Student Teaching Evaluation of Performance (STEP)

Template

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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 .........................................................10
STEP Standard 5 - Implementation of Instructional Unit .......................................18
STEP Standard 6 - Analysis of Student Learning....................................................20
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........22

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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).

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 23

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Finding areas of common shapes and polygons using basic trigonometric functions.

Unit Title: Areas of Shapes

National or State Academic Content Standards

CCSS.MATH.CONTENT.HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.

CCSS.MATH.CONTENT.HSG.SRT.C.7
Explain and use the relationship between the sine and cosine of complementary angles.

CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.*

CCSS.MATH.CONTENT.HSG.SRT.D.9
(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary
line from a vertex perpendicular to the opposite side.

CCSS.MATH.CONTENT.HSG.SRT.D.10
(+) Prove the Laws of Sines and Cosines and use them to solve problems.

CCSS.MATH.CONTENT.HSG.SRT.D.11
(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown
measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

CCSS.MATH.CONTENT.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is
proportional to the radius, and define the radian measure of the angle as the constant of
proportionality; derive the formula for the area of a sector.

Learning Goal
Students will be able to state the formulas and find areas of 2-dimensional shapes, including
parallelograms, trapezoids, kites, and a variety of polygons using a variety of methods from
previous lessons, including areas for regular parallelograms, rules for special right triangles, and
the Laws of Sines and Cosines.

Measurable Objectives
Students should be able to partition irregular shapes to create several regular shapes. They will
display knowledge of the formulas for areas of these regular shapes and trigonometric operations
to find sides of triangles. These will be measured with formative assessment daily before, during,
and after the lesson, and it will be summative assessments in the form of a quiz and test.

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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.

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 23

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 23
 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%) 5

Proficient
(80%-89%) 18

Partially Proficient
(70%-79%) 20

Minimally Proficient
(69% and below) 87

Pre-Assessment Analysis: Whole Class

Based on my findings, I decided not to change much about the concepts that are covered in the
pre-assessment. The content standards are exactly where the students are and should be by the end of the
unit. Very few students were able to figure out the new concept on the last question. They have never
seen this type of problem before, so that is understandable.

The unit is heavy on memorization of formulas, so each lesson should focus on repetition and
memorization of these formulas. There are a few options I am considering changing to the assessment
process. There is a concern for the retention of information regarding these formulas for the exam. One
option would be to have a formula quiz before the test that will not negatively affect the students’ grades.
This will be an opportunity for them to test their knowledge of the formulas. Another option would be to
add the formulas in a random order to the top of the test for the students to see. These will not be labeled,
so they will still need to recognize the correct formula to use.
Only 5 students out of 130 correctly answered the new concept at the end of the pre-assessment. I
will make sure to move a bit slower with the content during the lesson that introduces this concept. I will
consider checking for understanding after every example we go over rather than periodically like I
normally do.

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.

© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 23

© 2019. Grand Canyon University. All Rights Reserved. Page 9 of 23
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 Areas of Areas of Areas of Regular Perimeters and Trigonometry and
Activity Parallelograms and Trapezoids, Polygons Areas of Similar Area
Triangles Rhombuses, and Figures
Kites
Standards and Students will be Students will be Students will be Students will be Students will be
Objectives able to recite the able to use the able to find the area able to use able to use
area of a rectangle/ formulas for of a regular proportions and trigonometric ratios
parallelogram and a trapezoids, polygon using the scale factors to to find sides and
triangle, and use rhombuses, and formula for the area determine the areas of triangle
these formulas to kites to find their of a regular similarity among inside regular
find areas of these respective area. polygon. Students two or more figures polygons to find the
figures. Students will be able to find and use perimeters total area of the
will be able to CCSS.MATH.CONTENT. values inside and areas to regular polygon.
7.G.B.6
partition irregular Solve real-world regular polygons determine the Students will define
shapes into and mathematical using the proportion and and use the area of
parallelograms and problems involving Pythagorean scale factors among a triangle using
triangles to find the area, volume and Theorem and rules two or more SAS.
total area. surface area of two- for special right figures.
CCSS.MATH.CONTENT.
and three- triangles. 7.G.B.6
CCSS.MATH.CONTENT. CCSS.MATH.CONTENT.
8.G.B.7 dimensional objects CCSS.MATH.CONTENT. 7.G.B.6 Solve real-world
Apply the composed of 7.G.B.6 Solve real-world and mathematical
Pythagorean triangles, Solve real-world and mathematical problems involving
Theorem to quadrilaterals, and mathematical problems involving area, volume and
determine unknown polygons, cubes, problems involving area, volume and surface area of two-
side lengths in right and right prisms. area, volume and surface area of two- and three-
triangles in real- CCSS.MATH.CONTENT. surface area of two- and three- dimensional objects
HSG.SRT.C.6
world and and three- dimensional objects composed of

