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 .......................................15
STEP Standard 6 - Analysis of Student Learning....................................................17
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 2 Module 2 Sessions 1-5

Unit Topic: Introducing the Numbers

Unit Title: Working with Numbers and Number Rack

National or State Academic Content Standards

 K.CC.4a: Count objects one by one, saying the numbers in the standard order and pairing
each object with only one number.
 K.CC.4b: Identify the number of objects as the last number said when counting a group
of objects.
 K.CC.5: Count up to 10 objects arranged in a line, rectangular array, or circle to answer,
“how many” questions.
 K.CC: Recognize the number of objects in a collection of 6 or fewer, arranged in any
configuration.
 K.MP.5: Use appropriate tools strategically.
 K.MP.7: Look for and make use of structure.
(Kindergarten Common Core Standards for Counting and Cardinality, 2019)

Learning Goal
By the end of this unit the students will be able to count to 10 by using one-to-one
correspondence.

Measurable Objectives
Day 1: I can recognize the number of objects in a collection of 6 or fewer.
Day 2: I can show how to make 10 by using manipulatives.
Day 3: I can identify the number of objects as the last number said when counting to ten.
Day 4: I can create groups of 10 by using the number rack.
Day 5: I can create addition sentences by using objects.

Reference

Kindergarten Common Core Standards for Counting and Cardinality. (2019). Common Core
State Standards. Retrieved from http://www.corestandards.org/Math/Content/K/CC/

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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.

(classplayground.com)

Exceeds/meets: if the student can match all numbers correctly 8/13

Approaches: if students match more than half the numbers correctly 1/13
Falls below: if students match most numbers incorrectly 4/13

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%) 8

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 4

Pre-Assessment Analysis: Whole Class

Based on the data above, I don’t think I need to make any changes to my learning goal or objectives. I
think I need to keep the 5 students who struggled in mind when teaching the lesson and taking the time to
work one-on-one with them.

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 This data plays a huge part of my unit. My cooperating district follows a math program called Bridges
and every lesson is already planned out for the teacher. However, with these results, I will have to rework
the lessons to fit all students. We have been working with ten-frames since the beginning of the year and I
wasn’t expecting to have so many in the minimally proficient category.
When planning, I will keep these students in mind when getting materials ready for them. For the ones
who missed the entire paper, I will take them back to just a five-frame instead of the ten-frame. The
students will be able to complete the activity the same way just working with numbers 1-5 instead of 1-
10.
When I actually teach this lesson, I will have the students up close to by me so they can hear and see
exactly what I am doing. The lessons also involve a lot of think-pair-share, I will pair these students with
a student who is stronger so they can help explain it.

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.
For the post assessment, the students will be completing a count and color activity sheet. I am
having them complete both the five frame and ten-frame because I had students who weren’t
quite ready for the ten-frame. I want to see if they have mastered this concept by using both.

Exceeds/meets: if the student can match all numbers correctly

Approaches: if students match more than half the numbers correctly
Falls below: if students match most numbers incorrectly

(planesandballoons.com)

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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 Two Color Ten- Building a Number Numbers and Introducing Show Me Five
Activity Frames Rack Number Racks Workspaces:
Number and
Number Racks
Standards and I can recognize the I can show how to I can identify the I can create groups I can create
Objectives number of objects make 10 by using number of objects of 10 by using the addition sentences
What do students in a collection of 6 manipulatives. as the last number number rack. by using objects.
need to know and or fewer. said when counting
be able to do for to ten.
each day of the K.CC.4a, K.CC.4b, K.CC.4a, K.CC.4b,
unit? K.CC.5, K.CC, K.CC.5, K.CC, K.CC.4a, K.CC.4b, K.CC.4a, K.CC.4b,
K.CC.4a, K.CC.4b,
K.OA.3, K.MP.3, K.MP.3, KMP.7 K.CC.5, K.CC, K.CC.5, K.CC,
K.CC.5, K.CC,
KMP.7 K.MP.3, KMP.7 K.MP.3, KMP.7
K.OA.3, K.OA.1,
K.MP.3, KMP.7
Academic Number words 1-10 Number words 1-10 Number words 1-10 Number words 1-10 Number words 1-10
Language and Bottom Bottom Horizontal Horizontal Half
Vocabulary In all Half In all In all In all
What academic Ten-frame Horizontal Left Left Middle
language will you Top Top Numeral Numeral
emphasize and Right Right
teach each day
during this unit?
Summary of Seat students in a Seat students in a Seat students in a Seat students in a Seat students in a
Instruction and circle and introduce circle and introduce circle and explain circle and announce circle and introduce
Activities for the the lesson by the lesson by to them that we will that they will be the lesson by
Lesson showing the red and explaining that they be using the using the number discussing what we
white ten-frame will be building a number racks rack today. Hand have done earlier

