
Imagery, Realia. Imagery, Realia. Imagery, Realia. Imagery, Realia. Imagery, Realia.
Reflective Reflective Reflective Reflective Reflective
Discussions. Discussions. Discussions. Discussions. Discussions.
Deliberate pacing Deliberate pacing Deliberate pacing of Deliberate pacing Deliberate pacing
of instructor led of instructor led instructor led of instructor led of instructor led
discussions. discussions. discussions. discussions. discussions.
Clear and Clear and Clear and deliberate Clear and Clear and
deliberate deliberate annunciation of deliberate deliberate
annunciation of annunciation of instructor speech. annunciation of annunciation of
instructor speech. instructor speech. Use of technology instructor speech. instructor speech.
Use of technology Use of technology instead of Use of technology Use of technology
instead of instead of paper/pencil, as instead of instead of
paper/pencil, as paper/pencil, as required. paper/pencil, as paper/pencil, as
required. required. required. required.
Individual
Individual Individual Education plan Individual Individual
Education plan Education plan (IEP) Education plan Education plan
(IEP) (IEP) Accommodations, (IEP) (IEP)
Accommodations, Accommodations, as required. Accommodations, Accommodations,
as required. as required. Grouping with as required. as required.
Grouping with Grouping with helpful student, or Grouping with Grouping with
helpful student, or helpful student, or helpful student, or helpful student, or

classroom aid, classroom aid, classroom aid, when classroom aid, classroom aid,
when appropriate. when appropriate. appropriate. when appropriate. when appropriate.
Notes and Notes and Notes and Notes and Notes and
manipulatives manipulatives manipulatives manipulatives manipulatives
allowed during allowed during allowed during allowed during allowed during
assessment. assessment. assessment. assessment. assessment.
Alternative Alternative Alternative Alternative Alternative
environment for environment for environment for environment for environment for
Additional time Additional time Additional time Additional time Additional time
allotted for allotted for allotted for allotted for allotted for
Curriculum may be Curriculum may be Curriculum may be Curriculum may be Curriculum may be
simplified as simplified as simplified as simplified as simplified as
accommodation, as accommodation, as accommodation, as accommodation, as accommodation, as
required. required. required. required. required.
Required KIM Chart KIM Chart KIM Chart KIM Chart KIM Chart
Materials, Power Point Power Point Power Point Power Point Power Point
Handouts, Text, Presentation Presentation Presentation Presentation Presentation
Slides, and Two handouts Two handouts Two handouts Two handouts Three handouts
Technology Smart Projector Exit Questions Smart Projector Smart Projector Smart Projector
Computer with Smart Projector Computer with Computer with Computer with
PowerPoint Computer with PowerPoint PowerPoint PowerPoint
Computers with the PowerPoint Computers with the Computers with the Computers with the
Internet Computers with the Internet Internet Internet
Internet
Instructional and Calling upon prior Calling upon prior Calling upon prior Calling upon prior Calling upon prior
Engagement knowledge. knowledge. knowledge. knowledge. knowledge.
Strategies Reflective Reflective Reflective Reflective Reflective
What strategies are discussions. discussions. discussions. discussions. discussions.
you going to use Guided questions. Guided questions. Guided questions. Guided questions. Guided questions.

with your students Group discussions. Group discussions. Group discussions. Group discussions. Group discussions.
to keep them Group activities. Group activities. Group activities. Group activities. Group activities.
engaged throughout Use of technology. Use of technology. Use of technology. Use of technology. Use of technology.
the unit of study? Use of imagery. Use of imagery. Use of imagery. Use of imagery. Use of imagery.
Use or Realia. Use or Realia. Use or Realia. Use or Realia. Use or Realia.
Authentic Authentic activities Authentic activities Authentic activities Authentic activities
activities.
Formative Handouts and Handouts and Handouts and Word Handouts and Handouts and
Assessments Word summary are Word summary are summary are Word summary are Word summary are
How are you going collected via collected via collected via collected via collected via
to measure the Synergy Drop box. Synergy Drop box. Synergy Drop box. Synergy Drop box. Synergy Drop box.
learning of your Teacher reviews Teacher reviews Teacher reviews Teacher reviews Teacher reviews
students throughout submitted submitted submitted responses submitted submitted
the lesson? responses to check responses to check to check for responses to check responses to check
for understanding. for understanding. understanding. for understanding. for understanding.
Summative, Post- Personal Finance

