student teaching evaluation of performance (step) template · web view© 2018. grand canyon...

Student Teaching Evaluation of Performance (STEP) Template

Kaitlyn Ward

© 2023. Grand Canyon University. All Rights Reserved. of 24

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

I am currently teaching at Lone Tree Elementary school in Beale Air Force Base, California. Beale is an air force base, but is considered its own city. The 2010 United States Census reported a population of 1,319 people and spans across 20,000 acres of rural rolling hills in northern California (http://www.wheatlandsd.com, 2018). The school is located on an active military base so it is not in a state of decline. The “Lone Tree School District” actually began in the early 1800’s and later converted to Wheatland school district, which is the district Lone Tree Elementary is currently part of (http://www.wheatlandsd.com, 2018). Compared to schools I have worked at in the past, the majority of parents are actively involved and are positive advocates for their children’s education, which has a big impact I believe this to be true because at least one parent of each student is in the military. Being in the military teaches individuals values and a certain type of dedication and commitment which the parent then passes onto their children. I believe this will have a positive impact on the planning, delivering, and assessment of my unit plan because the parents in this community are actively involved and supportive of their children and their success in the classroom.

B. District Demographics

The Wheatland school district is composed of 4 different schools; which also include a charter academy. Three of the schools serve pre-K through 5th grade and one of the schools serves students in Kindergarten through 8th grade (http:www.wheatlandsd.com. 2018)

C. School Demographics

Lone Tree Elementary currently has 374 enrolled students and 16 full time teachers. The student to teacher ratio is 23:1 and it receives a rating of 7/10 based on exam performance, graduation rate, school environment, and more (public-schools.startclass.com, 2018). Beale AFB is considered a “lower middle class, moderately educated” community. Lone Tree Elementary is in the top 30% of CA Elementary schools based on math proficiency; however, it was in bottom 45% based on English proficiency. It consists mainly of Caucasian students, with 60% of the population being white. 40% of students at Lone Tree Elementary school qualify for free or reduced lunch.


http://www.wheatlandsd.com/


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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

The grade levels for the classroom I am working include Kindergarten, 1st grade, and 2nd grade aged students. The students range from 6 through 9 years of age. There are approximately 19 students that cycle through the Special Education class throughout the day; 9 girls and 10 boys. Because the school is located on an Air Force base, the majority of ethnicities represented are Caucasian; however, there is also one African American student and one Asian student. The socioeconomic class that the majority of the students belong to is lower to high middle class. One or both parents of each student works in the military.

B. Environmental Factors

We are lucky enough to have two giant classrooms with a door connecting the two as our classroom. There are four separate student tables throughout the classrooms where developmentally appropriate groups of students are able to complete work and lessons at. One of the classrooms is set-up to accommodate students with higher sensory needs and includes various pieces of equipment and “tools” for those particular students. We primarily have the Kindergarten aged students work in that room. There are several posters and papers hung on the walls that serve as tools and accommodations for the students. The classroom is also filled with various tangible items and manipulatives to accommodate and assist students with things such as math or writing. The classroom resources in our room seem endless and the district is very willing and accommodating if anything else is needed! There are 8 computers with accompanying sets of headphones, split evenly between the classroom, available for student use. The school has students use the computers for lots of activities, such as reading book assessments to determine lexile, screening assessments for Special Education services, and other various forms of assessment used for data collecting usually conducted at the end of each week. Since one/both parents are in the military, I have observed that there is a much higher parental involvement rate at this school than others that I have worked/observed at in California.


C. Student Academic Factors

Student Subgroup ELL IEP Section 504

Gifted Other Services (Explain)

Behavior or

Cognitive

Needs Receiving No

ServicesBoys 0 9 0 0 1 0Girls 0 9 0 0 1 0Instructional Accommodations and Modifications (Describe any instructional accommodations and modifications regularly used to meet the needs of students in each subgroup.)

There are many in

place if an ELL

student were to enter the program however.

Listed above,

too many

for this textbox

Text Text One of the students

also receives

Speech/OT services in addition to having an

IEP. Another

student is only

receiving Tier 3

intervention and is not on an IEP

yet

Text

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.

Even though I do not have any labeled ESL students, many of my students have lived or were born in foreign countries, because their parents are military. Because of this, as a group we constantly encourage diversity and many of them speak other languages besides English, even though English is still their primary. This effects the delivery and planning of lessons because I have to be careful to make sure students understand the context of the curriculum. Since almost all of my students, except one, have an IEP, they have very specific and individualized goals. Because of this, we primarily work in small groups throughout the day based upon developmental level. This effects the planning and teaching of curriculum because of the high need of small groups and there only being one teacher. Because of this, there are 3 para-educators that assist and work with students in the classroom as well.


