Step wk10

Student Teaching Evaluation of Performance (STEP)
Template
© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 34

Table of Contents
Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning .........................................................16
STEP Standard 5 - Implementation of Instructional Unit .......................................28
STEP Standard 6 - Analysis of Student Learning....................................................31
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........33

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

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors
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).

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Data and Graphing
Unit Title: Representing Data and Graphing
National or State Academic Content Standards

CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less
are in one category than in another.
Learning Goal
Students will be able to compare and contrast items on a graph.
Measurable Objectives
1.When presented with data students will be able to represent it in a picture graph, tally chart,
and bar graph with 80% accuracy.
2.When presented with a graph student will be able to compare and contrast the data with 80%
accuracy.

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.
Name: _________________________ Date:___________________

Using the items in the box complete the bar graph below.
1. Which shape is there the most of?
_____________________________________________________________
2. Which shape is there the least of?
_____________________________________________________________
3. Which shape is there the same number of?

_____________________________________________________________
Sue asked her class what their favorite sport was. Using the answers she got
complete the bar graph.
Soccer
Football
Basketball
Hockey
Favorite Sport
soccer football basketball hockey
4. What is the classes favorite sport?

_________________________________________________________
5. What is the classes least favorite sport?
_________________________________________________________
Using the picture graph below fill in the blanks.

Sticker Collection
James
Sara

Adam
Liz
Steve
= one sticker
6. Sara and _________ have the same number of stickers.
7. Adam and Liz have _______ number of stickers altogether.
8. Adam has ______ fewer stickers than Steve.
Use the picture graph below to answer the questions.

Favorite Color
Purple
Red
Yellow
Green
Blue

= 2 students
9. How many students favorite color is purple?
A. 3 B. 6 C. 5 D. 4
10.How many more students picked red as their favorite color than blue?
A. 1 B. 4 C. 2 D. 3
11.Which color did the most students pick as their favorite color?
A. Red B. Green C. Blue D. Purple
12.____ number of students picked green and yellow as their favorite color.
A. 4 B. 7 C. 5 D. 8
13._____ number of fewer students picked green as their favorite color than yellow.
A. 4 B. 2 C. 3 D. 4
Each question is worth one point including filling in the data for each category. The first three graphs
they need to apply their knowledge and answer short answer questions, the fourth graph gives answer
choices but because of the scale are more challenging so each are worth the same amount of points. This
makes the assessment worth 21 pts. No points are given for an incorrect answer or a blank.
Exceeds expectations are scores of 19 or more points out of 21 or 90%-100%

Meets expectations are scores of 17 or more points out of 21 or 80%-89%
Approaches are scores of 15 or 16 out of 21 points or 70%-79%
Falls far below are scores of 14 or less points out of 21 or below 69%
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
90%-100%
Meets 1
80%-89%
Approaches 1
70%-79%
Falls Far Below 22
69% and below
Pre-Assessment Analysis: Whole Class
I do not feel any adjustments need to be made to the standards, objective, or learning goals. The majority
of students far fall below this is expected since they have had no prior instruction on graphing. After
analyzing the data, I feel students are very capable of meeting their goal. Students have just had a unit on
comparing and contrasting numbers to 120 so they are strong with numbers. Students will need
instruction on the types of graphs, how to complete a graph, and using the key to read a graph correctly.
This assessment was completed by students shortly after completing a summative assessment on numbers
to 120. Students took the assessment independently while I read each question to them. I made sure they
understood that we have not learned this yet and this would just be used to see what we already know and
what we need to learn. This seemed to put most students at ease.
This group of students has little prior knowledge on graphing. Most of the errors came when it comes to
representing the data on a graph. The majority of students made a picture graph instead of a bar graph, or
filled the graph out starting at the top. They seem to have the right idea so with instruction I will be able
to clean up some misconceptions. Another error was reading the key on a graph in order to correctly
answer the questions. Students are strong at skip counting to 40 which will help when instructing them to
read the key in order to read the graph correctly.
While the scores were low the data is promising that with instruction students will be able to master this
standard. The standard states students are to compare 3 categories but the assessment they will need to
take per the curriculum has students comparing up to six. With knowing students’ abilities, I believe they
will be able to master comparing more than three categories.
There are 2 students will IEP’s and 3 others in the RTI process. These students may need
accommodations with the assessment and during the lessons.
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.
Copy and paste, or insert a picture of the post-assessment.
Name: _________________________ Date:___________________
Using the items in the box complete the bar graph below.