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 How will the cards with ten dots. new tool that they today. Hand out the out the number this week with five-
instruction and Have students can use during number racks to the racks from the day frames, finger
activities flow? think-pair-share math. Hold up ten- students and ask before have the patterns, and
Consider how the with this question frame and ask, them to keep in students place in number racks.
students will “What do you “How many dots do their lap until we their laps. Explain Explain that we
efficiently transition notice?” Pull you see on the top are ready to use how to hold the will be using all of
from one to the popsicle sticks and row?” Pull popsicle them. Show the number rack and them today. Play
next. have the students sticks for model number rack how to position the flash and show with
explain to you what volunteers. Then and ask, “What is beads. Have the regular five-
their partner said to ask, “How many different and what students practice frames. Students
them. Ask two are are on the bottom is the same about the starting position will show you red
three students. row?” Pull popsicle the two number by pushing the dots on one hand
Hand out ten-frame sticks. Then ask, racks?” Students beads to the left. and blue dots on the
mats and unifix “How many dots will think-pair- other hand. Flash
cubes. Each student are there all share their ideas. Introduce the game the card with 2 red
will need 5 red and together?” Explain Give them a minute by saying find a dots and 3 blue
5 white. Start to the students that or so and pull partner. They will dots. Ask “How
playing flash and you want to cut the popsicle sticks for take turns picking many red dots?
show with the ten-frame in half, students to share cards that have ten- Show on your
students. Asking but you don’t really ideas. Cover the frames on them. fingers.” “How
the questions “How know how. Ask for bottom row up so Each student will many blue dots?
many dots on the some suggestions. the model is now build the ten-frame Show on your other
top row?” “How Explain that you modeling ten. Have card with their hand.” Show card
many dots on the will cut the ten- the students hold number rack and for students to
bottom row?” To frame horizontally their rack discuss how many check their work.
challenge the separating the red horizontal, so red beads, white Ask “How many
students, ask, “How dots from the white everyone looks the beads, and how dots in all?” Repeat
many more to make dots. Present the same. Place a star many beads in all. with the remaining
10?” Repeat this ten-frame with the or other marker in five-frame cards.
activity for red dots on the left the top right-hand Play a few rounds Hand out the
numbers 1-10. and white dots on corner of the with whole group student made
the right. Tape student’s number and ask after each number racks and
them together. Send rack. This shows card “How many quickly review the

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 students back to them where they red beads? How starting position.
their seats and ask start when solving many white beads? Engage students in
if they have any problems. Explain How many beads in a think-pair-share
ideas on how they to the students that all?” on the question
can build when using the “We need to divide
something like our beads, we will slide End the lesson by our beads in half.
ten-frame. Have them to the left. having the students How do you think
students think-pair- Have students place number racks we can do that?
share with those at practice moving in a bin and explain What will it look
their table and then beads before giving that they will be like?” Pull a couple
pull popsicle sticks them the first able to use them popsicle sticks to
for volunteers. Pass problem. Direct later during work ask for some ideas.
out materials, students’ attention places. Demonstrate on the
explaining that they to the smartboard class model how to
are going to build and use an online separate half and
their own number number rack. Take have all students
rack. Ask students volunteers to come separate theirs.
“How many red up and show you a Display card with 3
beads do you couple different red dots and 2 blue
need?” “How many numbers. Bring dots and ask “What
white beads do you students attention is same and what is
need?” “How many back to the circle different?” Have
beads will you have and ask the students the students build
total?” Show “Show me 3.” what they see on
students a model Explain that this the five-frame on
that you already means push three their number rack
made and have beads to the left. by moving the
them start building. Have them check beads to the middle.
When they are with a partner, then Repeat this with the
finished, make sure look up to the board remaining cards.
names are on them to check work. Ask Have students
and they can play “How many more think-pair-share on
around with them. beads do you need the question “What

