Student Teaching Evaluation of Performance (STEP)

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Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

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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
Brevard Academy is located in Western North Carolina in Pisgah Forest, North Carolina which
is near the small city of Brevard. As Brevard Academy is a free charter school, it is available to
all surrounding districts, and has students as far away as Asheville, which is about an hour’s
drive. A bus system does pick up students in the surrounding area, of about a 15 miles radius,
however, the buses do not pick students up from individual houses. Churches, grocery stores, and
other set locations that parents must drive their children to are used as pick-up, and drop-off
locations. There are about 1,486 people per square mile according the United States Census
Bureau (2010). Class sizes are small and manageable with no overcrowding.

B. District Demographics
Brevard Academy is part of the Challenge Foundation Academy. As a charter school, it is not
part of a specific district and receives students from many districts in the surrounding area.
While the school is a Title I school, it has a low student to teacher ratio, and is able to spend
more time on individualized planning.

C. School Demographics
Brevard Academy has 244 students from kindergarten to eighth grade. The revenue to student
ratio is $9,353, which is less than the state average of $10, 591 (Public School Review, 2018).
Twenty-seven percent of the students qualify for free lunches, and fifteen percent for reduced
cost lunches. The school received a B ranking during its last testing assessment. Because of the
low student amount, it has led to less funding. The parent support for the school is high, with the
school relying on parents to help in different aspects, such as seasonal class projects items,
teacher wish-list materials, among other items.

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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
Students come from a large area to attend Brevard Academy. There is a low diversity ratio with
88% or students being white. Four percent are Hispanic, two percent are black, three percent are
Hawaiian, and three percent are two or more races. The lack of diversity does not seem to affect
the curriculum as Brevard Academy strives to teach about all cultures from different parts of the
world and celebrates differences.

B. Environmental Factors
Brevard Academy recently moved into a new building in Pisgah Forest with a gymnasium, many
classrooms and two playgrounds. There is not a library or cafeteria, though each classroom has a
grade appropriate small library inside. Students eat in their classroom and may earn passes to eat
with friends from different classes and grades. Each grade has recess, including middle school
levels. Kindergarten through second grade play on a smaller playground, and third grade and
above play on the larger playground as well as have access to the field below the playground.
Arts and music are valued, as well as outdoor education. The value of physical play helps the
students remain more focused and able to learn.

C. Student Academic Factors

Behavior or
Student ELL IEP Section 504 Gifted Other Cognitive
Subgroup Services Needs
(Explain) Receiving
No Services
Boys 0 2 4 5 2 1
Girls 1 3 0 10 0 0
Instructional Time Time Time Intervention Resource Extra
Accommodations extensions, extensions, extensions, specialist room for resources and
and more more more (both high and students accommoda-
Modifications frequent frequent frequent low students), who have tions for
(Describe any breaks, breaks, breaks, Academically, exceptional students who
instructional shortened shortened shortened intellectually, needs. need
accommodations assignment, assignment, assignment, gifted additional
and modifications outdoor outdoor outdoor program help with life
regularly used to time, time, time, (AIG), skills.
meet the needs of intervention inclusion inclusion individual

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students in each specialist, teacher, teacher, learning
subgroup.) individual intervention intervention computer
learning specialist specialist program.
computer (both high (both high
program. and low and low
students), students),
individual individual
learning learning
computer computer
program. program.

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 aspects have the greatest effect on planning. Students are placed in similar ability classes.
In my mentor teacher’s math classes, she has two 7th, one 8th, one Math I class. She also helps
give added advisory to one 6th grade math class. In one of the 7th grade classes and the 8th grade
class, there is an inclusion teacher who comes in to assist students who need additional help.
There is also an intervention specialist who creates additional differential lessons to help both the
gifted students and the struggling students. The specialist’s lessons are not set for certain
students, but she helps students when they need it even if they did well on a unit before a new
unit may pose more difficulty.

In the instance that students continue to struggle even after a unit has ended, they can attend an
advisory class to work on sections they need extra practice in. They use a program called
MobyMax.com, which is a school wide program that has language, social studies, science, and
mathematics. Students receive scaffolded instruction with this program.

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

Unit Topic: 7th Grade Mathematics: Geometry

Unit Title: Angles and Triangles

National or State Academic Content Standards

Common Core: 7th Grade: Mathematics: Geometry:
7.G.5 Students will be able to use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple equations for an unknown
angle in a figure.
7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with
given conditions. Focus on constructing triangles from three measures of angles or sides,
noticing when conditions determine a unique triangle, more than one triangle, or no triangle.