14. Which shape is there the most of?
_____________________________________________________________
15. Which shape is there the least of?
_____________________________________________________________
16. Which shape is there the same number of?
_____________________________________________________________
Sue asked her class what their favorite sport was. Using the answers she got
complete the bar graph.
Soccer

Football
Basketball
Hockey
Favorite Sport
soccer football basketball hockey
17. What is the classes favorite sport?

_________________________________________________________
18. What is the classes least favorite sport?
_________________________________________________________
Using the picture graph below fill in the blanks.

Sticker Collection
James
Sara

Adam
Liz
Steve
= one sticker
19. Sara and _________ have the same number of stickers.
20. Adam and Liz have _______ number of stickers altogether.
21. Adam has ______ fewer stickers than Steve.
Use the picture graph below to answer the questions.

Favorite Color
Purple

Red
Yellow
Green
Blue
= 2 students
22.How many students favorite color is purple?
B. 3 B. 6 C. 5 D. 4
23.How many more students picked red as their favorite color than blue?
B. 1 B. 4 C. 2 D. 3
24.Which color did the most students pick as their favorite color?
B. Red B. Green C. Blue D. Purple
25.____ number of students picked green and yellow as their favorite color.
B. 4 B. 7 C. 5 D. 8
26._____ number of fewer students picked green as their favorite color than yellow.
B. 4 B. 2 C. 3 D. 4
Each question is worth one point including filling in the data for each category. The first three graphs
they need to apply their knowledge and answer short answer questions, the fourth graph gives answer
choices but because of the scale are more challenging so each are worth the same amount of points. This
makes the assessment worth 21 pts. No points are given for an incorrect answer or a blank.
Exceeds expectations are scores of 19 or more points out of 21 or 90%-100%
Meets expectations are scores of 17 or more points out of 21 or 80%-89%
Approaches are scores of 15 or 16 out of 21 points or 70%-79%

Falls far below are scores of 14 or less points out of 21 or below 69%

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

Titl Simple Picture Graphs Collecting Data for a Understanding Data on Collecting and Put Your Thinking
e of Picture Graph a Picture Graph Organizing Data for A Cap On
Les Tally Chart and Bar
son Graph
or
Act
ivit
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Sta 1.MD.4 Organize, 1.MD.4 Organize, 1.MD.4 Organize, 1.MD.4 Organize, 1.MD.4 Organize,
nd represent, and interpret represent, and interpret represent, and interpret represent, and interpret represent, and interpret
ard data with up to three data with up to three data with up to three data with up to three data with up to three
s categories; ask and categories; ask and categories; ask and categories; ask and categories; ask and
an answer questions about answer questions about answer questions about answer questions about answer questions about
d the total number of the total number of the total number of the total number of the total number of
Ob data points, how many data points, how many data points, how many data points, how many data points, how many
ject in each category, and in each category, and in each category, and in each category, and in each category, and
ive how many more or less how many more or less how many more or less how many more or less how many more or less
s are in one category are in one category are in one category are in one category are in one category
Wh than in another. than in another. than in another. than in another. than in another.
at 1.OA.8 Determine the 1.OA.8 Determine the 1.OA.8 Determine the 1.OA.8 Determine the 1.OA.8 Determine the
do unknown whole unknown whole unknown whole unknown whole unknown whole
stu number in an addition number in an addition number in an addition number in an addition number in an addition
den or subtraction equation or subtraction equation or subtraction equation or subtraction equation or subtraction equation
ts relating three whole relating three whole relating three whole relating three whole relating three whole
nee numbers. For example, numbers. For example, numbers. For example, numbers. For example, numbers. For example,
d to determine the determine the determine the determine the determine the
kno unknown number that unknown number that unknown number that unknown number that unknown number that

