Melissa Ruelas

Student Teaching Evaluation of Performance (STEP)

Template

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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

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

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

A. Geographic Location
The school is located in Murrieta, CA. Murrieta is a city that is known for a lot of community
aspects. The city is known for having high status in which it is continually growing and
improving. The population of Murrieta is 103,466 (Suburban stats). The school is located in the
top north of Murrieta where it is almost considered in another county line. The school is located
right in the middle of a home development which is considered to be on the higher
socioeconomics. With this information it is important to consider how the status of geographic
can affect the learner and teaching methods.

B. District Demographics
The cooperating school district is in the Murrieta Valley Unified School District. The district has
a total of 22,700 students all the way from transitional kindergarten through high school
(MVUSD). The district represents more than 8 ethnic groups and 39 language and dialects. There
are six Title 1 schools in the district where 30% of English Learners qualify for free or reduced
meals. There are a total of 11 elementary schools with a teacher student ratio of 32: 1. It is
important to take these factors into consideration when developing lessons because there is
diversity in which students and families may need different support.

C. School Demographics
The school is Cole Canyon Elementary school which has grade levels transitional kindergarten to
fifth grade. The school has a total of 1100 students. The school opened in August 2000 and is
predominantly known for their academic achievements. The school has a parent teacher club in
which a lot of programs are represented with outside support. This school however is not a title
one school considering higher socioeconomic status of families. This school is very data driven
in which assessments are essential. The school has been participant of California Distinguished
schools for the past four years and this is what drives the academics of the school.

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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
The class is a third grade classroom with a total of 29 students. There is a diverse makeup of all
the students. There are 13 girls and 16 boys in the class. The class does not have much ethnicity
diversity because it is primarily Caucasian. Considering that the nearby demographics are of
higher status, there is not much concern for those that are in need. The benefit of this is that there
is a lot of parent involvement with the students. I have noticed that parents are very involved
with making sure students are set up for academic success.

B. Environmental Factors
The way the school is set up is by grade level. There are different squares of classrooms that are
made according to grade level. For example, the rooms closest to the main office are
kindergarten moving further to higher grades. The classroom I am in is in between two other
third grade classrooms. The classroom has a dry area and wet area where a sink is located. The
teacher does not have an actual desk, however she has a table set up for the document camera
and class computer. All of the student desks are faced towards the front of the classroom where
the whiteboard and projector is. The desks are individual for each student and they are setup in L
shape so everyone has a view of the front. Since the school does not get much financial
assistance, technology is limited in the classroom. The classroom does not have a smartboard and
only has 2 shared computers. Students do not each have access to technology, however the
school does have a computer lab where they can use technology during certain times. I have
noticed that parents are not as involved in the classroom compared to outside. I have not seen
any parent volunteers yet, however there is a lot of parent involvement with student homework
and tasks.

C. Student Academic Factors

Behavior or
Student ELL IEP Section 504 Gifted Othe Cognitive
Subgroup r Needs
Servi Receiving No
ces Services
(Exp
lain)
Boys 0 2 0 0 0 2
Girls 0 2 0 0 0 1
Instructional There are no There are four n/a n/a n/a Behavior is an
Accommodatio students in the students with an issue in the

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 ns and class that are IEP in place. classroom. One
Modifications English Some of the girl is
(Describe any language accommodation constantly off
instructional learners. s are allowing task and does
accommodation for testing to be not follow
s and done during direction.
modifications resource hour. When she is
regularly used Some other asked to do
to meet the modifications something, she
needs of for students is responds with
students in each limiting the anger. Another
subgroup.) amount of work student is
that they are highly
capable of unfocused. He
completing is constantly
rather than disrupting his
overwhelming. peers or
making a scene
in front of the
class. The way
the teacher
handles this is
by switching
desks around.
She groups
based on
behavior of
students. This
is something I
am struggling
with because I
feel classroom
management
could be
stronger. She
discussed with
me that she is
considering
implementing
a behavior
system since
her students
are out of hand
this year
compared to

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 her previous
years.

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.

