Student Teaching Evaluation of Performance (STEP)

Template

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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 ....................................................8
STEP Standard 4 - Unit and Lesson Planning .........................................................12
STEP Standard 5 - Implementation of Instructional Unit .......................................20
STEP Standard 6 - Analysis of Student Learning....................................................22
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........25

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 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).

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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).

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STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Geography, Culture, and Places

Unit Title: Exploring the Where’s and Cultures

National or State Academic Content Standards:

Nevada Social Studies Standards for Grade 3

G.6.3.3: Identify ways people express culture.

G6.3.4: List ways people view their own communities, i.e., a ranching community, a tourist
destination.

G7.3.1: Compare population distribution across regions using maps and mathematical
representations, i.e., tables and graphs.

C16.3.1: Identify their city, state, and country.

G5.3.2: Differentiate between a city and a state using appropriate examples.

(Curriculum Engine Clark County School District, n.d.)

Learning Goal
Listed above are the academic content standards in Social Studies for Nevada. A central focus
for this unit will be exploring different places around the world. Intertwined with this unit will be
culture and how people express their own. In all, the main topics will be exploring different
places by exploring maps and looking into different cultures around the world; with an inclusion
of identifying our location in comparison to other areas around the world.

A unit related to such topics is important as it opens up understanding about diversity and how
large our world really is. It identifies different geographical locations and invites students into
seeing other countries in addition to theirs. As students advance in school they will continue to
learn about history; it is influential and beneficial to students to start identifying different parts of
the world and cultures.

Expectations of students will consist of knowing their location to include city, state, and country.
Students will be able to look at a world map and apply their understanding of other continents
locations and other various countries. In addition, students will be able to display their
knowledge of a selected culture to their peers with a display. This display will also include how
each culture views their community. Students will be able to explore population, it’s meaning,

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and how to analyze information. In groups students will be given three different areas to compare
population and create a graph to communicate the populations.

Measurable Objectives

1. The students will be able to organize information on a graphic organizer to display their
knowledge in culture expression; such as food, art, land, and traditions.

2. The students will be able to examine different details about selected communities to
formulate a connection in how the community views their own area by completing a
graphic organizer.

3. The students will be able to compute information from a map that represents populations of
different areas to write complete sentences in answering questions to illustrate ones
understanding of the table/graph.

4. The students will be able to recite their city, state, country, and continent to communicate
the information in a partnered activity.

5. The students will be able to identify a state from a city to correctly match selections with
90% accuracy.

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 Reference:
Curriculum Engine Clark County School District. (n.d.). Retrieved from https://curriculum.wiki-

teacher.com/login.php?msgType=normal&msg=Please log in with your InterAct

username and password to access the Curriculum Engine.

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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: _____________________________________

Choose the best answer for each question.

1. I know the difference between a state and a city. (Choose 2)

a. Nevada, Florida, and Washington are all states

b. Nevada, Las Vegas, Reno, and California are all cities.
c. Las Vegas, Reno, and Henderson are all cities.
d. San Diego, California, Utah, and Salt Lake City are all states.

2. I know where I live: my country, state, and city.

a. United States, California, Las Vegas

b. North America, Nevada, Henderson
c. United States, Nevada, Las Vegas
d. United States, Nevada, Henderson

3. What does culture mean?

a. It is a community.
b. It is a state, country, and continent.
c. It is they a group of people show their customs, arts, and way of
life.
d. It is a person.

4. How do you believe the people in Las Vegas view their community?
(Choose 2)

a. Tourist city
b. Many different things to do
c. Farmland

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 d. Coastal area

5. What does population mean?

a. The way people celebrate a holiday.

b. The way someone learns.
c. It is a place.
d. The amount of people in a selected area.