w makes the equation makes the equation makes the equation makes the equation makes the equation
and true in each of the true in each of the true in each of the true in each of the true in each of the
be equations 8 + ? = 11, 5 equations 8 + ? = 11, 5 equations 8 + ? = 11, 5 equations 8 + ? = 11, 5 equations 8 + ? = 11, 5
abl = _ - 3, 6 + 6 = _. = _ - 3, 6 + 6 = _. = _ - 3, 6 + 6 = _. = _ - 3, 6 + 6 = _. = _ - 3, 6 + 6 = _.
e to
do Student understands Student understands Student understands Student understands Student understands
for data is shown in forms data is shown in forms data is shown in forms data is shown in forms data is shown in forms
eac of a bar graph, picture of a bar graph, picture of a bar graph, picture of a bar graph, picture of a bar graph, picture
h graph, or tally chart. graph, or tally chart. graph, or tally chart. graph, or tally chart. graph, or tally chart.
day Student can interpret Student can interpret Student can interpret Student can interpret Student can interpret
of the data from a graph. the data from a graph. the data from a graph. the data from a graph. the data from a graph.
the
unit
?
Ac Data- information Data- information Data- information Tally mark- / to Tally mark- / to
ade shown in numbers shown in numbers shown in numbers record a piece of data record a piece of data
mic Picture graph- uses Picture graph- uses Picture graph- uses Tally chart- shows all Tally chart- shows all
La pictures or symbols to pictures or symbols to pictures or symbols to the data collected the data collected
ng show data show data show data using tally marks using tally marks
uag More More More Bar graph- uses the Bar graph- uses the
e Fewer Fewer Fewer length of bars and a length of bars and a
an Most Most Most scale to show data scale to show data
d Fewest Fewest Fewest More More
Vo Fewer Fewer
cab Most Most
ula Fewest Fewest
ry Scale Scale
Wh Categories Categories
at
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Su - Call students to the -As a whole group -Show the picture -Show students the -On the board as a
m carpet and read the poem have student roll the graph “Our Favorite pictures of favorite whole group make a
ma “Old McDonald Had a number dice and Toys.” Point out the sports. Ask students tally chart of how
ry Farm” together and look complete the picture key on the graph that how many students students get to school
at the picture with it. graph using stars in the says each star picked soccer as their with the categories of
of
Then ask students how
Ins Colum of which represents one student. favorite sport. walking, ride a bike,
many of each animal and
tru write the animal and number is rolled. Ask “How many stars Basketball? And walking, or school bus.
ctio number on the board. -Explain to students are their?” Then ask baseball? Drawing Ask how most students
n - “Which animal is there there are different “How many students tally’s as students get to school? Which
an the least of?” ways to record data. are represented on this answer. Explain one way do the fewest
d - “Which animal is their Here we used a star. graph?” Then ask how ball is one /. students get to school?
Act the most of?” -giving each group (6) many students choose Emphasize that 5 -Give students a copy
ivit -Explain you can collect of students a copy of each toy. tallies’ is a bundle so of the Weather Graph
ies data or information and the picture graph and a -Then in their groups we draw a diagonal to complete. Read
for show it in a picture number dice have them have students practice through the sentences
graph.

