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 ....................................................6
STEP Standard 4 - Unit and Lesson Planning ...........................................................8
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................16
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........19

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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: Courage to Speak Drug Prevention Program

Unit Title: The Courage to Make Healthy Decisions

National or State Academic Content Standards

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.

Learning Goal
Students will be able to proactively identify and appropriately apply decision making skills to
enhance health as demonstrated by verbal and written responses on a best and worst decision-
making sheet.

Measurable Objectives
Students will be able to think proactively about identifying decision-making skills to
enhance health making appropriate decisions using scenarios and a decision-making
guided worksheet.

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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.
Entrance Ticket: A Padlet will be used as a pre-assessment to assess student knowledge of
making healthy decisions in regard to avoiding peer pressure. The Padlet will use a variety of
different pictures depicting courage quotes or drug prevention methods, and students will be
asked to choose one image and write a brief paragraph using complete sentences, proper
grammar, and punctuation about making healthy decisions.

The link to the Padlet. https://padlet.com/patriciagayer86/c4sv20iajdz5

The assessment will be conducted on Friday March 22nd, 2019. The students will be scored
based on following directions, using 2 – 3 sentences and if the content is relevant to the prompt.
The rubric will be based on organization, voice, conventions, and fluency.

In the chart below, the data will be split into the class per my evaluation and the rest of the
classes, which range from 6th – 8th graders. All classes will receive the lesson but only the 6th
grade class will be evaluated and as such, the Common Core standard was set for that grade
level.

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 0/4

Meets 3/8

Approaches 3/8

Falls Far Below 3/11

Pre-Assessment Analysis: Whole Class

There will be no changes to the state content standards, the learning goal, or measurable objectives. The
content of the replies showcased that the majority of the students are understanding the content and
developing sound opinions, but they are struggling following directions and with writing skills.

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 Based on the data displayed in the above chart, it shows that the majority of the students
approached the standard or fell far below based on the post-assessment. However, upon closer
review of the results of the post-assessment, the low scoring was based on not following
directions or poor spelling, grammar, and punctuation. As such, the planning and delivery of the
unit and the lesson will be adjusted to suit the needs of the students.
A lesson, warm-up, or worksheets on the importance of listening and following directions will
be built into the current unit of lessons. The ability to follow instructions will benefit students in
all content areas. The lesson, which is still being created, will provide students with an
understanding of the importance of reading all directions carefully before starting an assignment
and working with students to be comfortable asking questions.
As for the issue of the poor spelling, grammar, and punctuation, students will be monitored
during writing assignments that will be used to enhance any speaking assignments and students
will be reminded to carefully check if they are using capital letters, proper punctuation, and spell
check during writing assignments.

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.
Exit Ticket: The post-assessment will require students to record two Flipgrid videos on the best
decision and the worst decision they ever made. Students will be required to explain why it was
the best and worst decision. Students will be assessed based on the content of their response, their
demonstration of knowledge of the subject (i.e., using information from the lesson as part of their
explanation), and if they stay on topic during the video.