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

Unit Topic: Reading, Writing, and Communicating

Unit Title: Animals and their Offspring

National or State Academic Content StandardsRL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a textRL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plotRL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeRI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the textRI.2.5 Know and use various text features (bold, captions, headings) to locate key facts or information in a text efficientlyRI.2.7 Explain how specific images contribute to and clarify a textRF.2.3 Know and Apply grade level phonics and word analysis skills in decoding words both in isolation and in textRF.2.4 Read with sufficient accuracy and fluency to support comprehensionW.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purposeW.2.8 Recall information from experiences or gather information from provided sources to answer a question

Learning Goal My learning goals for this unit are that students will build background knowledge regarding baby animals, explore new vocabulary, access complex expository text, demonstrate comprehension (identifying main topics, key details, and responding to the reading) through writing and answering questions about reading.

Measurable Objectives1. Students will demonstrate development of fluency by increasing their WPM

(approximately 20 WPM for SPED at 2nd grade level, individual scores will vary because various IEP goals for each) in 2/3 trials as recorded by staff.

2. Students will demonstrate knowledge of unit vocabulary by answering vocabulary questions orally/written with 80% accuracy in 2/3 trials as recorded by staff.


3. Students will demonstrate comprehension through short, written answers regarding reading comprehension with 80% accuracy in 2/3 trials as recorded by staff.

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.

Pre-Assessment: (Given verbally, due to the fact that the 6 students within my group have severe difficulties with writing and it serves as a barrier when assessing actual comprehension or understanding of certain material)

Unit Vocabulary: (Given verbally)

1. What does offspring mean?2. What is a mammal?3. What does giant mean?4. What does alive mean?5. What does groom mean?6. What does covered mean?7. What does adult mean?8. What does fur mean?

High frequency words: (these are new high frequency/sight words introduced to the students in the unit. I will write them on notecards and ask the students to say the word aloud as part of the pre-assessment. They are not expected to know them until afterwards, obviously).

1. Have2. Three3. Do4. About5. Are6. Grow7. Carry8. Every9. Soon10. Work11. warm

Other questions related to the Unit on “Animals and their Offspring” (given verbally):


1. How are animals and their offspring the same?2. How are animals and their offspring different?3. How are you the same as your parents?4. How are you different than your parents?

Scoring Guide:Each question is worth 1 point for a grand total of 23 pointsExceeds: 20+Meets: 18+Approaches: 15+Falls far below: <14

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 (Since I am teaching in a learning center, there are various grade levels working in separate, tiered groups throughout

the classroom at all times. The group that I chose to implement this unit plan with is a group

of 6 students who are in “2n grade)Exceeds 0

Meets 0

Approaches 4

Falls Far Below 2

Pre-Assessment Analysis: Whole Class

There are not many changes I will implement after administering the pre-assessment because the students scores are very similar to previous unit pre-assessments. Since the students in my group have disabilities that impact their ability to write, severely, I will modify the standard by including a modification/accommodation for the amount they have to write when answering questions regarding vocabulary or comprehension of the text. The students receive help when it comes to “the standards and basic features of text” when they are writing, as long as they are being graded on comprehension and not specific writing skills or abilities.This data may affect the amount of time it takes to deliver or complete lessons than originally planned. Because of their severe inability to write or answer written questions quickly, the writing


portions of the lessons may take longer than what I initially planned. SO, I will possibly split the writing portion of the lessons into several days. I also had to change the way a typical assessment is given and verbally assessed them. I will also do this for the post assessment.

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.Post-Assessment: (Given verbally, due to the fact that the 6 students within my group have severe difficulties with writing and it serves as a barrier when assessing actual comprehension or understanding of certain material)

Unit Vocabulary: (Given verbally)

9. What does offspring mean?10. What is a mammal?11. What does giant mean?12. What does alive mean?13. What does groom mean?14. What does covered mean?15. What does adult mean?16. What does fur mean?

High frequency words: (these are new high frequency/sight words introduced to the students in the unit. I will write them on notecards and ask the students to say the word aloud as part of the pre-assessment. They are not expected to know them until afterwards, obviously).

12. Have13. Three14. Do15. About16. Are17. Grow18. Carry19. Every20. Soon21. Work22. warm

Other questions related to the Unit on “Animals and their Offspring” (given verbally):

5. How are animals and their offspring the same?6. How are animals and their offspring different?


7. How are you the same as your parents?8. How are you different than your parents?

Scoring Guide:Each question is worth 1 point for a grand total of 23 pointsExceeds: 20+Meets: 18+Approaches: 15+Falls far below: <14


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

Introduction of Unit Vocabulary

Offspring Unit: How are parents and their offspring different/same?