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 to make 10?” are some ways we
Repeat with the saw or built
numbers 5 and 6. combinations of 5
Get out the ten- today?” Close the
frame dot card lesson by having
showing 3. Use the the students pick a
think-pair-share and partner and show
have the students each other how to
discuss what they use their finger
notice about the pattern, number
card. Have students rack, and by using
put the number words. They can
racks in starting pick any number 1-
position and show 5.
3. Have them check
work with a peer.
Invite volunteer to
the board to
demonstrate how
they built their
number rack. Place
the card with 5 on it
and have the
students build it.
Ask “How many
red beads?” “How
many white
beads?” “How
many beads are
there in all?”
Repeat with
numbers 6,10, and
8. End the session

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 by explaining this
will be played in a
workstation later in
the week.
Differentiation When discussing When asking about Take notice of who If students are still For students
What are the the vocab words, the top and bottom is right and left- developing fluency struggling with
adaptations or use finger and point rows of the ten- handed. This will with numbers 1-5, one-to-one
modifications to the to that part of the frame, point to be handy when they can play a correspondence,
instruction/activities card. Seat students those parts of the choosing wording different version of subitizing, or finger
as determined by who are not solid card. Have students for teaching left and the game. If you patterns, have them
the student factors with one-to-one come up and help right. Have students see the students build on a five-
or individual correspondence count, showing who are still counting one by frame mat using
learning needs? close so they can one-to-one struggling sit next one, ask if they unifix cubes. If
see the cards. correspondence. to you or next to a know of any other students are not
peer to keep ways that they can understanding
working on one-to- move the beads to “half”, pick
one make the same something that you
correspondence. number. If students take apart and put
Students who are are succeeding, pack together.
still on numbers 1- give them a white Practice cardinality
5, they can build off board to write out by asking “How
of the five-frame equations. many cubes all
cards instead of the together?”
ten-frame cards.
Required Red and white ten- Student number Demonstration Demonstration Regular five-frame
Materials, frame display cards rack kits number rack number rack display cards
Handouts, Text, Numbers to 10 Transparent tape Ten-frame dot Ten-frame dot Demonstration
Slides, and counting mats cards, 5 wise only cards number rack
Technology Unifix cubes (10 Five-frame display Number and Ten-frame counting
each, 2 colors) cards number rack menu mats
Whiteboards, as Student number card Student number
needed racks Student number rack
Piece pf paper racks

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 Whiteboards (if
needed)
Unifix cubes (if
needed)
Instructional and Think-pair-share Popsicle sticks hold Popsicle sticks hold Whole group game, Popsicle sticks hold
Engagement gets the students the students the students everyone gets a the students
Strategies talking to each accountable for accountable for turn. Games are fun accountable for
What strategies are other and it teachestheir participation. their participation. and interactive. We their participation.
you going to use them to listen to They never know They never know play until everyone They never know
with your students each other’s when their name when their name has had one turn when their name
to keep them thoughts. will be called, so will be called, so and then they can will be called, so
engaged throughout Call backs to grab they are actively they are actively play them by they are actively
the unit of study? attention are a great
participating. participating. themselves during participating.
way to keep the Think-pair-share Think-pair-share center. Popsicle Think-pair-share
students engaged. gets the students gets the students sticks hold the gets the students
One is “1,2,3 eyes talking to each talking to each students talking to each
on me. 3,4, eyes on other and it teaches other and it teaches accountable for other and it teaches
you.” them to listen to them to listen to their participation. them to listen to
each other’s each other’s They never know each other’s
thoughts. thoughts. when their name thoughts.
Call backs to grab Call backs to grab will be called, so Call backs to grab
attention are a great attention are a great they are actively attention are a great
way to keep the way to keep the participating. way to keep the
students engaged. students engaged. students engaged.
One is “1,2,3 eyes One is “1,2,3 eyes One is “1,2,3 eyes
on me. 3,4, eyes on on me. 3,4, eyes on on me. 3,4, eyes on
you.” you.” you.”
Formative Checking their mats Observations on Observations on Observation on Observations on
Assessments and asking how they are how they are using how they move the finger patterns,
How are you going volunteer students building their their number rack. beads on the words, the use of
to measure the to explain what number rack. Asking questions number rack and number racks, and
learning of your they built and why. for reassurance. reinforcing with if they are using a
questions. five-frame. Asking

