Student Teaching Evaluation of Performance (STEP) Template€¦ · Web viewStandard 7 -...

Student Teaching Evaluation of Performance (STEP) Template

© 2023. Grand Canyon University. All Rights Reserved. of 16

Table of Contents

Standard 1- Contextual Factors - Knowing Your School and CommunityStandard 2 - Writing Standards-Based Objectives and the Learning Goal Standard 3 - Assessment and Data Literacy Standard 4 - Unit and Lesson Planning Standard 5 - Implementation of Instructional Unit Standard 6 - Analysis of Student Learning Standard 7 - Reflecting on Instruction to Improve Student Progress


STEP Standard 1 - Contextual Factors: Knowing Your School and Community

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

A. Geographic Location

Shaw Butte Elementary School is located in Phoenix, Arizona. It is an urban area with a population of over 250,000 people. The student population of the area has grown by 5% over five years (Public School Review, 2015). The perception of the level of community support in this specific area is perceived as very low. It is very hard to get students families to support the students in classroom education, as well as, at home. This can effect the assessment, delivery, and planning in a unit as students will have little to no support in the topic at home, students need all of the information and supplies within the class period, and it is expected that they will receive little homework help, so homework should be given on the basis that student’s can do their work by themselves.

B. District Demographics

Shaw Butte Elementary School is a part of the Washington Elementary School district. The school district’s student population is 23,247, which has stayed relatively flat over 5 years. The school district manages 32 schools, which is the largest elementary school district in Arizona. The school district has student classrooms from pre-k all the way to 8th grade (Public School Review, 2015). Breakfast is served free of charge daily to all students and 29 schools serve free lunches (Washington Elementary School District, 2018). Since most of our students are on free and reduced lunches, most parents will not have money for any extra supplies, o it is important to remember to provide all the students with what they may need for the lesson or to build the lesson around what is available to use within the classroom.

C. School Demographics

Shaw Butte Elementary serves students from Pre-K through 8th grade. The students population at Shaw Butte is 1,011 students. Every student at the school is provided with a free breakfast in the classroom as well as a free lunch. The school is a Title 1 school and is rated as a C school (Washington Elementary School District, 2018). Most of the students families live in poverty, so keeping in mind that students will have little to know supplies and that students basic needs need to be met before they are able to learn is important to remember when lesson building. Students in kindergarten usually come in with little to no pre-school and are academically behind from the moment they walk in the door. It is important to remember that these students need all the extra support and encouragement they can get, to keep them motivated and involved.


References

Public School Review. (2015). Shaw butte school. Retrieved from https://www.publicschoolreview.com/shaw-butte-school-profile.

Washington Elementary School District. (2018). About WESD. Retrieved from https://www.wesdschools.org/domain/44

STEP Standard 1 - Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

The classroom I am working in is a Kindergarten classroom and I am responsible for teaching reading, writing, grammar, math, science, and social studies. There are 20 students in my classroom. There are 12 females and 8 males, who are all 5 or 6 years old. In the classroom Hispanic, African American, White, and American Indian ethnicities are all represented. Almost every student is in poverty with parents who work full time, maybe even multiple jobs, to students whose family are on welfare or disabilities. All of the students in the classroom receive free lunch and breakfast and 3 of the students receive “snack packs” every Friday to help the families provide food over the weekend.

B. Environmental Factors

The classroom I work in is a relatively small classroom with a door that leads to outside. The campus is an outdoor campus, meaning to get anywhere you would have to walk outside and around the campus. We have 5 large tables, with 4 students at each table, and one horseshoe table for small group work. The classroom has 1 large carpet that can seat 30 students, with a Smart Board in front of it used for whole group lessons. The classroom has 2 computers provided, that are a little out of date, so they are not always the most trustworthy or student friendly. Through donations from DonorsChoose the classroom received 5 Amazon tablets that are available for the students to use. Basic school needs such as glue, scissors, pencils, and paper are all provided by the school for student use.

C. Student Academic Factors

Student Subgroup ELL IEP Section 504

Gifted Other Services (Explain)

Behavior or Cognitive

Needs Receiving

No ServicesBoys 0 0 0# 0 2 2


https://www.publicschoolreview.com/shaw-butte-school-profile

Girls 0 0# 0 0 2 2Instructional Accommodations and Modifications (Describe any instructional accommodations and modifications regularly used to meet the needs of students in each subgroup.)

The school

has separate classes for ELL and non

ELL students

Text Text Text 4 students receive extra reading help

during intervention

where the students are pulled out to

another classroom.

