step standard 1 contextual factors knowing your school and community part ii

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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.

Access the link to the STEP Standard 1 e-document below and complete each portion:

A. Student Demographic Factors

Describe the demographic data for the students in your cooperating classroom. Include grade levels and content areas, total number of students, total number of boys/number of girls, age range represented, cultures/ethnicities represented, and socioeconomic information of your students.

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

B. Environmental Factors

Describe the environmental factors of your cooperating classroom. Include the physical room arrangement, available classroom resources, the level of parental involvement, and the availability of and/or access to technology.

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

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.

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

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