Champk-step Part Ii

GRAND CANYON UNIVERSITY STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP) STANDARD 1, PART II

Understanding the learning needs of students is critical when designing instruction that is differentiated and geared to meet unique learning needs. As you get to know your students and their individual backgrounds, identifying their specific learning needs will help you strategically design their instruction and assessments. By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. This contextual data will assist you in developing your instructional unit, which you are expected to teach by the end of week 8. Utilize the district or school website, your cooperating teacher/mentor, or school administrator for this information. Complete the STEP Standard 1, Part II that includes: A. Student Demographic Factors B. Environmental Factors C. Student Achievement Factors APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please note, that in order to submit this assignment, you must: 1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.  Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process. 2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.  An initial email will be sent to you to confirm your email address.  A completed copy of the document will be emailed to you within minutes of confirming your email address. 3. Submit a completed copy to the appropriate LoudCloud submission space for grading.

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GRAND CANYON UNIVERSITY STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP) TEACHER CANDIDATE INFORMATION: Teacher Candidate First Name: Email Address:

Kelly [email protected]

Program of Study:

Teacher Candidate Last Name: Phone:

Student ID:

Champ (323)500-3291

State:

20434771 CA- California

B.S. in Elementary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY A. STUDENT DEMOGRAPHIC FACTORS Grade Level(s) Taught: Total Number of Boys:

Content Area(s) Taught: Elementary-All Subjects

3rd

Total Number of Girls:

8

12

Culture / Ethnicity American Indian / Alaskan Native Asian

Identify the number of students representing each of the following cultures/ ethnicities:

Black/ African American Hispanic / Latino Native Hawaiian / Pacific Islander White Other

Total

Total Number of Classroom Students: Age Range Represented:

Number of Students

20

8-10 Percentage of Total Classroom Students:

0

0.00

%

0

0.00

%

0

0.00

%

0

0.00

%

0

0.00

%

20

100.00

%

0

0.00

20

100

©2018. Grand Canyon University. All Rights Reserved.

% %



Describe any socioeconomic factors affecting your students.

All of the students' socioeconomic backgrounds are within the working middle-upper class range. All students have at least 1 parent that works full-time. 

Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

These student demographic factors may impact overall planning, delivery, and assessment of my unit because since the majority of my students live by comfortable means and have basic necessities, they are more likely able to have consistent attendance at school, focus/engage during lessons, and complete tasks (both in the classroom setting and at home). Also, there are occasions when there is a parent volunteer, which can support and increase student motivation. As with any school setting, assessment greatly varies based on individual and whole-group goals and expectations. Since each child is unique and has different needs/learning styles, assessment can be adapted to suit individual needs. Therefore, the teacher is able to obtain the most accurate results and plan developmentally appropriate lessons accordingly.

B. ENVIRONMENTAL FACTORS Attach a photo or diagram showing the physical room arrangement: 

Describe the environmental factors of your cooperating classroom. Include a description of: o The physical room arrangement o Available classroom resources o The level of parental involvement o The availability of and/or access to technology. The physical classroom is approximately 15 feet wide by 30 feet long. There are 20 student desks arranged on each side of the classroom, facing the front of the room where the dry erase wall and projector are displayed. The desks are either in 4 rows of 3 or 4 rows of 2. Towards the back of the classroom, there are 2 fairly large storage closets used for teacher materials. Additionally, there is 1 teacher desk and 1 extra student desk near the back of the room. For teacher-use, there is a projector attached to the ceiling and an iPod touch to take photos of students. Students have 1:1 access for Chrome Books (laptops), where they can complete assignments, type documents, and access emails from the teacher through Google Classroom. Once in a while, there are parent volunteers, but on a regular basis they are only involved outside of the classroom (for homework support). They are required to attend parent-teacher conferences twice a year though, once in the Fall and another in the Spring. 

Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.

The potential effects these environmental factors have on planning, delivery, and assessment include: lots of partner/small group collaboration, discussion, developing technology skills, and sometimes, unnecessary talking during instruction. In particular, since the desks are all positioned facing the front of the classroom, many students are able to see displayed content clearly and take in information effectively. While working and completing assignments, students are able to engage in partnership and/or small group collaborations and are encouraged to engage in discussions relating to content. The only downside that I foresee with having the desks in this type of arrangement is that while a teacher is giving instruction, students can have side conversations with neighbor(s) and be distracted/cause distraction to others from learning. Additionally, each student has access to a Chrome Book. They are able to practice their typing skills, foster independence, and work on a variety of technological skills that will be needed as they progress to higher grade levels. During assessment times, students will often use 'privacy walls' to cover their own work and prevent others from looking over and copying answers.

©2018. Grand Canyon University. All Rights Reserved.

C. STUDENT ACADEMIC FACTORS 

Complete the table including the number of students whose primary language is other than English, have an IEP or a 504 plan, are gifted, receive educational services outside of the classroom (e.g., reading/math intervention, speech services, and special education services), and non-labeled students (e.g., non-IEP, non-ADA, Section 504) who are behaviorally or academically challenged.

Student Subgroup

Boys Girls

ELL

IEP

Section 504

Gifted

Behavior or Cognitive Needs Receiving No Services

Other Services (Explain)

0

0

0

0

01

5

0

0

0

0

0

4

Instructional Accommodations and Modifications

This student is needing therapy and/or family therapy to support diabetic issues. He does not need any additional instructional accommodations, as he is very bright, but does need to visit the school nurse frequently to check blood sugar levels and adjust.

2 of the 9 students in this area have behavioral needs, (Describe any instructional including magnified accommodations and emotions (anger) modifications regularly used to meet the needs of students causing severe in each subgroup.) meltdowns and a lack of awareness for how others feel. The other 7 students have cognitive needs, mostly processing issues. All of the students in this grouping will be  Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit. recommended to seek outside support to gain As noted, all of these student academic factors directly impact planning, delivery, and assessment of my unit because it requires me to differentiate instruction toinformation suit the further multiple needs of my students. Regarding the 7 students that require additional cognitive support, it may be beneficial to preview information prior to explicitly teaching a and understanding lesson and/or giving an assessment. For the 2 students that have behavioral issues, it makes planning, delivery, and assessment challenging because one does necessarily aboutnot their individual know what will trigger emotional outbursts at any one moment. At this point since there is not a clear understanding/diagnosis of students' needs, it can make planning and needs. assessing somewhat difficult because the teacher does not know which instructional strategies, methods, and/or accommodations will be the most effective for individual Recommendations students and their needs. include: educational therapist, occupational therapist, and speech pathologist.

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AGREEMENT AND SIGNATURE I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so. NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU. Teacher Candidate E-Signature:

Kelly Champ

Date:

Kelly Champ (Jan 27, 2019)

©2018. Grand Canyon University. All Rights Reserved.

Jan 27, 2019