GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART II

Understanding the learning needs of students is critical when designing instruction that is differentiated and geared to meet unique learning needs. As
you get to know your students and their individual backgrounds, identifying their specific learning needs will help you strategically design their
instruction and assessments.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of
your students. This contextual data will assist you in developing your instructional unit, which you are expected to teach by the end of week 8. Utilize
the district or school website, your cooperating teacher/mentor, or school administrator for this information.
Complete the STEP Standard 1, Part II that includes:
A. Student Demographic Factors
B. Environmental Factors
C. Student Achievement Factors
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment
to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
 Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing
this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready
to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be
saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 An initial email will be sent to you to confirm your email address.
 A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. Submit a completed copy to the appropriate LoudCloud submission space for grading.

©2018. Grand Canyon University. All Rights Reserved.

 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Dana
Last Name:
Davis 20364149
Email Address: Phone: State:
danadavis@haxtunk12.org (970)520-0117 CO- Colorado
Program of Study:
B.S. in Elementary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 5 Content Area(s) Taught: Elementary-all Subjects Total Number of
Classroom 30
Students:
Total Number of Boys: Total Number of Girls: Age Range
15 15 Represented: Ages 10-11
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
0 0.00
Asian %
0 0.00
Identify the number of Black/ African American
students representing 2 6.67 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 2 6.67
Native Hawaiian / Pacific Islander %
0 0.00
White %
25 83.33
Other %
1 3.33
Total %
30 100

©2018. Grand Canyon University. All Rights Reserved.

  Describe any socioeconomic factors affecting your students.

These students live in a rural area. Many of these students are considered lower middle-class or at poverty level. $37,500 is the median household income and the poverty rate is
12.7%. Many also come from blended homes.

 Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

I intend to use the diversity of the class to lead my instruction. Not only do all students deserve the right to an education, it should be given to them in a safe a and caring
atmosphere. There are many who have a parent or parents that work long hours or many jobs, so the parents are not available to assist with homework. I will not make
homework a constant assignment. instead, only if students do not finish the assignment in class, will it become homework. I will give ample time to finish it during school-time. I
am also aware that many are in great need of attention. Keeping that in mind, I hope to always be understanding and patient. I will be available before and after school for
students who could not find an answer to their questions and/or did not have assistance at home.

B. ENVIRONMENTAL FACTORS
Attach a photo or diagram showing the physical room
arrangement:
 Describe the environmental factors of your cooperating classroom. Include a description of:
o The physical room arrangement
o Available classroom resources
o The level of parental involvement
o The availability of and/or access to technology.
* The physical arrangement is very well organized, even though there are 30 students. Desks are in groups of 6, three facing three. There is a fairly large open spot in the middle
of the room and at the front. All students face towards the front of the room, but they can easily move their bodies and eyes around to other areas of the room.

* A counselor comes in once every two weeks to talk to the whole class about kindness and respect. many paraprofessionals take students out that need extra help. There is an
extensive library with age-appropriate books. Also, there are many posters on the wall and decorations that promote learning. Goals are posted by the students in one area and
information about a growth mindset is in another area, for example.

 Describe
* Parental involvementthe is
possible
at both effect
ends ofthese environmental
the spectrum. factors
There seems could
to be greathave on the planning,
involvement delivery, Some
or no involvement. and assessment
parents readofwith
your unit.
their child every night, make sure their
homework is finished, and check in on the behavior of their child with myself and the cooperating teacher. Other parents, are home late or are inattentive to their children's
I find it Some
needs. challenging to create
have signed a lesson
up to planclassroom
help with that encompasses
parties orall
toof thein
help given factors. I am
the classroom sure to include
if needed, manydo
while others group activities,
not want to beso that students
associated withhave the opportunity
the school to get the
at all. The parents
feeling of support from one another. Also, because the class is
that have a higher socioeconomic status most generally stay more involved. split, I must teach the same material twice - one to a higher functioning group, and one to a lower functioning
group. I face the challenge of staying relatively close together on curriculum covered each day, but still making time for discussion and questions. To assess, I need to consider
*that each
There areof16
these students
chrome bookslearns and tests
available. in a different
However, way.are
the classes I plan
splittoformake
mathassessments
and literacy,that show
so only what
114 they
or 16 know,
need themnot
athow
one good
time. they are at
We have taking
access totests. I will
a Mimio also incorporate
Smart Board and
chrome book time to assess, by using programs that allow me to track their learning.
document camera. the students go to a computer class twice a week, where they learn how to navigate the internet, how to make presentations, and the fundamentals of
keyboarding.

©2018. Grand Canyon University. All Rights Reserved.

 C. STUDENT ACADEMIC FACTORS
 Complete the table including the number of students whose primary language is other than English, have an IEP or a 504 plan, are gifted, receive
educational services outside of the classroom (e.g., reading/math intervention, speech services, and special education services), and non-labeled
students (e.g., non-IEP, non-ADA, Section 504) who are behaviorally or academically challenged.

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
0 2 0 2 1 0

Girls
0 4 0 2 1 1

Instructional These students have There is no actual One girl is hearing One student has
Accommodations and individualized needs, gifted and talented impaired. The teacher emotional issues, and
Modifications but for all they get program for wears a device around although has had
(Describe any instructional
accommodations and extra time for testing. elementary students her neck that services in the past,
modifications regularly used They are all in the as of yet. Therefore, magnifies the sound to has none this year. He
to meet the needs of students same group for literacy most G/T is done just the student's hearing seems to be handling
in each subgroup.)
and math, making in the classroom. aides. the teacher also his emotions very well.
instructional These students are uses hand gestures at
accommodations given more problems times.
easier, such as the use to do in math, and are
of visuals and urged to read at a
extended time for higher level.
questions.

 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.

I must keep in mind that I have many different personalities and abilities in my class. I should always speak clearly and concisely. I should never assume content is "easy",
because for some, it may be a challenge. I need to take into account the accommodations I must make when creating a lesson plan. When I instruct, I must do so in a variety of
ways. With my hands, my voice, and my hands. I should use many visuals and stop often for questions. When pairing students for assignments, I need to pair them with similar
but not always the exact same ability. They must feel comfortable to share within their group and within the classroom, always. To assess, I will use formative assessment often.
Rather than use written tests much of the time, I will use cues from the students, conversations and discussion, and ability to show what they know in class, to assess.

©2018. Grand Canyon University. All Rights Reserved.

 AGREEMENT AND SIGNATURE
I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher Candidate Date:

E-Signature: Dana Davis
Dana Davis (Aug 29, 2018)
Aug 29, 2018

©2018. Grand Canyon University. All Rights Reserved.