Student Teaching Evaluation of Performance (STEP)

Template
Dr. Misty McDowell SPD 590 Fall 2018

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 20

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
................................................................................. Error! Bookmark not defined.
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning ...........................................................9
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................16
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........19

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 20

 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).

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 20

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).

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 20

 STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal Week 5: October 10, 2018
Unit Topic: The relationship between fractions and decimals

Unit Title: Fractions and Decimals are best friends: how to convert from fractions to decimals.

National or State Academic Content Standards

1. CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
2. CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as
62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
3. CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word
problems involving division of whole numbers leading to answers in the form of fractions or
mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For
example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3,
and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If
9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice
should each person get? Between what two whole numbers does your answer lie?
*4. CCSS.MATH.CONTENT.6.RP.A.3.C (extra)
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.
Retrieved from: http://www.corestandards.org/Math/Content/NF/

Learning Goal
By the end of this unit, students will be able to create a fraction, as described in a math problem,
and convert the fraction to a decimal. Advanced students will also learn to convert the decimal to
a percentage.

Measurable Objectives
My goal is for students to achieve each goal, with 90% correct answers. For some students this
may be a little too challenging, but it encourages growth and achievement.
1. create fractions from visual images
2. create fractions from word problems
3. demonstrate how a fraction can be written as a division problem and how a division problem
can be written as a fraction.
4. convert fractions to a decimal
*5. convert decimals to a percentage (for advanced students)

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 20

 STEP Standard 3 - Assessment and Data Literacy

Misty McDowell Week 6: October 17, 2018

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.
The pre-assessment is the same as the post assessment and attached to this document

Exceeds (90%-100%)

Meets (70%-89%)

Approaches (60-69%)

Falls Far Below (59% and below)

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

Exceeds (90%-100%) 5

Meets (70%-89%) 5

Approaches (60-69%) 6

Falls Far Below (59% and below) 3

Pre-Assessment Analysis: Whole Class

Background: I am teaching grade 9-12 basic math. Each student is performing at a different level and
with different strengths and weaknesses. I have basic skills students through pre-algebra skill level
students. In addition, several of the students have had me for their math teacher for more than one
year.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 20

 *Note: at the time of the pre-assessment, several students were not in attendance, due to field trips,
and this may have an effect on overall performance levels.*

Based on the above data, I will not make any changes to the core selection of national or state academic
standards. Although I do have 5 students who exceed standards, the remainder of the class can use
additional support. The pre-assessment, evaluated students on their ability to achieve the end goal of
converting a fraction to a decimal, in addition to the incremental objectives. I had an advanced
objective of converting decimals to percentages, which 10 of the students demonstrated the ability to
do (52.6% can complete the task). Because of this, I’m considering adding an additional advanced
application objective involving solving real-world word-problems using fractions, decimals, and
percentages.
I was very surprised by the pre-assessment data. I had expected students to perform at a lower level,
even though I have a broad range of students with a broad range of abilities. When reviewing the
assessments, I found that the students who exceeded standards, were students who I had taught the
year before. When I taught this topic, previously, I did it differently than I am doing this year. I am
impressed and please with the level of comprehension and skill retention, that students demonstrated.
Prior evaluations, when these students were taught by other instructors, did not demonstrate this level
of retention. This group of students will need to be working on application of fraction, decimal, and
percentage math skills to real-world problems, while the remainder of the class is working on enhancing
their skills in the objective areas.

I typically provide multiple levels of practice, each day, with each lesson, given the variety of student
achievement levels. This assessment demonstrates how that I will need to continue to do this, in
addition to encouraging real-world application. The data also causes me to consider that this topic
would be ideal, for students to learn, by groups. I intend to provide overall class instruction and then
have students break into groups to practice skills at the different levels. The students who are exceeding
standards will be working on advanced applications, while those who are at a lower level, will be
working to solidify conceptual understanding. This will also allow me to circulate through the room and
support each group in their areas of need, with focused mini-lessons.