Exceeds: 7/7
Meets: 6/7
Approaches: 5/7
Falls Far: 0-4/7

1. 2 Points
2. 1 Point
3. 1 Point
4. 2 Points
5. 1 Point

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

Highly Proficient (90%-100%) 2

Proficient
(80%-89%) 5

Partially Proficient
(70%-79%) 11

Minimally Proficient
(69% and below) 6

Pre-Assessment Analysis: Whole Class

The pre-assessment showed that there are many different levels of understanding in this content
area. The standards will stay the same, though varied needs of support will be planned for. I will

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 be including different strategies for differentiation. In addition, my cooperating school is a
school that really promotes cooperative learning. In turn, this unit will have different elements
that include cooperative learning.
By analyzing the pre-assessment one can see that there is the opportunity to increase growth in
this area and support students in achieving all of the outlined objectives. The pre-assessment
gives insight into the baseline understanding of each standard and what direction instruction
needs to be taken. To start the unit off, students will be introduced to culture and geography and
their meanings. Students will also be informed that the class will start understanding their
geographical location and the difference between states and cities. This unit will then lead to
culture and how diverse the world is.

Overall, there is not one student that has met all the objectives. This will help in understanding
how to differentiate when applicable. In addition, I will be pulling a small group for multiple
lessons. I will also differentiate by grouping methods to offer peer support. Visuals and
technology are also great tools that I integrate into many lessons. This will invite engagement
and support through all the lessons. The post-assessment will be similar, though it will be
formatted differently to allow the student to respond with their knowledge of the content.

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.

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#1:
The student restated the question as a statement and correctly stated the country, state, and city in
which one lives. The student also used proper capitalization and punctuation. (3 Points)

#2:
The student restated the question as a statement. The student communicated the knowledge
gained from the culture display to include at least three components of culture. The student also
used proper capitalization and punctuation. (3 Points)

#3:
The student restated the question as a statement clearly and communicated the meaning of
population. The student also used proper capitalization and punctuation. (2 Points)

Exceeds: 8/8
Meets: 7-7.5/8
Approaches: 6-6.5/8
Falls Far: 0-5/8

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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

Title of Lesson or Culture Expression Community Views Population Where do I live? State and City
Activity
Standards and Standard: Standard: Standard: Standard: Standard:
Objectives G.6.3.3: Identify ways G6.3.4: List ways G7.3.1: Compare C16.3.1: Identify their G5.3.2: Differentiate
people express culture. people view their own population distribution city, state, and country. between a city and a
What do students communities, i.e., a across regions using state using appropriate
need to know and Objective: ranching community, a maps and mathematical Objective: examples.
be able to do for The students will be tourist destination. representations, i.e., The students will be
each day of the able to organize tables and graphs. able to recite their city, Objective:
unit? information on a Objective: state, country, and The students will be
graphic organizer to The students will be Objective: continent to able to identify a state
display their knowledge able to examine The students will be communicate the from a city to correctly
in cultural expression; different details about able to compute information in a match selections with
such as food, art, land, selected communities to information from a map partnered activity. 90% accuracy.
and traditions. formulate a connection that represents
in how the community populations of different
views their own area by areas to write complete
completing a sentences in answering
brainstorm activity. questions to illustrate
ones understanding of
the table/graph.
Academic Culture View Population Recite Match
Language and Traditions Community Graph Country Identify
Expression Farmland Table State State
Vocabulary Communicate Tourist Map City City
What academic Society Scenic Compare Continent
language will you Industrial Geographical
emphasize and Political
teach each day Business
during this unit?

