Student Teaching Evaluation of Performance (STEP)

Template

© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 19

Table of Contents

Student Teaching Evaluation of Performance (STEP) Template..............................1

Table of Contents.......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal.....5
STEP Standard 3 - Assessment and Data Literacy....................................................6
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................10
STEP Standard 6 - Analysis of Student Learning....................................................11
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress...........13

© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 19

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

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 3 of 19

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

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 19

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

Unit Topic: Subtracting

Unit Title: Subtracting Two Two-Digit Numbers

National or State Academic Content Standards

“CCSS.MATH.CONTENT.2.NBT.B.5- Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or the relationship between addition and
subtraction.” (corestandards.org)

Learning Goal
Second grade students will be able to fluently subtract two two-digit numbers by using base ten
blocks on their IPads and by using the borrowing method. Students will look at numbers and
recognize where they need to go and how they need to be lined up in accordance to their place
values.

Measurable Objectives
*Subtraction:
-Second grade students will be able to subtract two two-digit numbers on their own using pencil
and paper without the aid of base ten blocks, calculator, or a cheat sheet with 80% accuracy.
-Second grade students will be able to look at a number sentence (49-22=__) and stack it (49 on
top of 22) applying what they know about place value (ones place and tens place) and solve it
using pencil and paper with 80% accuracy.
-Second grade students will subtract groups of ten from a two digit number using their
knowledge of place value and base ten blocks with 90% accuracy.

“Grade 2 » Number & Operations in Base Ten.” Grade 7 » Geometry | Common Core State
Standards Initiative,
www.corestandards.org/Math/Content/2/NBT/#CCSS.Math.Content.2.NBT.B.5.

© 2019. Grand Canyon University. All Rights Reserved. Page 5 of 19

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.
Name: _____________________________________

90%-100% Exceeds goals and objectives

80%-89% Meets goals and objectives
70%-79% Approaches goals and objectives
0%-69% Falls below goals and objectives

1. 49-22=________________ 2. 51-24=________________

3. What is 10 less than each number? 4. Tim has 29 baseball cards and Joe has 10
47______ less than him. How many baseball cards
34______ does Joe have?
17______

5. 43 6. 77
25 14

7. 19-12=________________ 8. 60-43=________________

9. What is 10 less than 87? 10. If Sally has 50 cupcakes and she is going
to sell them in trays of 10 how many trays
will she have?

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 19

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) #1

Proficient
(80%-89%) #2

Partially Proficient
(70%-79%) #3

Minimally Proficient
(69% and below) #15

Pre-Assessment Analysis: Whole Class

I do not plan to change any of my goals or objectives for students. I think they are attainable and students
will be able to meet them. I expected the scores to be low with this pre-assessment. The scores show me
exactly what it is that I need to work on with the students. Unfortunately I have three students who have
yet to take this assessment because two were not at school and one got sick and vomited on hers.
This data shows me exactly what it is that I need to work on with my students. The majority of them
missed the same questions. I knew that there would be things that they had never seen before on this
assessment so I was just waiting to see who knew how to do the things we have yet to cover in class. One
thing that I really need to focus on with students is borrowing during double digit subtraction. Almost
every single one of the students missed this because they have had absolutely no exposure to it before.

One thing that I knew students would be successful at because of what we have just been working on was
stacking two two-digit numbers appropriately. I have stressed this to them for the past few lessons with
addition and I see that it has paid off and they can successfully do it on their own. I think the students
will be able to grasp this concept and be successful with some practice in the classroom.

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.

Name: _____________________________________
1. 89-32=________________ 2. 61-34=________________

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 19

 3. What is 10 less than each number? 4. Tom has 49 football cards and Jim has 10
77______ less than him. How many football cards
24______ does Jim have?
39______

5. 63 6. 55
55 44

7. 18-14=________________ 8. 40-23=________________

9. What is 10 less than 83? 10. If Sandy has 40 cupcakes and she is going
to sell them in trays of 10 how many trays
will she have?

