Step 3-5

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Assessment Description

At this stage in the unit development, you have aligned student learning to state, national, and technology standards, and assessed your students’ knowledge and abilities related to your targeted content.

Collaborate with your cooperating teacher/mentor to design a unit of instruction that aligns to state content standards. Include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students. Implement your unit and analyze data to determine learning outcomes.

Follow the instructions found in the STEP Template. Complete STEP Standards 3-5 that includes the following:

  • Assessment and Data Literacy
  • Unit and Lesson planning
  • Implementation of Instructional Unit: Create a video using any video recording device. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible. 

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.



Student Teaching Evaluation of Performance (STEP) Template


Table of Contents

STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3
STEP Standard 2 – Writing Standards-Based Measurable Objectives and the Learning Goal 4
STEP Standard 3 – Assessment and Data Literacy 5
STEP Standard 4 – Unit and Lesson Planning 7
STEP Standard 5 – Implementation of Instructional Unit 11
STEP Standard 6 – Analysis of Student Learning 12
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 14



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

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.

By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the overall needs of your students.

By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with.

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 Digital Classroom.

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 Digital Classroom.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1

·
Note:
Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document.  When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address. 

· An initial email will be sent to you to confirm your email address. 

· A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.


STEP Standard 2 – Writing Standards-Based Measurable Objectives and Learning Goals

Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the lesson’s specific learning objectives. Goals and objectives should be aligned not only to standards, but also to student pre-assessment data.

The unit you are planning should be one you are preparing to teach during Weeks 5-7. The standards and objectives need to align with your pre- and post-assessments and objectives.

Note: You will not teach this unit until you get feedback from both your instructor and your mentor teaching on this STEP.

Unit Topic: Calculating Simple interest

Unit Title: Personal Financial Literacy

National or State Academic Content Standards:Ratios & Proportional Relationships » Analyze proportional relationships and use them to solve real-world and mathematical problems.

Learning Goal:

Know and use simple interest terminology

Understand when interest is paid

Understand when interest is earned

Demonstrate how to use the formula for calculating the total amount of a loan or the total amount of interest paid at the end of a specific term

Measurable Objectives:

Simple Interest -After this lecture, you should be able to compute simple interest using the simple interest formula. Solve problems involving investments and the simple interest formula.

Know and use simple interest terminology

Understand when interest is paid

Understand when interest is earned





Know and use the formula for calculating simple interest

Know and use the formula for calculating the total amount of a loan or total value of an investment at the end of a specified term

Understand how to algebraically manipulate the interest formulas to solve for different variables


If you would like feedback on your pre-assessment for alignment prior to administering, copy it in here.




STEP Standard 3 – Assessment and Data Literacy

Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.

Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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.


Pre-Test:
Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “

Number of Students

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Pre-Assessment Analysis: Whole Class

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 students are Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.



© 2021. Grand Canyon University. All Rights Reserved. Page 12 of 13


STEP Standard 4 – Unit and Lesson Planning

During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.

Grade Level:

Unit/Subject:

Day 1

Day 2

Day 3

Day 4

Day 5

National/State Learning Standards

List specific grade-level standards that are the focus of the lesson being presented.

Specific Learning Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.

Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.


Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge Lesson Questions

What questions can be posed throughout the lesson to assess all levels of student understanding?

· Level 1: Recall

· Level 2: Skill/Concepts

· Level 3: Strategic Thinking

· Level 4: Extended Thinking

Anticipatory Set

How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Presentation of Content

Multiple Means of Representation

Describe how content will be presented in various ways to meet the needs of different learners.

Multiple Means of Representation Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

Early finishers (those who finish early and may need additional sources/support)

Application of Content

Multiple Means of Engagement

How will students explore, practice, and apply the content?

Multiple Means of Engagement Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

Early finishers (those who finish early and may need additional sources/support)

Assessment of Content

Multiple Means of Expression

Formative and summative assessments used to monitor student progress and modify instruction.

Multiple Means of Expression Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

Early finishers (those who finish early and may need additional resources/support)

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.


STEP Standard 5 – Implementation of Instructional Unit

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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:



STEP Standard 6 – Analysis of Student Learning

After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives and discuss what you will do to further develop students’ knowledge and skills.

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 Students

Post-Test

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the students learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.

Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

Using the information obtained in Standard 1(Student Academic Factors section), select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

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

Number of Students

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students’ understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the finding from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.



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.

Short-Term Goal

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

1.

2.

3.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn. The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable. Make sure to discuss the following:

Long-Term Goal:


Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students?


End Date: By when do you expect to accomplish this goal?

Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example:

1/31/18: Join AACTE

Resources: What resources are available to assist you in accomplishing your goal?

©2022. Grand Canyon University. All Rights Reserved.

GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
STANDARD 1, PART I

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.