Assessment
What post- Scoring Criteria: 47 points total
assessment will
measure the Exceeds: 26 and above
learning progress? Meets: 20-25
Note: This can be Approaches: 15-19
the same as the pre- Falls Far Below: 14 or less
assessment or a
modified version of True/False
it. Indicate whether the statement is true or false.
____ 1. You should include bonuses you might get at work when you estimate your income.

____ 3. A speculative investment is one that might earn a large profit in a short period of time.
Multiple Choice

b. bond d. house




a. Conducting, Supervising, Maintaining, and Providing c. Depositing, Credit Cards,
Regulating, and Providing

a. the end result of something a person intends to acquire, achieve, do, reach, or accomplish in the near
or distant future
to an individual
b. something unnecessary but desired or items which increase the quality of living d. a
fundamental belief or practice about what is desirable, worthwhile, and important to an individual
a. luck
b. coincidence

b. Specific, measurable, attainable, realistic, time bound d. Attainable, realistic, time bound,
specific

b. earning interest on interest d. any form of interest earned from saving or investing
____ 16. Based on the rule of 72, money earning 6 percent would take how many years to double?
a. 8 c. 9
b. 6
d. 12
a. Pay the minimum balance every month. c. Only use a credit card for balance transfers.
____ 18. Why is having a good credit rating important when applying for an automobile loan?
a. You can get a better percentage rate on a loan c. It does absolutely nothing when apply for
an automobile loan

b. It helps your friends with a better rate on a loan d. It provides feedback to you so you can
smile

____ 20. Based on the rule of 72, money earning 6 percent would take how many years to double?
a. 6 c. 9
b. 8 d. 12
a. amount remaining after current wants and needs have been satisfied c. portion of current
income not spent on consumption
b. investment opportunities which yield a high interest rate d. purchase of assets with the goal of
increasing future income

a. The end result of something a person intends to acquire, achieve, do, reach, or accomplish in the near
or distant future. c. A fundamental belief or practice about what is desirable, worthwhile, and
important to an individual.
b. Something thought to be a necessity or essential items required for life. d. Something
unnecessary but desired or items which increase the quality of living.

a. The end result of something a person intends to acquire, achieve, do, reach, or accomplish in the near
or distant future. c. A fundamental belief or practice about what is desirable, worthwhile, and
important to an individual.
b. Something thought to be a necessity or essential items required for life. d. Something
unnecessary but desired or items which increase the quality of living.
Matching

____ 26. documents that provide information about your current financial position and present a
summary of your income and spending

a. Goal f. Savings
____ 36. the end result of something a person intends to acquire, achieve, do, reach, or accomplish
sometime in the near or distant future

Short Answer
45. Imagine you have $1,000 to invest. Which two types of investments discussed in the chapter
would you choose as investments? Explain your choices.
Problem
46. Simple Interest

You open a savings account at JTED Bank and deposit $15,700. You get a simple interest rate of 5.5% for
three years.
If you do not touch the money for those three years how much interest will accrue and what will your new
total be

Mona walked into Kathy’s Savings and Loan and invested $1,250 in a money market certificate at 7.5%,
compounded monthly.