Learning Goal
The goal of this unit is to have students be able to identify different angle relations and be able to
solve for missing information based off of the given conditions. The second goal is to recognize
different triangle types, and understand the relation between the different lengths of the triangle.

Measurable Objectives
1. Students should be able to identify, set-up, and solve supplementary, complementary,
vertical, and adjacent angles in a multi-step problem for an unknown angle or variable
with 90% success rate or better by the end of the unit.
2. Students should be able to recognize if conditions create unique triangles, more than one
triangle, or not a triangle. They should be able to draw these shapes using a variety of
tools and determine what types of triangles they create with 90% success rate or better by
the end of the unit.

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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.
Assessment Test Name:
____________________________________
Area, Surface Area, Cross Sections of 3-D objects, and Volume
1.) Laura’s yard is in the shape of a square and a half-circle. What is the approximate area of
Laura’s yard?

A 316 𝑚2
B 402 𝑚2
C 516 𝑚2
D 743 𝑚2

2.) A triangular right prism is cut perpendicular to the base. What is the shape of the cross
section?
A hexagon
B rectangle
C trapeziod
D triangle.

3.) What is the approximate circumference of a circle that has a center at (2, 1) and passes
through points (2, 5)?
A 8 units
B 13 units
C 25 units
D 50 units

4) What is the surface area of the figure below.

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 A 12 𝑓𝑡 2
B 36 𝑓𝑡 2
C 54 𝑓𝑡 2
D 90 𝑓𝑡 2

5) What is the volume of this triangular right prism?

A 165 𝑓𝑡 3
B 330 𝑓𝑡 3
C 1,073 𝑓𝑡 3
D 2, 145 𝑓𝑡 3

6.) A workman has two pieces of wire, each of length 26 m. One piece is to be bent into a
square. The other piece is to be bent into a prectangle whose width is 3 m shorter than
its length.
a.) What is the length of a side of the square?

b.) What are the dimensions of the rectangle?

c.) What shape has the greater area?

7.) In the figure, ABCD is a vertical wall 2 m high. It casts a shadow ABEF on the ground.
ABEF is a parallelogram in which the height EN is 1 ½ times the height of the wall.
a.) Find the height EN.

b.) If the area of the wall is 7.6 m squared, find the area of the shadow.

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 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 1

Meets 3

Approaches 1

Falls Far Below 22

Pre-Assessment Analysis: Whole Class

The released test form the North Carolina end of grade tests is what the pre-assessment is based off of. I
will not change the post-assessment as many of the questions are what students need to be familiar with
in order to feel confident on the EOG testing. Area, surface area of a 3-D object, composite figure area,
and volume are the areas that students should be able to show they understand.
Some of the concepts in the pre-assessment should have been review and therefore students should have
been able to successfully done the questions. However, students showed that their memory or confidence
in things, such as surface area of a rectangular prism, or area of a square or circle, were lacking. These
topics will be included in my lessons. Many things I did not expect the students to get correct, but I did
want to see if some students did already know, such as volume of a triangular prism.

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.
Assessment Test Name:
____________________________________
Area, Surface Area, Cross Sections of 3-D objects, and Volume
1.) Laura’s yard is in the shape of a square and a half-circle. What is the approximate area of
Laura’s yard?

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 A 316 𝑚2
B 402 𝑚2
C 516 𝑚2
D 743 𝑚2

2.) A triangular right prism is cut perpendicular to the base.

What is the shape of the cross section?
A hexagon
B rectangle
C trapeziod
D triangle.

3.) What is the approximate circumference of a circle that has a center at (2, 1) and passes
through points (2, 5)?
A 8 units
B 13 units
C 25 units
D 50 units

4) What is the surface area of the figure below.

A 12 𝑓𝑡 2
B 36 𝑓𝑡 2
C 54 𝑓𝑡 2
D 90 𝑓𝑡 2

5) What is the volume of this triangular right prism?

A 165 𝑓𝑡 3
B 330 𝑓𝑡 3
C 1,073 𝑓𝑡 3
D 2, 145 𝑓𝑡 3

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 6.) A workman has two pieces of wire, each of length 26 m. One piece is to be bent into a
square. The other piece is to be bent into a prectangle whose width is 3 m shorter than
its length.
a.) What is the length of a side of the square?

b.) What are the dimensions of the rectangle?

c.) What shape has the greater area?