https://flipgrid.com/ub0k9n4

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STEP Standard 4 - Unit and Lesson Planning – The Courage to Speak Drug Prevention
Program
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 The Courage to The Courage to Make The Courage to Look The Courage to The Courage to Make
Activity Refuse Peer Pressure Healthy Decisions at Consequences: Engage in Healthy Healthy Choices:
Stimulating Behaviors: Who’s Find Your Passion
Alcohol’s Effects on Taking What?
Driving Skills What’s the REAL
411 on Teens and
Drug Use?
Standards and CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
Objectives LITERACY.W.6.1 LITERACY.SL.6.1 LITERACY.SL.6.2 LITERACY.SL.6.3 LITERACY.SL.6.4
What do students Write arguments to Engage effectively in Interpret information Delineate a speaker's Present claims and
need to know and support claims with a range of presented in diverse argument and findings, sequencing
be able to do for clear reasons and collaborative media and formats specific claims, ideas logically and
relevant evidence. discussions (one-on- (e.g., visually, distinguishing claims using pertinent
each day of the
one, in groups, and quantitatively, orally) that are supported by descriptions, facts,
unit? Objective: Students teacher-led) with and explain how it reasons and evidence and details to
will be able to diverse partners on contributes to a topic, from claims that are accentuate main ideas
analyze how peers grade 6 topics, texts, text, or issue under not. or themes; use
influence healthy and and issues, building study. appropriate eye
unhealthy behaviors on others' ideas and contact, adequate
by identifying expressing their own Objective: Students volume, and clear
adverse outcomes to clearly. will be able to pronunciation.
drug and alcohol use verbally describe the
and by applying Objective: Students risks associated with Objective: Students
refusal skills as will be able to drinking and driving will be able to
demonstrated by role proactively identify based on how various proactively identify
play and a refusal and appropriately stimulations affect and appropriately
skills worksheet. apply decision- body functions. apply decision-
making skills to making skills to

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 enhance health as identify healthy
demonstrated by activities as
verbal and written demonstrated by
responses on the best verbal and written
and worst decision- responses.
making sheet.

Academic - Interpersonal - Proactive -Stimulations - Social Norms - Interrelationship

Language and Communication (thinking) - Peripheral Vision - Risky Behaviors - Passion (in relation
Vocabulary - Refusal Skills - Negative - Depth Perception - Generalizations to healthy activities)
What academic Consequences - Coordination
language will you - Positive - Motor Function
emphasize and Consequences - Blood Alcohol
Content (BAC)
teach each day
during this unit?
Summary of 1. Entrance Ticket – 1. Padlet Overview 1. Discussion 1.Discussion and 1. Discussion
Instruction and Padlet 2. Read & Pick 2. Vocabulary & Introduction of 2. Small
Activities for the 2. Roleplay – Skit & Scenarios Stimulations Vocabulary Terms Groups/Assign Roles
Lesson Discussion 3. Roleplay 3. Open Floor -- 2. Explain 3. Brainstorm
How will the 3. Roleplay – Refusal 4. Discussion Discussion & Stations/Areas and 4. Class Discussion
Skills 5. Worksheet – Questions Instructions (true, 5. Constructed
instruction and
4. PowerPoint - Top Decision Making 4. PowerPoint – false, not sure) Response - Flipgrid
activities flow? Five Drugs Teens Guide Modern Street Drugs 3. Read Statements 6. True/False
Consider how the Use 6. Exit Ticket – Worksheet
students will 5. Worksheet – Flipgrid The lesson will begin Extension:
efficiently transition Refusal Skills with a discussion on 1. Sort into Groups The lesson will begin
from one to the The lesson will begin how drivers who 2. Provide Instruction with a discussion
next. The lesson will begin with an overview of choose to drink (even 3. Supplies about the reasons
with an entrance the Padlet (which was one drink) and drive why students may
ticket based on a used as an entrance are affected by Before the lesson, the take drugs (self-
Padlet containing ticket during the alcohol (based on classroom will be set medicating, peer
different images of previous lesson). physiological up with three signs pressure, etc.) after
students refusing or effects). The students (true, false, and not the discussion
giving into peer A recap of refusal will transition into sure). students would be
pressure. Students skills will be the stimulations after divided into groups
will have five discussed and, then and assigned roles

