Professional Documents
Culture Documents
Heather Ferguson
01/27/2019
ECH-480.
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).
Learning Goal
The children will demonstrate knowledge of the words over and under.
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
Partially Proficient
(70%-79%) 0
Minimally Proficient
(69% and below) 7
Based on the data above, the children are not familiar with the words over and under. I will use those
terms as much as possible when describing the location of things. I will also offer these lessons many
times throughout the week. During the obstacle course, I will add other items for the children to crawl
under and over, asking questions on what they should do at each obstacle. This lesson may need to be
extended for the children to fully understand the words
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.
Was the child able to successfully show you over and under in all lessons this week?
Child Obstacle Course Picture Pointing Toy Position Exceeds (E)
Meets (M)
Approaches (A)
Falls Far Below
(F)
Over Under Over Under Over Under
I.S.
R.S.
E.M.
K.W.
V.P.
B.B.
N.S.
O.J.
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) # 1
Proficient
(80%-89%) #1 1
Partially
Proficient
3 5
(70%-79%)
Minimally
Proficient
4 1
(69% and below)
The children in the class are on a wide level of development. There are children that have
language barriers, IFSP’s, children that act older than they really are, etc.… Based on my
evidence, I know that the children need to have a variety of ways the materials are presented and
encouraged to play along with us. There were a couple children who didn’t want to do much
participating, they wanted to do their own thing.
Overall, I feel that many of the children actively participated in the activities. The lessons were
modified for each child and they were encouraged to participate. I was actively participating with
the children and showing them what we were doing daily. The children know words such as
throw and roll but they may not understand what each word means so I would show them what
throwing the ball was and what rolling the ball was. There are always room for improvement on
my lesson plans and how I execute them.
I have chosen two children, one boy and one girl. Both children are two and just a month and a
half apart in age. One child seems to be more advanced in some areas than the other.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Proficient
(80%-89%) 2 1
Partially
Proficient 0
0
(70%-79%)
Minimally
Proficient
0 0
(69% and below)
I was shocked when doing this post-assessment because I honestly thought they would be on the
same levels. The boy in the group was able to complete the tasks easier than the girl was and I
thought the roles would have been reversed based on the children’s interest. The girl is usually the
one that likes to set down and match things whereas the boy is active and enjoys being up moving
around. I thought the girl would have been able to do the matching much easier than the boy, but
it was opposite. With the girl I started out with the eight cards and when she couldn’t match them,
I took some away and she was able to match them easier. The boy could match them all the first
time.
There is a girl that hasn’t mastered the objectives for the week. This child has an IFSP and is in a
variety of therapies to help her get where she needs to be. She is two years old and just started
walking approximately 6 months ago. There are obvious delays and I plan on individualizing with
her, doing things that she enjoys, and getting her to participate with us in the class. I will also
make sure I modify the lessons to meet her needs better. At the time she was transitioning into my
room from the infant room and I didn’t know her styles but after working with her a little more, I
have become more aware of her needs and her learning styles
Proficient
(80%-89%) # #
Minimally
Proficient
4 1
(69% and below)
I found that the older children, without IFSP’s, were able to complete the lesson easier than those
that were younger. Some children were more willing to do the lesson. The children were
interested in crawling under the table because that is not something they get to do often. Most of
the time the teacher is telling the children to stay out from under the table because there are
children that bite frequently in the room. While not all the children successfully completed the
activity, they done some of it.
The next step, I would add words such as beside and around. This will help the children
understand spatial relations better and will give them new words to add to their vocabulary. We
would to similar activities but would use the words; over, under, beside, and around.