Student Teaching Evaluation of Performance (STEP) Template

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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 ......................................... 6
STEP Standard 3 - Assessment and Data Literacy ....................................................................................... 7
STEP Standard 4 - Unit and Lesson Planning ............................................................................................ 10
STEP Standard 5 - Implementation of Instructional Unit ........................................................................... 20
STEP Standard 6 - Analysis of Student Learning ....................................................................................... 21
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ............................................... 23

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 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).

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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).

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© 2019. Grand Canyon University. All Rights Reserved. Page 5 of 24
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal

Unit Topic: Problem Solving: 3-Digit Subtraction

Unit Title: 3-Digit Subtraction

National or State Academic Content Standards

2.NBT.B.7 Add and subtract within 1000, using concrete models of drawings, and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or
subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose
or decompose tens or hundreds.

Learning Goal
Students will be able to subtract 3-digit numbers with and without regrouping.

Measurable Objectives
Students will accurately solve problems involving 3-digit subtraction with and without regrouping by
using standard algorithm meeting a proficiency score of 3.
Students will accurately solve problems involving 3-digit subtraction with and without regrouping by
using a model meeting a proficiency score of 3.

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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 who answer question 1 correctly or none at all are considered far below the learning
target. Students able to answer question 1 and 3 are approaching targets. Students able to answer
questions 1-5 with less than 2 errors have met targets. Those able to answer all 6 questions are
exceeding expectations. We use proficiency scales in this district which equate to the following:
Falls Far Below=1 Approaches=2 Meets=3 Exceed=4

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

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Exceeds 4

Meets 6

Approaches 7

Falls Far Below 3

Pre-Assessment Analysis: Whole Class

I will not be making any changes to the content standards, learning goal, or measurable objectives.
Because only 50% of the class are meeting or exceeding expectations it shows that these standards are
necessary to ensure the students are able to meet grade level Common Core Standards. The standards and
learning targets provide enough flexibility to adjust instruction and activities to meet the needs of the
students performing at different levels.
This data shows the need to teach the unit in order for students to meet the Common Core Standards.
Fifty percent of the class is either approaching the learning targets of falls far below the learning targets.
The students approaching the learning targets demonstrate the need for further instruction as initially
planned. The students falling far below the learning targets demonstrating the need for explicit instruction
on the strategies needed to be successful. These students will receive small group instruction during
independent work time as well as instruction during Bulldog time as a form of intervention. The three
students in this category already receive extra support in other academic areas due to demonstrated need.

Fifty percent of the class has met or has exceeded the expectations set forth on the pre-assessment. These
students demonstrate the need for enrichment activities and opportunities for higher level thinking
regarding this content. The lesson plans need to include opportunities for these students to be challenged
at their instructional level. GoMath, the math curriculum being used in the classroom, provides many
enrichment activities that could prove beneficial for those students in these categories.

Dependent upon student performance throughout the unit, independent work time, and student
observations assessment will be done accordingly. The curriculum provides an assessment that will be
given at the end of this unit. After giving student direct instruction and opportunities for higher level
thinking at their instructional level different pieces of the assessment will be given for a grade. The
students receiving extra support for below level achievement will take the assessment in small group in
order to give verbal explanations and be given guided support.

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.

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Students who answer question 3 correctly or none at all are considered far below the learning
target. Students able to answer question 1, 3, and 6 are approaching targets. Students able to
answer questions 1-4 and 6 with less than 2 errors have met targets. Those able to answer all 6
questions are exceeding expectations. We use proficiency scales in this district which equate to
the following: Falls Far Below=1 Approaches=2 Meets=3 Exceed=4