Personal Finance
Answer Section
TRUE/FALSE
MULTIPLE CHOICE
10. ANS: A PTS: 1
11. ANS: A PTS: 1
12. ANS: A PTS: 1
13. ANS: C PTS: 1

14. ANS: B PTS: 1
15. ANS: B PTS: 1
16. ANS: D PTS: 1
17. ANS: B PTS: 1
18. ANS: A PTS: 1
19. ANS: C PTS: 1
20. ANS: D PTS: 1
21. ANS: C PTS: 1
22. ANS: D PTS: 1
23. ANS: B PTS: 1
24. ANS: A PTS: 1
MATCHING

35. ANS: G PTS: 1
36. ANS: A PTS: 1
37. ANS: C PTS: 1
38. ANS: E PTS: 1
39. ANS: F PTS: 1
40. ANS: B PTS: 1
41. ANS: D PTS: 1
42. ANS: J PTS: 1
43. ANS: H PTS: 1
44. ANS: I PTS: 1
SHORT ANSWER

45. ANS:
Possible answers are U.S. Savings Bonds because they are a predictable source of income and gems because
the student enjoys collecting beautiful jewelry.
PTS: 1 DIF: Average
PROBLEM
46. ANS:
I=Prt
I=(15,700)(.055)(3)
I= 2,590.50

Substitute 3 for t
PTS: 1
47. ANS:
2,273.40
PTS: 1

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: : This video is available on YouTube, as well as on the Samuel
Bradford Dell Professional Responsibilities webpage.
Summary of Unit Implementation:
The unit consisted of five lessons, which cover the career and technical education (CTE) topic of
personal finance. The lesson activities included: the creation of SMART goals covering
education and personal finance, research regarding multiple savings account types, practice in
regard to simple and compound interest calculations, the application of the “Rule of 72” to
compound interest calculations, and authentic practice with personal checking and savings
accounts.
The execution of each lesson went according to plan in most cases, with a few hiccups
materializing during the course of the unit. Pre-assessment data informed that the students
possess a great amount of prior knowledge in regard to goal setting and SMART goals.
Therefore, Lesson one and two, which cover goal setting, were combined into one lesson period.
This allowed the lessons which touch one savings, simple interest and compound interest to be
expanded to meet the knowledge gap presented in these areas by the pre-assessment data.
Several engagement strategies were infused, including: Realia, manipulatives, authentic
activities, PowerPoint presentations, Imagery, guided discussions, reflective discussions, and
multiple technologies. The Realia elements always produced a laugh, which increased student
engagement. The manipulatives were mixed, as some students thought rolling dice to find a
random future to be simplistic and juvenile. The authentic activity of using an actual bank slip to
make a deposit, make a withdrawal, and write a check, was well received. When considered, it
seems the engagement strategies did foster the learning goals.
Summary of Student Learning:
The initial assumption of student learning is positive. The written work was highly accurate, and
observed response by a large percentage of the student population were on topic and relevant.
During one on one interactions, there was a high instance of what might be called “ah ha!”
moments, were the students connected with the content.
During the lesson regarding the “rule of 72” (which can be viewed by following the links above)
the topic of calculating the proper result using Einstein’s rule became unclear to one student,
who stated, “I thought we needed to convert the percentage to a decimal before we divided. My

results don’t work!”. This event brought up the realization that the idiosyncrasies of the “Rule of
72” needed a little more clarification, which was provided to the entire class. The student seemed
satisfied with the answer, and appreciative that the entire class received the information without
the student being single out as the only one under confusion. This scenario provides yet more
proof that every element of learning must be observed, and that all common misconceptions
should be noted, and infused into, any future attempts to teach the same lesson.
Reflection of Video Recording:
The teaching performance on the video seems to be very similar to the earlier version, with a few
striking differences. First and foremost, the students in the room are all well known to this future
instructor. Names, attitudes, idiosyncrasies, and challenges are understood by the instructor, and
can be compensated for as the lesson unfolds. This understanding of the student population has
created a comfort level between teacher and student which did not exist in the previous
performance. While the performance does still bring up visions of a pompous blowhard (self-
reflection can be brutal), the content was infused and the goal of the lesson was met.
In the future, this teacher candidate would like to improve the ability to stay with, and focus on,
one student. In the video, it can be seen quite clearly that while one to one interactions are
created, those interactions are not closed in a smooth manner. The tendency is to wander away
from the student when done with the subject. Specifically, this future instructor would increase
the instances of a proper close to the one on one conversation, and add a sincere “thank you” to
the student, for the participation.
It is felt that the classroom engagement was positive during the lesson. This cannot be considered
a small achievement, as high school level students are not easily enticed to learning. This is the
element which should be built upon, as any process which increases engagement can only result
in increased learning. And, of course, if the learning is increased, the student has now increased
the probably of overall educational success.

