Ech480 Step7 Wright A

Student Teaching Evaluation of Performance (STEP)
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Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 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

Asja Wright
ECH-480
January 21, 2018
Professor Akard
STEP Standard 1 - Contextual Factors: Knowing Your School and

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

A. Geographic Location
Location
 My current student teaching location for Session A is Granada Primary School which is
located in Phoenix, Arizona.
Population of the city
 According to last published census, which was in 2016, the population of Phoenix is
estimated to be approximately 1,615,017 (“QuickFacts”, 2016).
Urban, Suburban, or Rural
 Phoenix, Arizona is an urban city, according to the United States Census Bureau website
(“Largest Urbanized Areas…”, 2012).
Stability of the community
 Phoenix’s population is increasingly growing which, in turn, is helping grow local
businesses, and may secure government funds for the community. Therefore, Phoenix is
currently experiencing a state of growth (Sunnucks, 2017).
Perception of the level of community support for education.
 Unfortunately, based on the observations of my site teacher’s parent-teacher conferences and
conversations I had with her regarding them, many of the students’ families in this
community do not place a high value on-nor do they fully support- their own children’s
education. For example, many parents never showed up for parent-teacher conferences, even
though they signed up for them. Other parents refused to even do that much, saying they had
things that were more important than having a conference. Additionally, many of the parents
do not get involved in their child’s education and do not read to their children at night, help
them with homework, or help them practice their letters and numbers-even when the teacher
has repeatedly asked them to do so to help their child to catch up. Some parents’ hands are
tied because of demanding work schedules or multiple children to care for, while others say
they will get involved every time the teacher encourages them to but have yet to do so.
The above characteristics of Granada Primary’s geographic location will certainly affect the
planning, delivery, and assessment of the unit that I will be lesson planning. For example, I know

that many of the students in my classroom do not work on letter shape recognition, letter sound
recognition, counting, or number recognition at home and, as a result, are currently not on track
to be ready for Kindergarten. Therefore, when planning my unit I will need to intentionally
incorporate as much practice and literacy support as possible for these students. One great way to
do this is by incorporating literacy with the other subjects and/or during our transition times in
order to reinforce students’ literacy skills. In addition, since many students are not getting the
needed support at home, I will have to ensure that I am explicitly teaching literacy skills
(meaning the delivery must be clear and likely accompanied with an RTI strategy to pinpoint
which level of instruction my students need), reinforcing them constantly, and formatively
assessing often to gauge how well students understand. It may also be a good idea for me to
create unique benchmarks assessments for each child and adjust them throughout the semester to
serve as a way to help them reach an overall goal by the end of the year. For instance, if I want
all children to know half of the letters by the time they go to Kindergarten and some students
currently know 3 while others know 8, I can scaffold their progress based on their current
abilities and learning needs. Individualized benchmarks will also allow me to tailor how much
additional instruction time and support I give each student so that they can reach the next
benchmark.
B. District Demographics
Granada Primary School is a part of the Alhambra Elementary School District. This district’s 17
schools serve students ranging from Pre-K to the 8th grade (www.alhambraesd.org/, n.d.). Of the
13,940 students in this district, 77.1% of them receive free or reduced lunch (“Explore Alhambra
Elementary School District”, n.d.). Additionally, Hispanics make up 79-80% of the student
population, 2-3% are American Indian, 3%are Asian, 7% are Black, 6% are White, 1-2% are
biracial and up to 1% are Hawaiian (“Alhambra Elementary School District”, n.d.)
Knowing that the district I am working in has a high population of low SES families, this will
affect the types of assignments and activities that I will ask my students to do for homework or
for class because I know that some families may not be able to afford the materials or have the
time to help their children if they have to work long hours in order support their families.
Therefore, when I am lesson planning, I will be sure to include only activities, projects, or
homework assignments that can be done with cheap or even household materials. Additionally, I
will ensure that none of the take-home assignments that I give-especially those that require
parents’ help- will take up too much of their time. Since there are many different cultures
reflected in this district, this will affect how I plan my instruction and the way in which I deliver
it so that I can ensure that I am incorporating all students’ cultures without catering my
instruction to just the most dominant culture-as is a common critique with schools. The same
goes for the assessments questions that I use or literary materials that I choose to ensure that no
child is unsuccessful because they do not have background knowledge of any of the content.
C. School Demographics
Granada Primary School educates students from Pre-K up to 3rd grade and has approximately
934 students-of which more than 85% receive free lunches and almost another 5% receive
reduced lunches. Additionally, on the math and English standardized state tests, Granada as a
whole, had a passing rate of 41%, which is less than the national average (“Granada Primary

School in Phoenix, Arizona”, n.d.). In fact, on these exams, Granada only scored 32%
proficiency in math and 23% in English (“Granada Primary School”, 2017).
As previously mentioned, the fact that a large majority of students at Granada Primary come
from low SES families (thereby allowing them to qualify for free or reduced lunches) will affect
the types of assignments and projects I use in order to ensure that the materials needed for them
are not too expensive and that the take-home work is not too time-consuming for families who
work long hours. Additionally, the low math and English scores will affect my lesson planning
and delivery because they let me know that I will need to focus heavily on math and language
skills. To do this, I will rely on explicit instruction, RTI strategies for students who still are not
getting it, and on the utilization of naturally present opportunities to incorporate literacy or math
skills into my other lesson components and transitions. Finally, as also already mentioned,
formative assessments and tailored benchmark assessments will also likely be used as a way to
gauge students’ learning and scaffold their learning progress based on their English and math
proficiencies.
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors

In my cooperating classroom, there are two sessions for 4 and 5 year old preschool students: an
AM and a PM. Both sessions cover the following content areas: math, language arts, art, a socio-
emotional component, and what could be considered science (typically using observations to
make predictions and learning about a new animal each night for homework). The AM session
has a total of 16 students- 7 of which are boys and 9 of which are girls. On the other hand, the
PM session has 17 students, 3 of which are boys and 14 of which are girls. Additionally, the AM
class is 100% Hispanic while the PM class is mostly Hispanic but also includes a handful of
African American or Vietnamese students. In both classes, 100% of the students come from low
SES backgrounds. Since they all qualify for the Head Start program that they are enrolled in,
100% of the students in both classes also qualify for free meals.
These factors can affect my students’ learning in the following ways: 1) most of the Hispanic
students in both classes will speak to each other or the teachers in Spanish, which is the language
that is spoken the most at home. In addition, the teachers will often respond or repeat directions
in Spanish. I think that, this in part, has a role in why many of these students are not as proficient
in English as they could be- because they do not necessarily have to practice their receptive and
expressive English skills as often as they probably should. 2) While observing parent-teacher
conferences, I have heard more than one parent say that the reason they do not work on colors,
shapes, etc. with their child is because they do not know the English names for them which,
unfortunately, makes it more difficult for students to learn them because they are unable to
practice at home. Finally, since all of my students’ families qualify for Head Start and free
meals, they may not always have the time, resources, or ability to help their students with take-
homework. This can impede my students’ learning because they are unable to do the work and
reinforce what was taught in class.