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 minutes. Then the students will read and discussing the The lesson will begin (reporter, recorder,
concept of refusal pick a scenario (as a associated risk. with a discussion on leader, &
skills will be class- whole group). current research and timekeeper).
introduced by asking The stimulations will risky behavior.
if students have ever Volunteers will be stimulate how Students will be Students would
had a hard time selected, and students various body given instructions discuss a list of
saying no to a friend will act out the functions are about the different reasons and healthy
or classmate. chosen scenarios affected. The signs and instructed passions using poster
several times with stimulations will to listen to the board and markers.
After a brief different outcomes. include peripheral following and choose
discussion, two Students will discuss vision, distance a sign within 30 After the group
volunteers will be the different vision, multi-task seconds. Each discussion, students
chosen to roleplay a outcomes and then coordination, speech, statement will be will share the
skit. Afterward, complete a Decision- blind spot, balance, discussed, and the different activities
students will discuss Making Guide. and reaction time. correct answer will and ideas they
the skit and what be stated after all discussed.
occurred which will After completing the After the students choose a
lead to the discussion worksheet, students stimulations, I will sign. Using Flipgrid,
of what are refusal will film an Exit open the floor for students will pick two
skills and other ways Ticket using Flipgrid. questions. After completing all healthy alternatives
to handle situations. the questions, the (based on poster
After the discussion, students will process board) and explain
Students will be a PowerPoint (More the information and how the activities
called upon to model Popular Drugs) will discuss the results. enhance their health,
different refusal be presented, which The responses will be attitude, and self-
skills. will include time for recorded on a esteem.
questions and further whiteboard.
After the role play, a discussion on how
PowerPoint will be drugs negatively Extension Activity:
presented about the impact people. Students will be
harmful effects of the sorted into small
five most used teen groups and create a
drugs and questions skit or a brochure to
will be encouraged encourage students to
about the different engage in healthier
slides. behaviors.

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 Then students will be
asked to complete the
refusal skills
worksheet.

Differentiation Instructions will be Instructions will be Students who are Instructions will be Instructions will be
What are the repeated as repeated as uncomfortable with repeated as repeated as
adaptations or necessary. necessary. the topic will be necessary. necessary.
modifications to the provided with
Sentence frames will The scenarios will be alternative The statements will Assistance will be
instruction/activities
be provided, and the read twice to ensure assignment. be repeated twice. provided for Students
as determined by first refusal statement students understand. who want help
the student factors will be modeled. Instructions will be Assistance will be writing a script for
or individual Sentence frames will repeated as needed. provided for Students their video.
learning needs? be provided, and the who want help
first step of the writing a script for Examples of
worksheet will be their video. activities and reasons
modeled. will be provided
using visually
representation
(Padlet).
Required - Refusal Skills - Padlet - Pen or Pencil - Teacher Handout - Worksheet – (Find
Materials, scenario -Computer/Projector - Paper (Statistics) you Passion)
Handouts, Text, - Refusal Skills - Handout – Decision - Dollar Bill - Current National - Worksheet –
Slides, and Checklist Making Guide - Ruler/Yardstick Youth Risky (Talking about
- PowerPoint – Drug - Scenario – Pick One - Computer/Projector Behavior Survey Drugs)
Technology
Facts - Flipgrid - PowerPoint – More - PowerPoint – - Computer/Projector
- Computer/Projector Drug Facts Statements - Whiteboard
- Worksheet – Ways - Signs (3) - Dry Erase Markers
to Refuse True/False/Not Sure - Poster Board
- Computer/Projector - Markers
- Whiteboard - Padlet – Pictures of
- Dry Erase Markers Different Activities
- Timer - PowerPoint
- Flipgrid - Flipgrid