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 Summary of This lesson will start In this lesson, students In this lesson, students Students will be In this lesson, students
Instruction and with an exciting will be guided through will be introduced to introduced to the term will have more practice
introduction of cultures different aspects of our maps and graphs and geographical and the in identifying cities
Activities for the from around the world. City of Las Vegas. their purpose. Students meaning. from states. Students
Lesson There are many ways will also be introduced will be introduced to
How will the In addition, TW people of Las Vegas to population; prior From there, the the lesson by reminding
instruction and activate students prior may view their city. knowledge will be anticipatory set will them of the previous
activities flow? knowledge about activated from lesson 1 activate students prior lesson when they
culture. The videos The anticipatory set in this unit. knowledge by asking learned the difference
Consider how the were specifically made will start off with their general between cities, state,
students will for the cooperating introducing other cities Students will be geographical location. countries, and
efficiently transition teachers class and grabs such as Washington, introduced to the continents.
from one to the their attention by D.C. as a political and objective of the lesson. Students will be
next. starting off with “Hi, tourist city, New York, introduced to the Students will be
Ms. Childers class” in NY as a tourist and The whole group objective of the lesson. introduced to the
the representative’s first show business city, and segment of the lesson objective of the lesson.
language. There are San Francisco a tourist will be used to model Students will already
three very short videos and coastal city. how one can access have had exposure to A United States map
from Brazil, Spain, and mathematical different geographical will be shown with the
South Africa. Students will be representations to locations around the capitals.
introduced to the understand information world as the unit
The Flip Chart made objective of the lesson. and answer questions. focuses on culture and Students will then be
will guide student geography. introduced to the fact
engagement and From there, students The formative activity that every state has a
transition throughout will be provided with will be questions to Students will view a city that is a capital.
the lesson from the specific information lead students in video that explains the
anticipatory set. regarding a few computing the difference between a Students will complete
different cities to help information. One to two city, state, country, and with a partner. The
Students will be them conclude how examples will be continent. students will gather
introduced to the people may view their modeled on the their information from
objective of the lesson. geographical location. document camera and As a class in a whole the state and capital
Some images and students will have their group setting, we will map to properly match
The students will be reading information own sheet to guide highlight the the two accordingly.
exposed to the will support each group engagement and importance of speaking
definition of culture and in exploring specific involvement. and listening skills. This will give students
a short group discussion cities to share with the repeated practice by
will take place. classroom. A small group will be This will be intertwined gathering information
pulled for this lesson to into the activity of from a map
Students will then work through the reciting the city, state, representation.
receive a leveled country, and continent.

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 passage from one of A small group will be information reflected Students will then
twelve different pulled to the table for on the map/graph/table. Students will complete reread the objective on
countries. support. their own index cue the board, switch their
A technology formatted card for the partnered matching activity with
A small group will be All students will map/graph/table will be activity. their partner to peer
pulled to the small table complete a concept on the Smart Board and check.
to provide support with wheel organizer to help students will also have The educator will
reading, identifying them infer what that a copy to look at to model how we recite The teacher will review
information, and city provides. answer the questions in our city, state, country, all the state and their
sentence frames. relation to the and continent. correct capitals.
The small group will population data.
To close the lesson, the complete a concept The teacher will rotate This will be collected
small group will return wheel with six sections To check student throughout rooms and as a formative piece of
to their desk. Students and others will understanding, students listen to the speaking, information.
will share their findings complete one with eight will direct the attention observe the listening,
with their shoulder sections. back to a whole group and also guide students
partner. setting to discuss the in needed in reciting the
After the whole group remaining questions four pieces of
Students will share their portion of the lesson, that required the information.
gathered information in table cooperative students to inquire on
a whole group learning will take place. the map/graph/table. Students will then
discussion. To reach a return to a whole group
deeper level of The students will write This setting will allow setting to close out the
knowledge students down various the educator to check lesson.
will be asked if they informative pieces they for understanding.
found any similarities gather from their To check for
with their culture, or information. To close out the lesson understanding students
what was something students will write on a will collaborate and
very different. After the cooperative post-it note why share the difference
learning segment, map/graph/table is between a city, state,
In addition, it will be students will redirect important and will turn country, and continent.
pointed out that culture their learning to a it in to provide In addition, they will
and diversity make our whole group formative instructional have a chance to share
world an exciting and discussion. information. their general
beautiful place. geographical location.
Students will share with
Students will redirect the other tables the
their attention back to inferences they made
the flip chart; students about the city they
will view the objective explored.

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 again and write on their
graphic organizer 1, 2, To support students in
3. reaching a deeper level
1: I feel as though I met of knowledge they will
the objective. be asked: what different
2: I could use a little parts of cities do we
more practice with look at to understand
exploring culture. how people may view
3: I need more guidance that area?
to understand the
different aspects of To check for
culture. understanding students
will mix-pair-share to
share their takeaway
from the lesson.