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 mathematical Understand that by dimensional objects composed of triangles,
problems in two similarity, side composed of triangles, quadrilaterals,
and three ratios in right triangles, quadrilaterals, polygons, cubes,
dimensions. triangles are quadrilaterals, polygons, cubes, and right prisms.
CCSS.MATH.CONTENT. properties of the polygons, cubes, and right prisms. CCSS.MATH.CONTENT.
7.G.B.6 CCSS.MATH.CONTENT. HSG.SRT.C.6
angles in the and right prisms.
Solve real-world CCSS.MATH.CONTENT. 8.G.A.4 Understand that by
triangle, leading to
and mathematical HSG.SRT.C.6 Understand that a similarity, side
definitions of
problems involving Understand that by two-dimensional ratios in right
trigonometric ratios
area, volume and similarity, side figure is similar to triangles are
for acute angles.
surface area of two- ratios in right another if the properties of the
and three- triangles are second can be angles in the
dimensional objects properties of the obtained from the triangle, leading to
composed of angles in the first by a sequence definitions of
triangles, triangle, leading to of rotations, trigonometric ratios
quadrilaterals, definitions of reflections, for acute angles.
polygons, cubes, trigonometric ratios translations, and CCSS.MATH.CONTENT.
HSG.SRT.D.9
and right prisms. for acute angles. dilations; given two
(+) Derive the
similar two-
formula A = 1/2 ab
dimensional
sin(C) for the area
figures, describe a
of a triangle by
sequence that
drawing an
exhibits the
auxiliary line from
similarity between
a vertex
them.
CCSS.MATH.CONTENT. perpendicular to the
HSG.SRT.A.2 opposite side.
Given two figures,
use the definition of
similarity in terms
of similarity
transformations to
decide if they are
similar; explain

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 using similarity
transformations the
meaning of
similarity for
triangles as the
equality of all
corresponding pairs
of angles and the
proportionality of
all corresponding
pairs of sides.

Academic parallelogram, trapezoid, rhombus, center, vertex, scale factor, ratio, Click here to enter
Language and rectangle, triangle, kite, perpendicular, perpendicular, side, perimeter, area, text.
Vocabulary area, sides, base, bases, diagonals, radius, apothem, similar polygons
height, altitude, height congruent,
perpendicular, half perimeter, central
angle

Summary of The teacher will Using a document The teacher will This lesson will be Click here to enter
Instruction and introduce the unit projector, the quickly verbally mostly review of text.
Activities for the and what they will teacher will begin review the formulas previous concepts
Lesson be learning about. the lesson by using for the areas the involving similar
There will be a a cut out of a class has gone over figures. The teacher
short pre- trapezoid to show so far in the unit. will remind
assessment after the relationship The teacher will let students about scale
this regarding the between the area of students know that factors and ratios
content. This lesson a trapezoid and a they will be dealing with
is review of past parallelogram. The introduced to a new perimeters of
formulas that will teacher will then go concept during this similar figures.
be used and built through the guided lesson. Then, the Then the class will
upon in the next lesson iPad notes. teacher will go explore how areas

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 lessons. The teacher After every through the guided of similar figures
will guide students example, students iPad notes while affect scale factor
through the iPad will have the students follow and ratio. The
notes, check for opportunity to do along. The teacher teacher will go
understanding one problem will set up the through the guided
along the way, and individually and examples and allow notes and present
allow for individual share with a students to work examples. After
and group practice. partner. The teacher through math each example,
will check for problems directly students will work
understanding after afterwards with independently on a
every such instance. individual practice similar question
After completing and group sharing. and then share with
the lesson, the The teacher will their group at the
teacher will have check for teacher’s direction.
the students pair up understanding after After the lesson is
(and move desks every such instance. complete, if there is
closer) to students There will be a time, the students
next to them. They lesson check set of will be able to start
will finish a problems after the their homework.
worksheet together. lesson in complete.
First they will Students will work
alternate on individually during
selected answers, this time. After a
then they will work fair amount of time,
together on their the teacher will ask
own iPads to finish for volunteers to
the worksheet. work the problems
out on the board.