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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 Problem Solving 3- 3-Digit Subtraction: 3-Digit Subtraction: Subtraction: Regroup Regrouping with
Activity Digit Subtraction Regroup Tens Regroup Hundreds Hundreds and Tens Zeros
Standards and 2.NBT.B.7 Add and 2.NBT.B.7 Add and 2.NBT.B.7 Add and 2.NBT.B.7 Add and 2.NBT.B.7 Add and
Objectives subtract within 1000, subtract within 1000, subtract within 1000, subtract within 1000, subtract within 1000,
What do students using concrete using concrete using concrete using concrete using concrete
need to know and be models of drawings, models of drawings, models of drawings, models of drawings, models of drawings,
able to do for each and strategies based and strategies based and strategies based and strategies based and strategies based
day of the unit? on place value, on place value, on place value, on place value, on place value,
properties of properties of properties of properties of properties of
operations, and/or the operations, and/or the operations, and/or the operations, and/or the operations, and/or the
relationship between relationship between relationship between relationship between relationship between
addition and addition and addition and addition and addition and
subtraction; relate the subtraction; relate the subtraction; relate the subtraction; relate the subtraction; relate the
strategy to a written strategy to a written strategy to a written strategy to a written strategy to a written
method. Understand method. Understand method. Understand method. Understand method. Understand
that in adding or that in adding or that in adding or that in adding or that in adding or
subtracting three- subtracting three- subtracting three- subtracting three- subtracting three-
digit numbers, one digit numbers, one digit numbers, one digit numbers, one digit numbers, one
adds or subtracts adds or subtracts adds or subtracts adds or subtracts adds or subtracts
hundreds and hundreds and hundreds and hundreds and hundreds and
hundreds, tens and hundreds, tens and hundreds, tens and hundreds, tens and hundreds, tens and
tens, ones and ones, tens, ones and ones, tens, ones and ones, tens, ones and ones, tens, ones and ones,
and sometimes it is and sometimes it is and sometimes it is and sometimes it is and sometimes it is
necessary to compose necessary to compose necessary to compose necessary to compose necessary to compose
or decompose tens or or decompose tens or or decompose tens or or decompose tens or or decompose tens or
hundreds. hundreds. hundreds. hundreds. hundreds.

Learning Objective: Learning Objective: Learning Objective: Learning Objective: Learning Objective:
Students will Students will Students will Students will Students will
accurately solve accurately solve accurately solve accurately solve 3- accurately solve 3-

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 problems involving problems involving problems involving digit subtraction digit subtraction
3-digit subtraction 3-digit subtraction 3-digit subtraction using the standard using the standard
with and without with possible with possible algorithm with algorithm with
regrouping by using a regrouping of tens by regrouping of possible regrouping possible regrouping
model meeting a using standard hundreds by using of both hundred and when there are zeros
proficiency score of 3 algorithm meeting a standard algorithm tens meeting a in the minuend
as measured by proficiency score of 3 meeting a proficiency proficiency score of 3 meeting a proficiency
independent as measured by score of 3 as as measured by score of 3 as
completion of pages independent measured by independent measured by
422-425 in their completion of page independent completion of pages independent
GoMath textbook. 429 in the student completion of pages 440-441 in the completion of pages
textbook. 435-436 in the student textbook. 447-448 in the
student textbook. student GoMath
textbook.

Academic Language model, difference, difference, regroup, difference, regroup, difference, regroup, difference, regroup,
and Vocabulary fewer place value, digits place value, digits, place value, digits, place value, digits,
What academic *Students have been model model model
language will you taught when solving
emphasize and teach word problems to
each day during this identify key
unit? vocabulary to
determine the
operation. These are
located on anchor
charts at the front of
the room and have
been reviewed
extensively.
Therefore, these
vocabulary words are
not included in
instruction unless
provided with a
question by a student.
Summary of  Students enter the  Students enter the  Students enter the  Students enter the  Students enter the