In the space below, discuss the possible affect these characteristics could have on the planning, delivery, and assessment of your unit. Refrain from using student names. The students in my classroom all come from a poverty background with diverse needs and traumatic experiences in their life. It is important to remember that their upbringing and backgrounds are all so diverse and different and that they all need different methods to learn, cope, and behave in the classroom. Making sure to take time throughout the day to check in on students and build relationships with each student is the most important part. Once the students and I have a relationship built, that is when the learning can begin.


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

Unit Topic: Reading

Unit Title: Reading CVC Words & Segmenting Words

National or State Academic Content Standards1-R-2:HI-10Reading CVC Words (from repeating to decoding)1-LS-2:HI-5Producing and blending the initial, medial, and final sounds of grade appropriate words using accurate articulation.

Learning Goal Students should be able to read CVC words on their own without teacher support. Students should be able to blend the word in their head and say the whole word out loud by the end of the unit. For example, if the word is ‘run’ students should be able to read the sounds /r/ /u/ /n/ in their head then be able to say the word ‘run’ out loud.

Measurable ObjectivesStudents will be able to read short u words by blending the sounds aloud and reading the whole word with teacher support. Students will be able to identify and segment sounds in words by saying all the sounds aloud in each given word.


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.

The Pre-assessment for this plan is the DIBELS Nonsense Word Fluency (NWF) test. The test measures a student’s knowledge of basic letter-sound correspondences and the ability to blend letter sounds into consonant –vowel-consonant (CVC) and vowel-consonant (VC) words. The student gets a score for Correct Letter Sounds (CLS) and for Whole Words Read (WWR). The student will get one point for each correct letter sound in the word and receives 1 point for each whole word read, without having to sound it out. For example, if the word is ‘cat’ and the student says “/c/, /a/, /t/, cat”, then the student would receive 3 points for correct letter sounds and 0 points for whole words read. If the student sees the word cat and says “cat”, without sounding it out, then they receive 3 points for correct letter sounds and 1 point for a whole word read. The main objective, is that students can read cvc words by the end of the unit, so students that fall below would score 0-1 WWR. Students that are approaching can read 0-6 whole words, students that are meeting the goal, can read 7 whole words, and students that are exceeding are reading more than 7 whole words in one minute.

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 3

Meets 0

Approaches 3

Falls Far Below 12

Pre-Assessment Analysis: Whole Class

I will not be making changes to the objective. I will need to really push the students that are falling far below to start blending the sounds in their head and saying the words aloud. The students are getting the correct letter sounds, but struggle to blend in their head. Therefore, there will be a lot of focus on cvc word blending.

Since, 3 students are already exceeding, it is important to continue to push these students and encourage


these students to start reading whole sentences and books that are grade level appropriate. 3 students are approaching, which means they should be meeting or exceeding by the end of the unit with both whole group and small group instruction. The 12 students that are falling far below will need small group practice and intervention to really practice blending. For these students it is important to utilize games and encouragement to keep the students motivated and wanting to learn. They are all capable of meeting the standard, most just need more time and more practice.

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.

Students will be given 1 minute to try to get as many nonsense words as possible in 1 minute. The goal is 7 WWR in one minute. 0-1 WWR is falling below and 2-6 WWR in 1 minute is approaching.


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 5Title of Lesson or Activity

Sound Smash Pound and Sound Roll and Read CVC picture Match CVC Word Sundaes

Standards and ObjectivesWhat do students need to know and be able to do for each day of the unit?

Students will need to be able to know the letter sounds, blend the sounds together, and then say the CVC word.

Students will say the sounds in a given word and then say the word smoothly.

Students will sound out a word, by saying the letter sounds and then saying them faster and faster until they can blend the word together.

Students will be able to read a CVC word and then match it to the picture that it represents.

Students will be able to create a ‘sundae” that has a CVC word that is correctly written on it.

Academic Language and VocabularyWhat academic language will you emphasize and teach each day during this unit?

Blending the words together, by saying the letter sounds, and then saying the whole word.

Blending, CVC Words

Blending, CVC Words

CVC Words, blending

Blending, CVC Words

Summary of Instruction and Activities for the LessonHow will the instruction and activities flow? Consider how the

Students will be given a playdough mat, which will have a CVC word written on it. There will be a piece of playdough under each letter.

Explain to students that we will be saying the sounds in words. The students will be shown 3 squares. I will say a word aloud such as ‘cat’,

Students will get a racecar mat with a CVC word. Students will use the racecar to pass each letter and say each sound as they pass the letter. The

Students will be given a game board with CVC words. Students will pick a card, read the CVC word, and then match it to the correct picture.