Differentiation -Students with -Students with -Students with -Students with -Students with
preferred seating preferred seating preferred seating preferred seating preferred seating
stated in and IEP or stated in and IEP or stated in and IEP or stated in and IEP or stated in and IEP or
504 plan are placed 504 plan are placed 504 plan are placed 504 plan are placed 504 plan are placed

© 2019. Grand Canyon University. All Rights Reserved. Page 13 of 23

 toward the front of toward the front of toward the front of toward the front of toward the front of
the class. the class. the class. the class. the class.
-Students that are -Students that are -Students that are -Students that are -Students that are
lowing performing lowing performing lowing performing lowing performing lowing performing
are placed toward are placed toward are placed toward are placed toward are placed toward
the front of the the front of the the front of the the front of the the front of the
class. class. class. class. class.
-Students are -Students are -Students are -Students are -Students are
assigned in groups assigned in groups assigned in groups assigned in groups assigned in groups
of four during of four during of four during of four during of four during
lessons. Higher lessons. Higher lessons. Higher lessons. Higher lessons. Higher
performing students performing students performing students performing students performing students
are evenly are evenly are evenly are evenly are evenly
dispersed with dispersed with dispersed with dispersed with dispersed with
lower performing lower performing lower performing lower performing lower performing
students so group students so group students so group students so group students so group
work can be work can be work can be work can be work can be
productive. productive. productive. productive. productive.
-The iPad notes -The iPad notes -The iPad notes -The iPad notes -The iPad notes
have fill-in-the- have fill-in-the- have fill-in-the- have fill-in-the- have fill-in-the-
blank style blank style blank style blank style blank style
progression so progression so progression so progression so progression so
lower performing lower performing lower performing lower performing lower performing
students are able to students are able to students are able to students are able to students are able to
keep pace with the keep pace with the keep pace with the keep pace with the keep pace with the
class class class class class

Required iPads, stylists, iPads, stylists, iPads, stylists, iPads, stylists, iPads, stylists,
Materials, pencil, paper, pencil, paper, pencil, paper, pencil, paper, pencil, paper,
Handouts, Text, projector, Apple projector, Apple projector, Apple projector, Apple projector, Apple
Slides, and TV TV TV, Worksheet TV TV
Technology

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 Instructional and -Teacher will work -Teacher will work -Teacher will work -Teacher will work -Teacher will work
Engagement out examples as out examples as out examples as out examples as out examples as
Strategies guided practice guided practice guided practice guided practice guided practice
with the concepts. with the concepts. with the concepts. with the concepts. with the concepts.
-Students will -Students will -Students will -Students will -Students will
“Think-Pair-Share” “Think-Pair-Share” “Think-Pair-Share” “Think-Pair-Share” “Think-Pair-Share”
on math problems on math problems on math problems on math problems on math problems
following guided following guided following guided following guided following guided
practice from the practice from the practice from the practice from the practice from the
instructor. instructor. instructor. instructor. instructor.
Prompted by the Prompted by the Prompted by the Prompted by the Prompted by the
teacher, students teacher, students teacher, students teacher, students teacher, students
will work on one will work on one will work on one will work on one will work on one
problem problem problem problem problem
individually, then individually, then individually, then individually, then individually, then
share their work share their work share their work share their work share their work
with a table group. with a table group. with a table group. with a table group. with a table group.
-Students will have -Students will have -Students will have -Students will have -Students will have
independent independent independent independent independent
practice at the end practice at the end practice at the end practice at the end practice at the end
of the lesson on of the lesson on of the lesson on of the lesson on of the lesson on
their homework if their homework if their homework if their homework if their homework if
time allows. time allows. time allows. time allows. time allows.

Formative During individual, During individual, During individual, During individual, During individual,
Assessments partner, and group partner, and group partner, and group partner, and group partner, and group
practice, the teacher practice, the teacher practice, the teacher practice, the teacher practice, the teacher
will ask students will ask students will ask students will ask students will ask students
about how they feel about how they feel about how they feel about how they feel about how they feel
about the previous about the previous about the previous about the previous about the previous
example and example and example and example and example and
concept. concept. concept. concept. concept.