B. Environmental Factors
The cooperating classroom that I am in has areas designated to different tasks, referred to as
“labs”. For example, there is an art lab, reading lab, and dramatic play lab. There are also areas
to play with building blocks or use letter magnets. Each designated area is separated by an
intentional set up of child-sized shelving, complete with developmentally-appropriate
manipulatives and toys Additionally, each student has a spot to sit at in their child-sized chair
and most visuals are placed in or near the students’ line of vision in order to serve as a resource
students can use to remember classroom expectations, practice their colors, and know where
items belong in the classroom, among other things. There are also safety packets and a collection
of brochures covering a variety of topics that are readily available for interested families.
Unfortunately, the level of parental involvement is not as high as it should be, as there are many
parents who should be helping their students with their literacy skills or take-home work or
activities but do not. In addition, very few volunteer to help at school and, even then, the ones
that do not do so when their child is in class. This is a big risk factor present in my classroom
that affects students’ learning. However, there are some parents who work with their child to
make sure their homework is getting done or take the time to complete family activities given by
the teacher. Finally, in my cooperating classroom, students do not have much access to
technology. While there is a SMART Board that is used daily to show educational videos or
other visuals, only teachers are allowed to use it and not the students themselves. In addition,
there are a couple of computers in one corner of the classroom but I have yet to see them be
used. Other risk factors seen in my classroom are the low SES of all students, the parents’
attitude towards learning, and the many homes where English is not the spoken home language.
Utilizing a learning labs (or “centers”) approach by relying on play-based activities for each
designated content area is a developmentally appropriate strategy that positively affects students’
learning. Such a teaching strategy engages the students in the learning process and motivates
them to want to participate. In addition, the fact that the class has been designed with the
students in mind (specifically, the child-sized furniture, preschool- friendly toys and
manipulatives, and the appropriate height of the visuals and other resources) also support
students’ learning, seeing as each of these are just a few of the best practices that teachers should
include to ensure student success. In contrast, there is also a negative impact on learning that
results from the risk factors listed above. For example, there are many benefits-such as better
academic performance that comes with having parents being involved with learning- that my
students need but are missing out on. In addition, having more direct access to technology would
help introduce content in a way that many (if not all) of my students can benefit from and enjoy-
despite the different languages spoken in the two classes. For example, there are many fun
counting games that students can play on the SMART Board. Also, why not let students who
need the most intervention in language play websites to support their development in this area?
Starfall.com often gets recommended to families anyways so it makes sense to consider bringing
it into the classroom! Besides this, the effects of a low SES and unfavorable parental attitude
about being involved in the education process of one’s child has already been described at least
once and, though still important, will go without saying in this section. Finally, when one’s home
language is not English, this becomes a risk factor because students who are English Language
Learners may not have someone at home with whom they can practice their English with. As a

result, their English proficiency will not improve as quickly as it would if someone at home
could help these students practice their English.
C. Student Academic Factors

Behavior or
Student ELL IEP Section Gifted Other Cognitive
Subgroup 504 Services Needs
(Explain) Receiving
No Services
Boys In the AM: 7 In the In the AM: In the AM: Since this is In the AM:
AM: 0 0 a Head Start 0
In the PM: 3 1 (speech- Program, In the PM:
related) In the PM: In the PM: 0 100% of the 1; This
Total:10 0 boys in both student has
In the PM: Total: 0 classes epilepsy
0 Total: 0 qualify for (though his
free meals medication
Total: 1 because of effectively
the size of prevents
their episodes
families’ from
income. happening
Additionally, at school).
these In addition,
families also he
have several continually
opportunities misbehaves-
to take often in
advantage of defiance-
the health and could
clinics set up probably
by the school benefit from
that only a behavioral
charge $20 intervention
for physicals plan, though
for families he is not
without receiving
insurance. any such
services.
Besides this,

I am unsure
that a plan
of action
has been set
in place in
case he ever
does have
an epileptic
episode at
school.
Total: 1
Girls In the AM: 9 In the In the AM: In the AM: Since this is In the AM:
AM: 0 0 a Head Start 0
In the PM: 12 1 girl In the PM: In the PM: Program,
(speech- 0 0 100% of the In the PM:
Total: 21 related) Total: 0 girls in both 0
Total: 0 classes
In the PM: qualify for Total:0
0 free meals as
well because
Total: 1 of the size of
their
families’
income.
Additionally,
busing is not
provided for
most

students, but
one girl does
qualify for
bus
transportatio
n to and from
school.
Finally,
students’
families can
take
advantage of
the health
clinics
organized by
the school
that charge
only $20 for
families
without
insurance.
Instructional Lessons and At times, N/A N/A Students are The teachers
Accommo- activities are a given often have
dations and modified specialist opportunities to give this
Modifica- and/or pulls an for physical student
tions otherwise IEP movement verbal
aligned with students during nearly reminders or
the ELP out the every reprimands.
standards to classroom transition or They also
ensure that to work they tend to try to
ELL students with them. get rowdy student or
are working and lose try maintain
towards being Adjusting focus. close
proficient in the level proximity to
English. of him or he’ll
questions misbehave
The teacher being when he
also provides asked thinks he
extension during the can get
activities or day also away with
writing benefits it, but, as
models for the IEP already
ELL students students mentioned,
who need the because he is not
most support the receiving
with their questions

letter are asked any
recognition or in a way services.
writing. that these
students
In addition, with
daily routines speech-
are kept as related
consistent as issues can
possible so still
that ELL answer
students who without
understand too much
little or none difficulty
of the while also
instructions still
given in providing
English can them with
still begin to a chance
anticipate to work on
what will their
happen based speaking
on the skills in
sequence of general.
events that
occurs each
day.
The level of
questioning is
also
differentiated
based on
students’
ability and
background
knowledge.
Students are
also asked
open-ended
questions
throughout
the day to
give them
practice with
the English
language.

Plenty of
visual clues
and learning
experiences
incorporating
different
senses are
also provided
for the ELL
students to
help them
visualize
words and
vocabulary,
build
background
knowledge, or
provide more
comprehens-
ible input.
The high percentage of ELL students, as well as the couple of IEP students, present in my class
will influence the planning and delivery of my lesson, as well as how I assess my students. For
example, the language barrier of many of my students can affect how much they can understand
or how accurately they can demonstrate what they know. Therefore, using accommodations like
visuals, incorporating multiple senses as often as possible when creating experiences with
literacy), and making my lessons interdisciplinary are all ways that I can help these students
make English language-related connections or still learn content despite their language barrier.
Even more, allowing them to use pictures or vote on answers will show me what my students
know in a way that is more effective than solely relying on them to tell me because not everyone
is English-proficient yet. Additionally, since the ELL representation in my cooperating classes
are dominated by Spanish-speakers, songs and repeated directions often happen in Spanish,
though I have not yet seen anything being done to assimilate the Vietnamese and African
American cultures that-though minimal in comparison- are also present. And while these other
students do not seem to mind and seemingly even enjoy the Spanish songs, I also want to take
advantage of opportunities when I can to incorporate these other cultures as well in the lesson
plans, during the transition time, or perhaps with materials that I can bring in. As far as for
delivery, it is important that I use vocabulary that all of my ELL students can understand and
practice giving enough wait time so students can formulate their answers since they have to
recall or create answers and then translate them! Finally, I will have to be sure to deliver my
lessons in a way that provides my student with behavioral issues choices whenever possible so
his seemingly defiant actions are turned into productive autonomous choices. This, in turn, will
also help me better manage his behavior because allowing him to make choices will help him
want to stay engaged in the learning rather than act out.