7.) In the figure, ABCD is a vertical wall 2 m high. It casts a shadow ABEF on the ground.
ABEF is a parallelogram in which the height EN is 1 ½ times the height of the wall.
a.) Find the height EN.

b.) If the area of the wall is 7.6 m squared, find the area of the shadow.

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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 Area Area Area Area Area
Activity
Standards and 7th Grade 7th Grade 7th Grade 7th Grade 7th Grade
Objectives Mathematics- Mathematics- Mathematics- Mathematics- Mathematics-
What do students Geometry: 7.G.6 Geometry: 7.G.6 Geometry: 7.G.6 Geometry: 7.G.6 Geometry: 7.G.6
need to know and Solve real-world Solve real-world Solve real-world Solve real-world Solve real-world
be able to do for and mathematical and mathematical and mathematical and mathematical and mathematical
each day of the problems involving problems involving problems involving problems involving problems involving
area, volume area, volume area, volume area, volume area, volume
unit?
and surface area of and surface area of and surface area of and surface area of and surface area of
two- and three- two- and three- two- and three- two- and three- two- and three-
dimensional objects dimensional objects dimensional objects dimensional objects dimensional objects
composed of composed of composed of composed of composed of
triangles, triangles, triangles, triangles, triangles,
quadrilaterals, quadrilaterals, quadrilaterals, quadrilaterals, quadrilaterals,
polygons, cubes, polygons, cubes, polygons, cubes, polygons, cubes, polygons, cubes,
and right prisms. and right prisms. and right prisms. and right prisms. and right prisms.

Academic Perimeter Perimeter Perimeter Area Area

Language and Area Area Area Circumference Circumference
Vocabulary Square Square Quadrilateral Circle Circle
What academic Rectangle Rectangle Parallelogram Radius Radius
language will you Triangle Triangle Trapezoid Diameter Diameter
emphasize and Length Quadrilateral Length Perimeter Perimeter
Width Parallelogram Width
teach each day
Base Length Base
during this unit? Height Width Height
Base
Height

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 Summary of Review perimeter Continue with area Discuss homework
Discuss previous Continue lesson on
Instruction and and area of a square of squares and day’s work. Tell
from previous day. area of a circle.
Activities for the and rectangle. Have triangles. Review what westudents the Have students
Lesson students find the area Determine what have learned so far.
equation for the complete work
How will the of an index card and areas students need Explain how they
circumference of a from previous day
then cut it diagonally
instruction and help on with have built upon
circle. Have in class. Once they
in half and explain
activities flow? the area of triangle. previous day’s each other. students find pi have finished the
Consider how the Have them create homework. Introduce the idea
given the work, give them the
students will definition. Challenge Introduce area of that a trapezoid
circumference and shape of different
efficiently transition them to try to figure parallelograms. added together is a
radius (may use just three-dimensional
from one to the out the area of an Use index cards parallelogram,diameter for low shapes and have
next. obtuse and scalene again to which is how the
group). Have them determine
triangle, then show demonstrate how definition of the
students take an how much area is
them how. Give the base times area of a trapezoid
image of a circle on each of them
practice problems height still works is made. Have and cut it in to without using any
from book that with students experiment
segments. Have tools.
include multi-step
parallelograms. with this concept
them paste them
problems.
Have students work by cutting out two
together in their
on problems from trapezoids andbooks as a
the book. putting them rectangle to come
together. Haveto definition of area
students work from
of a circle. Have
book. students begin book
work.
Differentiation Three-sense Three-sense Three-sense Three-sense Three-sense
What are the learning helps reach learning helps reach learning helps reach learning helps reach learning helps reach
adaptations or different learning different learning different learning different learning different learning
modifications to the types. Students types. Students types. Students types. Students types. Students
instruction/activities may work with may work with may work with may work with may work with
as determined by their group before their group before their group before their group before their group before
the student factors asking teacher. asking teacher. asking teacher. asking teacher. asking teacher.
or individual May ask IEP May ask IEP May ask IEP May ask IEP May ask IEP
learning needs?