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Instruction and room from room from room from room from room from
Activities for the specials and specials and specials and specials and specials and
Lesson immediately take immediately take immediately take immediately take immediately take
How will the out their math out their math out their math out their math out their math
instruction and whiteboards and whiteboards and whiteboards and whiteboards and whiteboards and
activities flow? dry erase markers dry erase markers dry erase markers dry erase markers dry erase markers
Consider how the for warm up. for warm up. for warm up. for warm up. for warm up.
students will  The teacher  The teacher  The teacher  The teacher  The teacher
efficiently transition reviews the reviews the reviews the reviews the reviews the
from one to the next. common core common core common core common core common core
standards to be standards to be standards to be standards to be standards to be
addressed in the addressed in the addressed in the addressed in the addressed in the
lesson as well as lesson as well as lesson as well as lesson as well as lesson as well as
the learning the learning the learning the learning the learning
objective. objective. objective. objective. objective.
 The first warm  The first warm  The first warm  The first warm up  The first warm up
up problem will up problem will up problem will problem will be problem will be
be displayed on be displayed on be displayed on displayed on the displayed on the
the board. This the board. This the board. This board. This board. This
problem either problem either problem either problem either problem either
addresses a skill addresses a skill addresses a skill addresses a skill addresses a skill
previously taught previously taught previously taught previously taught previously taught
or introduces a or introduces a or introduces a or introduces a or introduces a
concept students concept students concept students concept students concept students
will be working will be working will be working will be working will be working
on in the current on in the current on in the current on in the current on in the current
lesson. lesson. lesson. lesson. lesson.
 Students are  Students are  Students are  Students are  Students are
given 1-2 given 1-2 given 1-2 given 1-2 given 1-2
minutes after the minutes after the minutes after the minutes after the minutes after the
problem is read problem is read problem is read problem is read problem is read
to solve it. The to solve it. The to solve it. The to solve it. The to solve it. The
teacher walks teacher walks teacher walks teacher walks teacher walks
among the among the among the among the among the
students, engages students, engages students, engages students, engages students, engages
them in dialogue them in dialogue them in dialogue them in dialogue them in dialogue

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 regarding their regarding their regarding their regarding their regarding their
procedures, procedures, procedures, procedures, procedures,
checks work, and checks work, and checks work, and checks work, and checks work, and
answers answers answers answers answers
questions. questions. questions. questions. questions.
Students then put Students then put Students then put Students then put Students then put
their boards up their boards up their boards up their boards up their boards up
and the problem and the problem and the problem and the problem and the problem
is reviewed is reviewed is reviewed is reviewed is reviewed
whole group. whole group. whole group. whole group. whole group.
Students may Students may Students may Students may Students may
come to the come to the come to the come to the board come to the board
board and solve board and solve board and solve and solve for and solve for
for peers for peers for peers peers dependent peers dependent
dependent upon dependent upon dependent upon upon observed upon observed
observed success. observed success. observed success. success. success.
 The procedure is  The procedure is  The procedure is  The procedure is  The procedure is
then repeated for then repeated for then repeated for then repeated for then repeated for
the second warm- the second warm- the second warm- the second warm- the second warm-
up problem. up problem. up problem. up problem. up problem.
 We will then  We will then  We will then  We will then  We will then
watch the watch the watch the watch the watch the
interactive interactive interactive interactive interactive
GoMath video GoMath video GoMath video GoMath video GoMath video
that introduces that introduces that introduces that introduces that introduces
the concept the concept the concept the concept the concept
allowing students allowing students allowing students allowing students allowing students
to come up and to come up and to come up and to come up and to come up and
interact with the interact with the interact with the interact with the interact with the
video. video. video. video. video.
 Students then put  Students then put  Students then put  Students then put  Students then put
away their away their away their away their away their
whiteboards and whiteboards and whiteboards and whiteboards and whiteboards and
turn to page 421 turn to page 427 turn to page 433 turn to page 439 turn to page 445
in their GoMath in their GoMath in their GoMath in their GoMath in their GoMath
workbooks. workbooks. workbooks. workbooks. workbooks.