References
Alhambra Elementary School District. (n.d.). Retrieved January 20, 2018, from
https://www.alhambraesd.org/.
Alhambra Elementary School District. (n.d.). Retrieved January 20, 2018, from
https://www.publicschoolreview.com/arizona/alhambra-elementary/400600-school-
district.
Explore Alhambra Elementary School District. (n.d.). Retrieved January 20, 2018, from
https://www.niche.com/k12/d/alhambra-elementary-school-district-az/.
Granada Primary School. (2017, June 28). Retrieved January 20, 2018, from
https://www.greatschools.org/arizona/phoenix/744-Granada-Primary-School/.
Granada Primary School in Phoenix, Arizona. (n.d.). Retrieved January 20, 2018, from
http://public-schools.startclass.com/l/2723/Granada-Primary-School-in-Phoenix-Arizona.
Largest urbanized areas with selected cities and metro areas. (2012, November 15). Retrieved
January 20, 2018, from https://www.census.gov/dataviz/visualizations/026/.
Sunnucks, M. (2017, May 25). Phoenix tops US in population growth (more than LA, NYC) and
why that’s good for the economy, business. Retrieved January 20, 2018, from
https://www.bizjournals.com/phoenix/news/2017/05/25/phoenix-tops-us-in-population-
growth-more-than-la.html. Published by the Phoenix Business Journal.
QuickFacts. (2016). Retrieved January 20, 2018, from https://www.census.gov/quickfacts/fact/
table/phoenixcityarizona/PST045216#viewtop.

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Math
Unit Title: Learning Math Skills- Patterning
National or State Academic Content Standards
M S2C2 a-d
Mathematics Standard,
Strand 2: Operations and Algebraic Thinking
Concept 2: Patterning- The child recognizes*, copies, extends, describes and creates* patterns
a.) Recognizes patterns in the real world.
b.) Copies simple patterns.
c.) Extends simple patterns.
d.) Creates simple patterns
* After looking at the results of the pre-assessment, I decided to add recognizing, describing, and
creating patterns to the unit. Several students, when trying to extend a pattern I showed them
would place random objects in a line instead of repeating the pattern. When I asked them, “Is this
a pattern?”, they would respond with yes. Therefore, I now that in order for them to successfully
extend the pattern, I must first increase their background knowledge about what a pattern is, how
to make them, and how to recognize them. This includes practicing making patterns during
instruction time, recognizing that the dates on our daily calendar create a pattern, or during a
class-favorite song “Banana, Banana, Meatball”. This way, students have a better understanding
of what actually makes a pattern-knowledge which they can use to check their work as they
extend patterns. However, the assessment will still only focus on parts b and c for Strand 2,
Concept 2 of the Mathematics standard.
Learning Goal
The students copy and extend simple patterns.
Measurable Objective

The students will be able to construct a simple AB pattern by copying a model and then
extending the pattern two places with 100% accuracy by the third attempt. *
* A few students can likely do this already so I may need to modify this objective by having
them create their own AB pattern without a model OR create an AAB pattern with a model.
Red print added after pre-assessment data was collected.
STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment -
Using the dog and cat counters pictured below, students were pre-assessed for their ability to
copy and extend patterns when shown a model. For example, I would make a pattern by color
(such as white, black, white, black as seen in the picture) or by species (such as cat, dog, cat,
dog) and ask students to copy it and then extend the pattern, with the target of being able to do so
at least two places. Data was recorded using the forms pictured below.
Scoring criteria has been broken down in the following way:

 Exceeds- Extends the pattern with 100% accuracy without additional support needed
(“additional support” refers to additional support or instruction besides being given a
model)
o Student can create their own pattern without seeing a model OR
o After seeing a model first, student can create their own patterns when the model is
taken away OR
o After seeing a model first, students can copy and extend a pattern more than two
places
 Meets- Extends the pattern with 100% accuracy without additional support needed
(“additional support” refers to additional support or instruction besides being given a
model)
o After seeing a model, student can copy the pattern and then extend it two places
 Approaches-Extends the pattern with 50% accuracy without additional support needed OR
50%-100% accuracy with some additional support
o After seeing a model, student can copy and extend the pattern only one place AND/
OR
o In addition to needing a model, student needs support in order to extend the model
one or two places(such as the teacher having to ask them to check over the part of the
pattern where they erred or model how to look at the components of the pattern to
determine what comes next)
 The reason that this is considered “Approaches” rather than “meets” when
they are able to extend the pattern two places, is because needing the teacher
to intervene means that the student received less than 100% accuracy (i.e. got
the whole pattern correct) and have not quite grasped patterns, though they are
close since not much support is needed

 Falls Far Below- Extends the pattern with 0% accuracy OR can only extend the pattern if
the teacher does the pattern with the child (i.e. My turn, Your turn)
o Student may be able to copy the model with or without support but cannot extend the
pattern, even when the teacher tells them which part of the pattern is incorrect or models
how to look at the components of the pattern to determine what comes next OR
o The only way student will be able to copy and/or extend the pattern one or two places is
if they have 1-on-1 instruction time in the form of My turn, Your turn with the teacher
 My turn, Your turn is when the teacher puts one counter down first and then
the student copies what was put down and the process is repeated until the
pattern is done.

,

Pre-Assessment Data: Whole Class
Number of Students
Exceeds AM: 4
PM: 0
Meets AM: 4
PM: 4
Approaches AM: 3
PM: 11
Falls Far Below AM: 5
PM: 2
Pre-Assessment Analysis: Whole Class
Based on the data above, no changes will be made to the selection of national or state academic
content standards or the learning goal because both reflect a skill that all students should know
and that I aim to be able to teach. Despite the fact that several students need some degree of
support, the standard and the learning goal are based on developmentally appropriate skills for
preschool-age students. However, I will modify the measurable objective based on the standard
and learning goal. Originally, I planned on only giving students one try for the post-assessment
but, after seeing the results of the pre-assessment and seeing how many students need at least
some degree of support, I will add the following change to the original objective:
The students will be able to construct a simple AB pattern by copying a model and then
extending the pattern two places with 100% accuracy by the third attempt.
By modifying the objective in this way, the expectations that I have based on the standard and
learning goal are more attainable because I am allowing my students to have the support that
they need first, before expecting them to produce similar results without my assistance. In fact,
some students need minimal support during the first attempt(s) before they extend a pattern on
their own or even create one without a model. This tells me that these students need a little bit
more scaffolding in order to fully grasp the concept of patterning.
Additionally, as mentioned before, some students already meet or exceed the expectations. In
fact, some students can extend patterns by far more than two places and it is clear that they are
ready for more of a challenge. Others, do not even need a model to create a pattern and are likely
ready for a harder pattern. Pre-assessment data has also shown that a few of the students who
currently meet the expectations will likely be able to exceed them with minimal scaffolding. For
these students, the following adjustment will be made to the measurable objective in order to
appropriately suit the level of challenge that they are ready for:
The students will be able to construct a simple AAB pattern by copying a model and
then extending the pattern two places with 100% accuracy by the third attempt. OR