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 Extension Activity:
(Brochure or Skit)
- Posters
- Markers/Pencils
Instructional and - Modeling - Role Play - Modeling - Think-Pair-Share - Student Goal
Engagement - Role Play - Whole Group - Stimulations - Current Events Setting
Strategies - Accountable Talk - Accountable Talk - Accountable Talk - Effective - Graphic Organizer
What strategies are - Entrance Ticket - Student Self- - Effective Questioning - Peer Collaboration
you going to use Assessment - Exit Questioning - Student Goal
with your students Ticket Setting
- Exit Ticket
to keep them
engaged throughout
the unit of study?
Formative Worksheet – Ways to Exit Ticket (using Open Floor – Open Open Floor – Open Constructed
Assessments Refuse Flipgrid) Ended Discussion. Ended Discussion Response Question
How are you going
to measure the Students will be Students will explain Students will discuss Students will discuss Students will discuss
learning of your presented with a list and discuss their best the feelings and a series of questions (2) healthy
of one-sentence and worst decision. effects of the based on the alternatives to using
students throughout
scenario and write a stimulations. true/false/not sure drugs or alcohol.
the lesson? sentence using the statements to process Students will explain
refusal skills they the activity. how the chosen
were taught. activities will
Exit Ticket (using enhance their health,
Flipgrid) attitude, and self-
esteem (using
Students will explain Flipgrid).
the effect of getting
busted for using
drugs or alcohol
would have on short-
term and long-term
goals.

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 Summative, Post- Students will be asked to complete a post-survey assessment and will compare their answers to the pre-
Assessment survey assessment to understand what they learned from the lessons.
What post- After completing the assessments, students will share what they learned and what information they found
assessment will surprising.
measure the Lastly, students will share their personal drug-free message (based on a poster created during the introduction
learning progress? lesson).
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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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: Copy of Flocabulary - Flipped Video .pptx and

https://youtu.be/laT2lhaJ8s4
Summary of Unit Implementation:
The original unit of lessons was rescheduled to suit the needs of the students. Instead of focusing on the
topic of drugs, the lesson focused on prepping students for the upcoming Smarter Balanced Assessment
Consortium (SBAC). The goal of the lesson was for students to practice important foundational skills,
study vocabulary, and utilize test-taking strategies. The lesson was organized into three stations (teacher-
led, on-line, and off-line) as based on the Blended Learning Station Rotation model by Catlin Tucker. The
students were sorted into groups of three and four.
The teacher-led station focused on the topic of inferences and utilizing test-taking strategies. Students
were instructed first to listen and then read, as a group, a short excerpt, answer questions, and write a
short paragraph using the RACES paragraph writing strategy. A graphic organizer was provided to help
students outline the short answer paragraph.
The online station was a flipped classroom. Students were asked to watch a video which provided an
overview of the station. During the lesson, students were instructed to watch a Flocabulary video titled
Test-Taking Vocabulary and take notes. Students were asked to use the Cornell-note taking strategy to
define the terms and definitions provided in the Flocabulary video.
The off-line station focused on sketch notes and SBAC vocabulary terms. Students were provided with a
graphic organizer and instructed to create “academic doodles” or to sketch pictures that would enhance
their understanding of the vocabulary term. Before creating a sketch, students were expected to define the
vocabulary terms.

Summary of Student Learning:

The station rotation model based on SBAC prep was successful. Students were engaged and excited about
utilizing different skills and strategies. Students successfully utilized test-taking strategies and were able
to explain the importance of using the skills and strategies during assessments and assignments. The
creation of the sketch notes and the use of Cornell notes while watching a video on Test-Taking
Vocabulary utilized strategies that allow students to create creative study guides to enhance memory and
understanding of the different terms and definitions. Before the lessons focusing on the different
vocabulary students, students struggled to remember the definitions and apply the concepts to worksheets.
The students (overall) poor understanding of the vocabulary terms and inability to practically apply the
concepts during assignments was the reason that the original unit of lessons was rescheduled, and a new
concept was created and implemented.
After reflecting upon the classes struggle to comprehend and understand the SBAC vocabulary terms,
many of which have been posted on the walls since the beginning of the year and are based on basic
foundational skills, I assumed a more active lesson was needed in which individualized attention could be
dedicated to the students. As such, the stations that used fun and exciting concepts (, and the creative

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component of sketch notes enhance memory and perception of the definitions). The teacher-led station as
designed to allow students to practice the practical application of the terms under the guidance of the
teacher which allowed me to check for understanding and provided a more detailed mini-lesson. The
students ended the lessons with a clearer understanding of the concepts and were able to clearly explain
the definitions and how to apply the concepts when answering questions and reading passages.