90%-100% Exceeds goals and objectives

80%-89% Meets goals and objectives
70%-79% Approaches goals and objectives
0%-69% Falls below goals and objectives

© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 19

STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Deciding When to Subtract 2-Digit Problem Solving Rewrite 2-Digit Review and
Activity Regroup Numbers Subtraction Assessment
Standards and Students need to Students need to Students need to Students need to Students need to
Objectives know when know when know how to set up know when know when
What do students regrouping regrouping a subtracting regrouping regrouping
need to know and (borrowing) is (borrowing) is problem by (borrowing) is (borrowing) is
necessary in order to
be able to do for necessary in order stacking two 2-digit necessary and they necessary and they
complete a
each day of the to complete a numbers in order to need to know how need to know how
subtraction problem.
unit? subtraction Students will also solve it to stack two 2-digit to stack two 2-digit
problem. Students need to be able to successfully. numbers to create numbers to create
will also need to be locate the ten’s Students will also and solve a and solve a
able to local the column and the one’s need to be able to subtraction subtraction
ten’s column and column. locate the ten’s problem. Students problem. Students
the one’s column. column and the will also need to be will also need to be
one’s column. able to locate the able to locate the
ten’s column and ten’s column and
the one’s column. the one’s column.
Academic -subtract -subtract -stack the numbers -stack the numbers -stack the numbers
Language and -borrow -borrow -subtract -subtract -subtract
Vocabulary -regroup -regroup -borrow -borrow -borrow
What academic -tens -tens -regroup -regroup -regroup
language will you -ones -ones -tens -tens -tens
emphasize and -difference -difference -ones -ones -ones
teach each day -difference -difference -difference
during this unit?
Summary of Students will Students will Students will Students will We will be

© 2019. Grand Canyon University. All Rights Reserved. Page 9 of 19

Instruction and remove pages 277- remove pages 281- remove pages 285- remove pages 291- reviewing things
Activities for the 280 from their 284 from their 290 from their 296 from their that we have
Lesson workbooks. I will workbooks. I will workbooks. I will workbooks. I will covered throughout
How will the project the pages project the pages project the pages project the pages the week. Students
instruction and onto the smartboard onto the smartboard onto the smartboard onto the smartboard will get their own
activities flow? so they can follow so they can follow so they can follow so they can follow whiteboard, marker,
Consider how the along with me. I along with me. I along with me. We along with me. We and eraser and I
students will will use the will use the will do pages 285 will do pages 291 will give them
efficiently transition whiteboard and whiteboard and and 286 together, I and 292 together. problems to
from one to the magnetic base-ten magnetic base-ten will use the We will do a few complete as
next. blocks to show how blocks to show how whiteboard and ask together from pages practice. I will
to complete the to complete the for volunteers. We 293-296, I will use write a problem on
problems, calling problems, calling will do #1 on page the whiteboard and my whiteboard,
on volunteers to on volunteers to 287 together, they ask for volunteers. they will work it
come up and help come up and help will cross off page Students will work out, and I will ask
me. I will answer me. I will answer 288, and they will on their worksheets them to show me
questions and assist questions and assist do all of page 289 and turn them in to their boards. I will
as needed. as needed. and a few on page be graded and work hand out their
Students will be Students will be 290. Students will on rocket math on assessments and
paired and given given time to finish turn their their IPads when when they are
base-ten blocks to their worksheets on worksheets in to be they are finished. finished they will
finish the remainder their own and can graded and work on hand them in.
of their worksheets. use the app on their rocket math on their When they hand
Students will turn IPad for base-ten IPads when they are their assessment in I
their worksheets in blocks if needed but finished. will give them a
to be graded and it is not required. practice worksheet
work on rocket Students will turn to work on. If they
math on their IPads their worksheets in complete their
when they are to be graded and practice worksheet
finished. work on rocket they will work on
math on their IPads rocket math on their
when they are IPads.
finished.