The students will be able to construct a simple AB pattern without a model with 100%
accuracy by the third attempt.
The data above has already affected the planning for my post-assessment since the results have shown
that my students need additional support and scaffolding before they can meet or exceed the expectations
given. It also shows me right off of the bat, which students will need extensive 1-on-1 support because
something is still not clicking. This hints that an RTI approach may be necessary when delivering this
unit so that I can provide some students with additional experience with patterning, in addition to the
explicit whole-group instruction. Additionally, before I carried out the pre-assessment, I originally
thought that more students would be successful at patterning since patterning in incorporated daily during
calendar time because the days on the calendar include a pattern (ex: February 1st has a red heart,
February 2nd has a purple heart, February 3rd has a red heart, etc. and students guess what comes next). In
fact, a majority of students often correctly guess the pattern, but the pre-assessment data suggests that
students may just be copying what they hear their peers saying since so many of them struggled to extend
patterns on their own. Therefore, during this part of instruction time, I will formatively assess students
who need the most support by asking them specifically to extend the pattern, rather than asking the class
collectively, as is usually done. Finally, I need to also explain how to know that we have extended the
calendar pattern correctly by looking at the components that came before. This will reinforce the thought
process for patterning that these students need, which will provide additional support with a real-world
application. In this way, I can complement my unit lesson and further meet the needs of the students in
my classes who do yet meet or approach the learning expectations.
Post-Assessment –
Using the dog and cat counters pictured below, students will take a post-assessment that includes
the same process and similar criteria as the pre-assessment. Students will be assessed for their
ability to copy and extend patterns when shown a model. For example, I will make a pattern by
color (such as white, black, white, black as seen in the picture) or by species (such as cat, dog,
cat, dog) and ask students to copy it and then extend the pattern, with the target of being able to
do so at least two places. Data will be recorded on the right side of the forms pictured below.
Based on the results of the pre-assessment, students will be given 3 chances to copy a pattern and
extend it by two places without needing additional support from the teacher (besides seeing the
model). Data will be recorded to the right of the pre-assessment data. Finally, scores will be
presented on a scale of 1 to 4, with 4 being the best.
If students need support on tries 1 or 2, but not on 3, then they will be considered to have met the
assessment criteria. The following criteria, then only applies to the 3rd attempt:
 Exceeds- By the third attempt, student extends the pattern with 100% accuracy without
additional support needed (“additional support” refers to additional support or instruction
besides being given a model)
o After seeing a model first, student can create their own patterns when the model is
taken away OR
o After seeing a model first, students can copy and extend a pattern more than two
places
o Students will receive a score of 4
 Meets- By the third attempt, student extends the pattern with 100% accuracy without
additional support needed (“additional support” refers to additional support or instruction
besides being given a model)

 Approaches-By the third attempt, student extends the pattern with 50% accuracy on their
own OR still needs minimal support to maintain 50-100% accuracy, even after receiving help
on attempts 1-2.
o After seeing a model, student can copy and extend the pattern only one place with or
without additional support
 Students will receive a score of 3
o In addition to needing a model, student needs additional support in order to extend the
two places(such as the teacher having to ask them to check over the part of the pattern
where they erred or model how to look at the components of the pattern to determine
what comes next)
 Falls Far Below- Even after receiving support during attempts 1-2, student is unable to
extend the pattern with accuracy or needs extensive 1-on-1 support in order to do so (i.e. My
turn, Your turn)
o Student may be able to copy the model with or without support but cannot extend the
pattern, even when the teacher tells them which part of the pattern is incorrect or models
how to look at the components of the pattern to determine what comes next
o The only way student will be able to copy and/or extend the pattern one or two places is if
they have 1-on-1 instruction time in the form of My turn, Your turn with the teacher

STEP Standard 4 - Unit and Lesson Planning
Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson Recognizing and Identifying and Making Copying and Copying and Copying and
or Activity Describing Patterns Patterns in the Extending Patterns Extending Patterns Extending Patterns
Classroom
Standards and Standard: Standard: Standard: Standard: Standard:
Objectives M S2C2 a- M S2C2 a, d M S2C2 b, c M S2C2 b, c M S2C2 b, c
Recognizes patterns Recognizes patterns Copies simple Objective: Objective:

in the real world. in the real world. patterns Students will be Students will be
able to copy and able to construct a
Objective: Creates simple Extends simple extend an AB simple AB pattern
Students will be able patterns. patterns pattern 2 places on their own by
to recognize and using dog and cat copying a model
describe AB patterns Objective: Objective: counters when and then extending
during calendar time, Students will be able Students will be given a model, with the pattern two
on the SMART to identify and make able to copy and the teacher’s places with 100%
Board, and during the patterns with pattern extend patterns support. accuracy by the
song “Banana, mats, with blocks, with blocks with third attempt. *
Banana, Meatball”. and in line with the the teacher’s
teacher’s support. support. *(“On their own”
TSW complete has been added
patterning games using Students will be since the pre-
the SMART Board. able to copy and assessment data
ISTE Standard 1- Students
demonstrate creative thinking, extend an AB indicated that many
construct pattern 1 place students may need
knowledge, and develop
innovative products and using dog and cat additional teacher
processes using counters when support with
technology.
given a model and patterning for the
a.) Apply existing with the teacher’s other objectives,
knowledge to
generate new ideas, support. but the true test of

products, or mastery will be
processes
seen with no
teacher support
during the 3rd
attempt of the post-
assessment).
Academic Pattern- Something Pattern- Something Pattern- Something Pattern- Something Pattern- Something
Language and we see or do that we see or do that we see or do that we see or do that we see or do that
Vocabulary repeats; they take repeats; they take repeats; they take repeats; they take repeats; they take
turns turns turns turns turns
Repeat- Does the Repeat- Does the Repeat- Does the Repeat- Does the Repeat- Does the
same thing over and same thing over and same thing over same thing over same thing over
over again in the over again in the and over again in and over again in and over again in
same way; it matches same way; it matches the same way; it the same way; it the same way; it
or looks like or looks like matches or looks matches or looks matches or looks
everything else in the everything else in the like everything else like everything else like everything else
pattern pattern in the pattern in the pattern in the pattern
Summary of For Day 1, I will For Day 2, I will During morning After a quick On this last day of
Instruction introduce the unit of review the concepts, time for Day 3, review of the the unit, the
and Activities patterning during thought process, and students will return patterning concepts students and I will
for the Lesson calendar time since vocabulary for to their groups from so far, students will review what
we extend patterns patterning by making the day before and return to their patterning is and
every day during this a pattern with blocks, copy and extend a homogenous the thought
time. In order to build during morning time pattern that they groups from the processes required
background (I Do). Then students, will help me make. day before and will for identifying and
knowledge for the will be grouped While I am making be given the extending patterns
unit, I will model together (where this pattern, we will maximum amount by re-creating the
how the thought students who meet review the concepts of time copying and more fun pattern
process for extending and exceed the and vocabulary of extending patterns activities from
the patterns, have objective will be patterning, like we with the dog and earlier in the week.
students guess, and paired with those who did previously (We cat counters. The This includes, the

