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 Teacher Candidate Student ID:
First Name:
Kylie
Last Name:
Fitzgerald 20487140
Email Address: Phone: State:
[email protected] (541) 733-6008 OR- Oregon
Program of Study:
M.Ed. in Elementary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: Content Area(s) Taught: Total Number of
Classroom 22
Students:
Total Number of Boys: Total Number of Girls: Age Range
10 12 Represented: 9-11
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native %
1 4.55
Asian %
0 0.00
Identify the number of Black/ African American
students representing 0 0.00 %
each of the following Hispanic / Latino %
cultures/ ethnicities: 6 27.27
Native Hawaiian / Pacific Islander %
0 0.00
White %
15 68.18
Other %
0 0.00
Total %
22 100

©2018. Grand Canyon University. All Rights Reserved.

 Describe any socioeconomic factors affecting your students.

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

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.

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

©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.

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
0 1 1 2 0 0

Girls
0 1 0 0 0 0

Instructional
Accommodations and
Modifications
(Describe any instructional
accommodations and
modifications regularly used
to meet the needs of students
in each subgroup.)

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

©2018. Grand Canyon University. All Rights Reserved.

 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 Date:

E-Signature: Kylie Fitzgerald
Kylie Fitzgerald (Feb 13, 2019)
Feb 13, 2019

©2018. Grand Canyon University. All Rights Reserved.