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:
Nicole
Last Name:
Whelan 20475978
Email Address: Phone: State:
nikki82583@gmail.com (914)552-9897 NY- New York
Program of Study:
M.Ed. in Early Childhood and Early Childhood Special 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 22
Students:
Total Number of Boys: Total Number of Girls: Age Range
11 11 Represented: 9-12
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
1 4.55
Asian %
0 0.00
Identify the number of Black/ African American
students representing 21 95.45 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 0 0.00
Native Hawaiian / Pacific Islander %
0 0.00
White %
0 0.00
Other %
0 0.00
Total %
22 100

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  Describe any socioeconomic factors affecting your students.

At P.S/I.S 180 I am student teaching in a fourth grade ICT classroom. In this classroom there are a total of twenty-two students, eleven girls and eleven boys, ranging from the ages
nine to twelve. Twelve of the twenty two students have IEP’s. In our classroom we have many different cultures and ethnicities that provide a range of diversity in our
community. We have students who are African American, Hispanic, Caucasian and students who share several ethnic backgrounds. While our cultural backgrounds are all so
 Describe
different, the possible
our socioeconomic effect these
backgrounds student
range demographic
from middle-class factors have
to poverty. In 4thon the we
grade planning,
cover a delivery, and
reading unit assessment
every day whichofisyour unit. to our read aloud unit, we teach
connected
a writing unit every day, Social Studies twice a week, Science twice a week, and Math every day. The students at P.S 180 also receive enrichment programs such as gym,
The different characteristics of the ICT classroom play an important role in the way curriculum is introduced and played out to each student in the classroom. Since there are so
hydroponics lab, chess, library, and theater arts
many children in the classroom with IEP’s and students who are not on grade level in the classroom planning, implementing and monitoring each child’s IEP and needs are an
important role in supporting the student to be successful. Many students in the classroom share the same goals which include graphic organizers and visuals. So for reading and
writing I provide pre-printed graphic organizers and printed anchor charts for students to glue into their note books.

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.
Classroom arrangement sets the tone for an successful classroom environment. In my classroom I have a designated area for math and science providing different resources and
materials for different units of curriculum. I also have a library of book organized by reading level, social studies units, science units and picture books. In the back of the room
there are three computers for student use along with a round table for small group work. There is also a rectangular table for small group work. The desks are arranged in groups
of four or five to provide a positive flow in the class and allow small group participation. Each unit has a bulletin board providing current materials students can use as resources
along with a Word Wall. In front of the room on the black board there is a monthly calendar, materials for student use and a sign in and out sheet for when students leave the
classroom. Also in the front of the room is the promethium board, the alphabet, and Number Talks symbols for reminders. The students also have access to the computer lab
when available.
 Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.

On September 20th we had curriculum night and unfortunately we only have five parents from my class show up. I do have the opportunity to see the parents two days a week
during drop off and everyday during pick up time. On Tuesdays teachers are give the opportunity to have an extended day and have parent conferences. Not having the parents
support in the classroom effects these characteristics greatly and can affect the child in falling behind on their work. When parents aren’t involved in the students learning the
child does not have the support at home and will not get the extra help they need.

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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
1 9 0 0 9 1

Girls
0 4 0 0 4 0

Instructional I have one student who is All of the students with All of the students in I have one student who
Accommodations and from DR and is an ELL IEP's in the class have my Class that have does not have an IEP
Modifications currently reading at a the modifications that IEP's receive speech and is a general
(Describe any instructional
accommodations and level D. His mother does include a graphic and I have one student education student who
modifications regularly used not speak English at all. organizer, clarification, who receives had behavior issues.
to meet the needs of students This child has a text to read aloud, preferred Occupational Therapy. He has trouble
in each subgroup.)
speak iPad that he uses to seating, and visual A handful of the focusing and is easily
read and write. He also cues. students also receive distracted even when a
receives speech. His counseling. teacher is sitting with
modifications include him. I have called his
graphic organizers, visual mother to set up a
cues, clarification, and meeting to discuss
read aloud. goals in order for him
to be successful and
have looped the
 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.
Assistant Principal in
on this so she can be
The student sin my classroom are currently at a reading level ranging from D to P. There are many students who need their work read to them and supportpresent in reading andmeeting.
at the
writing. My co teacher and I have done parallel teaching, as well as station teaching to support students in small groups. This class works well in small groups and is able to stay
on task. When doing writing workshop we give students a story map as a graphic organizer that helps them to map out their ideas. In math we use the smart board for Number
Talks and small group work as well as dry erase boards so students can have a visual as they follow along. These modifications make an important impact of the students
success in the classroom and support them in understanding the curriculum and participating.

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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: Nicole Whelan
Nicole Whelan (Sep 26, 2018)
Sep 26, 2018

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