the -Show the image of the practice recoding their using the graph “Our line through the other with students while
Les ribbons and ask students information using a Favorite Color,” “Cars four. they complete the
son if it is easy to see which star in the Colum of in A Parking Lot,” and -After completing the graph.
Ho color there is the most the number rolled. “Favorite Seasons.” tally’s again ask -When they are done
w of? (no). And explain we -Next allow for -Students will then students how many point out there should
can take the same
will independent practice. practice independently students picked each be 7 triangles, and ask
information and
the represent it in a different Give each student four during one of their sport as their favorite. why. (7 days of the
inst way to make it clearer. cubes (red, blue, three centers. Point out that it is week).
ruct - “Data shown in a graph yellow, and green) in a -One center is the faster to read -Students will then
ion is easier to see.” bag and an empty worksheet; other information since we practice independently
and - Show students to picture graph. They students will be can count by five. during one of their
acti picture graph for the will pull a cube out completing a picture - Now point out that it three centers.
viti ribbons and have them and record what the graph with colored is easier to represent -Students will complete
es fill in the blanks using data under the correct peeps. They will then the data now that it is their worksheet in one
flo fewer, more, fewest, and color Colum, replace complete questions organized. Have them station, in other students
w? most. the cube and draw using the terms more look at the picture will come up with their
-Make sure to point out own question for
Co another for and fewer. The last graph. Point out the
that each picture collecting data for a
nsi represents one item. approximately 10 station is review title, categories, and
graph. They will ask the
der -Have students practice draws. Ask them what practicing their scale. other students in their
ho reading a picture graph they drew the most of doubles plus one fact. - Now show students group their answer. In
w in the groups using and what they drew the Students roll the dice, the same information the final station students
the “Eggs Laid This Week,” fewest of. double the number and on the bar graph will complete their bar
stu “Sea Animals Seen at - Students will gain add one then fill it in explaining a bar graph graph and come up with
den Seashore,” “Fruit more practice on their on the laminated sheet. using the length of the 3 questions they would
ts Parade,” and “Shapes.” independent worksheet bar and a scale to show ask the students if they
will -Students will then during one of their the data. Show were the teacher,
effi practice independently three centers. students they can draw
on their worksheet
cie -One center is the a dotted line from one
during one of their three
ntly centers. worksheet, another is bar to another to
tran -One center is the to spin and create a compare or follow it
siti worksheet, another they picture graph. down to the number to
on are completing a picture Students will spin and see how many.
fro graph with their faces on fill in the data on the

m a piece of butcher paper picture graph using -Have students practice
one titled favorite color. little erasers, the final in their groups using
to After students complete station students will “Kinds of Farm
the the graph, they will review by “Racing to Animals,” and “Kinds
nex answer the questions 40.” Students roll a of Books.”
(Which color did the
t. dice and take one’s -Students will practice
most students pick as
their favorite? Which cubes until the make 4 independently on their
color is the least tens. worksheet during one
favorite? How many of their three centers.
more/fewer students -One center is the
picked blue than pink as worksheet, another
their favorite color?). In center student will be
the last center students playing “Rock, Paper,
will review comparing Scissors” tallying their
and contrasting numbers wins and losses before
to 120 with task cards. completing a bar
graph. The last station
students will be
reviewing making tens.
Then using the
numbered cards form a
deck of cards and
make matches to make
ten.
Dif The worksheets The worksheets The worksheets The worksheets The worksheets
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at so they can learn from so they can learn from so they can learn from so they can learn from so they can learn from
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Ins Hands-on: Students Hands-on: Students Hands-on: Students Hands-on: Students Hands-on: Students
tru will be able to create a will be able to create a will be able to create a will be able to create a will be able to create a
ctio graph in a hands-on graph in a hands-on graph in a hands-on graph in a hands-on graph in a hands-on
nal activity activity activity activity activity
an Collaborative groups: Collaborative groups: Collaborative groups: Collaborative groups: Collaborative groups:
d students will work in students will work in students will work in students will work in students will work in
En groups during the we groups during the we groups during the we groups during the we groups during the we
gag do as well as during do as well as during do as well as during do as well as during do as well as during
em two of their centers two of their centers two of their centers two of their centers two of their centers
ent Discussions: Students Discussions: Students Discussions: Students Discussions: Students Discussions: Students
Str will be engaged in will be engaged in will be engaged in will be engaged in will be engaged in
ate discussions whole discussions whole discussions whole discussions whole discussions whole
gie group and small group group and small group group and small group group and small group group and small group
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ma assessed during the assessed during the assessed during the assessed during the assessed during the
tive whole group whole group whole group whole group whole group
Ass discussion by their discussion by their discussion by their discussion by their discussion by their
ess answers, questions, answers, questions, answers, questions, answers, questions, answers, questions,
me and comments. and comments. and comments. and comments. and comments.
nts Students will also be Students will also be Students will also be Students will also be Students will also be
Ho assessed during their assessed during their assessed during their assessed during their assessed during their
w group work when I see group work when I see group work when I see group work when I see group work when I see
are them in smaller them in smaller them in smaller them in smaller them in smaller
you groups. Their groups. Their groups. Their groups. Their groups. Their
goi independent worksheet independent worksheet independent worksheet independent worksheet independent worksheet
ng will also help me will also help me will also help me will also help me will also help me
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m graphing. It will measure if students came accurately represent data on a graph and if they can read data on a graph.
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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.
Video Recording Link: https://youtu.be/_jyFVIfetJQ
Summary of Unit Implementation:

Lesson Implementation
The unit I choose was first-grade graphing. The unit was broken up into five days with a
different component touched each day. It began by introducing picture graphs and going over
vocabulary that students will need to understand for the unit. The following day we learned how
to collect data to make a picture graph. The third day we reviewed reading a picture graph and
understanding the data on them. We compared and contrasted the different data. The next day
we looked at how to make a tally chart and take that information to create a bar graph, pointing
out that all the graphs show the same data just in different was. The last day for students was a
review of the previous days and trying to extend our learning with enrichment.
Execution
Execution of the unit went well. Students responded to instruction and the activities as I
thought they would. I kept direct instruction short giving mini lessons in order to allow students
more time to practice the skill and engage in hands on activities.
Strategies
Strategies in this lesson were direct instruction, hands-on activities, and collaborative.
Each day lessons began with direct instruction and students sat at their desks looking at the
graphs projected on the board while we discussed the different parts and answered questions

after reading the information. Students were then able to work collaboratively with a hands-on
activity graphing. Students also had independent work on their traditional worksheet from the
curriculum.
Effectiveness
The unit seems as though it was effective in teaching students to graph and read graphs.
While I do feel I could have made the direct instruction more engaging I followed the curriculum
and had students engaged in hands-on, collaborative practice.
Summary of Student Learning:
Prior to teaching the unit on graphing students had an idea what they were and how to read
them but not how to create a graph on their own. They also did not have an understanding that there
are different types of graphs. Students made academic growth in the ability to create a graph and to read
the information on one provided. They also understand the three types of graphs we had instruction on.
Students responded to the lesson as I thought they would. The only area that came to my attention as a
struggle was when students had to determine how many more of one item than another. This surprised
me since students just had a unit on comparing and contrasting numbers to 120 and did extremely well.
Reflection of Video Recording:

I truly enjoyed watching the video of my teaching as a learning tool. I plan to continuing doing
this from time to time as a reflection aid. There were many things I noticed that I do and do not do.
After watching the recording, I was surprised by the fact that I speak to the class with my back to them
on a couple occasions. This to me is not an engaging practice. I also was surprised by how monotoned
the lesson comes across. I feel there was not much expression in my voice or face. It also allowed me to
see just how wiggly the class really is. Watching the video helped me see a way to rearrange the room

slightly so I have better access to my desk and can have students sitting closer together by the board
and still see our math meeting in the corner.
Some areas I think I need to improve on our my engagement strategies. I feel I could do many things
differently in order to better engage the students. I think I can do this and still follow the required
curriculum.

STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 9
Proficient
(80%-89%) 1 5
Partially
Proficient
1 2
(70%-79%)
Minimally
Proficient
22 5
(69% and below)
Post-Test Analysis: Whole Class
The Majority of students were able to master their learning objectives and a couple were very
close. All students were able to show growth in their understanding of graphing.
After assessing my post-tests for my lesson’s effectiveness, it became apparent that I should have
differentiated the assessment for my students with academic needs. The worksheets they needed
to complete throughout the week were differentiated by academic levels. I see the same should
have been done with the assessment. I feel my lesson was successful overall. All students
showed growth in the area of creating and reading a graph. I had more students that mastered the
content than not. Two of them were close to mastery.
One of the students that was in the highly proficient category scored 100% on the post-assessment
after receiving a 43% on the pre-assessment. This student participated in the direct instruction
and engaged in the learning activities.
Post-Assessment Analysis: Subgroup Selection
One of the students in the subgroup Behavior or “Cognitive Needs Receiving No Service” was
unable to take the post assessment. I was very intrigued by their results. Two scored proficient
and the other two minimally proficient.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test

Exceeds 0 0
Meets 0 2
Approaches 0 1
Falls Far Below 4 1
Post-Assessment Analysis: Subgroup
I was very pleased two of the students were able to score proficient on the post assessment.
These two students are responding to interventions in the classroom and showed great academic
growth. The results would have been much different if I did not read the assessment to the class,
math is their stronger area. One of the students did not show any growth on the assessment which
came as little surprise since he refuses to participate in any lessons or activities. The last students
received a 76% and I was happy about this as well. While it was not mastery, math is very
difficult for her and she put in the effort and tried her best. This is also very close to mastery. I
feel if she was given just a little bit longer, she would master reading and creating graphs.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Exceeds 0 9
Meets 1 3
Approaches 1 1
Falls Far Below 18 4