My goal is for all students to at least meet standards, and for most of the students to exceed standards.
I set the level of expectation high for my students, because I feel that they can, at some point in their
lives, meet that level. My lessons rely heavily on repetition and rapid interventional support, by
circulating the room and providing as close to ‘immediate feedback’ as possible. I want to ensure that
students practice solving the problems correctly, rather than find out later that they did them wrong. It
does not facilitate learning for students to spend time practicing a skill with incorrect methods and
solutions.

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.
The post-assessment is the same as the post assessment and attached to this document

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 20

 Exceeds (90%-100%)

Meets (70%-89%)

Approaches (60-69%)

Falls Far Below (59% and below)

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 20

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
Click here to enter text. in the STEP process,
Day 1
Title of Lesson Turning a Fraction Turning a Decimal
or Activity into a Decimal into a Percentage
Standards and 1.
CCSS.MATH.CONTENT.3
Objectives .NF.A.1
What do Understand a fraction 1/b as
the quantity formed by 1
students need part when a whole is
to know and be partitioned into b equal
parts; understand a fraction
able to do for a/b as the quantity formed
each day of the by a parts of size 1/b.
2.
unit? CCSS.MATH.CONTENT.4
.NF.C.6
Use decimal notation for
fractions with denominators
10 or 100. For example,
rewrite 0.62 as 62/100;
describe a length as 0.62
meters; locate 0.62 on a
number line diagram.
3.
CCSS.MATH.CONTENT.5
.NF.B.3
Interpret a fraction as
division of the numerator
by the denominator (a/b = a
÷ b). Solve word problems
involving division of whole
numbers leading to answers
in the form of fractions or
mixed numbers, e.g., by
using visual fraction models
or equations to represent the
problem. For example,
interpret 3/4 as the result of
dividing 3 by 4, noting that
3/4 multiplied by 4 equals
© 2018. Grand Canyon University. All Rights Reserved.
Day 2
1.
CCSS.MATH.CONTENT.3.NF
.A.1
Understand a fraction 1/b as the
quantity formed by 1 part when
a whole is partitioned into b
equal parts; understand a
fraction a/b as the quantity
formed by a parts of size 1/b.
2.
CCSS.MATH.CONTENT.4.NF
.C.6
Use decimal notation for
fractions with denominators 10
or 100. For example, rewrite
0.62 as 62/100; describe a
length as 0.62 meters; locate
0.62 on a number line diagram.
3.
CCSS.MATH.CONTENT.5.NF
.B.3
Interpret a fraction as division
of the numerator by the
denominator (a/b = a ÷ b).
Solve word problems involving
division of whole numbers
leading to answers in the form
of fractions or mixed numbers,
e.g., by using visual fraction
models or equations to
represent the problem. For
example, interpret 3/4 as the
result of dividing 3 by 4, noting
that 3/4 multiplied by 4 equals
3, and that when 3 wholes are
shared equally among 4 people
each person has a share of size
Week 7: 10-24-2018
Day 3
Fraction to
Percentage Real
World Application
1.
CCSS.MATH.CONTENT.3.NF
.A.1
Understand a fraction 1/b as the
quantity formed by 1 part when
a whole is partitioned into b
equal parts; understand a
fraction a/b as the quantity
formed by a parts of size 1/b.
2.
CCSS.MATH.CONTENT.4.NF
.C.6
Use decimal notation for
fractions with denominators 10
or 100. For example, rewrite
0.62 as 62/100; describe a
length as 0.62 meters; locate
0.62 on a number line diagram.
3.
CCSS.MATH.CONTENT.5.NF
.B.3
Interpret a fraction as division
of the numerator by the
denominator (a/b = a ÷ b).
Solve word problems involving
division of whole numbers
leading to answers in the form
of fractions or mixed numbers,
e.g., by using visual fraction
models or equations to
represent the problem. For
example, interpret 3/4 as the
