STEP Template

Heather Ferguson
01/27/2019
ECH-480.

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 Student Teaching Evaluation of Performance (STEP)
Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................2

Table of Contents .......................................................................................................3
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....4
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....6
STEP Standard 3 - Assessment and Data Literacy ....................................................7
STEP Standard 4 - Unit and Lesson Planning ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................12
STEP Standard 6 - Analysis of Student Learning....................................................14
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........16

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

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

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

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

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

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

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

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

Unit Topic: Spatial Relationships

Unit Title: Over and Under

National or State Academic Content Standards

Ohio Early Learning Standards
Domain: Cognition and General Knowledge
Sub-Domain: Mathematics
Strand: Geometry
Topic: Spatial Relationships
Standard Statement: Explore how things fit together and/or move in space with increasing
accuracy.

Learning Goal
The children will demonstrate knowledge of the words over and under.

Measurable Objectives Commented [MOU1]: Until you determine what your

The students will crawl under the table and over the blocks 3 out of 5 times during center time. learning goal will be, you cannot develop your objectives, as
they have to directly align with your learning goal.
Objectives should be one sentence only, using the template:
The students will use the cup and toy animal to demonstrate the toy over the cup and under the The students will__________with ___% accuracy.
cup with 80% accuracy. They will be the small steps taken to reach the goal.
Commented [MOU2]: Rather than a percentage, I might
The students will point to the pictures that show items under and over other items with the use something such as,
teacher asks with 80% accuracy. “On _out of ___attempts”
Or
_out of _ times during center time.
Commented [MOU3]: These two look good!

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Child Over Under
I.S. 
R.S. 
E.M.  
K.W.
V.P.
B.B.
N.S.
O.J. 
Can the child show me the difference between over and under? For example, put the toy under the
blanket and over the blanket. Put a check in the box where the children were able to preform the task.

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%) 0

Partially Proficient
(70%-79%) 0

Minimally Proficient
(69% and below) 7

Pre-Assessment Analysis: Whole Class

Based on the data above, the children are not familiar with the words over and under. I will use those
terms as much as possible when describing the location of things. I will also offer these lessons many
times throughout the week. During the obstacle course, I will add other items for the children to crawl
under and over, asking questions on what they should do at each obstacle. This lesson may need to be
extended for the children to fully understand the words

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 Some of the children in the classroom are already two years old whereas others are under two. I will have
to make sure that I use the terms often with examples, so the children can comprehend the words and
their definitions. When planning future lessons, I will take into consideration the child’s individual levels
and make modifications for each child. When presenting the lessons, I plan on being involved with the
children, I will demonstrate each lesson to them. I will observe the children and see if they are able to
complete the tasks.

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.
Was the child able to successfully show you over and under in all lessons this week?
Child Obstacle Course Picture Pointing Toy Position Exceeds (E)
Meets (M)
Approaches (A)
Falls Far Below
(F)
Over Under Over Under Over Under
I.S.
R.S.
E.M.
K.W.
V.P.
B.B.
N.S.
O.J.

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

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Obstacle Course Over Under Where’s the ball, Jumping over the line Ball toss, ball roll
Activity Matching Over or Under
Standards and Children need to Students need to Students need to Students need to Students will use
Objectives have balance and match items use their senses and have balance and their hands to hold
What do students coordination find the ball coordination to the ball and toss it
need to know and jump over the line or roll it.
be able to do for
each day of the
unit?
Academic Over – above in Over– above in Over– above in Jump– to leap into Toss – to throw
Language and position position position the air lightly
Vocabulary Under - below Under – below Under- below Over – above in Roll – to push an
What academic Obstacle Course – Matching – items position object; to move
language will you going from one that are the same object by turning
emphasize and thing to the next over and over
teach each day
during this unit?
Summary of Set up blocks for Ask the children to Hide the ball in the Have a piece of Give the children a
Instruction and the children to find the picture that room, have the tape on the floor. soft ball in the
Activities for the climb over and matches the one children to find the Encourage the room. Tell the child
Lesson stack some blocks that you hold up. ball by using the children to jump to toss the ball over
How will the or use the table for Talk about what terms over and over the line. the table or roll it
instruction and the children to call each picture shows. under. For example, under the table.
activities flow? under. The children For example, this the ball is over the
Consider how the can listen to music picture shoes the baby doll, or the
students will while doing the ball over the cup. ball is under the
efficiently transition obstacle course table.

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 from one to the
next.
Differentiation Walk with the child Give the child two Point to the ball and Hold the child’s Show the child how
What are the and tell the child different pictures to tell the child that hand or pick the to toss or roll the
adaptations or what needs to be choose from. the ball is “over or child up to help ball.
modifications to the done under” the object them over the line.
instruction/activities
as determined by
the student factors
or individual
learning needs?
Required Large blocks Printout of pictures A small ball Tape A soft ball for each
Materials, Table double each picture Variety of objects, Floor child in the class –
Handouts, Text, CD player with CD bucket, blanket, cup, 8 balls max.
Slides, and book,
Technology
Instructional and I will participate I will participate Participation, Encouragement Using things, the
Engagement with the children with the children questions, using Participation children like.
Strategies and play music and ask open ended items they are
What strategies are questions interested in
you going to use
with your students
to keep them
engaged throughout
the unit of study?
Formative Through observation Through Through Through Through
Assessments observation observation observation observation
How are you going
to measure the
learning of your
students throughout
the lesson?