By understanding the community and school environment and the makeup of the classroom, you will be able to strategically meet the overall needs of your
students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with. You are expected to teach the
unit you are preparing by the end of week 8.

Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating

teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community

and school demographics.

Complete STEP Standard, 1 Part I that includes:

A. Geographic Location

B. District Demographics

C. School Demographics

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.

a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this

document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make

your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you

complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 An initial email will be sent to you to confirm your email address.

 A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. Submit a completed copy to the appropriate submission space for grading.

©2022. Grand Canyon University. All Rights Reserved.

GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate
First Name:

Teacher Candidate
Last Name:

Student ID:

Email Address:

Phone: State:

Program of Study:

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION

Cooperating School State: If “Other” School State
Selected, Specify:

Cooperating School
City:

Population of City: School Classification: If “Other” Classification
Selected, Specify:

Facility Setting: Stability of Community: Perception of the Level
of Community Support:

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.

Angela Richards 20690254
[email protected] 5407170034 VA- Virginia

M.Ed. in Special Education

VA- Virginia Bealeton

4870 Public

Rural State of Decline Low

©2022. Grand Canyon University. All Rights Reserved.

B. DISTRICT DEMOGRAPHICS

District Name: District Grades Served:

Number of Schools in
District:

Number of Students
Enrolled in District:

Percentage of Students in
the District Receiving Free
or Reduced-Price Lunch:

 Describe the district demographic data, including statistical data relating to the population and particular groups within it, for your cooperating school
district.

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.

Pre K-12

20 11,140 47.1%

©2022. Grand Canyon University. All Rights Reserved.

C. SCHOOL DEMOGRAPHICS

Cooperating School
Name:

Cooperating School
Grades Served:

Title One (I):

Number of Students
Enrolled in School:

Percentage of Students in
the School Receiving Free
or Reduced-Price Lunch:

Academic Achievement
Ranking/Label of the
School:

 Discuss the possible effect these characteristics could have on the planning, delivery, and assessment of your unit.
 Cite the references used for this information.

AGREEMENT AND SIGNATURE

I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher Candidate
E-Signature:

Date:

Angela Richards (Feb 21, 2022 17:47 EST)
Angela Richards

6-9 Yes

652 46%

Feb 21, 2022

  1. District Name: Fauquier County Public School District
  2. School Name: Cedar Lee Middle School
  3. School Academic Achievement: Bottom 50 of all schools in Virginia
  4. School Analysis: Cedar Lee Middle School has had no growth in population and the teacher count has remained the same for the past five years. Minority enrollment is at 43% which consist of Hispanics. The diversity score of the school is .60%. This affects the classroom in many areas. Schools should try to be diverse so that students will see the diversity among staff and administration Some students may look up to individuals who “look like them”. They become roll models for the students. Many students speak Spanish but there are only 3 or 4 teachers that speak Spanish. Students come from different backgrounds, they have different cultures and beliefs and growing diversity helps everyone in growing to accept and understand others who are different from we may be. By introducing diversity at a young age, students are more likely to be great successors after school because they have learned how to accept others and respect peoples differences. Class instruction can be affected if you have ELL students who may not comprehend everything that is being taught because of the language barrier. The student’s parents are not always able to help because they may only speak Spanish. This will cause the pace of teaching to be slow and other students will become bored if the teacher is teaching to slow. Students may be disruptive or may have unacceptable behaviors because they are bored in the classroom.

    Reference:
    Cedar Lee Middle School: Public School Review (2020).

  5. District Statistical Data: The demographic data for Cedar Lee Middle School is as follows: There are 632 students enrolled at Cedar Lee Middle School. The racial breakdown is 52.2% white, 30.7% Hispanic, and 9.0% Black and 8.1% other. The student/teacher ratio is 11:1. The school population is composed of 45% females and 55% males. Cedar Lee Middle School has 47% of students who are economically disadvantaged. 74% of Cedar Lee’s students scored at or above proficiency in math and 71% scored at or above proficiency in reading.

    Reference:

    U.S. News and Education. (2022, 01). U.S. News World Report L.P.

  6. District Analysis: Demographics can affect the delivery, planning and assessment of your unit lesson in different ways. As teachers, we have to be able to predict how many students will be enrolled in our schools based on the trend of the population. Classrooms will be smaller if the population declines and if the population of the community continues to grow, the schools will become overcrowded and the classrooms will have more students. When the student/teacher ration increases, one on one time with students become distinct and small group lessons become less. Classroom planning may be affected because if classes are larger and if all students are not understanding the lesson, it will take longer to teacher the subject matter and the teacher will be moving at a slower pace. This will affect your weekly planning and you will not complete everything you had planned for that particular day or even week. Everyone doesn’t learn at the same pace and this has to be kept into consideration. In rural areas such as Bealeton, Virginia many parents commute into the city to find work. Parents may travel an hour or more to work. This means that they leave their homes early and children are left at home to get ready for school on their own. The student may decide to stay home because their parents are not there to make them go to school. This will affect the student’s assessments because they have missed vital information on the day that they missed school. Attendance has to be regular in order for students to keep up with what is happening in the classroom.