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 Students will hold Students will hold Students will hold Students will hold Students will hold
up a face card: up a face card: up a face card: up a face card: up a face card:
-happy face means -happy face means -happy face means -happy face means -happy face means
they understand or they understand or they understand or they understand or they understand or
they got the answer they got the answer they got the answer they got the answer they got the answer
correct correct correct correct correct
-straight face means -straight face means -straight face means -straight face means -straight face means
they somewhat they somewhat they somewhat they somewhat they somewhat
understand or they understand or they understand or they understand or they understand or they
for the answer for the answer for the answer for the answer for the answer
incorrect but they incorrect but they incorrect but they incorrect but they incorrect but they
understand their understand their understand their understand their understand their
mistake mistake mistake mistake mistake
-sad face means -sad face means -sad face means -sad face means -sad face means
they do not they do not they do not they do not they do not
understand or they understand or they understand or they understand or they understand or they
got the problem got the problem got the problem got the problem got the problem
wrong and don’t wrong and don’t wrong and don’t wrong and don’t wrong and don’t
understand their understand their understand their understand their understand their
mistake mistake mistake mistake mistake
If there is a If there are a If there are a If there are a If there are a
considerable considerable considerable considerable considerable
amount of straight amount of straight amount of straight amount of straight amount of straight
or sad faces or sad faces or sad faces or sad faces or sad faces
(determined at the (determined at the (determined at the (determined at the (determined at the
time by the time by the time by the time by the time by the
teacher), then the teacher), then the teacher), then the teacher), then the teacher), then the
teacher will choose teacher will choose teacher will choose teacher will choose teacher will choose
whether or not to whether or not to whether or not to whether or not to whether or not to
review or move on. review or move on. review or move on. review or move on. review or move on.
During the next During the next During the next During the next During the next
individual practice, individual practice, individual practice, individual practice, individual practice,
the teacher will the teacher will the teacher will the teacher will the teacher will

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 ensure that they ensure that they ensure that they ensure that they ensure that they
observe or speak observe or speak observe or speak observe or speak observe or speak
with students that with students that with students that with students that with students that
raised a straight or raised a straight or raised a straight or raised a straight or raised a straight or
sad face. sad face. sad face. sad face. sad face.
Additionally, Additionally, Additionally, Additionally, Additionally,
students will be students will be students will be students will be students will be
asked to zoom in on asked to zoom in on asked to zoom in on asked to zoom in on asked to zoom in on
their answers for their answers for their answers for their answers for their answers for
any given problem any given problem any given problem any given problem any given problem
and raise their iPads and raise their iPads and raise their iPads and raise their iPads and raise their iPads
to the teacher. The to the teacher. The to the teacher. The to the teacher. The to the teacher. The
teacher may review teacher may review teacher may review teacher may review teacher may review
the concept on the the concept on the the concept on the the concept on the the concept on the
board if there are a board if there are a board if there are a board if there are a board if there are a
large amount of large amount of large amount of large amount of large amount of
incorrect answers. incorrect answers. incorrect answers. incorrect answers. incorrect answers.
During the next During the next During the next During the next During the next
individual practice, individual practice, individual practice, individual practice, individual practice,
the teacher will the teacher will the teacher will the teacher will the teacher will
ensure that they ensure that they ensure that they ensure that they ensure that they
observe or speak observe or speak observe or speak observe or speak observe or speak
with students that with students that with students that with students that with students that
showed an incorrect showed an incorrect showed an incorrect showed an incorrect showed an incorrect
answer. answer. answer. answer. answer.

Summative, Post- -There will be a homework assignment from the textbook for this lesson. The answers will reviewed the next
Assessment day, and students will be able to ask for clarification on problems. The teacher will go over any problems on
the board as a class. There will be a group quiz (groups of four), and a formal exam at the end of the unit.