then I will explain approach or fall Do). Students will goal is to get every pattern game on the
how to know if they below on the be encouraged to student to extend SMART Board and
are right (I Do/We objective so that they try and do so patterns to at least 2 creating a pattern
Do). During can benefit from the without my help places. This time is while in line and at
transition time to our scaffolding process. but with the support essentially an un- the meal table (We
language-based In their groups, of their groups official practice test Do).
learning, students students will be asked (You Do). for the assessment
will sing and dance to create patterns However, I will be on Day 5. Students Then, during the
along to a class- similar to or going around to who already meet math portion of the
favorite: “Banana, independent from the each group and or exceed this day, students will
Banana, Meatball”. example provided to offering support if I objective will be take the assessment
Afterwards we will them with the blocks see a need to do so. given the time to However, students
discuss how this song (You Do). During the create their own will not realize this
is a pattern (We Do). actual math During the unit, patterns or try is what they are
During the actual instruction time, students will be put copying a harder doing because they
instruction time, I students will return to in groups of pattern, in will be asked to do
will introduce the their groups and matching ability preparation for Day the same thing as
concept of patterns, patterns on provided levels so that I can 5’s post- the day before. This
teach the vocabulary, pattern floor mats and provide assessment. Again, allows me to have a
and have students use the pieces given differentiated levels students will be better gage on
identify patterns from to them to finish of support based on encouraged to get students’ abilities
examples I will creating the pattern their need. Students as far as possible because they do not
provide with (You Do). I will go will be asked to without my feel pressure from
classroom items (I around and help any copy and extend an support, but will be having an official
Do/ We Do). Then, groups as necessary. AB pattern 1 place given it if assessment. On the
the class well help me on their own, unless necessary, which is contrary, they will
play a patterning Finally, during wait they already meet why they will still be more relaxed
game on the SMART periods while this objective (You be put in groups-so because they will
Board, as I model the students are in line Do). Then they will that I can provide be familiar with the
thought process again (such as to wash their be asked to try and similar levels of activity I ask them
for identifying and hands and when create their own support at the same to do and materials
extending the pattern ready to be seated for AB patter, or copy time (You Do/We that I ask them to
(We Do). breakfast or lunch), and extend an AAB Do). However, after use (You Do).

the students will help pattern-both of receiving support,
me arrange which are a little they will be asked
themselves in patterns more challenging. to try again the next
based on the boy-girl Students who I time, but without
ratio (We Do). already know my help- much like
struggle with how the final
patterning will attempt of the real
work with me on assessment will be
this activity (We administered.
Do). When groups
finish, I will ask
them to explain
their thought
process of how they
determined the
pattern to see if
they can
communicate the
ideas of looking for
repeated aspects
and copying them.
Differentiation I have a high number By creating pairs or By varying the Much like the Including the 3 tries
of ELL students in groups among ability levels differentiation stipulation, is a
my class, many of students of varying represented in each strategy for Day 3, differentiation
whom have not yet achievement levels group of students, I creating groups of strategy added to
mastered English. For with patterning, am allowing those homogenous ability the original
these students, I will students who do not who especially allows me to better objective by giving
be sure to speak yet meet the objective struggle with meet the level of students a better
slowly and clearly, can benefit from the patterning (such as support that chance at success
have them repeat key scaffolding process of the 3 year old and students need since because they can
words (such as the working with those ELL students who I can provide it at receive any needed
vocabulary), and who can create or understands once to groups of

explain patterns in a extend patterns. This virtually no similar abilities or support before the
way that they can includes my young 3 English) to benefit learning needs. final attempt.
understand. By year old who again from peer- Within these Additionally, since
asking students to struggles to modeling and groups, some my 3 year old, ELL
explain the understand how to scaffolding. students may need student who
vocabulary after I pattern, and my ELL additional 1-on-1 understands very
teach it, I can assess student who By creating groups support, which I little English, and a
if my ELL students understands virtually of homogenous can still provide few others fall far
fully understand the no English-both of ability for the while the other below the ability
concepts or if there is whom have the second activity, I students in their level of their peers,
a need for me to hardest time can create a better group work. I will differentiate
further explain. They understanding what is opportunity to this activity by
also can learn from asked of them. provide a bigger limiting their
the answers of their Additionally, my challenge for those options (such as
peers. Fortunately, students who already who have already dogs and cats of the
since patterns are meet or exceed my mastered AB same color OR
visual representations patterning objective patterns or more two-different colors
already, creating for this unit are more direct support for of just dogs or just
comprehensible input engaged because those who struggle cats). This way, any
with visuals is teaching allows them to master them. potential confusion
automatically built to still learn, while by being
into my lesson. also keeping them overwhelmed with
However, I will from being bored by the pieces is
further reinforce the working on patterning minimized. Finally,
concepts of patterns skills that they this ELL student
with the numerous already possess. will work on the
examples pattern with me so
incorporated Furthermore, I am that I can hold up
throughout the day as allowing for students’ potential options
listed above. By autonomy by letting and gesture to the
making patterning them choose which pattern in order to
cross-curricular, the pattern mats they communicate that I
background work on and whether want him to

knowledge for these they want to copy my complete it, despite
students are increased block pattern or the language
and, by the time of create their own barrier- a strategy
the assessment, they during morning time. that I will also
will have had several This lets them pick implement with
varied experiences the difficulty level of him for the entire
with patterning that the activity based on unit.
they can pull from. what they know they
Finally, including an can do.
I Do, We Do portion
about recognizing
and creating patterns
during Day 1 is
differentiation
strategy that I added
to my original lesson
plan. This allows me
to further build key
background
knowledge about
patterns that many
students are missing,
as revealed by the
results of my pre-
assessment data.
Required  SMART Board  Differently shaped  Differently sized  Dog and cat  SMART Board
Materials,  ABCYa! Website and sized blocks and shaped counters  ABCYa! Website
Handouts,  Go Noodle  Pattern floor mats blocks  Dog and cat
Text, Slides, Account for and pattern pieces  Dog and cat counters
and “Banana, Banana, counters  Post-assessment
Technology Meatball” page
 Pattern-building
calendar cards

 Different shaped
blocks to create
patterns with
Instructional One way to engage By extending patterns Having students Just like with Day 3, Just like Days 3-4,
and students is by during wait time work together to having students use making the
Engagement incorporating the while they are in line pattern allows for a toys to pattern-in this assessment hands
Strategies lesson throughout or ready to be seated social component case the animal on is more fun and
other areas of for breakfast or lunch, of learning. This is counters- meeting the developmentally
objective becomes
instruction, including I am making these enjoyable for my appropriate for the
more fun than a
our calendar and typically less students because paper-based students than a
transition times. This interesting parts of they like to talk to assessment. paper-based
creates a real-world the day more fun- and work with each assessment.
application for especially because I other. Groupings allow for
patterning that makes am presenting students to work
the lesson meaningful patterning as a fun By having students based on their ability
for them. game or challenge for pattern with toys level which is more
them to try. And the they often play with engaging because the
Additionally, fact that these in class, such as difficultly level of
explaining patterns activities are low- blocks and animal what they are asked
to do is more suited
with the song stakes and include the counters, the to their ability.
“Banana, Banana, whole group at once objective becomes
Meatball” is an may take of some of more fun and
engagement the pressure on the hands-on.
technique because students who
they often ask for me otherwise would be
to play the song distracted by the fact
anyways since they that they have a hard
enjoy it so much. time patterning on
their own.
Finally, allowing
students to use the
SMART Board to
pattern is an
engagement strategy