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.
Scoring Criteria:
47 points total
Exceeds: 39 and
above
Meets: 29-38 Number of Students Number of Students

Pre-Test Post-Test
Approaches: 24-
29
Falls Far Below:

24 or less
Exceeds 0 44
Meets 4 23
Approaches 22 13
Falls Far Below 59 5
Post-Test Analysis: Whole Class
Once again, as with the previous unit infused during SED-480na, there is obvious movement in
student learning based on the raw numbers. Sixty-Seven (67) students have migrated from
“Approaches” and “Falls Far Below”, into “Meets” and “Exceeds”. To further demonstrate
understanding and learning, the last two questions on the assessment requires two (2) concepts to
be demonstrated by showing the work via appropriate steps. Fifty-two (52) of the sixty-seven (67)
students who scored “Meets” and above answered both of these questions correctly. This result
demonstrates a depth of learning, and reassures the instructor of transfer, as opposed to simple
recall.

Solid work on the lesson handouts typically equated to solid results on the summative assessment.
Those students who provided comprehensive responses during the lesson, quantified by the
example shown above, consistently transferred this effort into “Meets” or “Exceeds” results on
the summative assessment. Those who provided little effort on the lesson summary worksheets,
as shown below, were also consistently low scoring on the summative assessment.
Above, the test results are 0 and 15. The example shows a correlation between student effort and summative assessment result.
It is believed that the instructional approach for this unit was solid, given the pre-assessment and
post assessment results. Of particular importance were two results from the summative
assessment, which does shed a positive light on the learning. In a majority of cases, the
vocabulary matching exercises (two exercises with ten vocabulary words contained within each
exercises) resulted in student accuracy of at least eight (8) of ten (10). This important result helps
explain and inform the relatively high (67 of 85) “Meets” and “Exceeds” results shown in the
summative assessment.

Example of great work on vocabulary portion of a lesson.
Fantastic work on a SMART goal.

Post-Assessment Analysis: Subgroup Selection
For this subgroup analysis, the segment of students that fall into IEP, 504, and Other Behavior
while be dissected. The rational for this choice is twofold: self-reflection and professional
development. The result of this analysis will provide concrete evidence of any differentiation of
instruction infused in the classroom. Further, these same results will allow the teacher candidate
to create improvement goals for future instructional scenarios.
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 1
Approaches 2 2
Falls Far Below 3 1
Post-Assessment Analysis: Subgroup
Again, there was movement within the selected subgroup. However, the percentages of those
students which did show improvement were much lower than the overall classroom results. This
leads the future instructor to the conclusion that differentiation was not effectively infused, and a
segment of the classroom population was, indeed, left behind. Self-reflection by teacher candidate
confirms the slight, as very few differentiation techniques can be cited. Individual instruction, as
well as paced and clearly annunciated speech patterns were utilized. Also, grading of the lesson
handouts was modified for this classroom segment. Further, while partaking in the summative
assessment, each student in this category was offered the accommodation of having the questions
read by the instructor, to help clarify any questions regarding the content and internet of the
question. However, no additional differentiation was applied to this unit.
This small but important subgroup was effectively ignored by this future instructor, and left to the
will and ability of the individual. While several “normal” and “easy” accommodations were made
available to this segment, the lesson content was not substantially differentiated. There were no
separate handouts, which contained ability appropriate prompts. There were no guided lessons,
with ability appropriate language levels. In essence, this subgroup was offered the same content
as the overall classroom population. As witnessed by the results listed above, the lack of
differentiation created both a knowledge gap, and learning gap.
Three of the five students in the segment did not master the objectives. However, all five of the
students in this subgroup received at least 8 of 10 as a grade for the handouts included with each
lesson. By rewarding effort, and not understanding, the instructor set this subgroup up for failure