Students will be given a bowl. They will pull a picture card, and then will have to find the scoops with the correctly letters to build the CVC


students will efficiently transition from one to the next.

Students will say each letter sound while smashing the playdough and then say the whole word aloud.

students will repeat the word, and then under each square students will pound for each sound, /c/ /a/, /t/, and then run their fist over the three squares and say the word ‘cat’.

will continue to say the letters and sounds faster and faster until they can read the whole word aloud.

word and then they will read the CVC word aloud. So if a student pulled the card with a cat on it, they would find a ‘c’, an ‘a’, and a ‘t’ ice cream scoop to put in their bowl.

Differentiation What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?

Student who are having difficulty blending the word together, will get teacher support in blending, and will practice saying the letters, then singing the letters, and finally then blending.

Students who are having difficulty will be given extra practice, and we will focus on one short vowel at a time and only work on that short vowel.

Students who are having difficulty will receive one on one teacher instruction and practice reading the sounds slower and progressing until they can read the CVC word at a faster pace.

Students that are having difficulty with this game, will get one on one help from the teacher in a small group to be able to correctly read and match the pictures. Students will work on common CVC words that they understand.

Students who are having difficulty will only be given picture cards with the same short vowel and will get one on one support.

Required Materials, Handouts, Text, Slides, and Technology

Playdough mats with CVC words, playdough

Three squares and a list of CVC words that students are familiar with.

Race cars, race car mat, CVC words

Game Board laminated, laminated CVC words

Ice cream bowl, Ice cream scoops with letters on them, CVC picture cards.

Instructional and Engagement StrategiesWhat strategies are you going to use

Students will engaged through the hands on material, that will be fun for them to

I will be calling on random students to demonstrate and having all students practice at the same

Students will be engaged through the hands on activity where they can use racecar toys

Students will be engaged in this hands on game that will encourage their reading skills.

Students will be engaged with this hands-on game where they can pretend to make


with your students to keep them engaged throughout the unit of study?

learn. time. to help them read. different sundaes, while also learning to read.

Formative AssessmentsHow are you going to measure the learning of your students throughout the lesson?

I will be checking for student understanding by their ability to blend a CVC word together and say the whole word aloud.

Check for student understanding in small group by watching them complete the activity by themselves.

I will be checking to watch students blend the word together using the race cars.

I will check students game boards to see witch students were able to match the word to the correct picture.

I will check the students ice cream bowls to see which students are correctly building their CVC word.

Summative, Post- AssessmentWhat 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 given 1 minute to try to get as many nonsense words as possible in 1 minute. The goal is 7 WWR in one minute. 0-1 WWR is falling below and 2-6 WWR in 1 minute is approaching.


STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed including the pre-assessment, all lesson activities, correlating formative assessments, and summative post-assessment. Choose one of the activities to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

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

Summary of Unit Implementation:The students were shown how to blend CVC words using play dough and play dough mats with CVC words written on them. I showed the students the mat with a CVC word on it. I placed the play dough under each letter, then smashed the play dough saying each sound, and then read the word aloud. After showing students how to do this during small groups, I gave the students a turn to practice reading CVC words using the play dough mats.

Summary of Student Learning:Students were able to blend the CVC words together using the play dough mats and read the CVC words. Students were engaged and were very excited to try and practice reading CVC words. All students were able to read the CVC words and then blend the word together. Some students needed little to no help, while other students needed a little more hands on practice with 1 on 1 support. Overall, after each student was given a turn in small group, all students were able to complete the activity and blend the CVC words.

Reflection of Video Recording:Overall, the lesson and video went really well. I only showed one small group that I pulled, but was able to pull all students throughout the day to complete the activity. I had received two new students who did not know the rules during small group that came up to the table. My classroom rule is that when I pull a small groups students are not to approach the back table unless there is an emergency. In the video you can see the two new students coming up to the back table and were confused as to why I was not answering their questions. After the small group, it gave me a great opportunity to explain to those students why they are not supposed to interrupt small groups. It also gave those new students an opportunity to see what the small groups were and a chance for them to view the activity before they were pulled back at a later time. Overall, I think this activity went really well and students had fun while learning.