    Reference:

    Hodgkindon, H.J. (2000). Educational Demographics: What Teachers Should Know. Retrieve February 21, 2022

  7. Geographic Location Analysis: Demographic data helps teachers in understanding all parts of the educational system. The perception data helps teachers comprehend what our students, their parents, teachers, and other stakeholders think about our learning environment. Demographic data also establishes the framework and rational for the development of teacher planning. It helps determine the need for education and the nature and type of education. Barriers that may affect planning in the classroom may include inadequate funding, poor management of the school and/or the classroom. There may be lack of student accountability in the classroom. Attendance plays a huge factor in a students education along with peer pressure. Students may be distracted in class and this can affect the assessment process. The unit lessen must involve the student and should be lined with the student’s interest. If the lesson is boring and all the students are doing is listening and not interacting with the teacher may affect the focus of the student. Keep the student engaged and motivated. These are some of the factors that can affect the planning, delivery and assessments of a unit lesson in the classroom.

    Reference:
    World Population Review (2022) Retrieved February 21, 2022

    1. 2022-02-22T04:52:10-0800
    2. Agreement certified by Adobe Sign



Student Teaching Evaluation of Performance (STEP) Template


Table of Contents

STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3
STEP Standard 2 – Writing Standards-Based Measurable Objectives and the Learning Goal 4
STEP Standard 3 – Assessment and Data Literacy 5
STEP Standard 4 – Unit and Lesson Planning 7
STEP Standard 5 – Implementation of Instructional Unit 11
STEP Standard 6 – Analysis of Student Learning 12
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 14



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

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.

By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the overall needs of your students.

By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with.

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 Digital Classroom.

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 Digital Classroom.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1

·
Note:
Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document.  When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address. 

· An initial email will be sent to you to confirm your email address. 

· A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.


STEP Standard 2 – Writing Standards-Based Measurable Objectives and Learning Goals

Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the lesson’s specific learning objectives. Goals and objectives should be aligned not only to standards, but also to student pre-assessment data.

The unit you are planning should be one you are preparing to teach during Weeks 5-7. The standards and objectives need to align with your pre- and post-assessments and objectives.

Note: You will not teach this unit until you get feedback from both your instructor and your mentor teaching on this STEP.

Unit Topic:

Unit Title:

National or State Academic Content Standards:

Learning Goal:

Measurable Objectives:

If you would like feedback on your pre-assessment for alignment prior to administering, copy it in here.




STEP Standard 3 – Assessment and Data Literacy

Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.

Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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.


Pre-Test:
Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “

Number of Students

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Pre-Assessment Analysis: Whole Class

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 students are Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.



© 2021. Grand Canyon University. All Rights Reserved. Page 12 of 13


STEP Standard 4 – Unit and Lesson Planning

During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.

Grade Level:

Unit/Subject:

Day 1

Day 2

Day 3

Day 4

Day 5

National/State Learning Standards

List specific grade-level standards that are the focus of the lesson being presented.

Specific Learning Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.

Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.


Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge Lesson Questions

What questions can be posed throughout the lesson to assess all levels of student understanding?

· Level 1: Recall

· Level 2: Skill/Concepts

· Level 3: Strategic Thinking

· Level 4: Extended Thinking

Anticipatory Set

How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Presentation of Content

Multiple Means of Representation

Describe how content will be presented in various ways to meet the needs of different learners.

Multiple Means of Representation Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

Early finishers (those who finish early and may need additional sources/support)

Application of Content

Multiple Means of Engagement

How will students explore, practice, and apply the content?

Multiple Means of Engagement Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

Early finishers (those who finish early and may need additional sources/support)

Assessment of Content

Multiple Means of Expression

Formative and summative assessments used to monitor student progress and modify instruction.

Multiple Means of Expression Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

Early finishers (those who finish early and may need additional resources/support)

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.


STEP Standard 5 – Implementation of Instructional Unit

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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:



STEP Standard 6 – Analysis of Student Learning

After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives and discuss what you will do to further develop students’ knowledge and skills.

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 Students

Post-Test

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the students learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.

Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

Using the information obtained in Standard 1(Student Academic Factors section), select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

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

Number of Students

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students’ understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

Proficient

(80%-89%)

Partially Proficient

(70%-79%)

Minimally Proficient

(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the finding from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.



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.

Short-Term Goal

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

1.

2.

3.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn. The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable. Make sure to discuss the following:

Long-Term Goal:


Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students?


End Date: By when do you expect to accomplish this goal?

Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example:

1/31/18: Join AACTE

Resources: What resources are available to assist you in accomplishing your goal?

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