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 students throughout different questions
the lesson? to check for
understanding of
cardinality, one-to-
one
correspondence,
and subitizing.
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. Students will be completing a worksheet that is a count and color.
They are to count the objects, circle the number, and then color in the correct about of boxes. This allows me to see if
the students are using one-to-one correspondence, if they are able to subitize, and understand how many. Students who
are not yet fluent with numbers 1-5 will focus on the five-frame and students who are already fluent with numbers 1-5
will focus on the ten-frame.

*https://www.geogebra.org/m/NPDu3rCm#material/nHNjQEhG
This is the website I will use on Wednesday .

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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: I have sent it through OneDrive. Let me know if it doesn’t work and I will
try sending it again.

Summary of Unit Implementation:

For my unit plan, I planned a math unit that involved the students transitioning from using ten-frames to
using a number rack. On Monday, I did a review lesson that involved the students using the ten-frame.
Students did very well with this. We have been working with ten-frames since the beginning of the year.
Students were able to tell me how many makes ten and build correctly. On Tuesday, students were
introduced to the number rack. We discussed how to use it and then each student got to make their
own. For the most part this lesson went as planned. The students did very well with listening and
following directions. School was canceled on Wednesday due to electrical issues. With that, I did not get
the chance to teach all five lessons but will continue on Monday. So, on Thursday, the students got to
work with the number racks. They didn’t seem as interested in this activity as they were with the ten-
frames. On Friday, we did the same thing with the number racks. I flashed a card and the students had to
use the number rack to represent the number. Most students did okay, but some still struggled. For each
day, I used popsicle sticks to call on students and they did a lot of pairing and sharing. Using the popsicle
sticks holds the students accountable for their participation. I get a lot of “I don’t know” because they are
not paying attention.

Summary of Student Learning:

By the end of the week, most students started to understand the concept and how to use the number
rack. This is a tool, that we will be using for a couple weeks and I believe they will just get better at it.
During the lesson, I was looking for the way the students moved the beads (moving one at a time,
grouping, and adding). My higher students were able to move five beads and then when asked to make
six, they just moved one more bead over. Other students counted one by one until they got six, and
then others completely cleared their rack and started over. One of my students wasn’t really following
the activity. She was watching the other students and copying off of them. This told me that she had no
idea what was going on. I asked her to show me five and she was able to that, but when I asked to show
me six, she moved all beads over and then counted one by one. At this point, I realized that she wasn’t
ready to work with numbers six through ten. I gave a few more numbers through five and she seemed to
do okay with it. We are working with this next week as well, so I’ll be able to tell if she is understanding
or not.

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Reflection of Video Recording:
This video did not go as planned. I was planning to film two different lessons and then merging them
together, but we had an unexpected closing. For this lesson, we were comparing our ten-frame to a
number rack and then the students were building their own. I was very proud that the students sat at
the carpet and were answering my questions. After watching this video, I could have explained what a
horizontal line was a little better. However, I noticed that majority of them understood five on top, five
on bottom, ten all together. We have been working on that for a few weeks. If I could improve on one
thing from this lesson it would be to have had the materials already separated for each kid. This took up
a lot time and didn’t leave much time for playing with them. I was very proud of how the students
behaved during the whole lesson. This gave me reassurance that they are starting to see me as their
teacher. At the beginning, I had to do a lot of redirecting because they wouldn’t listen to me. Now, we
can have our conversations and get through our lessons successfully.