result of dividing 3 by 4, noting
that 3/4 multiplied by 4 equals
3, and that when 3 wholes are
shared equally among 4 people
each person has a share of size
Page 9 of 20
Day 4
Word Problem
Application
1.
CCSS.MATH.CONTENT.3.NF
.A.1
Understand a fraction 1/b as the
quantity formed by 1 part when
a whole is partitioned into b
equal parts; understand a
fraction a/b as the quantity
formed by a parts of size 1/b.
2.
CCSS.MATH.CONTENT.4.NF
.C.6
Use decimal notation for
fractions with denominators 10
or 100. For example, rewrite
0.62 as 62/100; describe a
length as 0.62 meters; locate
0.62 on a number line diagram.
3.
CCSS.MATH.CONTENT.5.NF
.B.3
Interpret a fraction as division
of the numerator by the
denominator (a/b = a ÷ b).
Solve word problems involving
division of whole numbers
leading to answers in the form
of fractions or mixed numbers,
e.g., by using visual fraction
models or equations to
represent the problem. For
example, interpret 3/4 as the
result of dividing 3 by 4, noting
that 3/4 multiplied by 4 equals
3, and that when 3 wholes are
shared equally among 4 people
each person has a share of size
Day 5
Word Problem
Application.
1.
CCSS.MATH.CONTENT.3.NF
.A.1
Understand a fraction 1/b as the
quantity formed by 1 part when
a whole is partitioned into b
equal parts; understand a
fraction a/b as the quantity
formed by a parts of size 1/b.
2.
CCSS.MATH.CONTENT.4.NF
.C.6
Use decimal notation for
fractions with denominators 10
or 100. For example, rewrite
0.62 as 62/100; describe a
length as 0.62 meters; locate
0.62 on a number line diagram.
3.
CCSS.MATH.CONTENT.5.NF
.B.3
Interpret a fraction as division
of the numerator by the
denominator (a/b = a ÷ b).
Solve word problems involving
division of whole numbers
leading to answers in the form
of fractions or mixed numbers,
e.g., by using visual fraction
models or equations to
represent the problem. For
example, interpret 3/4 as the
result of dividing 3 by 4, noting
that 3/4 multiplied by 4 equals
3, and that when 3 wholes are
shared equally among 4 people
each person has a share of size
 3, and that when 3 wholes 3/4. If 9 people want to share a
are shared equally among 4 50-pound sack of rice equally
people each person has a by weight, how many pounds of
share of size 3/4. If 9 rice should each person get?
people want to share a 50- Between what two whole
pound sack of rice equally numbers does your answer lie?
by weight, how many *4.CCSS.MATH.CONTENT.6.
pounds of rice should each RP.A.3.C (extra)
person get? Between what Find a percent of a quantity as a
two whole numbers does rate per 100 (e.g., 30% of a
your answer lie? quantity means 30/100 times
the quantity); solve problems
involving finding the whole,
given a part and the percent.
3/4. If 9 people want to share a
50-pound sack of rice equally
by weight, how many pounds of
rice should each person get?
Between what two whole
numbers does your answer lie?
*4.CCSS.MATH.CONTENT.6.
RP.A.3.C (extra)
Find a percent of a quantity as a
rate per 100 (e.g., 30% of a
quantity means 30/100 times
the quantity); solve problems
involving finding the whole,
given a part and the percent.
3/4. If 9 people want to share a
50-pound sack of rice equally
by weight, how many pounds of
rice should each person get?
Between what two whole
numbers does your answer lie?
*4.CCSS.MATH.CONTENT.6.
RP.A.3.C (extra)
Find a percent of a quantity as a
rate per 100 (e.g., 30% of a
quantity means 30/100 times
the quantity); solve problems
involving finding the whole,
given a part and the percent.
3/4. If 9 people want to share a
50-pound sack of rice equally
by weight, how many pounds of
rice should each person get?
Between what two whole
numbers does your answer lie?
*4.CCSS.MATH.CONTENT.6.
RP.A.3.C (extra)
Find a percent of a quantity as a
rate per 100 (e.g., 30% of a
quantity means 30/100 times
the quantity); solve problems
involving finding the whole,
given a part and the percent.