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 students to work students to work students to work students to work students to work
fewer problems. fewer problems. fewer problems. fewer problems. fewer problems.
Have inclusion Have inclusion Have inclusion Have inclusion Have inclusion
teacher. I do not teacher. I do not teacher. I do not teacher. I do not teacher. I do not
anticipate having anticipate having anticipate having anticipate having anticipate having
students finish early. students finish early. students finish early. students finish early. students finish early.
Required Index cards, Index cards, Scrap paper, Images of circles, Book problems, 3-
Materials, scissors, book scissors, book scissors, book scissors, paste, dimensional
Handouts, Text, problems. problems. problems. journal, book objects.
Slides, and problems.
Technology
Instructional and Index card activity Index card activity Trapezoid to Circle activity helps Manipulatives
Engagement aids in aids in parallelogram students understand helps students
Strategies manipulative manipulative activity helps why the definition create their own
What strategies are engagement. engagement. students understand is true. understanding
you going to use why the definition before the teacher
with your students is true. tells them all the
to keep them rules.
engaged throughout
the unit of study?
Formative Pre-assessment will Textbook work will Textbook work will Textbook work will Textbook work will
Assessments be conducted at end be turned in. be turned in. be turned in. be turned in.
How are you going of previous unit.
to measure the Textbook work will
learning of your be turned in.
students throughout
the lesson?
Summative, Post- The unit will continue into surface area, cross-sections of three-dimensional objects, and volume. After area
Assessment and surface area there will be a quiz and after all of these topics are covered there will be a test.
What post-
assessment will
measure the
learning progress?
Note: This can be

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 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/h8ZjRGAyy9k,

Summary of Unit Implementation:

The lesson begins with a review of area and perimeter of rectangles and circles. Students worked

on the using from the information from the previous day to work through the problems on the board as a

warm-up exercise. Students worked on the warm up until most people had finished. While in many

instances students would raise their hand to answer questions, cold calling was also used. Students who

are notorious for not paying attention are cold called so that they do not feel that they are able to go

through the lesson without doing work or participating.

Rectangles, squares, circles, and semicircles were practiced before ultimately working on one of

the questions that was introduced in the pre-assessment. This lesson was not like I had planned it, but I

think it came out better than my original plan. The image was of a square with a semicircle on the top.

Students were asked to try the question on their own, which took a large quantity of the class

time. Students were asked to ask their peers for help if needed as I also went around and helped as much

as I could. As the question was a challenging one, and this is a question used from the released EOG test,

I also plan on following up with the problem on the following school day. Students came up with several

ideas as to find half of the circle’s area. Letting students determine what is right is a great way for

students to try to understand an abstract concept. They try to break it apart and see if they are right. I feel

that some students were upset that they did not get the right answer, and I plan on enforcing that I

appreciate them trying another view to see if it works. I feel that I could have gone into this a little more

than I did, but I needed to move forward with the lesson.

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Summary of Student Learning:

Initially, I had videoed a different 7th grade class with the same lesson. After self reflection and

speaking with my teacher on some ways to make the lesson better the next time I decided to do a second

video with the next 7th grade class. I had a general idea that some students were going to do better on the

concept than others, and the warm up questions proved that this was the case. Some students figured out

the questions quickly, and others struggled to remember or review the notes that were taken from the

previous day. I had hoped to move faster than initially planned, but I also wanted to give the students

who needed more time, the time to think it through and work through it. After we went through the

review of rectangles, squares, circles, and semicircles, I gave the students a more challenging question,

which also was a question from the pre-assessment. Students found it much more difficult to solve it.

For the students who are fast learners, I did not tell them what they did wrong when they got the answer

incorrect, but rather tried to let them figure out their mistake. For students who struggled more, I made it

a point to help them pick apart the problem. Students were to ask in their groups first if they had a hard

time, and then I was going to help them. Having the groups work together gave me time to stop to work

with the students who needed guidance.

Reflection of Video Recording:

Upon reviewing the video, I realized that there were more students who were sitting around, not

working, or already done with the question than I had realized. I have found it challenging to help the

students who struggle and still keep the ones who have an easier time with mathematics engaged. I have

decided to make a review study guide for those that want or need it. I have come to realize that students

do not know some of the basic language, such as diameter, or radius. If they do not know items like this,

and I ask them to find the area or circumference of a circle, they are going to shut down, because they do

not understand what I am saying. In the future, I am going to insure my pre-assessment asks these kinds

of basic questions so that I know exactly what I need to cover. I will also have more questions so that

students who finish faster have something to do, and are not sitting around.

