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.
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 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Charlotte
Last Name:
St.Clair 20388731
Email Address: Phone: State:
stclairs21@yahoo.com 5412907600 OR- Oregon
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: 4th Content Area(s) Taught: Elementary - All Subjects Total Number of
Classroom 27
Students:
Total Number of Boys: Total Number of Girls: Age Range
15 12 Represented: 9-11
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
2 7.41
Asian %
0 0.00
Identify the number of Black/ African American
students representing 0 0.00 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 10 37.04
Native Hawaiian / Pacific Islander %
0 0.00
White %
15 55.56
Other %
0 0.00
Total %
27 100

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  Describe any socioeconomic factors affecting your students.

This is a rural farm area and it is considered low income. We have students who qualify for reduce or free lunched and also have students who are considered homeless. There is a
varying degree of socioeconomic status in this community.

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

Because this is a low income area, some students are worried about where their next meal will come from. Having a snack and putting something into their stomachs can help
them focus and relax. Sometimes we need to just stop what we are doing, stand up, or take a bathroom break to help students refocus and get back on track. There is a medium
level of parental involvement but those who have a harder lifestyle at home do not have the extra support. It is important to me that I provide a safe and inviting atmosphere
where my students want to come. Understanding that cultures play a huge role in students lives, knowing all that I can about them, and connecting with them is equally
important. Some students may not have the supplies needed for the day to day activities and I want to be prepared and have them without making a big deal about it. Planning
and delivering my lessons need to be done so that they understand them and want to be engaged. There are different levels of students in the classroom and they all should have
the opportunity to be taught at their level and be somewhat challenged to think deeper and be problem solvers. Building foundations in their academics and self esteem can set
them up for success in and out of the classroom.

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 room is laid out with the desks in the middle of the room with the main focus being in the front where the smart board and main teaching take place. Desks are arranged
with students best needs in consideration including visual, hearing, and behavioral. There is a larger desk in the back for 7 students and one teacher that is used for small groups
and other activities. There is a class library where students can find fiction and non fiction chapter books to read and a small area with a few fun chairs to sit in during
independent reading. Two white boards are in the front of the classroom with a smart board in the middle. A projector is also up front and interacts with the smart board during
teaching activities. Large bulletin boards are arranged around the room with helpful posters and materials to help students in the units they are in. The teachers desk is in the
back left corner and my desk is in the front left corner. Extra general supplies and the turn-in basket is also on the left side of the classroom below the windows. There are
cubbies for students and extra storage in the back of the room. Other resources used in the classroom are Chromebooks and there is a charging station in the back. Each student
 own
has their Describe the possible
Chromebook effect on.
for learning these environmental
Parental involvement factors
is at a could
mediumhave onParents
level. the planning, delivery,
volunteer to comeand
intoassessment
the classroom ofand
your
gounit.
on our field trips. There is a high
percentage of students who turn in homework daily and parents initial their reading homework. Technology is used daily in the classroom for teaching, learning, researching,
Having a classroom
assessments, set up
and quiet to meet
music in thethe needs of our students is important and will help the day go smoothly and be successful. Creating an environment that is welcoming with a
background.
calm atmosphere will help students focus and want to be involved in what we are doing. The arrangements of desk and moving students around throughout the year will help
freshen up the room and give students new opportunities to be in different palaces. When planning lessons where they will think-pair-share, and knowing who they are
strategically sitting by can help this time be the most productive. The delivery of our lessons need to be done so that all students can see and hear us clearly. Keeping in mind that
some students are distracted easier than others so not placing them facing the window or near other chatty students can help stay focused. Those that like to wiggle or stand can
have their desk arranged so that know one is behind them and become distracted from the movement. When doing written assessments, students can have privacy folders that
can go up on their desk to help with wondering eyes. There are also a few extra students desks that are empty and a larger group desk in the back that students can spread out in
if needed any time of the day.

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 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
3 2 0 0 0 1

Girls
1 2 0 0 0 0

Instructional Students have extra help These students are Accommodations that
Accommodations and from aids that come into pulled through out the are being used or
Modifications the classroom and then day and have something we have
(Describe any instructional
accommodations and they also are pulled 30 additional help. They ready and willing to try
modifications regularly used minutes every day. also have the option to are the bands that go
to meet the needs of students Because they have have things read to around the chair for his
in each subgroup.)
Chromebooks, they have them. Seating and feet, squishy ball to
the option to have most grouping is also manipulate with his
everything read to them considered and hands, raising his desk
when we are working with arranged closer to the to make him more
technology. There are front so we can help comfortable, a small
vocabulary words with guide and encourage tote near his desk to
visuals and definitions them to stay focused. keep his supplies in,
posted for each unit we Classroom and behavior chart 1-3 on
work on. They are also homework is also his desk, reward
 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.
sitting closer to us while modified depending system, journal and
we are teaching so that on the area needed. coloring because he is
I want to meet the needs ofwe allcan
my have
students so access
easier knowing how they function and learn the best will benefit me in being able to successfully plan and teach them.
goodAccommodating
at it and enjoys
and modifying my lessons so that they
to help themwill
andunderstand
they and grasp the objective and supporting details is important. Making my lesson fun and interactive toit. all students is my
goal. Knowing the needs ofhave my students
one higher andlevel
fully preparing to have all the resources and tools ready to go will help the lesson go smoothly. Students with behavioral issues
must be taken into consideration because you
student sitting next to never know how things will go. Depending if they are having a good or bad day can effect the classroom and every student.
Having a plan B and even athem plan Cfordirectly
added for those students is a good idea.
support.
Classroom work and
homework have also been
modified in certain areas.

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 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: Charlotte St.Clair
Charlotte St.Clair (Sep 29, 2018)
Sep 29, 2018

©2018. Grand Canyon University. All Rights Reserved.