Knowing the differences between students, it is important to consider that they are all different
learners and students. It is important to have an understanding of each student to make sure their
needs are being met and that they are exposed to opportunities for success in the classroom. It is
important to know those students that are leaving the classroom for resource hour to plan around
and make sure they are not missing too much class time and information. When creating my unit
it is important to take into consideration the timing and appropriate time for reflection so
students can comprehend the lesson and perform well on the assessment.

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

Unit Topic: Earth Science

Unit Title: Weather and Climate

National or State Academic Content Standards

3-ESS2-2
Obtain and combine information to describe climates in different regions of the world.
3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather
related hazard.
-Natural Hazards- how humans can take steps to reduce their impacts

Learning Goal
Students will be able to identify the different types of severe weather conditions and the
necessary steps to take when severe weather is present in order to prevent damage from natural
disasters by understanding the unknown with the use of warnings, weather patterns, and
prediction.

Measurable Objectives
List the measurable objectives for this unit. Make sure the objectives are measureable and only
include the objectives you plan to assess and you have evidence the students have met or not met
the objectives.
Students will be able to demonstrate understanding of severe weather conditions by designing a
model house that can withstand severe weather and natural disasters with 80% accuracy met on
the rubric for made models.

(There will be a rubric with 10 different components each worth 10 points making it 100%)

Students will have to build a model house out of toothpicks, cotton, tape, paper, toilet
paper rolls, etc. The house will have to withstand either severe thunderstorm, snow, and heat.
The rubric will check for understanding of the necessary steps to take when presented with
severe weather in a home.

New- Students will be able to demonstrate understanding of severe weather conditions by

creating an informative text book on an assigned severe weather condition (such as hurricane,
thunderstorm, blizzard, etc.) with 80% accuracy met on the rubric.

Mystery Science

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.

Students will need to understand the key vocabulary for weather conditions and climate. They should also
know that climate could also impact the weather conditions. Students will complete the vocabulary
matching worksheet. This will help to introduce the unit and see where students are at with their
understanding of specific terms. This will be background knowledge based to assess where students are at
with their comprehension before going into the unit.

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 2

Meets 17

Approaches 9

Falls Far Below 0

Pre-Assessment Analysis: Whole Class

Based on the data above, what changes, if any, will you make to your selection of national or state
academic content standards, the learning goal, or measurable objectives?

Based on the results, I would consider changing the measurable objective to be more based on the types
of weather conditions and their affects. Many of the students struggled with the vocabulary and matching
it with the definition. I was focused on the end of the unit plan where they should be able to identify
severe weather and the different preventions. I think it is important to have the foundation of weather and
climate before moving into that more advanced unit. I would make the objective to be more based on the
unit and allow for students to demonstrate their understanding. (I changed it above in step 2)

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 Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning,
delivery, and assessment of your unit.
Considering the data from the pre-assessment, it is important to consider that some students
might not have the same background knowledge as others may. I would use this information in
my planning and make sure to have a lesson that reviews the different key terms that are needed
to understand the unit. I would also make sure to spread out the unit appropriately with a flow
where students are able to add to their learning each day rather than trying to introduce new
concepts without reflection and understanding. This group of students are very hands on and
visual learners. Therefore, it is important to deliver the instruction as engaging and have students
be interactive with their learning. I want to make sure there are not too many worksheets, rather
making activities more inquiry based and engaging.

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.
For the post assessment, I plan on having the students create their own informational text book.
In the book students will include different components of severe weather. In the book they will
meet different requirements such as identifying precautions, weather descriptions, and accurate
illustrations. They will have to have the different components on the rubric and become ‘experts’
on assigned severe weather conditions.