Academic Division Division Division Division Division

Language and Fraction Fraction Fraction Fraction Fraction
Vocabulary Decimal Decimal Decimal Decimal Decimal
What academic Percentage Percentage Percentage Percentage
language will Rounding Cost Cost
you emphasize Savings Savings
and teach each More More
day during this Less Less
unit? Better deal
Summary of  Warm-up  Warm-up  (Short school  Warm-up  Warm up
Instruction  Review  Review topic day so skip  Review  Review
and Activities pre-test from the day warm-up concept from concepts
for the Lesson  Discuss before activity) previous day, from previous
How will the how a  Introduce  Review by doing a 4 days
instruction and fraction is new topic topics from mini-example  Demonstrate
activities flow? actually a  Graphic the last 2 of converting taking a
Consider how division organizer is days. fraction problem from
the students problem looked at and  Provide a real decimal a fraction to a
will efficiently  Show used as a world percentage. percentage
transition from students guide to turn example,  Help students and
one to the next. graphic a decimal where to review the determining
organizer into a students have math of how much
of percentage. to use their multiplying

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 20

 relationshi  Examples are skills to solve by a money a
p between completed as the problem. percentage to person saves.
fractions, a class  Class solves determine  Conclude
decimals  Independent the problem money saved with a reward
and work time to together to or lost. session.
percentage practice new prepare for  Independent
s. skill, as the next day and group
 Turn a teacher of work
fraction circulates to independent  Teacher
into a provide and group circulates the
decimal support. application room to
and relate  If time allows, support
this to create students.
money and connections to
other prior
relatively introduction
pie-charts and
familiar
determining
concepts, costs.
such as
time.
 Have
students
practice
independe
ntly and in
small
groups, as
the teacher
circulates
the room.
Differentiation Write out steps, Write out steps, Write out steps, Write out steps, Write out steps,
What are the instead of asking instead of asking instead of asking instead of asking instead of asking
adaptations or student to

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 20

 modifications determine them on student to determine student to determine student to determine student to determine
to the own them on own them on own them on own them on own
instruction/acti Provide examples Provide examples Provide examples Provide examples Provide examples
vities as Reduced work Reduced work Reduced work Reduced work Reduced work
determined by volume volume volume volume volume
the student Calculators Calculators Calculators Calculators Calculators
factors or Peer support Peer support Peer support Peer support Peer support
individual 1:1 support by 1:1 support by 1:1 support by 1:1 support by 1:1 support by
learning needs? teacher teacher teacher teacher teacher

Required Worksheet Worksheet Worksheet Worksheet Worksheet

Materials, Document camera Document camera Document camera Document camera Document camera
Handouts, with computer with computer with computer with computer with computer
Text, Slides, Colored dry-erase Colored dry-erase Colored dry-erase Colored dry-erase Colored dry-erase
and markers markers markers markers markers
Technology Worksheets Worksheets Worksheets Worksheets Worksheets
Calculators Calculators Calculators Calculators Calculators
Pencils Pencils Pencils Pencils Pencils
Paper Paper Paper Paper Paper

Instructional Application to Application to real- Application to real- Application to real- Application to real-
and real-world world challenges. world challenges. world challenges. world challenges.
Engagement challenges. The promise of The promise of The promise of The promise of
Strategies The promise of simplifying complex simplifying complex simplifying complex simplifying complex
What strategies simplifying material or areas of material or areas of material or areas of material or areas of
are you going complex material frustration. frustration. frustration. frustration.
to use with or areas of Helping students to Helping students to Helping students to Helping students to
your students frustration. master concepts that master concepts that master concepts that master concepts that
to keep them Helping students seem ‘too big or too seem ‘too big or too seem ‘too big or too seem ‘too big or too
engaged to master concepts hard’ hard’ hard’ hard’
throughout the that seem ‘too big Student participation Student participation Student participation Student participation
unit of study? or too hard’ Discussion Discussion Discussion Discussion