involving technology
integration that turns
patterning into a fun
game and a hands-on,
interactive experience
that is not often
included in the
classroom. Besides
this, the patterning
game being used is
designed for
preschoolers and
includes a
developmentally-
appropriate theme
that centers around
fuzzy, colorful
monsters.
Formative During “Banana, During calendar time, By stepping back Just like Day 3, Observing students
Assessments Banana, Meatball” I will formatively and observing how observing students and questioning
(which takes place after assess students during far students can get work on the their thought
I model how to think calendar by asking without my help objective allows me processes while
about patterning during them to model the midway through the to gage how well they redo the more
calendar time), I will
thought process of unit, I can they understand the fun patterning
pause the song after
each pattern introduced identifying and accurately gage concept of activities from
in the song and ask extending a pattern, how much students patterning. earlier in the unit
students to explain how like I did the day have grasped from Additionally, allows me to
we know that this song before. After asking the previous days’ seeing how much formatively assess
includes patterns and students to guess the lessons, based on of my support is their understanding
see if they can correctly pattern and then how well they needed-and how levels one last time
communicate that we revealing the answer, complete the often-when before doing the
know because the I will a student to patterning students try to meet final review before
dance moves that we do explain how they activities. This also the objective lets

repeat themselves over know they figured out allows me to see me gage my their post-
and over again. the answer and how how well students students’ level of assessments.
they know it is can apply the understanding so I
During the lesson, I correct. concepts that they know how in depth
will also ask students to have learned, of a review will be
summarize the
Additionally, each of especially by needed on the final
definitions for pattern
and repeat after I give the activities asking them to then day.
them. They will also be mentioned above explain how they
asked to identify which allow me to assess knew what steps to
groups of blocks that I students’ take to extend the
create are patterns and understanding by pattern. Based on
which ones are not. observing their these observations,
Finally, we will make application of I can determine
one together as a group, patterning knowledge what needs to be
but I will formatively that was taught the reviewed or
assess specific students day before as they try explained further
who I know need
to make their own while they are
additional support to
help create the pattern. patterns-both with working and in the
(This activity is an and without my help. next couple of days.
introduction to the next
day’s lesson, which Additionally,
includes making having students
patterns). who meet or exceed
the objective try
other, more
challenging, pattern
activities with the
dog and cat
counters will allow
me to better assess
the level of
difficulty that they
can accomplish

during the post-
assessment. The
decisions I make on
which
differentiation of
the original
objective for the
end of the unit
assessments, will
be based on the
observations that I
make during this
activity.
Summative, Using the dog and cat counters pictured below, students will take a post-assessment that includes the same
Post- process and similar criteria as the pre-assessment. Students will be assessed for their ability to copy and extend
Assessment patterns when shown a model. For example, I will make a pattern by color (such as white, black, white, black as
seen in the picture) or by species (such as cat, dog, cat, dog) and ask students to copy it and then extend the
pattern, with the target of being able to do so at least two places. Data will be recorded on the right side of the
forms pictured below. Based on the results of the pre-assessment, students will be given 3 chances to copy a
pattern and extend it by two places without needing additional support from the teacher (besides seeing the
model). Data will be recorded to the right of the pre-assessment data. Finally, scores will be presented on a
scale of 1 to 4, with 4 being the best.
If students need support on tries 1 or 2, but not on 3, then they will be considered to have met the assessment
criteria. The following criteria, then only applies to the 3rd attempt:
 Exceeds- By the third attempt, student extends the pattern with 100% accuracy without additional support
needed (“additional support” refers to additional support or instruction besides being given a model)
o After seeing a model first, student can create their own patterns when the model is taken away OR
o After seeing a model first, students can copy and extend a pattern more than two places
 Meets- By the third attempt, student extends the pattern with 100% accuracy without additional support
needed (“additional support” refers to additional support or instruction besides being given a model)

 Approaches-By the third attempt, student extends the pattern with 50% accuracy on their own OR still needs
minimal support to maintain 50-100% accuracy, even after receiving help on attempts 1-2.
o After seeing a model, student can copy and extend the pattern only one place with or without
additional support
o In addition to needing a model, student needs additional support in order to extend the two
places(such as the teacher having to ask them to check over the part of the pattern where they erred or
model how to look at the components of the pattern to determine what comes next)
 Falls Far Below- Even after receiving support during attempts 1-2, student is unable to extend the pattern
with accuracy or needs extensive 1-on-1 support in order to do so (i.e. My turn, Your turn)
o Student may be able to copy the model with or without support but cannot extend the pattern, even when
the teacher tells them which part of the pattern is incorrect or models how to look at the components of
the pattern to determine what comes next
o The only way student will be able to copy and/or extend the pattern one or two places is if they have 1-on-
1 instruction time in the form of My turn, Your turn with the teacher

STEP Standard 5 - Implementation of Instructional Unit
Video Recording Link:
AM Class: https://youtu.be/T_p1HLZRg8c
PM Class: https://youtu.be/9p1oU7QsJmI
Summary of Unit Implementation:
My 5-day unit focused on copying and extending an AB pattern when using a model. The data
from my pre-assessments of the AM and PM classes helped me determine that scaffolding my students’
learning by building up to copying and extending patterns was necessary. Therefore, Days 1 and 2 were
dedicated to providing necessary preliminary knowledge such as recognizing and describing patterns or
using familiar and relatable items in the classroom to explain patterns. These two days included a lot of I
Do and We Do instruction such as introducing the vocabulary for patterns, playing a patterning game,
dancing to a song about patterns, or making patterns out of blocks with the students’ help. During these
two days of instruction, I modeled the thought processes necessary for creating patterns as often as
possible. Days 3, 4, and 5 included a review of patterns. On these days students also worked on copying
and extending patterns. Overall, I think it went well because many of my students were able to meet or
exceed the objective by the end of the unit. Additionally, I overheard a few students talking about patterns
or making up their own patterns during breakfast or when waiting for the next activity, without being
prompted by me. One student even told me that she made patterns out of her toys at home! During the
patterning game on Day 5 with the AM class (shown in the video), I was especially impressed when my
students not only wanted to try a more difficult pattern, but were successfully able to extend it! While I
did introduce the concept of AAB patterning to those students that I thought could benefit from scaffolded
instruction of a more challenging concept, I had not planned to introduce an ABC pattern. However, when
I saw that my AM students were excited about the challenge, I decided to use the opportunity to further
scaffold their learning with this type of pattern. I am sure that my genuine surprise and pleasure at their
success in doing so can be seen by my reaction in the video. Notably, in the PM class, we did not get this
far. Overall, the PM class does not grasp concepts as quickly as AM and I did not want to push them too
hard when I knew that, overall, they were not ready.
Summary of Student Learning:

Overall, I am pleased with the post-assessment results for my students in both the AM and PM
classes. Comparing these results to the pre-assessment results, the level of growth can be seen. By the end
of my unit, most students in both classes could meet or exceed the objective. But best of all, my students
who fell far below the objective at first, at least approached the objective by the end of the unit.
During the unit, I had to think differently for several of these students in order to differentiate for
their learning needs and scaffold their knowledge, regardless of their current ability. In the AM class, for
example, I had students who could not only create AB patterns but could do so without the use of a model
even before I started my unit. Others in the AM and PM classes were able to do the same by the end of
the unit and were now ready for something harder. For these students, I had to consider how to increase
their patterning abilities so that they were challenged and could still benefit from my instruction. These
students were asked to create a pattern without a model, when I knew they were ready. Then, I worked on
AAB patterns with them. Some students picked it up quickly and learned to create AAB patterns with or
without a model, but some could not grasp the concept and needed significant amounts of help and

guidance to create one of these patterns. A few were unable to create or extend an AAB pattern at all.
Additionally, I had students with whom I was concerned because they started out being unable to pattern
at all and/or needed significant support from the teacher to understand anything about patterns. These
students needed the most help, which is why I scaffolded my instruction by first introducing how to
recognize and make a pattern first. By understanding what a pattern is and what they look like, I knew
that these students would be better able to copy and extend a pattern when given a model because they
knew what to look for. Besides this, knowing how to identify a pattern would help them self-regulate their
assessment performance because they knew how to check if their pattern correctly took turns or recognize
if they misplaced a manipulative. Finally, my cooperating teacher suggested that these students were
overwhelmed the variety of options given when using the dog and cat counters. Therefore, I switched to
bear counters that had less colors and were less confusing. These students were given a model and only
two colors to further keep them from getting confused.
Reflection of Video Recording:

In my video recording, I think engaging my students went well. Even though a few of the
students got sidetracked at times, I did a good job getting them to refocus on the task at hand by
redirecting their attention or using proximity and touch to help them refocus with drawing too much
attention. Keeping the students engaged was fairly easy to do because I made the patterning review fun
through the use of a developmentally appropriate patterning game and by letting the students create the
pattern themselves with the zoo animals (that tied in to what we currently learning about that week). Since
they also got to tell me why my pattern was wrong and then fix it for me, the students became the teachers
which made them apply their learning in a fun way. Unfortunately though, the SMART Board’s screen
did not work so students could not physically interact with the patterning game-which I think would have
been more engaging. Therefore, the next time, I would prefer to let the students engage with the game on
their own. One thing that I noticed about my teaching in the video recording is that my voice dropped a
little bit too much or I spoke a little too fast at times and I could barely tell what I was saying in the video.
I was not aware of this when I was actually teaching and would like to change this in the future. Now I
know to listen to my own speaking voice and be careful to speak with a clearer and louder voice at all
times so that my students are able to fully understand what I am saying. Finally, I noticed that when a
student tried to answer my question but did not answer correctly, I did not thank them or praise them for
at least attempting to do so. However, I want to always contribute to a safe space for sharing and I want
all students to feel comfortable participating, even if they do not answer correctly because they can still
learn from a wrong answer. I had a teacher who practiced this with my class in high school and I saw the
positive results of this. I know that these same results will translate to an early childhood setting as well,
if I remember to always acknowledge the effort my students are making.

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
AM: 4 AM: 10
Exceeds
PM: 0 PM: 12
AM: 4 AM: 4
Meets
PM: 4 PM: 2
AM: 3 AM: 1
Approaches
PM: 11 PM: 1**
AM: 0*
Falls Far Below AM: 5 PM: 0**
PM: 2 *Unfortunately, in the AM, I had one
student who previously fell far below
moved away before assessments were
completed and I was unable to do her
post-assessment
**Unfortunately, in the PM, one student

who previously approached the objective
missed the entire unit and another
student who fell far below the objective
missed the last 4 days of the unit.
Therefore, I was unable to give them
needed instruction or assess their
abilities a second time.
Post-Test Analysis: Whole Class
Based on my analysis of the whole class post-test data for both the AM and PM classes, my
students’ learning increased significantly from their initial understanding of patterns before my
unit was implemented. For example, the amount of students in both classes who met or exceeded
the objective by the end of the unit is 28 of the 30 total who were assessed. This is a 93% success
rate, compared to the 36% success rate of the pre-assessment. Specifically, the number of students
able to exceed the objective by the end of the unit is a dramatic improvement to the amount that
exceeded before it. In the AM, the number jumped from 4 to 10 and in PM, it jumped from 0 to
12. (However, in order to keep this data from being misinterpreted, please see the break down in
the breakdown of the subgroup section).

Overall, my instruction was effective, as were the changes I made to my assessments based in pre-
assessment data. With the differentiation strategies that I used-such as making the content more
challenging for those who were already capable, and increasing the chances to meet the objective for those
who struggled, my students’ needs were better served-as reflected in the final assessment results. For
example, by the end of the third try on the post-assessment, no students fell below the objective, only 1
student approached it, several meet it, and several more exceeded it. In fact, between the 32 total students
that I have, 22 of them now exceed the patterning objective. This is way more than what I was expecting
and I am thrilled because this shows that I was able to further enrich the learning of my students overall. I
think that the success of this unit is contributed to the facts that students had sufficient practice with
patterning every day and that I scaffolded knowledge on Days 1 and 2 to build up to the skills I wanted
them to have.
One thing that went well during instruction was the review time each morning where students and I made
patterns together and then discussed how we can tell that the pattern is correct. I also think it was helpful
to purposely make a pattern incorrectly and have students fix it so that those students who previously
mixed up their pattern knew what mistakes to look for and how to check their own work when creating
patterns. One thing that I would improve in the future is how I implemented peer-scaffolding. Putting
students in groups of 4-5 was too much and it took to long to set up. As a result, I do not thing that this
time was as beneficial as I was anticipating it to be. For the next time, I would put students in pairs so that
they can work on one pattern together and be more engaged when doing so. I also think that I would have
an easier time setting this up and running this part of instruction time because two students are easier to
handle. This also makes patterning less confusing for the students because they are not fighting over the
limited manipulatives.
Post-Assessment Analysis: Subgroup Selection
For this section, I considered focusing on the ELL students since having English be the second
language is a huge influence on my students’ learning and was one of my biggest concerns during
the initial part of the STEP process. However, since nearly all of my students are my students are
ELLs, this factor hardly necessitate a subgroup. Instead, I chose to make the PM class my
subgroup and compare it to the progress of the Am since the learning climate between the two is
most noticeable in my day to day teaching. Overall, the PM class does not perform as well or as
high as the AM. And though they did very well in this unit, they still did not excel quite as high
as the AM. I would like to determine ways that I can help them excel even more to catch up to the
AM class.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Exceeds 0 12
Meets 4 2
1*
One student in this category during the
11
Approaches pre-assessment was unavailable for post-
assessment.