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  We will read the  We will read the  We will read the  They will  We will read the
problem together problem together problem together complete the first problem together
as it is displayed as it is displayed as it is displayed row of problems as it is displayed
on the on the on the independently. on the
SmartBoard and SmartBoard and SmartBoard and They will then be SmartBoard and
work through the use the following use the following asked the use the following
Problem Solving guided questions. guided questions. following guided guided questions:
Graphic  Will you add  How can you use questions to share  What do you
Organizer or subtract to quick pictures to with their face need to do to
together. The solve? solve this partners: solve this
following Explain how problem?  How did you problem?
questions will be you know.  Do you need to solve each  How will you
asked: What are  How could regroup? Why or problem? find the
you asked to you use base- why not?  What did you difference?
find? What 10 blocks to  Students will notice about  Students will
information do solve? discuss with their subtracting 50- then choose a
you need to use?  Do you need shoulder partners. 20? method of their
 We will then to regroup? Using the doc  What did you choice to solve
make a bar model Why or why cam we will use notice about the problem;
of the not? base 10 blocks to subtracting 600- standard
information  Students will build the 400? algorithm, bar
which students discuss with their problem. The  The class will model, or a
have previously shoulder partners. teacher will show then discuss ways drawing.
used in 2-digit Using the doc how to regroup of using mental  We will then
subtraction as cam we will use using base-10 math to solve review the Model
well as 3-digit base 10 blocks to blocks. subtraction and Draw as a
addition. build the  We will then problems before whole class
Students will problem. The draw the problem completing the reading through
then draw a teacher will show using the table on remainder of the the steps to solve
picture using how to regroup page 433. page. a problem
hundreds, tens, using base-10 Students will be  We will then requiring
and ones as blocks. expected to draw complete the regrouping of
previously  We will then regrouping using Model and Draw zeros.
practiced. We draw the problem arrows as shown activity on page  We will then
will work using the table on on day 2 of the 440 showing how move on to page
through the page 427. unit. to regroup in both 446 and complete

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 subtraction Students will be  We will check the tens and the 3 problems
process on the shown how to our drawing with hundreds places. using standard
SmartBoard. visually draw standard  We will then algorithm. They
 Dependent upon regrouping using algorithm to move on to page will then
student arrows. ensure we are 440 and complete exchange with a
understanding  We will check correct. the 3 problems on table mate to
either they will our drawing with  We will then the top row using check that they
be given the standard move on to page standard solved correctly.
opportunity to try algorithm to 434 and complete algorithm. They We will review
another problem ensure we are the 2 problems will then the three
or they will begin correct. using standard exchange with a problems on the
independent  We will then algorithm. They table mate to board which they
work on page move on to page will then check that they will compare to
422. 428 and complete exchange with a solved correctly. their own work.
 During the 3 problems table mate to We will review  They will then
independent using standard check that they the three independently
work the teacher algorithm. They solved correctly. problems on the complete pages
will monitor will then We will review board which they 447-448
students as they exchange with a the two problems will compare to  During
work through the table mate to on the board their own work. independent work
problems check that they which they will  They will then the teacher will
engaging in solved correctly. compare to their independently monitor students
dialogue We will review own work. complete pages as they work
regarding student the three  They will then 441-442 skipping through the
models and problems on the independently number 17 (this problems
drawings and the board which they complete pages problem uses a engaging in
subtraction will compare to 435-436. strategy we have dialogue
procedures. their own work.  During chosen not to regarding student
 They will then independent introduce at this models and
independently work the teacher time) drawings and the
complete pages will monitor  During subtraction
429-430. students as they independent work procedures.
 During work through the the teacher will
independent problems monitor students
work the teacher engaging in as they work
will monitor dialogue through the