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 23

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: Video shared through OneDrive and, https://mygcuedu6961-

my.sharepoint.com/:v:/g/personal/slogan3_my_gcu_edu/ERryJgQWz_RGnMTONFrOcDoBJUz4rG1thk
CgQhos2v_5QQ?e=VVgCWZ

Summary of Unit Implementation:

There were several types of lesson activities that were implemented over the unit. Every lesson
was through guided, fill-in-the-blank notes. The students followed along while I filled in the notes and
described in detail the concepts verbally. After every lesson, if time permitted, there was an activity that
involved partners or groups. There were two lessons that took almost the entire class period due to school
scheduling.
In one lesson, the anticipatory set included a cut out of a trapezoid. The students were shown how
to bisect the shape and form a parallelogram. This was used to help the students visualize the relationship
between the area formula of a trapezoid and the area formula of a parallelogram. In another lesson, I had
each student partner up with one other student. They used one iPad and alternated back and forth between
selected problems. These selected problems were the most challenging on the worksheet, so it took
coordination. This was intended to create a tutoring environment, because the student that was not writing
was verbally helping the student that was currently writing. After they finished those problems, the
students would share the document with the other partner, and then they would finish the rest of the
worksheet working together on their own iPads. In another activity, I called for table groups to work
together and complete a set of problems. If the students all did their work on their iPads and had all the
correct answers written on a piece of paper first, that group would receive a piece of candy. It was
remarkable watching the enthusiasm over finishing first.
During the lessons, and often during the activities, I very regularly called for students to share
answers with partners and groups. This helps me see where they are in a particular concept. Often times,
this would only be finding the answer to a calculation halfway through a problem. However, it allows me
to see who is paying attention and who might be stuck or lost.

Summary of Student Learning:

I will be able to see the overall student learning after the group quiz and exam are taken in the
next week, but the students seem to be taking well to the content, in general. My cooperating teacher tells
me that this unit is historically very challenging, so I should not be discouraged if the exam averaged
seem a little low for the class. I believe the students did very well with the content. There were several
areas that I needed to review, but I also spoke with every student that was unsure about the content either
after class, in tutorial, or after the lesson.
The department has changed some formal assessments for this year. The students will be studying
for a formula quiz for an additional grade in the class. This is intended to help them memorize the

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 23

formulas for the quiz and exam. There are quite a few. This will likely help the students on these
assessments and will allow me to compare the classes and the results from the previous year (which did
not have a formula quiz).
There are some instances where my instruction style interfered with student learning. I was quite
rigid at first when explaining the warm-ups and homework in the beginning of the classes. Due to the
similarity of the figures and formulas (many common measurements), a student would occasionally use a
more difficult method to find the area of certain shapes. In one case, a student started using a more
complex formula for finding the answer. I interrupted him and chose to use the simpler formula rather
than his method. I do not think this was the correct response. I ruminated on the situation for the rest of
the class period. Later in the lesson, another student also used a more complex method for finding the
answer. I allowed her to finish her response while I wrote down her method on the board. She found the
correct answer at the end, and I thanked her. Then, I asked her if there were any other ways to find the
answer. She was not sure, so I showed the class the other two methods for finding the answer to that
problem. I tried to keep the situation positive and supportive and tried to avoid any dismissal like the
situation that occurred earlier that day.

Reflection of Video Recording:

I was a little nervous recording myself. I have never done anything like it before regarding my
teaching. However, I recognize the importance of it. There are few better ways to see how effective you
are in the classroom beyond seeing yourself teach. The important thing to remember is not to focus on
everything that I am doing incorrectly; I should also maximize and build upon what I am doing well.
Overall, I was not pleased with my performance. This is the process I need to go through, though.
I attempted to get a snapshot of my introduction to a new concept in the lesson, a guided example, and a
problem for the students to work on in class. Typically, I check for understanding at the end of this
situation, but I failed to do this in the video. I was pleased with the clarity of the explanations. Visual
examples in Geometry help clarify the concepts. The students seemed to understand by the end of the
lesson, so I consider it successful. Building on this, I want to bring in more visual examples to the lessons.
They have helped me in the past, and I assume my students will greatly benefit. One large issue, and one
that I need to work on during my student teaching, is my eye contact. I was teaching to the iPad for about
80% of the video. My cooperating teacher says this will come with experience, but I know I can take
some steps to change this now. I am seeing this content for the first time in years, so I am not as well-
versed as I want to be. I will take all my lessons for the next units and complete them repetitively to
myself as if I were teaching them. The information needs to be second nature in order for me to take the
focus off what I am writing on the iPad and put the focus on watching my students and making eye
contact. They need the connection to me.