Reflection of Video Recording:

My performance in the classroom was well-done and mostly efficient. I am still honing my time
management skills and understanding of the time needed to provide instructions and allow students to
complete the activities. The lesson was simple to implement but interesting and impactful. The lessons
and stations focused on concepts that the students will use during testing as well as in other content
classes. My students were engaged and interested in the material. I was comfortable conducting the lesson
and used my class time reasonably well.
Two of the areas that I would like to improve upon (in conjunction with each) are time management and
providing clear instructions. The stations were designed to last fifteen minutes, but the majority of the
content required more extended stations to be complete. The time would have also been utilized better if I
had provided more precise instructions at the online station. My flipped video, as it was my first time
creating one, and the application to which it was attached was a bit confusing for the students to
understand upon first glance. The flow of the instructional video, slides, and then the assignment was out
of order, although with additional guidance from the classroom aid the students were able to start the
lesson successfully. The flipped video is attached to the video recording link.
The one thing that I felt did well was to create graphic organizers and handouts and engage my students.
Even my students who tend to be off-task needed minimal redirection and responded well to me during
the lesson and listened to instructions and verbal prompts to focus. My stations and supplies were well-
organized. I will continue to build relationships with my students based on mutual respect to enhance my
ability to continue engaging students during lessons and when off-task. I will also continue to improve my
skills when creating and organizing lessons and materials by ensuring that I create a list of materials and
becoming more proficient using applications such as Google Slides and Google Docs. One of my goals is
to become a Google certified teacher.

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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%) 1 10

Proficient
(80%-89%) 2 15

Partially
Proficient
15 10
(70%-79%)

Minimally
Proficient
16 7
(69% and below)

Post-Test Analysis: Whole Class

The results of the pre-test were updated to suit the new unit of lessons that were implemented to
prepare students for the upcoming Smarter Balanced Assessment Consortium (SBAC). The
original lesson, a unit of drug prevention, has been delayed until after students take the state
exam.

Based on the post-test data, there was a substantial increase in student learning. The number of
students who were graded as proficient and highly proficient increased by 52%. The data can be
interpreted as an improvement in student learning based on the post-test scores. During the
lesson’s and reviews of SBAC vocabulary terms and foundational skills, students were able to
self-correct and define the words quickly and accurately. The post-exam showed improvement in
the use of complete sentences and correct definitions. Students were able to apply the terms and
definitions concerning the necessary foundational skills. The students who did not do as well and
were labeled as partially or minimally were able to provide verbal confirmation of understanding
the definitions but neglected to use complete sentences and were unable to connect the definitions
to the necessary academic foundational skills.

The instruction was useful as there was a fifty percent increase in students completing the post-
assessment and proving to understand the material and practically apply it when instructed. The
number of students who performed below standards dropped significantly. The ones who, based
on the post-assessment, still underperformed demonstrated an understanding of the information
during verbal instruction information (able to define the terms when asked) but struggled to apply
the knowledge to paper and during a practical foundational assessment. The students were unable
to perform the foundational skills (for example, inferences, annotations) as based on vocabulary

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 skills. The vocabulary and foundational skills that students were tested on were based on a listed
(differentiated to suit the need of the students) provided through the SBAC website. Students
were able to define the terms (for example, explicit details, implicit details, main idea) that were
provided when prompted verbally and were able to explain how the terms would be applied when
analyzing a text or writing a paragraph.