© 2019. Grand Canyon University. All Rights Reserved. Page 10 of 19

Differentiation Some students get Some students get Some students get Some students get Some students get
What are the things read to them things read to them things read to them things read to them things read to them
adaptations or per their IEP. There per their IEP. There per their IEP. There per their IEP. There per their IEP. There
modifications to the are no students with are no students with are no students with are no students with are no students with
instruction/activities Math IEPs. Math IEPs. Math IEPs. Math IEPs. Math IEPs.
as determined by Students will be Students will be Students will be Students will be Students will be
the student factors offered individual offered individual offered individual offered individual offered individual
or individual help if needed and help if needed and help if needed and help if needed and help if needed and
learning needs? all questions will be all questions will be all questions will be all questions will be all questions will be
answered. The answered. The answered. answered. answered.
manipulatives allow IPads and allow
students to better students to better
grasp the concept at grasp the concept at
hand. hand.
Required -workbook pages -workbook pages -workbook pages -workbook pages -student
Materials, -smartboard -smartboard -smartboard -smartboard whiteboards
Handouts, Text, -my whiteboard -my whiteboard -my whiteboard -my whiteboard -my whiteboard
Slides, and -base-ten blocks -my base-ten blocks -IPads -IPads -assessment
Technology -IPads -IPads -practice worksheet
-IPads
Instructional and Students will be Students will be Students will be Students will be Students will have
Engagement called on to help called on to help called on to help called on to help their own
Strategies answer questions answer questions answer questions answer questions whiteboards and be
What strategies are and I will be and I will be and I will be and I will be responsible for
you going to use walking around to walking around to walking around to walking around to showing me an
with your students make sure that they make sure that they make sure that they make sure that they answer. During
to keep them have written down have written down have written down have written down their assessment I
engaged throughout what I have written what I have written what I have written what I have written will be walking
the unit of study? down. Students down. Students down. down. around to ensure
will be grouped and will be allowed to that they are on
given use their IPads task.
manipulatives. when they are
working on their

© 2019. Grand Canyon University. All Rights Reserved. Page 11 of 19

 own.
Formative I will be calling on I will be calling on I will be calling on I will be calling on When students
Assessments students throughout students throughout students throughout students throughout show me the
How are you going the lesson to see if the lesson to see if the lesson to see if the lesson to see if answers on their
to measure the they are on track they are on track they are on track they are on track whiteboards I will
learning of your and able to answer and able to answer and able to answer and able to answer be able to see who
students throughout the questions the questions the questions the questions has grasped the
the lesson? pertaining to what pertaining to what pertaining to what pertaining to what concepts we are
is going on. I will is going on. I will is going on. I will is going on. I will focusing on. When
be grading the be grading the be grading the be grading the I grade their
worksheets and worksheets and worksheets and worksheets and assessments and
having students having students having students having students worksheets I will
make corrections to make corrections to make corrections to make corrections to see where they are
the ones they the ones they the ones they the ones they at academically
missed. missed. missed. missed. with the standard
we are focusing on.
Summative, Post- Name: _____________________________________
Assessment 11. 89-32=________________ 12. 61-34=________________
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre- 13. What is 10 less than each number? 14. Tom has 49 football cards and Jim has 10
assessment or a 77______ less than him. How many football cards
modified version of 24______ does Jim have?
it. 39______

15. 63 16. 55
55 44

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 19

 17. 18-14=________________ 18. 40-23=________________

19. What is 10 less than 83? 20. If Sandy has 40 cupcakes and she is going
to sell them in trays of 10 how many trays
will she have?

90%-100% Exceeds goals and objectives

80%-89% Meets goals and objectives
70%-79% Approaches goals and objectives
0%-69% Falls below goals and objectives

© 2019. Grand Canyon University. All Rights Reserved. Page 13 of 19

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: https://www.youtube.com/watch?v=a3yLVtRONN0

Summary of Unit Implementation:

Daily Activities
Day 1, 2, 3, and 4: Students and I worked out parts of the worksheet together in class, I did some
on the board and then called students up to help. Students were then either partnered or allowed
to work on their own (Monday partners Tuesday-Thursday individual work).
Day 5: We reviewed and then took the post test. Students did well when we reviewed. They
each had their own whiteboards and would work out problems that I wrote own or told them.