Differentiation Flip Chart Flip Chart Flip Chart Flip Chart Flip Chart
What are the (Technology) (Technology) (Technology) (Technology) (Technology)
Leveled Passages Small Group Small Group Modeled Instruction Modeled Instruction
adaptations or Small Group Scaffolded Instruction Scaffolded Instruction Small Group Partners
modifications to the Assist Reading Passage Table Grouping Partner Grouping Scaffolded Instruction Scaffolded Instruction
instruction/activities Sentence Frames Partner Grouping
as determined by Scaffolded Instruction
the student factors
or individual
learning needs?
Required Flip Chart (Culture and Flip Chart (Culture and Flip Chart (Culture and Flip Chart (Culture and Flip Chart (Culture and
Materials, Geography) Geography) Geography) Geography) Geography)
Pencils, Highlighter Pencils Pencils Video Pencils
Handouts, Text, Leveled Passages Concept Wheel Maps (Ray, 2013) State and Capital
Slides, and (Labrasciano, n.d) (Concept Wheel [PDF], Formative Assessment Pencils Matching Formative
Technology Graphic Organizer n.d.) Questions Index Cards Assessment
(Labrasciano, n.d) Organizer Document Camera

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 Instructional and Flip Chart Flip Chart Flip Chart Flip Chart Flip Chart
Engagement Culture Representative Hands On Activity Hands On Activity Hands On Activity Hands On Activity
Videos Cooperative Learning Cooperative Learning Cooperative Learning Partnered Cooperative
Strategies Whole Group Appropriately Leveled Differentiation Movement Around Learning
What strategies are Discussion Material Constructive and Class Differentiation
you going to use Invite Students To Differentiation Positive Learning Differentiation Constructive and
with your students Understand Constructive and Environment Constructive and Positive Learning
to keep them Meaningfulness of Positive Learning Positive Learning Environment
Lesson Environment Environment
engaged throughout Differentiation
the unit of study? Constructive and
Positive Learning
Environment
Formative Teacher Observation Teacher Observation Teacher Observation Teacher Observation Teacher Observation
Assessments Graphic Organizer Brainstorm Formative Question Responses to Speaking and Listening United States and Cities
Formative Activity Activity Maps Provided Activity Matching Activity
How are you going Question/Discussion Question/Discussion Question/Discussion Question/Discussion Question/Discussion
to measure the Quick self-check with
learning of your objective
students throughout
the lesson?

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 Summative, Post-
Assessment
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

For the students summative directions will be given and displayed on a Flip Chart. They will need to restate the question in their
answer and provide complete sentences.
#1:
The student restated the question as a statement. The student communicated the knowledge gained from the culture graphic
organizer to clearly communicate culture meaning. The student also used proper capitalization and punctuation. (3 Points)

#2:
The student restated the question as a statement and correctly stated the city, state, country, and continent in which one lives. The
student also used proper capitalization and punctuation. (3 Points)

#3:

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 The student restated the question as a statement clearly and communicated the meaning of population. The student also used proper
capitalization and punctuation. (2 Points)

#4:
The student restated the question as a statement clearly and communicated how maps, graphs, and tables can help communicate
information. The student also used proper capitalization and punctuation. (3 Points)

Exceeds: 11/11
Meets: 10/11
Approaches: 8 – 8.5/11
Falls Far: 7 or below/11

Reference:

Concept Wheel [PDF]. (n.d.). Tonawanda, NY: Super Teacher Worksheets. Retrieved from

https://www.superteacherworksheets.com/graphic-organizers/concept-wheel-6_WBRFT.pdf?up=1466611200

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Labrasciano, A. (n.d.). Culture Reading Passages Bundle. Retrieved from https://www.teacherspayteachers.com/Product/Culture-

Reading-Passages-Bundle-2159256

Ray, M. (2013, February 04). Cities,States, Countries, Continents

Retrieved February 25, 2019, from https://www.youtube.com/watch?v=9g-Px4TRZgU

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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: Mrs. Orbon Video

Summary of Unit Implementation:

At this point in student teaching, I have started to grasp timing and transitions better. Though, it
does not always work out perfectly. I love to implement technology and create Flip Charts for
the Smart Board to guide the students through the learning experience. The first lesson went
well and the students were very excited. Though, due to the materials for the “Culture
Expression” lesson, it took longer than anticipated. This lesson invited a couple of
representatives from around the world and my cooperating teacher’s name was mentioned in the
introduction. The students were drawn to this and the technical guidance provided engagement
opportunity. The Social Studies block is not as long, as say Reading or Math. When designing
lessons with smaller blocks of time in the future this will be adjusted to allow for a The next
lesson “Community Views” went well, though an increased amount of support was needed due
to the complexity of the topic. The students are still young, therefore, they do not have as much
exposure to what different cities bring to the table. This information was included in the lesson,
student were able to infer and conclude based on the information. The engagement was promoted
through whole group and small group cooperative learning, in addition to technology such as the
Flip Chart and a short video about D.C. and what it has to offer. The “Population” lesson was
very close to as planned. Students in third grade did have some prior knowledge and have seen
data displayed on graphs. The lesson went as written and timing transitioned nicely. Engagement
was successful due to transition times and the activity, as students were able to gather
information off of a graph to answer and discuss questions that were presented. The “Where do I
live” lesson, went as planned. Multiple students did know some components of this objective
prior to starting the lesson. With this being known, those students started on identifying the
different meaning between the different areas and the continent they are located in. The students
that did not, started from the city and on outwards. The “State and City” lesson, was opened by
activating the prior knowledge from the previous day's lesson. Students were able to use a map
resource and work in a cooperating setting after the whole group activity to separate the states
from the cities accordingly. Engagement for all lessons was strategically planned to promote the
learning environment and for students to build upon their current knowledge set about culture
and geography. Furthermore, it is clear some adjustments within the unit will need to be made. I
am excited to reteach this lesson in the future if I were to teach third again.

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Summary of Student Learning:
Students did wonderful throughout this unit. They also enjoyed it and were excited to explore the
world in which we live. To start off, prior to the summative assessment I felt as though the
students were impacted through their learning experiences. The students now have a substantial
understanding of overall geography and culture for this specific unit. Continual discussion and
quick check-ins throughout each unit did communicate how my initial perceptions were. One
major take away for me from this unit is how to promote cooperative learning opportunities
throughout the whole group segment. I felt as though, I was continually getting the same
participation from the same students. Due to this, I will combine more partnered and peer verbal
exchange for responses to promote learning and engagement. This I believe will promote
engagement and allow for more informative assessment opportunities from all students.
Throughout other areas of instruction there was a multitude of cooperating learning portions,
Though, my goal is to increase moments for peer interaction through the whole group piece of
the lesson.
Reflection of Video Recording:
The video is a little over 10 minutes of the “Culture Expression” lesson. I can tell right away I
was a tad nervous in the beginning, though as the lesson continued I felt more calm and
confident. One area mentioned above was an increase in peer learning opportunity. I know this
will be an area that I will integrate into all of my lessons. I can imagine this will guide
engagement and help with observations. I feel as though I am pacing and will ensure that I am
circling the room. An area I feel I did well with was questioning and inviting students to the
lesson via the anticipatory set and the videos. I really am excited to see how I can in incorporate
more realia in the future with my lessons. In addition, I was specific with provided necessary
support for students such as differentiation and academic vocabulary support for all students.

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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%) 2 8

Proficient
(80%-89%) 5 9

Partially
Proficient
11 4
(70%-79%)

Minimally
Proficient
6 3
(69% and below)

Post-Test Analysis: Whole Class

I feel as though the students achieved great growth in the area of culture and geography after
teaching this unit. Students were engaged throughout each lesson. This unit also had cross-
curricular components in which students were able to be exposed to reading, writing, and math.
The second lesson was about students inferring a conclusion based on a geographical area. This
was the one that had the most challenges. Dependent on a student’s knowledge about an area
impacted the understanding in this lesson, again I feel this one was the most challenging lessons
throughout the unit. The vocabulary took a great deal of time in order for the students infer
information. I would definitely consider taking this lesson and breaking it into three social studies
time blocks. Furthermore, the other lessons went as planned. In the first lesson, they were able to
share different components about one of twelve different cultures. The third lesson allowed
students to work with a table and understand how they communicate data, students did face a
little struggle, but once they understood the data most of them met the objective. The last two
lessons touched more on geographical understanding. The fourth lesson students had a large
amount of pre-knowledge. I would definitely include more components to expand on the standard
and objective.
After analyzing the post information, one can see this unit can benefit from an extended time
more than a week. Many of the lessons did transition well with the planned time. Though,
specifically lesson two did impact the post knowledge. The assessments both informal and formal
gave me great insight on how to elevate the unit to teach again. In addition, I see how analyzing
different areas around the world and what they contribute. Utilizing discussion and cooperative
opportunities led me to this conclusion. The inferences that students concluded were at times
limited, allowing time to implement more prior knowledge about different cities would help
clarify this aspect. In addition, building in more time to research different areas would help build