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 20

 Student Students use the Students use the Students use the Students use the
participation board board board board
Discussion
Students use the
board
Formative Verbal responses Verbal responses Verbal responses Verbal responses Verbal responses
Assessments during lesson during lesson during lesson during lesson during lesson
How are you Student Student participation Student participation Student participation Student participation
going to participation Progress on Progress on Progress on Progress on
measure the Progress on worksheets worksheets worksheets worksheets
learning of worksheets Questions as Questions as Questions as Questions as
your students Questions as circulate the room circulate the room circulate the room circulate the room
throughout the circulate the room
lesson?
Summative,
Post- Post-Assessment will be the same as the pre-assessment, but with different numerical values. Keeping the
Assessment assessment the same, will allow for direct comparison between pre and post test results.
What post-
assessment will
measure the
learning
progress? Note:
This can be the
same as the
pre-assessment
or a modified
version of it.

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 20

STEP Standard 5 - Implementation of Instructional Unit: Week 8
10-31-2018
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 submitted through OneDrive

Summary of Unit Implementation

The primary engagement strategy, which I used for this unit, is to explain to students how that
the math content they were learning was pertinent to real life. I encouraged them to let me guide them
to simple solutions to types of problems which have caused them a large amount of frustration, in the
past. In addition, I let them know that they can become the expert on converting fractions to decimals
and decimals to percentages within their family; my hope for each student is that they will be able to
calculate how percentages affect their finances, using these strategies. Additionally, I utilized a simple
graphic organizer, which students could use to remind themselves, how to solve the problem. This
sense of independence helped to further motivate and encourage participation. It is interesting to note
that at the end of the second lesson, an adult instructional assistant, came to me with a big smile and
thanked me for making this topic clear. She explained that this is an area she has always struggled with
and was excited with how simple it really was. I provided her a couple graphic organizers and she
walked away very happy and the students with the students watching carefully. This interaction
reinforced how necessary these skills are and also how that others have struggled, but there is a
solution.
Each unit did not go exactly as planned, but none of them went poorly. Overall, I found the
greatest challenge to be meeting the needs of all levels of students. I have some students who are
struggling to put the numbers in the calculator in the correct order, while I have others who are at the
pre-algebra level. Day 1 (Turning a fraction into a decimal) and Day 2 (turning a decimal into a
percentage), went so simply and were so straight forward, that I had to expand on the concepts much
more quickly than I had planned. By the end of Day 2, we were working on real-world applications of
the process, from start to end. I was encouraged and excited by the class’s eagerness to use this process.
We initially applied it to see if it was fair for each member of a family to pay the same amount for dog
food, if their dogs eat a different amount of food. This went so quick that we went on to the advanced
concept of calculating how much each person should spend, based on the percentages of usage
calculated, at the end of Day 3. The students were very engaged and interested; there was a great
amount of debate on using this to share pizza costs and other expenses. Day 4 was focused on following
the whole process from beginning to end, including calculating actual costs, for a fake person and their
proposed expense budget. Again the students were engaged, recognized patterns, and even corrected
my error. I gave them the choice of doing this on the board or using the document camera and they
chose the board. I actually had students walking up to the board, like a television, and dancing to try to
fill in the answers for me. I had to add an additional step of creating a pie chart, because of how quickly
they mastered the concepts and how engaged they were. On Day 5 my lesson plans were different than
expected, but went well. I continued with the real-world applications, by having students look up

