Running Head: STEP STANDARDS 1

STEP Standards

Inde’ra Broughton

Grand Canyon University- ECH:680

July 1, 2019
STEP STANDARDS 2

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

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STEP STANDARDS 3

STEP Standard 1 - Contextual Factors: Knowing Your School and

Community

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

A. Geographic Location
 Claxton, GA
 Rural area
 Population: 2,398 (U.S Census Bureau, 2017)

B. Classroom Demographics
 1 to 3 years
 8 students
 Black and White
 Low socioeconomic status
 All student receives free breakfast, lunch and snack

C. School Demographics
 Birth to 5 years
 Black, White, Biracial, Hispanic
 Low socioeconomic status
 All student receives free breakfast, lunch and snack

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STEP STANDARDS 4

STEP Standard 1 - Contextual Factors: Knowing Your School and

Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
 4 boys, 4 girls
 2 students receive behavioral services
 1 gifted student
 1 student receive cognitive needs

B. Environmental Factors
 Relationships between teacher and student, peers, and family
 Stressful environment
 Sleep habits
 Nutrition at home and school

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain Needs
) Receiving
No
Services
Boys 0 0 0 0 0 3 (no
services)
Girls 0 0 0 1 0 2 (no
services)
Instructional Accommodations None None None Provide None Support
and Modifications a higher the 2
(Describe any instructional level of students
accommodations and modifications instructi with
regularly used to meet the needs of on behavioral
students in each subgroup.) needs-

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STEP STANDARDS 5

Learnin close
g centers proximity
where of those
the students,
student more
oversees teacher-
their student
learning guidance,
positive
reinforcem
ent
1 student
with
Cognitive
needs-
activities
that
increase
creative
thinking
and
problem
solving

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

- These characteristics affects how the teacher plan for lessons because she must be
intentional to support the gifted child and the children with behavioral and cognitive
needs. For delivery and assessment, the teacher must differentiate instruction to support
the individual needs of each child with these characteristics. The teacher must vary the
level of content when delivering the lesson to the students. Furthermore, the teacher must
provide accommodations and modifications during assessments for the students with
these characteristics, so they can effectively demonstrate what they I have learned.

Reference

U.S Census Bureau (2017). American Community Survey 5-year estimates. Retrieved
from <http://censusreporter.org/profiles/16000US1316600-claxton-ga/>

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STEP STANDARDS 6

STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Rules

Unit Title: Classroom and Playground Rules

National or State Academic Content Standards

GELDS (2019). Retrieved from http://gelds.decal.ga.gov/Search.aspx

Georgia Early Learning and Development Standards (GELDS)

24- 36 Months
Physical and Motor Development
Health and Well-being- PDM1.2d Verbalizes simple safety rules.
Cognitive Development
 Math- CD-MA4.2b- Matches objects with similar attributes or characteristics.
 Social Studies- CD-SS2.2a- Recognizes and follows simple rules of the classroom
community.

Communication, Language, and Literacy (CLL)

 Early reading- CLL5.2c- Answers simple questions about a story.
Approaches to Play (APL)
 Play- APL5.2a Participates in play and learning activities with a small group of children
for short.
Learning Goal
The students will understand the rules expected of them in the classroom and playground to
ensure a safe and healthy environment.
Measurable Objectives
After the lesson, students will be able to:
 State at least 3 classroom and playground rules
 Explain why classroom rules and playground rules are important
 Demonstrate the classroom rules and playground ground when prompted or redirected by
the teacher i.e. using their walking feet, inside voice, and listening ears, sliding on their
bottom, and taking turns.
 Participate in activities and games that requires the students to take turns with their peers.
 Answer simple questions about the story on rules
 Sing along and use the hand positions to the classroom rules, song and recess rap.

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STEP STANDARDS 7

STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Copy and paste, or insert a picture of the pre-assessment.

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STEP STANDARDS 8

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 0

Meets 2

Approaches 3

Falls Far Below 3

Pre-Assessment Analysis: Whole Class

For the pre-assessment I would take more anecdotal notes of the children throughout the day to observe
how they follow the rules and deal with conflict.

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.
Copy and paste, or insert a picture of the post-assessment.