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© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 22
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 1 15

Meets 3 4

Approaches 1 3

Falls Far Below 22 5

Post-Test Analysis: Whole Class

The pre-assessment test had a great deal of review questions from previous years of education.
Many students struggled to recall such things, such as what a circumference, perimeter, and area
were. After spending time reviewing, and then building upon their knowledge, students were able
to increase their recall of those terms and use them toward composite figures that deal with area,
and surface area of three-dimensional objects. The fact that so many students increased the
amount of questions they got correct shows that learning and retention was happening.
Based on the post-test data, my educational strategies were leading to learning. Students greatly increased
their ability to work with area and surface area. There were still five students that were unable to pass the
test and three that received a C letter grade. That the majority moved from the “Falls Far Below” to either
“Exceeds” shows great growth in the overall class comprehension.
Post-Assessment Analysis: Subgroup Selection

The focus of students with 504s alerts me that there are some students that I am not reaching well
enough. I chose to focus on them because this looks like an area that I am not reaching as well.
The 504 students are all male and their results are as shown below.

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 0 0

Meets 0 0

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 Approaches 0 2

Falls Far Below 5 3

Post-Assessment Analysis: Subgroup

The students with 504s I feel I need to focus more on in the future. Only two of the five students
with 504s saw any growth, the other three remained in the “Falls Far Below” category.
Recognizing that I am not meeting the needs of these students means that my teaching strategy
will need to be altered in order to better prepare these students with higher levels of education.
That two gained improvement shows that learning is possible. One of the biggest issues is a lack
of focus for the students, so I will have to work on checking in with these students and trying to
have more invigorating lessons.

One of the biggest issues is a lack of focus for the students, so I will have to work on checking in with
these students and trying to have more invigorating lessons. I have since moved seating to better help me
check in the with students who struggle. I have added more tactile lessons that help students use more
senses to learn. Singapore math uses three ways of teaching, with concrete, pictorial, and abstract. By
first introducing a concept with a manipulative, then putting it into a visual representation, and finally a
number sense, students will use the three senses to of learning to help them understand.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 1 15

Meets 3 4

Approaches 1 1

Falls Far Below 17 2

Post-Assessment Analysis: Subgroup and Remainder of Class

The majority of the class saw great growth. Most were in the “Falls Far Below” region and out of that, all
by two grew in their ability. Many initially struggled to recall review topics, and those that were reminded
of useful songs and tactics to remember were able to use that to help them. The Pre-Test, and Post-Test
were not graded as a test, but more as a quiz. This data will help me finish helping the students that
needed additional help to challenge all of them to grow to their potential. It is useful to note also, that the

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 two that are still in the far below category are students that have IEPs. My ability to teach students with
504s and IEPs still needs improvement.

My next step for instruction is to focus on trying to meet the needs of the students who are more
challenging to teach while not losing focus on the high students. I plan on creating PowerPoints to help
increase visual aide and make the lesson more appealing for students. I have noticed that students have
gotten bored, so I am going to take more breaks to have them work on a concept and determine if they
fully understand it before moving on.

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. Work on Time Management I plan on creating more outlined lessons that
break down smaller portions of what I would
like to work on so that I am ensuring that I
meet time constraints. I have begun using
PowerPoints and I have already seen an
improvement. More data is needed to see if
this is the only step I need

2. Need more extensions for high-level Ideally there would be no moments in the
students. class where students are without work. I am
working to include extra questions for
students who go faster. The questions will
be more challenging than what the basic
knowledge asks for and will be good for
students finish earlier and need to be
challenged further. I have spoken to a
veteran teacher who described that self-
teaching can sometimes lead to better results
in the students who are used to flying
through concepts. Making students work on
advanced concepts that are higher than the
grade level they are in may help them have
greater success in later grade levels.

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 3. Study test data better. I intend to sit down and study test data,
whether that means standardized test data, or
quiz and test scores for units. There may be
areas that need more focus that can be
worked in to assignments later on in other
lessons. I hope to continue to use
information from previous lessons in later
lessons so that students know that it is not
thing they use one time, and then forget.
Extra-credit on tests is usually given as one
hard concept from the current unit, and a
question from a previous unit, so that
students have a chance of getting their scores
up and using previous knowledge.

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