Post-Assessment Analysis: Subgroup Selection

The subgroup that was selected to analyze was the female students as based on the information
that was presented within Standard 1. Although the number of female students is small, 11 of the
42 students, the assessment data seemed significant. The choices for the group were somewhat
limited as all of the students are on IEPs and none of the students have 504s, the majority of the
student population (within my classes) are male and are classified as English Language Learners
(ELL) as such the female population seemed to be an interesting choice to analyze and discuss.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or

504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 2

Meets 1 6

Approaches 5 3

Falls Far Below 5 0

Post-Assessment Analysis: Subgroup

Based on the initial pre-test the female subgroup tested very low as the majority of the female
students were classified as approaches or falls far below. Only one female student was classified
as meeting the standards during the post-test. Based on the results of post-test data, there was a
substantial improvement in learning. The students displayed, based on verbal assessments and the
post-assessment, an understanding of the material. As such, the students were able to define the
terms and the explain the practical application regarding the foundational skills on which students
were being instructed, such as describing examples of implicit and explicit details when reading
assigned text or finding the main idea.

Instruction, as based on the subgroup (female students) post-test data proved that teaching was
sufficient, and students were able to comprehend the material. The data showed a 60% increase in
students who met and exceeded the standards with zero of the students in the subgroup falling
below the norm. As for the students who approached the standard, a daily review of the

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 vocabulary will be conducted and the students, with the use of small groups, continue to review
and practice foundational skills used questions and excerpts based on the SBAC format. In
particular, the practice of writing complete sentences, checking for proper punctuation, and
applying test-taking strategies when reading passages and answering questions will be reviewed
as this is the area in which students appeared to struggle based on the data. The students who
were classified as approaching the standard may have a general idea but struggled to write the
answer in a complete sentence.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 1 8

Meets 9 9

Approaches 10 7

Falls Far Below 11 7

Post-Assessment Analysis: Subgroup and Remainder of Class

Compared to the subgroup that was analyzed, there was still a significant increase in students who
met or exceeded the standard, but a concerning number of students were still classified as
approaches or falls far below the standard as based on the post-test data. The instruction can still
be considered effective as there was improvement when comparing the pre-test data with the
post-test data. The number of students whose understanding of the vocabulary words and
improvement in foundational skills was remarkable. During verbal assessments and when asked
questions, students appeared to have a firm grasp on the material and understand the definitions
of the vocabulary terms. Students were excited to share their information with other students who
were struggling and were able to explain the definitions or the process succinctly and accurately.
The confusion arose when practically applying the information. For example, students understood
the meaning of the word “main idea” but may have struggled to identify the main idea of a
passage.

Based on the analysis of student learning and the results of the assessment data, students have a
firm grasp on the definitions of the assigned vocabulary words. The area in which the students are
struggling is understanding foundational skills. While they appear to know what they need to be
doing or looking for within a given passage, they are unable to find the correct answer (such as
the main idea, theme, or making an inference) using details and information from the passage. As
such, students will continue to review the definitions as repetition has been a critical component

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 of students being able to understand and comprehend the definitions and a foundational skill, one
that students demonstrated a problem with, will be chosen to focus on during the next week of
instruction. The foundational skill will be identifying the central idea or theme. Students will be
able to determine the central idea of a text and recount the key details and summarize how the
details support the theme using complete sentences, proper punctuation, and correct spelling.
The Common Core standard will be RL.6.2. RL.7.2, and RL.8.2. – Determine a theme or central
idea of a text and how it is conveyed through particular details: providing a summary of the text
distinct from personal opinions or judgments.

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. My first goal is to become more
proficient using Google tools in the
classroom.
development, research on the Internet,
observation of a veteran teacher, etc.)
My plan to reach my goal is to attend an
online professional development course and
become a Google Certified Educator (Level
1).

2. My second goal is to create My plan to reach my goal is to continue to

instructions that are clear and easy to practice writing down sample instructions
follow when students are in and a veteran teacher for feedback and
independent stations. making observations and assessing the parts
of the instructions that confused students.

3. My third goal is to continue fine- My plan to reach my goal is to continue

tuning my time management skills in
the classroom.
practicing and making notes after my lessons
are completed to note the areas that I needed
extra time or the areas I allotted too much
time. My other plan is to continue observing
veteran teachers to develop an understanding
of how they efficiently manage time within
the allotted time frame of a lesson.

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