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 this concept before asking students to inference information. The debrief after my second
observation on Monday allowed feedback and areas of growth. One facet that I did component
immediately is more sharing and cooperative opportunities. This promoted formative observation
opportunities, students sharing their take aways, and engagement.
Post-Assessment Analysis: Subgroup Selection

I selected students with IEP’s for this subgroup. My student teaching placement is in an inclusion
classroom. This is an element that is planned for each lesson. Understanding each one of the
students’ needs with IEP’s is essential from accommodation as well as differentiation strategies.
Understanding each student strengths and where support was needed aided me in aligning the
instruction to provide structure for each lesson.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 0 1

Partially
Proficient
2 4
(70%-79%)

Minimally
Proficient
6 3
(69% and below)

Post-Assessment Analysis: Subgroup

My interpretation of this data shows me that the students in this subgroup increased their
knowledge in this subject area. The students were engaged and did well when looking at all
formative information. Increased instruction and some repeated practice will help the students
improve on the post-assessment. This unit could definitely be segmented into multiple blocks. By
doing this, this will increase the depth of understanding with the concept goals.

The subgroup analysis led myself with different ways I can improve instruction and also the ways
in which differentiation offered the support needed. Having more hands-on activities allows this
subgroup to work with others, gives them cooperation opportunities, and equity within the general
education setting. Again, the support from my mentor teacher and field advisor has helped me
grow in this area. When needed students were given sentence frames, teacher-led small groups,
and scaffolded instruction in addition to many other strategies for support. On the whole students
within this subgroup did well with being partially proficient, though other lessons and
implementation of the objectives will aid in being proficient.

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 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 8

Proficient
(80%-89%) 5 8

Partially
Proficient
9 0
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

In this specific class, as with any inclusion classroom, the goal is to provide students with their
least restrictive environment. Thus, the remainder of the class also receives the same instruction
with differentiation strategies as with students without IEP’s. Regardless, students all need varied
methods of support. They all have areas of improvement and strengths. Learning is always
ongoing and is never ceased. Therefore, there some students in this group that are gifted and that
excel in multiple academic areas. These students need to be provided with the challenge to
increase their takeaways from each lesson. This is planned for as well; for example, some
strategies used were higher level reading passages and leveled questioning. There are also
students in this group that also benefit from varied supports built into the instruction. The
remaining portion of the group did great with meeting and exceeding the objectives of the lesson.
They walked away with a wider knowledge in culture and geographical settings.
To expand on the learning throughout this unit, I would like to implement a group project or an
extended type summative for students to participate in. I believe it would be exciting for students
to build a travel brochure to highlight the exciting and diverse aspects of the world we live in. In
third grade students start to research and build upon their knowledge with books, research, and
technological resources. This summative would have students scaffold the needs of this project
thus it may take an additional two to three weeks. Though, there would be multiple components
built in and many cross-curricular aspects. Such as graphs (math), writing, reading, and speaking
and listening. Students will be able to with a partner design and present a pamphlet that informs
others about a geographical location and cultural diversity.

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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
1. Increase knowledge in Kagan
structures to allow for further
cooperative learning opportunities in
the classroom.
development, research on the Internet,
observation of a veteran teacher, etc.)
To ensure increased knowledge in this area,
my goal is to partake in professional
development. The cooperating school I am at
supports and encourages Kagan instruction. I
will also strgethern my understanding by
observing and interviewing teachers with
experience in this area.

2. I will integrate various supports as
needed in each lesson to guide
students’ academic needs and guide
their learning outcomes.
This will be ongoing goal. I will always
strive to reach each students needs in
different ways throughout each lesson.
Offering various supports to provide
differentiation will always be included in
each lesson. To strengthen this area in my
skillset, I will continue my professional
development, and seek guidance from
administrators and veteran educators.

3. Integrate realistic and time managed
instruction and activities within
lessons.
An area that I have continually been working
on is time, transitions, and the length of
activities and learning in each lesson. To
help reach and guide this goal, I plan to
continually reflect on my instruction and
planning of lessons. I will also seek guidance
from other experienced mentors in education
to receive feedback in this area to allow for
continued improvement.

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