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 students as they regarding student problems
work through the models and engaging in
problems drawings and the dialogue
engaging in subtraction regarding student
dialogue procedures. models and
regarding student drawings and the
models and subtraction
drawings and the procedures.
subtraction
procedures.
Differentiation A small group of 5 A small group of 5 A small group of 5 A small group of 5 A small group of 5
What are the students come back students come back students come back students come back students come back
adaptations or to the kidney table to the kidney table to the kidney table to the kidney table to the kidney table
modifications to the with offices to have with offices to have with offices to have with offices to have with offices to have
instruction/activities the problems read the problems read the problems read the problems read the problems read
as determined by the aloud to them and be aloud to them and be aloud to them and be aloud to them and be aloud to them and be
student factors or given the opportunity given the opportunity given the opportunity given the opportunity given the opportunity
individual learning for more adult for more adult for more adult for more adult for more adult
needs? support in the support in the support in the support in the support in the
procedures. This procedures. This procedures. This procedures. This procedures. This
group may group may group may group may group may
demonstrate the need demonstrate the need demonstrate the need demonstrate the need demonstrate the need
for manipulatives or for manipulatives or for manipulatives or for manipulatives or for manipulatives or
other tools for other tools for other tools for other tools for other tools for
success. success. success. success. success.
Students exceeding Students exceeding Students exceeding Students exceeding Students exceeding
expectations as expectations as expectations as expectations as expectations as
determined by the determined by the determined by the determined by the determined by the
pre-assessment and pre-assessment and pre-assessment and pre-assessment and pre-assessment and
their performance are their performance are their performance are their performance are their performance are
given the opportunity given the opportunity given the opportunity given the opportunity given the opportunity
to utilize other to utilize other to utilize other to utilize other to utilize other
methods of solving methods of solving methods of solving methods of solving methods of solving
the problems and the problems and the problems and the problems and the problems and
explain methods to explain methods to explain methods to explain methods to explain methods to
peers. peers. They will also peers. Students will peers. peers

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 be required to be expected to Students who finish
complete the spiral complete the lesson may pair up and
review if they check and spiral discuss problem 17
complete the review if they finish using the following
assigned pages early. early. guided questions:
 What were
the steps
Walter used?
 Why did he
solve his
problem this
way?
 What
methods
might you
use to solve
the problem?
 When would
Walter’s
method be
easier to use?
Required Materials, Smart Notebook Smart Notebook Smart Notebook Smart Notebook Smart Notebook
Handouts, Text, Lesson Slides Lesson Slides Lesson Slides Lesson Slides Lesson Slides
Slides, and Student Whiteboards Student Whiteboards Student Whiteboards Student Whiteboards Student Whiteboards
Technology and Markers and Markers and Markers and Markers and Markers
Student GoMath Base-10 Blocks Student GoMath Student GoMath Student GoMath
Workbooks Doc Cam Workbooks Workbooks Workbooks
Student GoMath
Workbooks
Instructional and Students are engaged Students are engaged Students are engaged Students are engaged Students are engaged
Engagement in quick warm-up in quick warm-up in quick warm-up in quick warm-up in quick warm-up
Strategies problems in which problems in which problems in which problems in which problems in which
What strategies are their tables can earn their tables can earn their tables can earn their tables can earn their tables can earn
you going to use with points for points for points for points for points for
your students to keep participation. participation. participation. participation. participation.
them engaged

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throughout the unit of Students are given Students are given Students are given Students are given Students are given
study? the opportunity to the opportunity to the opportunity to the opportunity to the opportunity to
show their success on show their success on show their success on show their success on show their success on
the board which has the board which has the board which has the board which has the board which has
proved an engaging proved an engaging proved an engaging proved an engaging proved an engaging
method. method. method. method. method.

Students are able to Students are able to Students are able to Students are able to Students are able to
interact with the interact with the interact with the interact with the interact with the
GoMath video which GoMath video which GoMath video which GoMath video which GoMath video which
engages them in engages them in engages them in engages them in engages them in
learning the content learning the content learning the content learning the content learning the content
provided in the provided in the provided in the provided in the provided in the
lesson. lesson. lesson. lesson. lesson.