Offspring Unit: Eagles and Eaglets and respond to reading questions

Offspring Unit: Introduce “Animal Families” and Respond to Reading

Offspring Unit: Comparing the Two Texts and Writing an Analysis

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

RI.2.7 Explain how specific images contribute to and clarify a textRF.2.3 Know and Apply grade level phonics and word analysis skills in decoding words both in isolation and in textRF.2.4 Read with sufficient accuracy and fluency to support comprehension

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a textRL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a textRL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a textRL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,

RF.2.3 Know and Apply grade level phonics and word analysis skills in decoding words both in isolation and in textRF.2.4 Read with sufficient accuracy and fluency to support comprehensionW.2.4 With guidance and support from adults, produce writing in which the development


RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeRI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the textRI.2.5 Know and use various text features (bold, captions, headings) to locate key facts or information in a text efficientlyRI.2.7 Explain how specific images contribute to and clarify a text

setting, or plotRL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeRI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the textRI.2.5 Know and use various text features (bold, captions, headings) to locate key facts

and organization are appropriate to task and purposeW.2.8 Recall information from experiences or gather information from provided sources to answer a question


or information in a text efficientlyRI.2.7 Explain how specific images contribute to and clarify a text

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

Offspring, mammal, giant, alive, groom, covered, adult, fur, same, different

Offspring, same, different, deer, fawn

Offspring, eaglets, eagles, soar, helpless, beak, wings, down

Foot, pouch, protects, offspring, spots, young

Analysis, and (all vocabulary words from Lesson 1 that cover the entire unit), main idea, key details (these two words are review)

Summary of Instruction and Activities for the LessonHow will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.

I used “vocabulary unit 4” cards that came with the curriculum that our school district uses for Language Arts/Reading. The vocabulary cards have the word in bold printed at the top and a fairly detailed picture to help students with comprehension/understanding of the word. For example, the vocabulary word “offspring” had a picture of a mother

We will go over the visual vocabulary words that were introduced in the previous lesson. Then I will pass out “Offspring” worksheet to students. On the worksheet, there is a real picture of a deer and it’s

Students will answer the essential question of “How are eagles and eaglets the same/different?” They will read the text “Eagles and Eaglets” from their interactive work-text. As students “choral

Students will expand their vocabulary by discussing the words listed above in the academic language box. We will proceed to read the story “Animal families” in

Students will review the two stories from earlier on in the unit; “Animal Families” and “Eagles and Eaglets.” With guidance and support from staff, they will then identify main ideas and


bunny rabbit and two of her young. Once I told the students the definition of offspring, now when they see the vocabulary card and the corresponding picture, they are able to say “Offspring!” because they look at the baby bunnies and their mother and actually know the meaning now. After we went through all of the vocabulary words as a group and used many “real life” examples for each word, I passed out a worksheet where students used their vocabulary knowledge to complete the corresponding questions.

offspring. There is also a chart that says “SAME” in one column and “DIFFERENT” in the next. We will have a group discussion about how the deer and it’s fawn are different/same. The students will take turns answering and then we will fill out the chart together.

read”, we will stop upon each vocabulary word we encounter and define the word again and discuss how it relates to the text about eagles. After reading the story together, students will partner read and then answer the essential question asked in the beginning. They will then answer a series of 3 comprehension questions that follow the text. They will be asked to “cite text evidence” so they will have to go back to the story to find their answer and then write the corresponding page number down before writing a 1-2

their work text; first they will choral read and then will partner read.

key details and brainstorm using a graphic organizer. Students will then write 5 sentences (main topic, 3 key details, and conclusion).


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

This lesson is done in a small group, tiered, setting in a special education classroom. The ratio of staff to students was 1:3. Students are also using an “intervention” style curriculum and given modifications such as ; extra time to complete work, more in depth explanations, several breaks throughout the work time, and extra assistance as needed.

The lesson is done in a small group, tiered setting with a small student to staff ratio. Students are able to write “bulleted” lists in the same/different chart which decreases the amount of writing

The lesson is done in a small group setting, small student to staff ratio, repetition (choral reading the text and then partner reading), assistance of teacher when needed, extra time to complete word

The lesson is done in a small group with a small student to staff ratio.