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© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 22
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 Intro/ Vocabulary/ Weather vs Clouds/ How to Severe Weather Weather Book
Activity Videos Climate/ Weather identify conditons Project
Scavenger Hunt
Standards and 3-ESS2-2. ESS2.D: Weather  Patterns of ESS3.B: Natural 3-ESS3-1.
Objectives Obtain and and Climate change can be Hazards Make a
What do students combine  weather across used to make  A variety of claim about the
need to know and information to different times predictions. (3- natural hazards merit of a design
be able to do for describe climates in that can make ESS2-1),(3- result from solution that
each day of the different regions of predictions about ESS2-2) natural reduces the impacts
unit? the world. what kind of  Cause and effect processes. of a weather-related
weather might relationships are Humans cannot hazard
Students will be happen next. (3- routinely eliminate natural
able to understand ESS2-1) identified, tested, hazards but can ESS2.D: Weather and
the vocabulary for and used to take steps to Climate
the weather unit. Students will be explain change. reduce their  weather across
They will do so by able to differentiate (3-ESS3-1) impacts. (3- different times
adding to their weather and climate Students will be ESS3-1) (Note: that can make
weather journal and the different able to understand This Disciplinary predictions about
definitions and conditions around and identify the Core Idea is also what kind of
being exposed to the world. They different cloud addressed by 4- weather might
videos for more will also do a close formations and tell ESS3-2.) happen next. (3-
understanding of read on each how it predicts Students will be ESS2-1)
the different subject. types of weather. able to identify Students will be able
weather conditions. different types of to develop an
weather conditions informative book
and their effects. with requirements on
weather and

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 preventions to take
when necessary.
Academic Atmosphere Climate Evaporation Hurricane Prediction
Language and Front Region Precipitation Severe Prevention
Vocabulary Precipitation Temperature Condense Tsunami Solutions
What academic Water Vapor Moisture Prevention
language will you Climate Cumulus Disaster
Prediction
emphasize and Stratus
teach each day Stratocumulus
during this unit? Altocumulus
nimbostratus
Cumulonimbus
Formation

Summary of The first day of I will first read a We will first read The lesson will As students are
Instruction and instruction will be book “Climate” in from the text book start with a whole completing the unit,
Activities for the very brief and whole group. I will and take notes in group read of they will begin
Lesson engaging. As many ask prompting the side bar. The “Lightning”. The their final project.
How will the students know the questions during chapter they will book will reinforce Students will be
instruction and foundations of the read to check read will explain the lesson from able to develop an
activities flow? weather, I want to for understanding. weather and the yesterday on information book
Consider how the engage them in Students will then importance of clouds. I will be on a specific
students will higher level complete a t-chart clouds. I will read asking questions as weather condition.
efficiently transition thinking. I want where they them the chapter I go and connect to We will do a quick
from one to the them to understand differentiate while it is up on the previous learning. I review from
next. the whys and hows. climate and overhead. We will will then have national geography
I will give the pre weather. They will take notes in the students watch a website. We will
assessment to see have examples and sidebar as students severe weather have a class
where students are distinguish them as follow in their video that will discussion on the
at with their either weather or science notebooks. engage them and weather and
comprehension of climate. After, we After each section, provide visual brainstorm the
weather vocabulary will go over the t- we will go into examples. We will different types of
first. I will then chart and have further discussion discuss the video severe weather. I

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 show the students a students make any and check for any and the different will then set
video on the adjustments if questions. We will types of severe students up in
different necessary. Then we then watch a video weather that could partner groups
components of will go over on clouds to engage occur. I will then where they will
weather. The scavenger hunt and and allow for assign a quick write split responsibilities
weather will be an break out into visuals. I will then in which they will equally. Students
overall review of groups. Students ask prompting write a paragraph will be given a
all the conditions will have clues on a questions about explaining a storm rubric to follow so
and allow for worksheet and have what we went over. they have they can meet all
visuals. I will then to find the Students will then experienced and parts. The rubric
make it a whole matching term complete a cloud what they did to will require them to
group activity around the worksheet where it keep safe. After make a specific
where we discuss classroom. For has a chart of the they turn in their drawing to their
the different scenes example, “what is different cloud quick writes we weather condition
in the video. I will the average lifespan types and have to will go over a as well as a page
then bring up the of a tornado?” and use the information reading assignment providing
essential question they would find the to complete the and different information about
“How can humans matching card “the question sheet. We scenarios and the storm. This will
predict and prevent average lifespan of will then review the solutions. We will require students to
severe weather a tornado is only different cloud identify different research their
conditions”. We about 10 minutes”. forms and go over ways to keep safe specific weather
will then They will have to pictures and try to in a severe storm condition (such as:
brainstorm ideas on complete the figure out the and will take notes. tornado,
a mapping graph. question page and appropriate cloud thunderstorm, snow
They will then decide with their name using the storm, hurricane,
write in their group if they are chart for reference. etc). Students will
science journals correct. be able to use
and write what they different resources
are looking the to help their
most forward to complete the
learning. activity.
Differentiation Students will be Students will be Students will be Students that are Students will be
able to engage with engaged by being able to follow along not able to able to partner