Students are also kept Students are also kept Students are also kept Students are also kept Students are also kept
engaged in their work engaged in their work engaged in their work engaged in their work engaged in their work
books and those who books and those who books and those who books and those who books and those who
are not are brought to are not are brought to are not are brought to are not are brought to are not are brought to
the back table for the back table for the back table for the back table for the back table for
adult support. adult support. adult support. adult support. adult support.
Formative Student learning is Student learning is Student learning is Student learning is Student learning is
Assessments measured through measured through measured through measured through measured through
How are you going to teacher observation teacher observation teacher observation teacher observation teacher observation
measure the learning of the completion of of the completion of of the completion of of the completion of of the completion of
of your students their student their student their student their student their student
throughout the workbooks. The workbooks. The workbooks. The workbooks. The workbooks. The
lesson? teacher will walk teacher will walk teacher will walk teacher will walk teacher will walk
amongst students and amongst students and amongst students and amongst students and amongst students and
monitor student monitor student monitor student monitor student monitor student
understanding by understanding by understanding by understanding by understanding by
engaging in dialogue engaging in dialogue engaging in dialogue engaging in dialogue engaging in dialogue
regarding the regarding the regarding the regarding the regarding the
procedures they are procedures they are procedures they are procedures they are procedures they are
using to solve the using to solve the using to solve the using to solve the using to solve the
problems, what problems, what problems, what problems, what problems, what

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 strategies work best strategies work best strategies work best strategies work best strategies work best
for their assessments, for their assessments, for their assessments, for their assessments, for their assessments,
and the difficulties or and the difficulties or and the difficulties or and the difficulties or and the difficulties or
challenges they are challenges they are challenges they are challenges they are challenges they are
encountering. encountering. encountering. encountering. encountering.
Summative, Post- Students will be given a post-assessment in the same format as the pre-assessment. It will contain 6 questions ranging
Assessment in proficiency requirements of 2-4. The assessment contains both standard algorithm equations and story problems that
What post- require regrouping in different place values. The summative assessment story problems will be formatted to match story
assessment will problems from student workbooks.
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

Video Recording Link: https://www.youtube.com/watch?v=rJYifM_EiP4&feature=youtu.be

Summary of Unit Implementation:
Each lesson was centered around three digit subtraction with regrouping in the ones, tens, and hundreds place
values. The lessons contained the same activities in a routine including warm-up problems, interactive white board
videos, and a mini lesson involving the specific learning target, and independent work time within the GoMath
textbook. Each lesson proved to provide some level of difference in execution dependent upon student performance.
Some days required more time spent on the warm-up problems and even re-teaching. Sometimes students exhibited
understanding quickly and finished faster with a need for further enrichment activities. On one particular day we
skipped the interactive white board activity because it was glitching and we could not interact with the activity.
Although the timing was different each day and specific activities needed different amounts of focus, the lessons
went primarily as planned.
The engagement strategies within the unit included the use of warm-up problems, opportunities to share successes,
interactive SmartBoard videos, and engaging work book activities. These activities are used continuously and have
proven to foster learning targets by allowing students the opportunity to exhibit mastery of skills through a variety of
methods. Dependent upon student performance they may not need the support of the GoMath videos but may need
further support in the book and/or multiple warm up problems.

Summary of Student Learning:

Overall, 90% of students within the classroom exhibited proficient mastery of the concepts presented in the five day
unit plan. Students were able to meet the daily learning target and exhibit success through the activities presented
including warm-ups, interactive white board activities, peer discussion, and performance within the student work
book. Units of measurement to determine student success included informal observations conducted during the
warm-up activities which provided positive results as students were able to complete problems or talk through them
with peers and/or adults. Students were also successful when completing the interactive white board activities. I
used this time to specifically monitor students who had previously exhibited a weaker understanding during two
digit subtraction units. The students also completed lessons within their workbooks which demonstrated mastery of
the topic with the exception of two students who receive small group instruction and intervention. Dependent upon
student performance I adjusted warm-up activities. One particular student struggled to read the questions being
asked. She was very successful with equations but never actually answered the questions being asked of her.
Because of this I adjusted the warm-ups to revolve around problems that forced you to pay careful attention to the
directions. I monitored her closely and asked her direct questions regarding this strategy. During independent work
time I reminded her of warm-up and how important that skill was. She then double checked her work, re-read
problems, and demonstrated a much higher level of success.