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 Summative, Post- I will use observation and a check point to see if the children are able to complete the activity and understand
Assessment what over and under is.
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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

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

Summary of Unit Implementation:

This week we are working on understanding spatial relations emphasizing the words over and
under. The children will complete a variety of activities to show their knowledge in something
over something and something under something. We have played a matching game where the
children took time to match the card I hold up with one of the eight cards they have. This lesson
actually took two days because the children didn't get the concept of it and I had to make
modifications to the lesson. This lesson didn't go as planned because I had to make the
modifications and do it again the next day. One day we done an obstacle course where the
children walked over a step, under the table, and jumped over the line. When I was planning this
lesson, i didn't have jumping over the line but the children enjoyed jumping over the line the day
before so I added it to the obstacle course. Another day I took a cup and a few toys that would fit
under and on the cups and asked the children to point out which one was over or under the cup. I
then had them to show me the object over the cup and under the cup. The children really enjoyed
the obstacle course and the matching game after the modifications were made. Jumping over the
line was an activity the children enjoyed. They liked it so well we added it to the obstacle course
the next day.
I was actively involved and engaged with the children which helped them stay focused for the
most of it. When working with toddlers, I quickly realized that large group activities didn't work
well so I made sure I used small groups and individual work to get the children to complete all
the activities this week.

Summary of Student Learning:

Some of the children were able to show me their understanding of over and under. The children
enjoyed the obstacle course and wanted to keep going. Some of them wondered off and didn't
want to participate. Their least favorite activity was the over and under with the cup. They
enjoyed me moving the table and putting tape on the ground for them to jump over. Overall, I
feel the children enjoyed the activities but some will need to be repeated for children who didn't
completely understand the Over and under terms. When the students were not able to match the
pictures that

Reflection of Video Recording:

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Reflecting back on the video, I feel that the children were able to follow the directions. Some of
them were not able to complete the tasks but most wanted to participate. Some of them wanted to
go more than once and I was okay with that. The toddlers have a short attention span and wasn't
able to do the activity for very long. The next time I do this lesson, I want to have more than one
course, this way the children do not have to wait very long to complete their turn. This can cause
the children to wonder off and do something else. Something I feel like I done well was I showed
the children want to do and held their hand for encouragement telling them exactly what to do
next.

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STEP Standard 6 - Analysis of Student Learning

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

Proficient
(80%-89%) #1 1

Partially
Proficient
3 5
(70%-79%)

Minimally
Proficient
4 1
(69% and below)

Post-Test Analysis: Whole Class

The children in the class are on a wide level of development. There are children that have
language barriers, IFSP’s, children that act older than they really are, etc.… Based on my
evidence, I know that the children need to have a variety of ways the materials are presented and
encouraged to play along with us. There were a couple children who didn’t want to do much
participating, they wanted to do their own thing.

Overall, I feel that many of the children actively participated in the activities. The lessons were
modified for each child and they were encouraged to participate. I was actively participating with
the children and showing them what we were doing daily. The children know words such as
throw and roll but they may not understand what each word means so I would show them what
throwing the ball was and what rolling the ball was. There are always room for improvement on
my lesson plans and how I execute them.

Post-Assessment Analysis: Subgroup Selection

I have chosen two children, one boy and one girl. Both children are two and just a month and a
half apart in age. One child seems to be more advanced in some areas than the other.

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

Number of Students Number of Students

Pre-Test Post-Test

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 Highly Proficient
(90%-100%) #0 1

Proficient
(80%-89%) 2 1

Partially
Proficient 0
0
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup

I was shocked when doing this post-assessment because I honestly thought they would be on the
same levels. The boy in the group was able to complete the tasks easier than the girl was and I
thought the roles would have been reversed based on the children’s interest. The girl is usually the
one that likes to set down and match things whereas the boy is active and enjoys being up moving
around. I thought the girl would have been able to do the matching much easier than the boy, but
it was opposite. With the girl I started out with the eight cards and when she couldn’t match them,
I took some away and she was able to match them easier. The boy could match them all the first
time.

There is a girl that hasn’t mastered the objectives for the week. This child has an IFSP and is in a
variety of therapies to help her get where she needs to be. She is two years old and just started
walking approximately 6 months ago. There are obvious delays and I plan on individualizing with
her, doing things that she enjoys, and getting her to participate with us in the class. I will also
make sure I modify the lessons to meet her needs better. At the time she was transitioning into my
room from the infant room and I didn’t know her styles but after working with her a little more, I
have become more aware of her needs and her learning styles

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

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

Proficient
(80%-89%) # #

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 Partially
Proficient
2 5
(70%-79%)

Minimally
Proficient
4 1
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

I found that the older children, without IFSP’s, were able to complete the lesson easier than those
that were younger. Some children were more willing to do the lesson. The children were
interested in crawling under the table because that is not something they get to do often. Most of
the time the teacher is telling the children to stay out from under the table because there are
children that bite frequently in the room. While not all the children successfully completed the
activity, they done some of it.

The next step, I would add words such as beside and around. This will help the children
understand spatial relations better and will give them new words to add to their vocabulary. We
would to similar activities but would use the words; over, under, beside, and around.

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. Getting more children to participate Incorporating things, they enjoy into the
lessons

2. Work on writing better goals Talk with a veteran teacher

3. Learning different ways to present the Observe veteran teachers

lesson

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