As a whole I would have to say that the week did not go as planned. Each day we were missing
a minimum of three students with most days being between six and eight. We are having a
terrible outbreak of influenza and stomach viruses right now and the students have been hit hard.
The students who are at school are not feeling the best, are tired, and cannot focus due to being
sick or just getting over illness. We are also having to play “catch up” with those students who
have been gone, which makes it hard to get everything accomplished in the day.

Engagement Strategies
Students were called upon to answer questions in class and assist the teacher, this kept them engaged
because they never knew when they might get called on so they knew they needed to be paying attention.
Students were required to fill out their papers as I was filling mine out so they were following along and
knew where we were at and what we were doing. Students were also paired up and given manipulatives
to work with on Monday, this kept them engaged because they were working with actual things in their
hands. On Friday students had to get their own whiteboards and write on them, this kept them engaged
because they were following along and working the problems out.

Summary of Student Learning:

Initially I think students understand the concept of borrowing when subtracting two two-digit
numbers. When they did it in class with me and when they did it on their classwork they did it
fine. However, there are some students that just simply do not pay attention or take the time to
read the problems correctly. They will read the numbers in the opposite order or subtract in the
opposite order so that they do not have to borrow, even though they know how to do this. I know
this is a hard concept but by the third day the students were really starting to catch on. On
Monday the students were STRUGGLING, they could not even do basic subtraction (59-33=?,
ones: 9-3=6, tens: 5-3=2, 59-33=26). We went back over some basic math facts after this, it

© 2019. Grand Canyon University. All Rights Reserved. Page 14 of 19

really helped to speed the process up and refresh their memories. When they do not know their
basic facts, addition or subtraction, this can make it so much harder to teach a lesson. A few
students just could not get the concept of when to borrow down, so, on Tuesday, I found a really
quick video to show them that taught them a saying; “more on top-no need to stop, more on the
floor-go next door and get ten more”, I think this was the best thing I could have done for them.
It made a world of difference! I knew that if they had a way to help them remember when to
borrow it would be much easier, and it was! The students were using this rhyme and thinking
through what steps they were going to have to use, it was amazing to see the difference.

Reflection of Video Recording:

I think considering what I had to work with the lesson and video went well. It is hard to do
things effectively when a third of the class is missing, the ones that are there are feeling bad,
and/or have missed days before so they are lost. I think I did a good job of making sure that
everyone stayed with me during the lesson and were ready to move on when we moved on. That
was something my supervisor commented on when he was here this time, he said using the
“thumbs up” strategy was awesome. I plan to build upon this by having the students
automatically know that this is what I expect them to do when they are ready to move on during
whole group activities. One thing I would like to work on would be using different strategies
during lessons. These strategies are the ones that my CT uses so that is just what I have been
follow along with.

© 2019. Grand Canyon University. All Rights Reserved. Page 15 of 19

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) #1 #6

Proficient
(80%-89%) #2 #2

Partially
Proficient
#3 #4
(70%-79%)

Minimally
Proficient
#15 #9
(69% and below)

Post-Test Analysis: Whole Class

I believe the students really grasped the concept based on the work that they showed on the post-
test. On the post-test there were still nine students who received a below a 70%. After looking
through all of the tests I can say that they missed questions because they made silly mistakes.
They either added when they were supposed to subtract, didn’t write the answer down by the
question, or simply skipped questions. We are working on lessening those silly mistakes daily.
Also, on the pre-test only one students received a 90% or higher and on the post-test six students
received a 90% or higher. All but two of the students in the class raised their scores from the pre-
test to the post-test. The two who did not it was simply because they made silly mistakes.