Reflection of Video Recording:

When reviewing the video of my teaching performance I felt I did relatively well with the teaching activities and
keeping students engaged within the lesson. I ensured that I monitored students throughout instruction, kept students
on task, and closely observed student performance throughout the activity. I scaffolded instruction and questions to
ensure specific students were successful with the content. I felt my biggest strength was the level of engagement
within the lesson. My pacing and monitoring of students as well as the various activities kept students engaged and
did not allow off task behaviors. This is something I have improved over the years and will continue to do so
moving forward. One thing I would like to improve on is incorporating cooperative learning into the activities in
math. I focus primarily on independent work in order to monitor understanding but to be able to work with others in
math requires a higher level of thinking that I want my students to meet. I have, since this recording, incorporated
Kagan strategies but not as frequently in math. This is an area of growth moving forward.

© 2019. Grand Canyon University. All Rights Reserved. Page 20 of 24

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
Highly Proficient
(90%-100%) 4 8

Proficient
(80%-89%) 6 9

Partially
Proficient
7 2
(70%-79%)

Minimally
Proficient
3 1
(69% and below)

Post-Test Analysis: Whole Class

When reviewing the assessment results involving the use of three digit subtraction I can interpret that
overall students experienced success in their learning and expanded upon their foundational skills in this
content area. The pre-test revealed that only 50% of the class was proficient with the stated objectives.
However, the post-test revealed that 85% of the class was proficient in the objectives following the unit
plan. Although 15% of students fell below the desired range, 95% of the class made progress from pre-test
to post-test showing the increase in student learning. In the pre-test only 4 students were able to accurately
solve a two-step three digit word problem that required both the use of addition and subtraction strategies.
I had previously provided instruction on the addition component but had not explicitly taught the solving
of multi-step word problems involving both addition and subtraction. In the post-test 8 students were able
to complete a problem requiring the same steps. This was following instruction on three digit subtraction
but I still did not explicitly teach multi-step word problem solving. This provided evidence that students
were able to utilize content they had learned to problem solve without explicit guidance. This was a true
example of student learning and application of knowledge. Although I had three students who did not meet
proficiency standards, their exhibited learning on the post-assessment gave a better picture of
understanding than the pre-test. In the pre-test these three students were unable to complete a single
problem with accuracy. On question 1 and 3, which were required to be correct to be approaching targets,
students were unable to set up the problem appropriately with the material read to them and the
opportunity to orally discuss the concept. On the post-test these students were able to set up the problems
in numbers 1, 3, and 5 but struggled with the regrouping concepts in problems 3 and 5. When reviewing
the assessment following its completion 2/3 students were able to recognize the errors made in their
regrouping strategies. Overall, the increase in student performance and the percentage of students
considered proficient showed success in student learning to meet the objectives.
When analyzing the assessment data and determining that 95% of students showed an improvement from
the pre-assessment to the post-assessment it can be determined that the instruction was effective in
improving student understanding of the concepts outlined in the unit plan. The unit plan provided students
with the understanding to effectively apply what they learned to word problems that were not explicitly

© 2019. Grand Canyon University. All Rights Reserved. Page 21 of 24

taught. For example students were able to complete multi-step word problems encompassing both the
content taught in the unit plan and previously taught content. Although multi-step word problems were not
an objective or focus of the lessons, student application proved that instruction provided the necessary
strategies for this type of problem solving. Overall, the increase in student learning and the results on the
post-assessment provided evidence of effective instruction.
Post-Assessment Analysis: Subgroup Selection

Students receiving individualized instruction through Individualized Education Plans and customized
learning plans have been shown in this particular class to struggle with math concepts such as multi-digit
addition, two digit subtraction, and word problems. Many accommodations and modifications have been
made to instruction and assessment in order to ensure student success. I chose this subgroup to determine
if these are proving effective or if changes need to be made.
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 2