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 Pre-Test

Number of StudentsPost-Test

Exceeds 3 13

Meets 0 3

Approaches 3 4

Falls Far Below 12 0

Post-Test Analysis: Whole Class

My interpretation of the student learning is that 80% of my class was able to meet the objective and blend CVC words. Only 4 students were unable to meet their goal of reading 7 whole words in one minute. All of the students, including the 4 students that are approaching were still blending whole words, but they just did not have the pace to make 7 whole words in one minute. All of the students have the ability to blend CVC words, which is the overall objective, even though they may not have met their goal of 7 whole words, yet.

The effectiveness of the instruction proved to be very effective as all students are now fully able to blend CVC words. In the post assessment, there will still 12 students who could not blend aby CVC words or could only blend 1 CVC word, which put them at falling far below. After the instruction, no students are falling fall below and only 4 out of the current 20 students, I have are approaching. These students, although, unable to meet their goal of reading 7 whole words, were still able to blend which shows me that they still learned from the instruction, but just need a little more time. 3 out of the 20 students met their goal exactly at 7 whole words and 13 of the students were able to read more that 7 words in one minute. This shows a drastic improvement in the students learning and shows that students were able to meet their objective after the implementation of the lessons.

Post-Assessment Analysis: Subgroup Selection

I had a sub group of 4 students who are pulled out daily for intervention reading. These 4 students are the students who struggle the most out of the whole class. 2 out of these 4 students actually met their goal in reading 7 words in 1 minute, while 2 of those students are seen still as approaching. Both of the students that are approaching still were able to blend several words in a minute, they just did not meet or exceed 7. All 4 of these students have shown tremendous


progress. Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)



Exceeds 0 1

Meets 0 1

Approaches 0 2

Falls Far Below 4 0

Post-Assessment Analysis: Subgroup

My interpretation of the student learning in this subgroup is that all students were able to blend CVC words, but 2 of the students need more practice in order to get the fluency ability to read 7 whole words in 1 minute.

The instruction implemented was effective as no students are falling far below and 2 out of the 4 students are now meeting or exceeding the overall goal. All students, however, have the ability to blend CVC words. The 2 students that are still approaching just need more time and practice in order to create the fluency in order to have a steady pace of reading 7 words in one minute. These students will continue to get intervention, which, allows them extra time to work on blending and allowing them continuous practice, so hopefully by the end of the year, they will be meeting or exceeding their goal.

Post-Assessment Data: Remainder of Class



Exceeds 3 12

Meets 0 2

Approaches 3 2

Falls Far Below 8 0


Post-Assessment Analysis: Subgroup and Remainder of Class

Looking at the data of the students not in the subgroups, the students all moved up except for 2 in the approaching. These students scores went from a 3 to a 5 in one minute, and the other student went from a 2 to a 6 in one minute. Both of these students showed growth, however their scores did not increase drastically like a lot of the other students.

The next steps are to continue to practice blending for the students who are meeting or exceeding, and to move to full sentences that also have sight words mixed in. Reading decodable books are a great next step to get these students ready for 1st grade and to help them become more fluent readers. For the four students that are still approaching, their objectives will stay the same to get them to meet their goal and become fluent with CVC words. They will need extra practice, so pulling them for small groups throughout the day reading CVC words, would really be beneficial to these students and hopefully get them to reach their goal by the end of the year.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of StudyBased 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.

Short-Term GoalPlan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

1. I will improve my lesson plan by allowing more opportunities for students to interact socially.

I will reach this goal by researching peer interaction opportunities that I can create within my lessons that will still allow students to meet their goal of reading CVC words. Peer interaction and more student talk with allow students to socialize while also learning and interacting with their peers.

2. I will create a motivated, positive classroom environment by using a reward system for students who meet their goals.

In order to keep students motivated I will create a reward system that allows students who make their goals to be celebrated, and students who are staying on track be celebrated to create a positive and motivated environment. I will do this be speaking with veteran teachers to see what they do to celebrate students who are staying on track


and meeting their goals. I will then implement a reward system for goal achievement in my own classroom.

3. I will allow students to be apart of their goal setting by helping to create and set their own goals.

I usually set each students goals, but in order to create student motivation and achievement, I will help students to create their own goals. For example if a student reads 3 words, I will ask them their goal for next time, so they can realize what they achieved and what they need to make their next achievement. I will do research to figure out the best approach to have students create their own goal setting opportunities, as well as, talk to veteran teachers to see how this strategy may have worked for them.


Student Teaching Evaluation of Performance (STEP) Template€¦ · Web viewStandard 7 -...

Documents

Transcript of Student Teaching Evaluation of Performance (STEP) Template€¦ · Web viewStandard 7 -...