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 What are the the use of able to walk around during the close complete the quick work on this
adaptations or technology such as the class and read and add to write will be able to activity and use a
modifications to the the visuals from the communicate with their science verbally explain to variety of different
instruction/activities video. Students will their peers. They notebook. They can me the prompt. The tools. Students will
as determined by also be able to can use their use the visuals from video shown before also have an option
the student factors discuss their ideas science notebooks the next to better will be able to of completing the
or individual with a partner or a teacher for understand the unit. provide them with activity digitally or
learning needs? before writing in guidance. To For students that examples if they in other creative
their journal. If a modify the might struggle with are having a ways as long as
student needs the assignment for the cloud worksheet challenging time they meet
support for their students, they I will guide them to coming up with requirements on the
writing prompt, would only have to which row to find ideas for their rubric.
they will be able to complete half of the the correct answers. writing.
use drawings or questions. Students often
verbal struggle with
communication. reading
comprehension so I
will also give
verbal instruction
and examples to
help them complete
assignment.
Required -Video -climate/ weather -Science Textbook -Writing prompt -National
Materials, -Science Journals tchart -Benchmark unit -Video Geography website
Handouts, Text, -Vocabulary - Scavenger hunt online -Book -Rubric
Slides, and worksheet print out -Science notebook -Computers
Technology - Answer cards - Cloud worksheets -Weather books
-Template
Instructional and Students will be Students will be Students will be Students will be Students will be
Engagement engaged with the engaged by engaged with the engaged by being engaged by being
Strategies introductory videos interacting with instructional videos able to develop able to work with a
What strategies are and with the their groups and as well as the their own ideas and partner for the
you going to use completing the discussion in whole opinion in quick activity. They will

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 with your students brainstorming activity. They will group. I will write. They will be be able to use their
to keep them ideas. be able to use their constantly be able to use their creativity and
engaged throughout bodies and move asking review creativity with the develop a product
the unit of study? around for this questions and assignment and that they are proud
activity while checking on apply their of. I plan to be open
collaborating with engagement. I will knowledge with this activity as
others. be allowing however they long as students are
opportunity for choose. meeting the
discussion and requirements and
keeping them are using their
accountable for creativity. They
submitting will also be able to
assignments. develop their own
research and make
learning applicable.
Formative I plan on asking I will be checking I will be constantly As students are As students are
Assessments questions based on for understanding asking questions developing their completing the
How are you going their previous by observing their checking for quick writes, I will summative
to measure the knowledge and discussion around understanding. As be walking around assessment, I will
learning of your create discussion. I the room. I will students are and observing what observe as they are
students throughout will relate questions then collect the completing the concepts they are working in class. I
the lesson? to stories that we worksheet and use worksheet I will writing about. I will plan on checking
might have already it as a key to see walk around and make sure that they for their
read. I will also where students are check if they are are meeting all understanding by
provide a handout at with their understanding the components and asking their plans
and have them learning so far. material. I will ask will ask them for the book and
answer questions them why they questions to help why they chose
using the text and picked that answer develop their certain sources and
comprehension and they would writing. They will material. I will
from the lesson. have to reinforce submit the quick prompt and ask
their answer using write and I will questions such as
the evidence. I will read to see what “if you were in this
also be collecting concepts they have situation… what

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 the worksheet to go picked up. Their are some
into their unit writing will be a precautions to
portfolio and grade. good indicator to take?”
see where they are
so far in the unit
with understanding.
Summative, Post- For the post assessment, I plan on having the students create their own informational text book. In the book
Assessment students will include different components of severe weather. In the book they will meet different
What post- requirements such as identifying precautions, weather descriptions, and accurate illustrations. They will have
assessment will to have the different components on the rubric and become ‘experts’ on assigned severe weather conditions.
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed 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/ZOocdBzRg0A

Summary of Unit Implementation:

For this unit, a lot of it did not go as planned. Thankfully in class, the time was much
more spread out so there was flexibility if I needed to make any adjustments to make sure
students were able to comprehend. I thought I would be able to move much quicker with subjects
and lessons, however when I noticed students were still confused after a lesson I had to reflect
and take time to review over a couple days. For example, after I taught a lesson on clouds,
students were still confused when I would ask them prompting questions. I realized that it was
not just a one day concept I actually had to go in detail with it. I followed up with another
activity on clouds that was much more engaging rather than having them research clouds using
an article and worksheet. There is a website called Mystery Science that I was able to implement
in the unit that engaged students and allowed for better comprehension. Students were able to
make an interactive pocket book that had the different cloud types and their own description of
the clouds to help them remember. We were also able to incorporate storms and different severe
weather. They were able to partner work and engage with technology as well. When first
developing my lessons, I tried to make it similar to my mentor teacher’s teaching style, however
it was not engaging enough. When I decided to implement my own teaching strategies and make
it more interactive and hands on, students responded really well. They actually had fun with the
activity and have been discussing clouds with me anytime they are outside and it has become
very exciting now that they have a true understanding rather than just brief review.

Summary of Student Learning:

Initially I was trying to follow my mentor teacher’s teaching styles so it would not
through off the routine, however I was not entirely comfortable with it. She is very academic
based and encourages a lot of written work such as worksheets to be collected and kept as data.
When I began to notice that students were not fully comprehending the content I knew that I had
to change something. I realized that I was losing focus, and I had to make the material much
more engaging and relatable for students rather than just a lesson. When I gave instructions for
the first activity students were asking me a lot of questions and I noticed that they did not fully
understand which is why they could not complete it on their own. For example, when I asked
what kind of clouds did you notice outside today, I was told four different kinds that were not
accurate. I realized that the students needed visuals and real life examples to be able to determine

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the right clouds. I then brought up a video that provided a great summary of clouds and the
different components which also tied in the whole unit. I was able to expand the lesson over a
couple days and really allow for an opportunity for students to fully comprehend the concept
rather than just touch the surface of the unit. I feel students were more confident with their
learning and were even taking it outside. I asked them to go home and tell me what they notice
about the weather and the clouds and they came back the next day with their cloud pocket book
and were excited to share with me their findings.
Reflection of Video Recording:

Based on the video, this my first lesson teaching to the class only after being there for 3 weeks. I
think something that I could work on is moving around more in the class. In this lesson I was reviewing a
close read and something that I might have changed is stopping periodically and making sure they
understood what I just read. I think something that I did well was relating the new lesson to their previous
learning to help them understand more. I plan to use this method with every unit because students are able
to relate and reflect on their learning.

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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 # #

Meets # #

Approaches # #

Falls Far Below # #

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.

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

Exceeds # #

Meets # #

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 22

 Approaches # #

Falls Far Below # #

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds # #

Meets # #

Approaches # #

Falls Far Below # #

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the findings from your analysis.

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.

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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. Become more familiar with NGSS NGSS standards are something that I have
standards never worked with before. I am so used to
Arizona standards that have all subjects
included into standards and not separate.
California schools follow common core
standards which primarily covers reading
and math. Science standards are separate and
a part of the grade level NGSS. I want to
have a binder with all the printed standards
followed by activities that meet the standard.
This will take time and organization, but I
think it will be beneficial when planning
different units and lessons.

2. Research adopted programs that Since I was placed in two different schools
schools use for student teaching, I was exposed to
multiple school programs and curriculums.
There was a lot of resources available for
lessons, however I was not too familiar with
a lot of them. I would like to research and
become knowledgeable in the different tools
that can benefit me as a teacher. I would
want to venture out with a variety of lessons
and not just stick to routine. One program
that I want to be more familiar with is
Scholastic News because it can tie in a lot of
different lessons.

3. Collecting Data For the unit, something that I struggled with

was collecting appropriate data of student
work. I had students complete a lot of
formative assessments, however when it
came to keeping data for report cards, I did
not have much of it. I would want to have
more activities where data could be collected

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 and graded for completion to keep in files
rather than just doing a quick check for
understanding. I would want to do more
quick writes and a collected unit quiz that
did not count much towards grade, but gave
me more of an insight to see where students
were at with comprehension.

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