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STEP STANDARDS 9

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STEP STANDARDS 10

STEP Standard 4 - Unit and Lesson Planning

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

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Our Rules My favorite outside I Can do it too Sharing Time Color Matching
Activity activity
Standards and Standards Standards Standards Standards Standards
Objectives PDM1.2d: PDM1.2d PDM1.2d PDM1.2d PDM1.2d
What do students Verbalizes simple Verbalizes simple Verbalizes simple Verbalizes simple Verbalizes simple
need to know and safety rules safety rules safety rules safety rules safety rules.
be able to do for
each day of the CLL5.2c- Answers CDSS2.2a: Objectives CDSS2.2a:
unit? simple questions Recognizes and -Demonstrate the Recognizes and Objectives
about a story follows simple classroom rules and follows simple -Demonstrate the
rules of the playground ground rules of the classroom rules and
Objectives classroom when prompted or classroom playground ground
State at least 3 community. redirected by the community. when prompted or
classroom and teacher i.e. using redirected by the
playground rules their walking feet, CLL5.2c- Answers teacher i.e. using
Objectives inside voice, and simple questions their walking feet,
- Explain why -Demonstrate the listening ears, about a story inside voice, and
classroom rules and classroom rules and sliding on their listening ears,
playground rules playground ground bottom, and taking Objectives sliding on their
are important when prompted or turns. -Demonstrate the bottom, and taking
redirected by the classroom rules and turns.
- Sing along and teacher i.e. using - Participate in playground ground
use the hand their walking feet, activities and when prompted or - Participate in
positions to the inside voice, and games that requires redirected by the activities and
classroom rules, listening ears, the students to take teacher i.e. using games that requires
song and recess rap. sliding on their turns with their their walking feet, the students to take
peers. inside voice, and

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STEP STANDARDS 11

bottom, and taking listening ears, turns with their

turns. sliding on their peers.
bottom, and taking
- Participate in turns.
activities and
games that requires - Participate in
the students to take activities and
turns with their games that requires
peers. the students to take
turns with their
peers.

- Answer simple
questions about the
story on rules
Academic walk Tricycle Listen Share Match
Language and Help Slide Follow directions Patience red
Vocabulary run Run Up Take-turns yellow
What academic Voice-soft and loud down green
language will you voice blue
emphasize and
teach each day
during this unit?
Summary of -Classroom and Boy puppet talks Read the book from Read the story Listen to the color’s
Instruction and outside rules poster about what he likes to Head to Toe sharing time song
Activities for the with picture do on the playground
Lesson and how he likes to Encourage the Ask questions Identify the colors
How will the -classroom rules song follow the rules children to follow the while reading the using red, yellow,
commands of the
instruction and story green, blue bean
-recess rap Children will identify story as I read.
activities flow? their photo of bags
Consider how the themselves Give commands and Practice sharing Teacher: Holds the
-Demonstrate the
students will ask the children to crayons to draw a red bean bag in the
rules
efficiently transition follow directions picture

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STEP STANDARDS 12

from one to the ie. Show me your Picture graph of Such as lift your Practice taking air and ask the child
next. walking feet favorite outside arms, touch your turns with their the color
activity head peers by rolling a Child: names the
ball back and forth color
Count how many Explain the game, I Teacher: Toss the
pictures on each can do it too.
Sharing is fun song bean bag to the
activity i.e. I can stomp my
feet, can you do it teacher or a friend
Determine which too?
activity the children I can stomp my, then Color matching mat
like the most. rub by belly, can you in small groups
do it too?
Place the colors to
First give one step- its corresponding
commands then two- color on the mat
step commands

Differentiation -repetition of the -Group activity Accommodate the Accommodate the Accommodate the
What are the rules -Child’s interest children learning children learning children learning
adaptations or -Draw a picture - visual learners see style style style
modifications to the -watch a video the pictures of -Visual: pictures in
instruction/activities -sing and dance activities and photo the story -Visual: pictures Visual: color
of themselves -Auditory-listening to from the story matching mat
as determined by -Auditory- hear the the story and hear the Auditory- listening to Auditory- name the
the student factors puppet’s story commands the story colors
or individual -Kinesthetic learners -Kinesthetic learners Kinesthetic- practice Kinesthetic-bean
learning needs? Game, I can do it too sharing, and taking bags, color matching
turns mat