on the summative assessment. In the future, true differentiation, well planned and executed
differentiation, must be infused into the lesson plans, and the unit. As required, content within the
lesson must be similar but appropriate for the ability level of the student in question. Only then,
will every segment of the student population have a true path to the learning.
Requested calculations are not completed, and vocabulary responses are clearly “not in the student’s own words”. However, this
IEP student was graded as 10 of 10, and the vocabulary was not differentiated. Further, the instructor did not spend time with
the IEP student and require a self-created memory device for the vocabulary.
The example above shows a “completed” worksheet submitted by one member of the IEP student
population.
Post-Assessment Data: Remainder of Class
Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 43
Meets 4 22
Approaches 20 11

Falls Far Below 56 4
Post-Assessment Analysis: Subgroup and Remainder of Class
The data above, with the subset of IEP, 504 and “Other Behaviors” removed, shows a strong
pattern of understanding and learning. The extreme lack of prior knowledge informed by the high
number of “Falls Far Below” outlined by the pre-assessment opens the door for the instructor to
infuse the content. This scenario could have resulted in catastrophic failure, but did not. The
swing from “Falls Far Below” to “Exceeds” did occur, and did so in grand fashion. The final
analysis of this unit would have to be considered successful, given the strong showing on the
summative assessment.
After speaking with the classroom/mentor teacher (Mr. Stickel) and finalizing this unit, the best
next focus area would be Arizona CTE Standard 1.3, which reads as follows: “Compare the
advantages and disadvantages of using various forms of credit and the determinants of credit
history” (Azedgov, 2018). Following closely behind would begin a new unit, which focuses on
entrepreneurship. The Arizona CTE standard for this unit would be as follows: “1.5 Explain the
role of entrepreneurs and their importance to the economy” (Azedgov, 2018). This unit could be
created in such a way as to allow deep discussion and research into business ownership of
companies which offer products and services of acute interest to the students in each classroom.
Discussions could be personalized, with students leading the forum.
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.
This section was completed during SED-480na, and focused on the following areas: think time –
wait time, Realia, and classroom management. Extensive progress was completed on all three
elements.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Improved classroom management While many positive strides have been made
skills, including: behavior redirection, in this area, this is still a “must do” element,
as opposed to one which requires research.
The classroom of this future instructor must

classroom engagement, and be structured. When the structure is
assignment completion. diminished by student behavior, the teacher
must assert himself in the classroom. Too
often, this future educator reverts to a laid-
back style, which has proven to invite
disorder. While both the cooperating teacher
and the classroom observer (Mrs. Selberg)
have reported marked improvement, a
continuing effort will be required in the
future.
2. Improved lesson differentiation for all Observation of a veteran teacher will be a
students, with particular emphasis on fantastic start in this endeavor. While stating
IEP, 504, and behavior issues. “I must differentiate instruction” is quite an
easy sentence to utter, the process itself is
not simplistic. The time and effort required
for proper and effective differentiation is
immense, and attempting this without
guidance from those who have proven to be
successful would be futile. Following
observation, the next best step will be
practice and experience. With this issue
being a focus, this future instructor will
attempt to make positive strides in this area.
3. Continue, and increase, the use of This unit did allow for the use of Realia, and
Realia. the opportunity was taken advantage of in
two ways: the rolling of dice to determine
the student’s financial future, and the use of
the game “Monopoly” to give authentic
experiences while infusing the concept of
business transactions. This teacher candidate
will increase the use of Realia by examining
every lesson to determine the applicability of
Realia to the concepts contained within.
Realia is not only a goal for this future
instructor, but is also a passion.