0*
One student in this category during the
2
Falls Far Below pre-assessment was unavailable for post-
assessment.
Post-Assessment Analysis: Subgroup
Despite the assessment performance of the PM class not being as high as the AM class, when I
compare the pre-assessment and post-assessment data for the PM class, I can see that they made
great improvements in their learning. For example, 2 students initially fell below the objective.
While one of the students missed the unit and assessment process, the other student’s learning
improved so much that he ended up exceeding the objective by the end of the unit. He is now able
to create an AB pattern on his own without a model when, before, he could not extend a pattern
already given to him. Additionally, I started out with 11 students in this class who approached the
objective and all but 1 now meet or exceed it. Most exciting of all, starting out, the PM class had
0 students who exceeded the learning objective of copying and extending an AB pattern but now
there are 12 who do! These results tell me that my PM class overall has made significant progress
in their learning.
The student I was most concerned about when creating this unit was a 4 year old boy who spoke
virtually no English and he did not seem to understand much of it either. He was one of the two
who was unable to copy and extend a pattern during the pre-assessment and I wondered if his
language barrier was part of the reason why. However, he was also one of the two students who
missed the unit and post-assessment so I never got the opportunity to work with him on patterning
again. Therefore, I will focus on my student who approaches but does not yet meet the objective
since he is not caught up with his peers. Interestingly enough, this student is also my biggest
behavioral challenge between the two classes. He also takes epilepsy medication, which can
potentially be a cause of his behavioral problems. Finally, while he understands English, he
speaks mostly in Spanish so his English proficiency is not quite as high as I would like for it to
be. This student can copy a pattern just fine but has some trouble extending it. I have found with
him, though, that holding up the two colors represented in his pattern and asking him to point to
the one that comes next helps increase his assessment performance. He still needs minimal
guidance, however, because he sometimes mixes up where the colors should go.
Using the same data as before, of the 2 students who fell below the objective, the 1 that I got to
instruct and assess now exceeds the objective-along with the 11 others who also do so. In
addition, the number of students who only approach the objective shrunk from 11 to 1. Therefore,
the post-assessment data results support my analysis that my instruction and assessment
differentiation strategies were effective. For example, by scaffolding these students’
understanding of patterns by more thoroughly breaking down the concepts of patterning in my
instruction seemed to help my students better understand how to extend patterns and how to
correct themselves when they placed the wrong color down. I saw several students, fix their
patterns without needing my help during the post-assessment, unlike during the pre-assessment.
Finally, giving the students three tries also benefited these students because I could provide the
additional support that the PM class needed overall, while also still allowing them to learn from
their mistakes by giving them an opportunity to learn from their mistakes the next time. For the
one student who has not yet mastered my objective, I would have more 1 on 1 time in the future.
Since he is approaches the objective currently, I know that he is close to meeting it and likely just

needs a little more instruction. Perhaps I could model with the bear counters how to look at the
previous part of the pattern to determine the next part and then have him try it immediately
afterwards (My turn, your turn). This would help him become more accustomed to self-regulating
his own work so that he can better understand. Additionally, I would also try other various
manipulatives or strategies when practicing patterns with him. This way, if his inability to meet
the objective is caused by his disengagement when he acts out, I can combat this by relating
patterning to a specific interest of his. For example, he seems to really enjoy dinosaurs so I can
have him create a pattern using dinosaur toys that we have in the classroom.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Exceeds 4 10
Meets 4 4
Approaches 3 1
Falls Far Below 5 0
Post-Assessment Analysis: Subgroup and Remainder of Class
The numbers of students who exceed my objective in the AM and PM classes can easily be misconstrued.
However, when explained, it helps prove what I mentioned earlier about the AM class generally doing
better than the PM class. For example, in the AM, of 10 students who exceeded the objective, 5 could
create an AAB –many without my help. The other 5 could create an AB pattern without a model or needed
help to create an AAB pattern. However, in the PM, of the 12 students who exceeded the objective, 6
could create an AAB-though most needed help-and the other 6 could create an AB pattern without a
model. Additionally, unlike AM, a few of the students who were taught the AAB pattern were unable to
understand the concept, even with significant help. On the contrary, all the students in the AM who were
taught it, were able to understand this type of pattern. It also took AM less tries, in general, to reach or
exceed the objective than PM. Therefore, even though the numbers suggest differently if misinterpreted,
AM still has a higher level of learning than PM. Still, even though the AM is a little higher in their
learning level than the PM, this data when compared to their pre-assessment data still shows how much
both groups improved.
In regards to my instructional effectiveness with the AM class specifically, the fact that so many were able
to create AAB patterns by the end of the unit, proves the effectiveness of my instruction. While many of
these students already met or exceeded my objective, all of my students were still able to learn something
new and their level of learning about patterns increased. This effectiveness is also reflected in the fact that
none of my students in the AM fall below the objective any longer and that all but 1 at least meet it.

For this class, the next steps for instruction would be additional 1 on 1 time with the one students who
approaches the objective-much like what will be done for the student in the PM class with a similar
understanding of patterns. Since she needs only minimal help to make an AB pattern, I suspect that it will
not take long before she is able to catch up. Reflecting on the assessment results and the overall success of
individual students creating an AAB pattern and the overall success of the whole class extending and ABC
pattern, another step of future instruction would be to build on these students’ excitement for patterns by
teaching other more challenging patterns. The same game shown in the video continues to scaffold
upwards by including ABCD patterns, etc. and would be a great introduction to additional patterns, as well
as a fitting pre-assessment of students’ abilities that I can use to further gauge the direction of future
instruction.
STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Short-Term Goal Plan to Reach the Goal

1. Improve my Simply by watching back video recordings of myself, I was able to
teacher voice pinpoint this area that could benefit from growth. Therefore, I plan to
(i.e. clarity, watch recordings of myself every so often as a strategy to improve my
volume, rate teaching since it allows me to see my instruction from my students’
of speech) viewpoint. Additionally, I will be more mindful of how I am
moderating my volume, rate of speech, etc. while actually instructing
my students. I will then compare how clearly I am speaking during
instruction (based on the recordings and self-regulation while teaching)
with the clarity that I see modeled when observing my cooperating
teacher and pattern my teaching voice after hers. I also have been
looking up teacher videos on Youtube with tips on improving your
teacher voice. Finally, I would like to have this goal reached by my 3rd
evaluation.
2. Shorten wait For this goal, I plan on observing my cooperating teacher to see what
time/ strategies she implements to make the transition from whole-group to
improve small-group instruction smoother. During my unit, I noticed that it took
transition me longer than what is ideal to divide my students into groups by
time when ability, explain their differentiated activities, and get them started.
moving from While I can learn a lot simply from watching her, I know that it will
also be important to discuss with her specific tips that she may have to
whole-group
help me maximize instruction time instead of spending too much of it
instruction to
getting groups ready to work. I will supplement her advice by also
small group research suggestions on the internet to get other perspectives. Finally, I
activities. would like to have this goal reached by my 4th evaluation.
3. Let students My evaluator suggested when observing the implementation of part of
take more my unit to let students take an even bigger role in their learning. She
control of recommended that one way to do is to pretend that I do not know
anything about the topic we are discussing and to have them teach me
everything. Seeing as this feedback is very helpful, I plan to reach this

their own goal by being more mindful of this when lesson planning so I can build
learning. in opportunities for my students to teach me rather than the other way
around. I also will ask my cooperating teacher to look for this while I
am instructing the class and provide feedback on how well I am doing
and/or ways to further help my students take on more of an active role
in their own learning. Finally, I would like to have this goal reached by
my 4th evaluation.

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Student Teaching Evaluation of Performance (STEP)

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January 21, 2018

STEP Standard 1 - Contextual Factors: Knowing Your School and

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

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

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C. Student Academic Factors

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January 20, 2018, from https://www.census.gov/dataviz/visualizations/026/.

growth-more-than-la.html. Published by the Phoenix Business Journal.

QuickFacts. (2016). Retrieved January 20, 2018, from https://www.census.gov/quickfacts/fact/

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Unit Topic: Math

Unit Title: Learning Math Skills- Patterning

National or State Academic Content Standards

The students copy and extend simple patterns.

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Red print added after pre-assessment data was collected.

STEP Standard 3 - Assessment and Data Literacy

Scoring criteria has been broken down in the following way:

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Day 1 Day 2 Day 3 Day 4 Day 5

Recognizes patterns Recognizes patterns Copies simple Objective: Objective:

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Summary of Student Learning:

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Reflection of Video Recording:

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**Unfortunately, in the PM, one student

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Number of Students Number of Students

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Number of Students Number of Students

Falls Far Below 5 0

Post-Assessment Analysis: Subgroup and Remainder of Class

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