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 20

minimum wage and determine how many hours each month, week, and day the person would have to
work to meet this budget. It was not at all what I planned initially, but it went really well.
Summary of Student Learning
My initial perceptions of student learning are that this unit was beyond successful. Although
some students struggled a little more than others, overall all students achieved the objective. Many
students went far beyond the goal, in their learning. Their level of engagement caused me to keep
expanding on the lesson and applying more and more advanced concepts. The lessons became much
more complex and extensive than I had planned. Students were asking me how to apply this process to
scenarios that they thought of, and I would guide them through the process. It showed students how
that this process is simple and not complex; how that it is very achievable and that they can master it.
Students stayed focused from bell to bell, to where I had to write out passes because we went over class
time. Ensuring that the material was applicable to real life and accessible, was the key to this unit’s
success.
Reflection on Video Recording
I am quite critical of my teaching performance. Although initially watching the video was rather
uncomfortable, for I was able to think of ways that I could have worded concepts differently and even
consider getting a different haircut, I quickly became lost in watching the students. I realized how
engaged they really were. I had students literally coming up to the board to help. I even had a student
who is on my caseload, but not in this class, stop what he was doing and start answering questions on
the board too. The one area that I will definitely continue to work on, is how long I wait after asking the
students a question. I have to slow down and pause. Even though I have improved greatly in this area, I
think I can improve further. Although I can, and have, micro-analyzed my performance to oblivion, at
the end of the day, the students showed me that what I did, worked. They were interested, excited, and
asking questions about the next steps for the next series of lessons. Their engagement and learning are
truly what matter.

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 20

STEP Standard 6 - Analysis of Student Learning Week 9

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 (26%) 12 (60%)

Proficient
(80%-89%) 5 (26%) 5 (25%)

Partially
Proficient
6 (31%) 1 (5%)
(70%-79%)

Minimally
Proficient
3 (16%) 2 (10%)
(69% and below)

Post-Test Analysis: Whole Class

The pre-test demonstrated 52% of the class being proficient or highly proficient, with 47% being
partially or minimally proficient. After the unit, 85% of the class is proficient or highly proficient
and only 15% were in the proficient or minimally proficient. In addition, one student who scored
in the minimally proficient range, was absent for the lesson and misunderstood the instructions.
The additional advanced goal of students learning to convert fractions from decimals to
percentages, showed 52.6% proficiency on the pretest and 80% proficiency on the post-test.

The 33% increase in students performing in the top two proficiency categories, demonstrates that the
lesson was successful. In addition, the 32% decrease in the number of students scoring in the lowest two
categories for proficiency, demonstrates the growth, based on the lesson. What is of interest is that all
students in this class, except for two, have IEP’s. Many of these students struggle with information
retention. I was concerned that the retention struggles would be exacerbated, because the students had a
four-day holiday, after the lesson, and an additional two days of working on other math concepts before
the post-test occurred. However, clearly the students did understand the lesson and retain the concepts, for
there was a dramatic improvement in ability, after going for six days, without practicing the new concepts.
Under these circumstances, the data demonstrates to me that the lesson method was very effective.
Post-Assessment Analysis: Subgroup Selection

Nearly all students in this class are on an IEP. No students are receiving support for a 504 plan,
TAG, or ELL. This could be evaluated by grade level, because there are students from grades 9-
12 in the class, however, the grade levels are not represented equally (as little as one student),
which would result in inaccurate data. Because of this, gender would be the most reasonable
subgroup population, for analysis.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 20

 Number of Students Number of Students
Pre-Test Post-Test

Exceeds Boys: 2 (14%); Girls (60%) Boys: 7 (50%); Girls 5 (71%)

Meets Boys: 1 (7%); Girls 0% Boys: 4 (29%); Girls 2 (29%)

Approaches Boys: 5 (36%); Girls 0% Boys: 1 (7%); Girls (0%)

Falls Far Below Boys: 6 (43%); 2 (40%) Boys: 2 (14%); Girls (0%)

Post-Assessment Analysis: Subgroup

Both genders showed growth in their abilities. The boys showed the greatest improvement in
proficiency level, however, there were boys who continued to perform in the lowest two
proficiency categories after the lesson. The girls showed a smaller improvement in proficiency,
but there were no girls in the lowest two proficiency categories, after the lesson. The class is
made up of twice as many boys as girls, resulting in some potential factors for consideration, in
data analysis. The boys went from having 78% performing in the lowest two categories prior to
the lesson, to only 21% performing in these two categories after the lesson.