This lesson is done in a small group, tiered, setting in a special education classroom. The ratio of staff to students was 1:3. Students are also using an “intervention” style curriculum and given modifications such as ; extra time to complete work, more in depth explanations, several breaks throughout the work time, and extra assistance as needed.

Required Materials, Handouts, Text, Slides, and Technology

Vocabulary cards, Vocabulary worksheets, pencils, crayons.

Technology: overhead camera to show students the

“Same/Different” worksheet, photo of deer and it’s offspring, pencils

Technology:

Eagles and Eaglets work-text story, pencils

Technology: Overhead camera

“Animal Families” text

Technology:

“Animal Families” text, “Eagles and Eaglets” text, graphic organizer (for


worksheet as I also fill it out so they can have help with writing if needed

Overhead camera to show students the worksheet as I fill it out in case they need assistance with spelling

to show students the worksheet as I fill it out in case they need assistance with spelling

Overhead camera to show students the worksheet as I fill it out in case they need assistance with spelling

organizing main idea, key details, and conclusion), lined paper for writing assignment, and pencils

Instructional and Engagement StrategiesWhat strategies are you going to use with your students to keep them engaged throughout the unit of study?

Stimulating topic that interests students (animals and their offspring). The K-2 students that I work with love animals so they are very engaged during any lesson that involves animals

Once again, students enjoy working on assignments that have to do with animals. I will also use pictures of deer and their offspring from the internet and their textbook to keep them engaged. Students love looking at photos rather than just reading text.

I will engage students through the use of pictures that correspond to the story they are reading. I will also have students partner read after we read as a group. They very much enjoy working together.

Students are engaged because they are reading a topic of interest, as well as working in partners.

Topic of interest, group work, and also “random rewards” as I call it when students are working hard

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

Grading the worksheet and through their vocabulary test at the end of the week

I will assess them as we discuss the vocabulary cards in the beginning of the lesson, as well as during the group discussion about similarities and differences.

Through informal observation and assessment of fluency

Through observations and informal assessment by asking questions before, during, and after the lesson.

Through informal observations as well as grading of the writing assignment which uses a rubric based off of common core


standards 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.

(same as pre-assessment shown above)


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://www.youtube.com/watch?v=LOWwbYzjTFQ&feature=youtu.be

*****I had to shorten my video by about 20 minutes because YOUTUBE would not let me upload that large of file size. My video is still 15 minutes long but if that is not long enough, please let me know another way to upload my file because I tried a million different ways and each way failed! Thanks in advance (:

Summary of Unit Implementation:Overall, the implementation of my unit went very well! Because we were 7 weeks into teaching,

I was able to design the unit while knowing many of my student’s individual needs and having a better grasp of time management because I knew them better. Each lesson did not go exactly as planned because they never do I feel like, but that is one of the most fun aspects of teaching! Being extremely flexible and adaptable are important traits of a teacher. I am fortunate to have such self-motivated students who thrive off of their own success and love to work hard because they know it makes me happy! I used several engagement strategies, such as incorporating technology into lessons, “random rewards” for working extra hard such as skittles or stickers, and keeping lessons semi-interesting by using topics of student-interests whenever possible. I also incorporated techniques to target all learning styles; including visual, auditory, and kinesthetic. All of these engagement strategies worked great.

Summary of Student Learning:Students learned a LOT during this unit! My perception of overall student learning was that they

did much better than I could have imagined. It wasn’t really until I watched the video of me teaching the first lesson of the unit that I really noticed how much they were comprehending during the lessons. I was able to focus on their facial expressions during the video and notice things that I don’t always notice while I am teaching because there are usually so many students. Through my observations, it was clear that the students were not able to apply their comprehension skills successfully until we had gone over the vocabulary words MANY times and it also took several repeated readings of the text for them to answer the comprehension questions thoroughly (which is completely okay). One student in the classroom continuously has fits where she will begin to scream/cry/hit when she is faced with a writing assignment. She made me rethink my plans because I had to mentally prepare and think about what my plan would be when it was time for writing. I was able to implement certain writing modifications/accommodations for her which resulted in less tantrums/fits. I gave her “break sticks” which were 4 popsicle sticks, representing her ability to take four 5-minute breaks throughout the day, whenever she felt the need; however, once the 4 sticks were gone, she had no breaks left and was required to work. She was able to take a 5-minute break when she felt overwhelmed by writing. This plan worked very well for us!


https://www.youtube.com/watch?v=LOWwbYzjTFQ&feature=youtu.be

Reflection of Video Recording:Overall, I was happy with my video recording! Watching myself on video is one of my least favorite things to do; however, I was able to notice many things about my teaching that I would not have consciously noticed without physically watching and listening to myself. My actual lessons for language arts/reading are typically 1.5 hours long each morning with a small group of students; however, my video lesson had to be cut down to less than 15 minutes because technology would not let me upload any larger files. That is unfortunate because I feel like the shortened video does not fully encompass my teaching abilities or emotions/expressions throughout a full-day of regular teaching! I would like to improve on “pacing” of my lessons, meaning I need to slow down sometimes. I did not notice how quickly I talked sometimes, until I watched my video. This was an amazing learning experience.