Approaches 2 2

Falls Far Below 3 1

Post-Assessment Analysis: Subgroup

When analyzing the post-test data of the 5 students within this subgroup it can be determined that student
learning did occur for 4/5 of these students. Three of the students within the subgroup did not meet
proficiency standards with the provided accommodations and modifications. In the pre-test these three
students were unable to complete a single problem with accuracy. On question 1 and 3, which were
required to be correct to be approaching targets, students were unable to set up the problem appropriately
with the material read to them and the opportunity to orally discuss the concept. On the post-test these
students were able to set up the problems in numbers 1 and 2 but struggled with the regrouping concepts in
problems 1 and 6. When reviewing the assessment following its completion 2/3 students were able to
recognize the errors made in their regrouping strategies. The third student did not recognize the errors and
could not verbally provide insight into her thinking regarding the errors made. The other two students who
did meet the proficiency standards were able to effectively demonstrate their learning by successfully
solving problems 1-4 and 6 without making any errors in the regrouping strategies or set up of the
equations. Although I prefer students to meet proficiency targets in their post-assessment I gathered
information through the use of formative assessment throughout instruction as well as their improvement
in the post assessment to determine student learning increased and their understanding and application of
content did improve.
The instruction provided was effective to an extent for the 4/5 students who showed an improvement from
the pre-test to the post-test as determined by their performance on the assessments and their performance
on the formative assessments throughout the unit. For the 3 students who have not yet mastered the

© 2019. Grand Canyon University. All Rights Reserved. Page 22 of 24

content there are several steps that have already been taken and will continue in order to support them in
being successful with the objectives. These students are being provided small group instruction during
independent work time, receive pull out services during our structured intervention time, are given
modifications and accommodations to ensure they are provided with a level playing field, and during math
rotations are reviewing, practicing, and applying these concepts through a multitude of means. The
students struggled primarily with regrouping with misconceptions regarding borrowing and changing
numbers as the regrouping occurs. This led to many errors in their post-assessment. Therefore the
strategies mentioned above will be implemented in order for them to practice this skill and aid in their
understanding of this concept.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 4 8

Meets 6 7

Approaches 5 0

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup and Remainder of Class

In comparison to the rest of the class, the subgroup performed primarily below expected proficiency
levels. However, similar to the rest of the class all but one student showed an increase in learning from the
pre-assessment to the post-assessment. While the rest of the class showed proficiency in regrouping
strategies the subgroup still showed inconsistencies in their ability to regroup in the post-test problems.
Overall, the unit plan and instruction proved effective for 95% of the class in that my goal is to show
growth following instruction. Students were able to apply the content taught in instruction to the
assessment questions whether through the post assessment of the review following the assessment.

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 steps for instruction will focus primarily on solving multi-step word problems that encompass
two or more learned skills. This can be compared to problem 5 in the post-assessment which requires
student to determine the steps needed to solve for the question being asked. I will also being applying the
plan for those students who were not successful on the post-assessment. An objective moving forward
would be:
When given a multi-step word problem involving both multi-digit addition and subtraction students will
accurately solve through the use of either a drawing or standard algorithm meeting proficiency standards
outlined in the district directed proficiency scales for grade 2.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

© 2019. Grand Canyon University. All Rights Reserved. Page 23 of 24

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. Implement more collaborative learning  Research Kagan strategies further to find
strategies within the math curriculum grade level appropriate collaborative learning
while still maintaining fidelity to the strategies that can be implemented into the
GoMath program. math curriculum.
 Observe a teacher who is more familiar with
GoMath to gain suggestions, ideas, and
observations of their use of collaborative
learning strategies within this curriculum
instruction.

2. Although the formative assessments are  Research methods of engaging formative

currently engaging for the students within assessments on teaching websites, research
the classroom, I would like to develop forums, and forums such as teachers pay
multiple methods of engagement for teachers.
formative assessments moving forward in  Use resources within the building such as
the curriculum. veteran teachers, resource teachers, and other
members of the faculty to determine methods
of formative assessments that they have used
within their own classrooms that are both
research based and engaging.

3. I would like to ensure that there are both  I can utilize enrichment activities from within
enrichment activities and modified the GoMath curriculum and have them printed
activities to meet the needs of each and on file prior to instruction.
student in every lesson. This means  For students struggling with materials I can
ensuring that these activities are prepared meet with the previous grade level for
prior to instruction and can be given supportive materials as well as the resource
based on student performance throughout and title teachers to supply supplemental
the lesson. materials for topics students struggle with.

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