There is a significantly greater population of male students, than female students, in high school
basic math. Both populations showed dramatic improvements in performance levels, after the
lesson, which indicates that the lesson was taught effectively. In addition, as mentioned above,
students had six days of being out of school and/or not addressing the lesson topic, prior to post-
testing. This may have an affect on the gender discrepancy, in performance, due to potential
differences in long/short-term memory ability, since all students are on IEPs (except for two). The
primary alteration I would make to the lesson would be to assess the students immediately after
completion of the unit, to help control for the memory factor. However, having the time between
lesson completion and testing, demonstrates, arguably, a greater level of effectiveness,
considering student concept retention. Both populations demonstrated growth in learning, which
was significant.

Post-Assessment Data: Remainder of Class

(PLEASE SEE EVALUATION ABOVE FOR BOTH GROUPS OF DATA AND ANALYSIS)
Number of Students Number of Students
Pre-Test Post-Test
Exceeds # #

Meets # #

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 20

 Approaches # #

Falls Far Below # #

Post-Assessment Analysis: Subgroup and Remainder of Class

See above

Students gained significantly, through this lesson. Because of the level of growth, the next focus
for this lesson should be on concept expansion and application to real-life/real-world problems,
particularly those including personal finance. Since the class was demonstrating an eagerness to
learn and apply these skills, I expanded the lesson to include conversion of a decimal to a
percentage. In addition, we started utilizing real-world application, to draw connections to
concepts. This path needs to continue to be pursued, to demonstrate a need for the lesson content
and to encourage students to be engaged and retain the material.

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 20

STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress Week 10: 11-14-2018
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
1. Develop a plan/method to help
students who miss critical
instructional days (multiple days,
which may encompass an entire unit),
catch-up on missing material.
Although I constantly review content, to try to catch
any missed skills or school days, some students, who
have had multiple absences, may not receive
instruction for an entire unit. The high school
scheduling means that I typically have only one class
period to work with students each day, making it a
challenge to help students fill-in curriculum gaps.
development, research on the Internet,
observation of a veteran teacher, etc.)
 Internet research
 Discussions with multiple veteran
teachers
 Discussions with administration (how
to do this without causing students to
become further behind, by missing
other class periods, at the high school
level).

2. Develop a method for:  Consult with veteran teachers

 Differentiation between ability  Consult with teachers in our more
levels rural schools who teach a broader
 Ensuring that more advanced range of skill and grade level in one
activities are ready to go, in room
case the students progress  Research online resources for lesson
more quickly than anticipated. planning and teaching a 1-room
In any one class period, I have an extensive range of
school house
skill levels that I teach (2nd grade through 10th grade  Professional Development on
skills) with students grade 9 through 12. I typically differentiation for advanced students
have multiple practice activities ready to go, with
different levels of difficulty, so that each student
(most of my focus has been on
practices skills and is challenged. With this lesson, I students who are lower functioning)
was prepared for multiple skill levels, but I was not
prepared for students to be as eager as they were.
Their eagerness caused the lesson to, on the fly, be
more advanced and engaged. This was amazing, but I
did not have practice materials ready, for this level of
challenge.

3. Continue to learn multiple methods to  Internet research

solve types of math problems, so that I

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 20

 can continue to teach students multiple  Utilize videos
methods to find solutions.  Professional development on creative
My students each seem to lock on to different methods math solution methods
to solve math problems. I work to try to teach more  Professional development on promoting
than one or two ways to solve problems, when creative problem solving in the
possible. I want students to be able to find a method
that works for them and how they think, so that their
classroom.
success in math isn’t reduced, simply by a method of
problem solving.

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 20