© 2019. Grand Canyon University. All Rights Reserved. Page 19 of 23

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%) 5 114

Proficient
(80%-89%) 18 16

Partially
Proficient
20 2
(70%-79%)

Minimally
Proficient
87 0
(69% and below)

Post-Test Analysis: Whole Class

The entire class has improved greatly over the unit. They reviewed previous content and were introduced
to new content that was present on the pre assessment and post assessment. In the pre assessment, the
students were virtually unsure of how to find the area of the hexagon. There were only a few students that
found the answer using triangles. However, the topic is covered in the unit. Therefore, the students were
knowledgeable of this area formula going into the post assessment. This greatly improved their scores
when compared to the pre assessment. Furthermore, the students were given the formulas on the pre
assessment, and the formulas were omitted from the post assessment. The students performed better
without the formulas as aid.

Each lesson in the unit covered no more than two new formulas for the students to practice. This helped
them focus on these newer formulas without an overload of information. Also, as the lessons progressed,
the formulas built upon themselves in a logical way. Towards the end of the unit, the students studied for a
formula quiz. This was a simple quiz where they just write down the formulas for area of the shapes that
were covered in the unit. It counted as a quiz grade and seemed to help the students better recite the
formulas for the post assessment.

Post-Assessment Analysis: Subgroup Selection

Analysis of subgroups is beneficial for teachers that want to better differentiate instruction. I chose to
analyze the students with 504 plans. I have worked with students in the past that have special needs with
IEPs and 504 plans and would like to see their specific progression over the unit.

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

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 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 6

Proficient
(80%-89%) 1 2

Partially
Proficient
2 0
(70%-79%)

Minimally
Proficient
5 0
(69% and below)

Post-Assessment Analysis: Subgroup

I was very pleased with the outcome of the post assessment data for the 504-plan subgroup of students. I
decided to remove the post assessment as I did with the remainder of the class. This was to show a clear
understanding on their part and to create a clearer comparison to the reminder of the students. The post
assessment is only five questions, so if they miss one it brings the percent to 80%, which is proficient. The
two students that missed one question only made clerical errors in their work that led them to incorrect
answers. They all used the correct formulas.

Throughout the unit, I attempted to differentiate the lessons in a few ways. I continued the differentiation
that the classroom teacher has put in place. This provides continuity and stability in the classroom. Some
of the students in this subgroup have a tendency to miss some notes in the lessons, so made sure that they
were given a complete copy of the notes for their records. I also believe the formula quiz helped them
memorize the formulas. I witnessed several of them studying up to the point of the quiz.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 5 108

Proficient
(80%-89%) 17 14

Partially
Proficient
18 2
(70%-79%)

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 Minimally
Proficient
82 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The subgroup is a very small number of students, so it is difficult to draw any conclusions based on the
data I received. We can see that the subgroup tested at 75% highly proficient, and the remainder of the
class tested at about 87% highly proficient. Both are considerably higher, and at a similar rate, when
compared to the pre assessment at the beginning of the unit. The numbers are almost identical when
comparing proficient or higher: 100% versus 98%, subgroup and remainder, respectively. This shows that
the teaching strategies and differentiation where successful in helping the class and the subgroup reach the
goals of the class.

I would like to keep the option available for students to receive completed notes from the lesson in case
they miss something. There are students in the remainder part of the class that struggle with keeping up in
class, so this will assist them if they miss a section. I am pleased with the outcome of the student learning.
Although the post assessment is simple, it shows a great improvement across the class. In the next unit, I
would like to tie in the importance of the area formulas the students learned in this unit. They will be using
these formulas to find volumes of different solids. Beginning with the objectives that tie in previous
information will help the students transitional well into the next unit.

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. Engage students more often This is my largest area of growth. I will need
throughout the lesson to keep observing my mentor teacher and get
tips from veteran teachers around me. I will
also write notes in my lesson that will cue
me to look up around the room. This will be
an immediate adjustment.

2. Become more fluent with the content I will recite the information ahead of time for
before presenting things like homework for review and lesson

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 concepts. This will be done several times
before the first lesson of the day.

3. Execute lessons with better time I will need to write notes in my lessons about
management time limits on certain concepts, so I can
master beating the clock at the end of the
lesson. For the time being, I will also plan
out every minute of class and try to stick to
the plan during implementation.

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