I absolutely believe this instructional unit was effective. These students went into the unit having
no knowledge of what they were doing at all. The first couple of days were a bit rocky, but by the
third day the students were on their way to mastering the topic double digit subtraction with
borrowing. More of the students would have had more success on the post-test had they paid
attention to the questions and not skipped and problems. I know the instructional unit was
effective because the students can now complete their double digit subtraction one their own
without needing to ask for assistance. In the first couple of days of the unit the students were
constantly asking for help and had no idea what they were doing, the fact that they are no longer
doing this show me that my unit was successful.

Post-Assessment Analysis: Subgroup Selection

© 2019. Grand Canyon University. All Rights Reserved. Page 16 of 19

There are 10 boys in the classroom and none of them have a math IEPs; several of them have
speech and language IEPs and one of them has a reading IEP. One boy did not take the pre
assessment and all of them took the post-assessment. They boys performed better on the post-
assessment than they did on the pre-assessment.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) #0 #2

Proficient
(80%-89%) #1 #0

Partially
Proficient
#1 #3
(70%-79%)

Minimally
Proficient
#7 #5
(69% and below)

Post-Assessment Analysis: Subgroup

All but one of the boys in the class raised their scores on the post-test. They would have scored a
lot higher if it was not for the silly mistakes. I know the boys in the class have all grasped the
concept of subtracting double digit numbers with borrowing because they have shown me not
only on the assessment but on their homework.

The boys in the class have all grasped the concept of subtracting double digit numbers with
borrowing. They struggled with it at first but by the third day they were breezing right through it.
The instructional methods that I chose were effective because I gave all students the opportunity
to participate and help me out during class so that they knew what they needed to be doing when
it came time for them to apply their skills. A few of the students occasionally (not all the time)
get mixed up and subtract from the bottom to the top when the numbers are stacked. I always call
them to my table while I am grading and remind them that subtraction does not work like that.
This does not happen often, but if students are in a hurry it is a common mistake that they make.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 19

Highly Proficient
(90%-100%) #1 #4

Proficient
(80%-89%) #1 #2

Partially
Proficient
#2 #1
(70%-79%)

Minimally
Proficient
#8 #4
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

These students really grasped the concept of subtraction with borrowing. It is something that
comes easy to them now. I know they understand the concept because of the way the scores
jumped from the pre-test to the post-test. Also, the homework that they turned into me showed
that they understood what they were doing. I believe my instruction what effective because these
students knew nothing of how to do this and they can now do it successfully on their own.

One of the next steps that builds on this concept we will be taking is adding and subtracting three
digit numbers. This task uses the same ideas that we have been working with for the past few
weeks, it just involves a more advanced level of application. This also will be a completely new
concept for students.
Objective: Students will be able to add or subtract two 3-digit numbers using the concepts that
they previously learned with two 2-digit with 80% accuracy.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. More hands on learning and group work Students can use more manipulatives during
in the classroom. lessons. Students can use whiteboards during
lessons. The use of these items will help to keep
students engaged and ensure that they get the
chance to participate during the lesson while

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 19

 paying attention, learning, and staying focused.
To do this I need to come up with more lessons
that involve manipulatives that I have access to.

2. Using different methods of teaching in I tend to just use the same methods over and
one lesson. over, I would like to come up with some new
ideas where I am not just using the whiteboard
every day. It is great and the students can see
what I am doing, however, doing the same thing
every day can get boring. By using multiple
techniques or strategies in one lesson it really
changes up the atmosphere of the room. I will
work towards getting away from using the same
routine every day by coming up with different
activities that students can do in different ways.

3. Having more of a student led lesson. I think having students lead certain parts of the
lesson would be fun and change up the daily
routine. In order to do this I need to pre-plan
some activities that students can do with each
other. Having a student lead the lesson might
make it easier for some students to learn.
Sometimes we learn best from our peers.

© 2019. Grand Canyon University. All Rights Reserved. Page 19 of 19