Post-Assessment Analysis: Subgroup and Remainder of Class
After looking at the data I feel my lesson was effective. Students with academic needs not being
met were able to show academic gains as well as the rest of the class. I would have liked to see
no students in the Falls Far Below category but there are students with IEPs who need more time
on content before mastering it.
I feel students did well on graphing and as a whole group do not need to spend more time with
whole group instruction on it. I do feel there are some students that could use additional practice
in small groups. All students will get review practice in centers as well as occasionally in other
lessons.
Objective:
When presented with data students will be able to represent it in a picture graph, tally chart, and
bar graph with 80% continued growth.
2.When presented with a graph student will be able to compare and contrast the data with
continued growth.
STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. I will differentiate assessments in In order to meet this goal, I will begin by
math. All math assessments will be viewing the assessments with time to modify
differentiated to ability by the end of them to students’ academic needs. I will
the quarter. take into consideration what students may
struggle with on the curriculum assessment.
I will also double check the standards and
learning goals to ensure that the modified
assessment will still allow students to reach
those goals. Then before I create my own
assessment from scratch, I will check the
question bank on the schools ATI account. It

may also be appropriate to simply change the
curriculum assessment slightly.
2. I will heighten the level of questioning I will begin to heighten the level of
starting with math instruction to DOK questioning by looking at the curriculums
level by the end of the year lesson questions as well as double checking
the standards. I will then check the districts
scope and sequence to see if that standards
data bank has any higher level DOK
questions for the lessons. If there is not, I
will check with my mentor teacher as well as
searching online for suggestions.
3. I will improve my classroom In order to improve my classroom

management skills by the end of the managements, I will focus more on positive
quarter. behaviors in the class. I will give attention
to students doing a great job or doing what
they should be in order for the others to see.
I will also make sure that I have all student’s
attention before giving explicit directions.
When students are having a difficult time, I
will speak to them to see why and what we
can do to correct it. When I need to address
a certain issue, I will seek advice from other
teammates or go online.

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Student Teaching Evaluation of Performance (STEP)

© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 34

Student Teaching Evaluation of Performance (STEP) Template ..............................1

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

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Unit Topic: Data and Graphing

Unit Title: Representing Data and Graphing

National or State Academic Content Standards

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Name: _________________________ Date:___________________

1. Which shape is there the most of?

2. Which shape is there the least of?

3. Which shape is there the same number of?

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 34

soccer football basketball hockey

4. What is the classes favorite sport?

Using the picture graph below fill in the blanks.

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 34

6. Sara and _________ have the same number of stickers.

7. Adam and Liz have _______ number of stickers altogether.

8. Adam has ______ fewer stickers than Steve.

Use the picture graph below to answer the questions.

© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 34

9. How many students favorite color is purple?

A. Red B. Green C. Blue D. Purple

Exceeds expectations are scores of 19 or more points out of 21 or 90%-100%

© 2019. Grand Canyon University. All Rights Reserved. Page 9 of 34

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15. Which shape is there the least of?

16. Which shape is there the same number of?

© 2019. Grand Canyon University. All Rights Reserved. Page 11 of 34

soccer football basketball hockey

17. What is the classes favorite sport?

Using the picture graph below fill in the blanks.

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 34

19. Sara and _________ have the same number of stickers.

20. Adam and Liz have _______ number of stickers altogether.

21. Adam has ______ fewer stickers than Steve.

Use the picture graph below to answer the questions.

© 2019. Grand Canyon University. All Rights Reserved. Page 13 of 34

22.How many students favorite color is purple?

B. Red B. Green C. Blue D. Purple

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Day 1 Day 2 Day 3 Day 4 Day 5

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Video Recording Link: https://youtu.be/_jyFVIfetJQ

Summary of Unit Implementation:

more time to practice the skill and engage in hands on activities.

© 2019. Grand Canyon University. All Rights Reserved. Page 28 of 34

Name: _______ Date:_