Required Poster Poster Book Book Bean bags

Materials, Pictures Children photos Crayons Color matching mat

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STEP STANDARDS 13

Handouts, Text, Markers Playground activities Paper Color squares

Slides, and Paper Markers Radio
Technology Crayons puppet CD
Computer

Instructional and Take breaks in Take breaks in Take breaks in Take breaks in Take breaks in
Engagement between activities between activities between activities between activities between activities
Strategies
What strategies are Focus on individual Focus on individual Focus on individual Focus on individual Focus on individual
you going to use child interest child interest child interest child interest child interest
with your students
to keep them Music and Music and Music and Music and Music and
engaged throughout movement movement movement movement movement
the unit of study?
Formative -Observations- -Observations- Observations- small Observations- small Observations- small
Assessments small group, large small group, large group, large group, group, large group, group, large group,
How are you going group, and learning group, and learning and learning centers and learning centers and learning centers
to measure the centers centers Take anecdotal notes Take anecdotal notes Take anecdotal notes
learning of your -Take anecdotal notes -Take anecdotal notes Higher-order Higher-order Higher-order
students throughout Higher-order Higher-order questions questions questions
the lesson? questions questions
Summative, Post- -Observe each child and record the information gathered
Assessment -Tell the child to demonstrate the rules
What post- i.e show me your walking, show me your running feet
assessment will -ask questions
measure the i.e Do we use our walking feet or running feet in the classroom
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP STANDARDS
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STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link:

https://youtu.be/p0QcxPGMDlI
Summary of Unit Implementation:
-Classroom and outside rules poster with picture

-classroom rules song

-recess rap

-Demonstrate the rules

Summary of Student Learning:

State at least 3 classroom and playground rules

- Explain why classroom rules and playground rules are important

- Sing along and use the hand positions to the classroom rules, song and recess rap.

Reflection of Video Recording:

- Some students became uninterested in some of the activies which created behavioral
problems
- More small group activities
- Transition to another activities the children attention span was short

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STEP STANDARDS
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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect
and analyze the post-test data to determine the effectiveness of your instruction and assessment.

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 1

Meets 2 5

Approaches 3 2

Falls Far Below 3 0

Post-Test Analysis: Whole Class

The entire class improved since the post-test. No student fell far below average on the post-
test. All the students moved up one level since the pre-test which shows they obtain some
knowledge to have growth. Each child was able to recite at least one rule they learned after the
lesson. However, some students struggled to demonstrate some of the rules in a practical way.
For instance, a student refused to sit on his bottom when sliding down the slide,but
remembered to use his walking feet in the classroom.

I used several examples such as games, dances, and songs to making learning the rules fun and
exciting for toddlers. These activities keep the children engaged in the activities to want to
participate and learn more. Some students reminded each of the rules to help each other. The
students remembered to use their walking feet so they will not get hurt.
Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for
this analysis. Provide a brief rationale for your selection (1-3 sentences).

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

Number of Students Number of Students

Pre-Test Post-Test

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STEP STANDARDS
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Exceeds - 1 gifted girl

Meets 1 gifted girl 1 cognitive need

Approaches - 2 behavioral needs

Falls Far Below 2 behavioral and 1 cognitive needs -

Post-Assessment Analysis: Subgroup

The gifted scored above average on the post-test compared to her peers. She constantly
reminded her peers of the classroom rules when she saw her classmate running in the
classroom. She stated, “use your walking feet, we run outside.” She also showed her classmate
how to use his walking feet.
Two students are approaches the standard, but have not mastered the objective. These students
have behavioral problems which they struggled to obey by the rules. To improve their learning
and development, I can continue to redirect their behavior and use a firm tone when they
refuse to follow the directions. In addition, I can use more activities that interest them to help
them to meet the objective.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds - -

Meets 1 4

Approaches 3 -

Falls Far Below - -

Post-Assessment Analysis: Subgroup and Remainder of Class

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STEP STANDARDS
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Half of the students mastered the objective for the lesson which is an improvement since the
pre-test. These students enjoyed during the activities to help them learn the classroom and
playground rules. They were excited that they were following the rules correctly and wanted to
be recognized for remembering what to do. For instance, they would say, “look, I am taking
turns with my friends.”
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next step of instruction would teach the students the proper health- care and self -care
needs. For instance, the children will attend to personal health needs and self- care needs such
as pulling up pants after toileting and washing hands using the tools at the sink.

STEP Standard 7 – Reflecting on Instruction to Improve Student

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

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

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Time management Be more cautious of time between each
activity

Research and read articles about time

management

2. Proper planning Plan better lessons by seeking advice from

experience educators

Observe veteran teachers

Research and read articles about proper

planning

3. Daily goals for the students Create better daily goals for each day and
work towards accomplishing the goals

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STEP STANDARDS
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Using a checklist to check of the goals

accomplished

Research and read articles about

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