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 0 2

Meets 0 4

Approaches 4 0

Falls Far Below 2 0

Post-Test Analysis: Whole Class

My interpretation of the whole class learning is that my unit was very successful. I attribute some of the success to the fact that my mentor teacher has done an amazing job at keeping her previous units consistent and so the students knew the routine and were familiar with the format of the unit that I would be doing. For example, each week students are introduced to new vocabulary words and read the “interactive work text.” Because of this, I attribute some of the success of my unit to that.

Based on the post assessment data, I found that the effectiveness of my instruction was better than I had originally anticipated. Based off of my pre-assessment data, 4 students were approaches and 2 students were “falls below.” Now, all students “meet or exceed.” I believe that using the same assessment “pre” and “post” was very helpful because then students were familiar with the format of the assessment the second time around. In my classroom, one of the biggest challenges for the students is “change” or “new” things. I believe that if the students were more familiar with the format of the pre-assessment, that there would have been less students who “fell below”.

Post-Assessment Analysis: Subgroup Selection

The subgroup population that I chose to focus on are female Caucasian students. The reason why I chose this group is because there were only Caucasian students in this group of students so I had no other choice. I honestly wish there was more diversity in the group but I am working on a military base so, like I explained in standard 1, there is a limited population and demographic.Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)




Exceeds # 1

Meets 3

Approaches 4 #

Falls Far Below 0 #

Post-Assessment Analysis: Subgroup

Based on the analysis of my post assessment for the given sub-group of; female Caucasian students, my interpretation of learning is that the sub-group did slightly better than the male students in my class. Before the test, all 4 girls were in the approaching category; however, the 2 male students fell in the “far below” category. I do not think these assessment scores had anything to do with gender or population though. I think it was just coincidental that both boys happened to fall below the girls. I know this was coincidental because there are some assessments that I have conducted where the girls fell below the boys.

. All 4 students in the subgroup met the learning objectives for this unit. 2 of the students actually exceeded the learning objectives that I had in place. In future assessments, I plan to familiarize the students with my assessment format by “practicing” assessments with them, obviously using different content. I believe that the students being unfamiliar with the pre-assessment format may have skewed some of their scores because many of the students are resistant to change. Some of the students also became very nervous when I told them I was giving them a “pre-test”. When I used the word, “test”, some of them froze and became very anxious, which is common in special education.

Post-Assessment Data: Remainder of Class



Exceeds # 1

Meets # 1

Approaches # #


Falls Far Below 2 #

Post-Assessment Analysis: Subgroup and Remainder of Class

I would analyze the remainder of the class in the same way as I did the sub-group. I found no correlation between gender or population in relation to pre/post assessment scores. 1 of the boys who did very poorly on the pre-assessment scored in the “exceeds” category on the post-assessment. I do not believe the scores were related to a large amount of improvement, as much as it was related to the student being more familiar with the assessment format the second time around.

The next steps of instruction that build on this unit, would be a writing project. I would have the students use their “compare/contrast” graphic organizers, as well as using their “written analysis” on offspring and their parent to create a “unit project.” It would be a culmination of all the knowledge they gained throughout all 5 lessons of the unit. I would have them choose their favorite animal and then write a “paragraph” with a topic sentence, key-details, and concluding sentence and then draw a picture that corresponds with their paragraph. Then, they will present this project to the class! I actually plan to do this in my classroom.

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 pace my lessons and realize that sometimes I will not complete all of the “planned” content in a given lesson time-period.

-watching more videos of myself teaching-asking a veteran teacher/mentor to observe me teaching and give feedback

2. I will better my communication with parents/families. Doing so will maximize student success.

-professional development-research on the internet-observing veteran teacher-collaborating with an administrator


3. I will work on my “discipline” strategies and ways to enforce them in the classroom because I have been told that I am “too nice” to students

-professional development-observing veteran teacher-research-continuing to watch videos of my own teaching


References

(n.d.). Retrieved April 17, 2018, from http://www.wheatlandsd.com/

Slauzis, H. (2018, January 15). Information Regarding Wheatland School District and Lone Tree Charter Academy [Personal interview].



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