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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%) 8 9

Proficient
(80%-89%) 0 0

Partially
Proficient
1 3
(70%-79%)

Minimally
Proficient
4 2
(69% and below)

Post-Test Analysis: Whole Class

Looking back at the pre-assessment results to the post-assessment results, there were a few
students who improved. The students were able to count the number of objects and then color in
the five-frame correctly. During the pre-assessment I had students who miscounted the dots and
they showed me during the post-assessment that they understand how many objects. They still
need to work on placing in the five-frame.

We have really been hitting groups of five for a few weeks. This is something we worked on
during our math lessons and then in center time as well. I was happy to see kids move up on the
data table. They might not be proficient yet, but this tells me that they learned something over the
course of this unit. Most of the students are really starting to grasp cardinality and being able to
subitize, while others are still working on recognizing their numbers 1-5. One student I had to
help one-on-one because she couldn’t tell me the numbers. She could count to 10, but needed
help deciding which number to pick and how many boxes to color.
Post-Assessment Analysis: Subgroup Selection

In my placement class, there is 15 total students. I have two that are on speech IEP’s. One of
these students is also on an IEP for OT. The one student understands and catches on pretty well,
she just doesn’t talk to me a whole lot. The other student really needs help. She counted to 10 for
me, but she couldn’t repeat the total. She does better one-on-one, but still needs a lot of coaching.
On her assessment, I noticed she counted the right number of boxes, but she didn’t start from the
left. I also noticed as I was working with her, she would just circle all the numbers instead of just
one.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

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 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 3 4

Proficient
(80%-89%) 0 0

Partially
Proficient
2 2
(70%-79%)

Minimally
Proficient
3 2
(69% and below)

Post-Assessment Analysis: Subgroup

The subgroup I chose to analyze was my IEP students and students who receive title. The IEP’s
are for speech and OT. Title services are kids who are pulled out for extra help in reading and
math. My 4 highly proficient students are my title kids. These kids got every question right with
no mistakes in the five-frame. The two students in the partly proficient group, struggled with
filling in the five-frame. The one student filled out the right number of boxes, but he didn’t do it
from left to right. The other student missed filling the boxes in right on two of them.

The students have been working with five- and ten-frames since the beginning of the school year.
Different activities every day, but the students were catching on pretty easy, or so I thought. We
did all of this whole group, and you never know how much the student knows until you give them
an assessment. For my one little girl who fell in the minimally proficient group participated every
day during whole group and did her work. Then all of a sudden, she didn’t know any of it. This
student is on an IEP for speech and OT and she is clearly delayed, but this assessment showed me
that she may have been looking at her friends for help. She would count for me, but when it came
to counting the pictures, she didn’t know.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 5 5

Proficient
(80%-89%) 0 0

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 Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The kids in this group are the ones who are always up-front participating in the activities. They
answer questions and ask for help when needed. The one little girl who is in the partially
proficient group knows how to do this. She is one who always wants help and when I told her I
couldn’t help with this, she just hurried through it. Knowing that these kids are active in class and
enjoy the activities, shows me that they are engaging enough for students their age. Kids in the
subgroup have potential. We just need to work on focusing during carpet and participation.

My next step is to keep working with our numbers 1-10, but to introduce new ways to make those
groups. Maybe the five- and ten-frame just wasn’t the visual they needed. We will be working
more with the number rack so they can adjust to that more, but also introduce popsicle sticks for
tallying. Hopefully, one of these methods will click with each student. One objective would be “I
can use different materials to make groups of ten”.

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. Better time management skills
development, research on the Internet,
observation of a veteran teacher, etc.)
I feel like some of my lessons drug on way
too long to hold the student’s attention. I will
research for professional development on
ways to help maintain ways to keep lessons
moving in a timely management.

2. Organization inside the classroom There is a lot of materials that we have to use
for our math lessons, and I don’t have them

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3. Better planning for individual students
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organized at all. Every day, I’m running
around figuring out what I need. For this, I
need to talk to my co-workers to see how
they have their materials organized and see if
that method works for me.
I have students who need that one-on-one
time or a different activity. I can use teacher
pay teachers or a different website to look
for different activities that fit their skill level
better.
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