References
Areavibescom. (2018). Bullhead City Demographics Profile. Retrieved from
http://www.areavibes.com/bullhead city-az/demographics/
Azedgov. (2018). Instructional Framework: Business Management and Related Services
52020000. Retrieved from
https://cms.azed.gov/home/GetDocumentFile?id=59e91d6f3217e10e7ca9efc7
Brown, D. (2018, January 17). Director of Curriculum and Technology, Colorado River Schools.
[Personal Interview].
Coloradoriverschoolsorg. (2018). Colorado River Schools. Retrieved from
http://www.coloradoriverschools.org/
Greatschoolsorg. (2018). Mohave High School. Retrieved from
https://www.greatschools.org/arizona/bullhead-city/1408-Mohave-High-School/

Step 7 Student Teaching Evaluation of Performance

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Step 7 Student Teaching Evaluation of Performance

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Samuel Dell

April 29, 2018

Student Teaching Evaluation of Performance (STEP)

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 60

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 60

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

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 60

STEP Standard 1 - Contextual Factors: Knowing Your School and

C. Student Academic Factors

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 60

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 60

Unit Title: Personal Banking

National or State Academic Content Standards

The student will be able to demonstrate, through accurate recreation/representation (written) of

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 60

Scoring Criteria: 47 points total

Exceeds: 26 and above

____ 4. Inflation is a general rise in prices that affects everybody.

____ 5. An example of a liquid asset is a ____.

____ 6. One use of discretionary funds is spending on ____.

____ 7. An example of a variable expense is ____.

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 60

____ 9. Factors that affect financial markets are ____.

a. Conducting, Supervising, Maintaining, and Providing c. Depositing, Credit

____ 11. The Federal Reserve System is also known as

____ 12. A goal is best defined as?

____ 13. Financial goals are accomplished because of?

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 60

a. Time bound, measurement, life cycle c. Realistic, needs, wants, values

b. Specific, measurable, attainable, realistic, time bound d. Attainable, realistic,

____ 15. What is Compounding interest defined as ________.

a. interest earned on the principal investment

____ 19. What is compounding interest defined as ________.

a. interest earned on the principal investment c. earning interest on interest

b. any form of interest earned from saving or investing

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 60

____ 21. How is savings defined?

____ 22. What is the best definition of a want?

____ 23. What is the best definition of a need?

Match each term with the correct statement below.

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 60

____ 25. the price at which a property could be sold

____ 29. the debts that you owe

____ 34. extra money that can be spent or saved

____ 35. an account with a financial institution

____ 37. specified as less than one year

____ 40. specific objectives to be accomplished through financial planning

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 60

____ 43. interest earning interest on interest.

____ 44. interest on the principal only.

Write a 100-word paragraph for each of the following:

46. Simple Interest

47. Compound Interest

How much will Mona have after 8 years?

1. ANS: F PTS: 1 DIF: Difficult

2. ANS: F PTS: 1 DIF: Difficult

3. ANS: T PTS: 1 DIF: Average

4. ANS: T PTS: 1 DIF: Easy

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 60

6. ANS: C PTS: 1 DIF: Average

7. ANS: D PTS: 1 DIF: Average

8. ANS: A PTS: 1 DIF: Average

9. ANS: D PTS: 1 DIF: Difficult

5. An example of a liquid asset is a .

6. One use of discretionary funds is spending on .

7. An example of a variable expense is .

9. Factors that affect financial markets are .

15. What is Compounding interest defined as ____.

19. What is compounding interest defined as ____.

5. An example of a liquid asset is a .

6. One use of discretionary funds is spending on .

7. An example of a variable expense is .

9. Factors that affect financial markets are .

15. What is Compounding interest defined as ____.

19. What is compounding interest defined as ____.