Towson University

College of Education
Department of Special Education
Portfolio Rationale
The following portfolio is a collection of artifacts that have been completed as I
progressed through my Special Education Graduate courses at Towson University. Each
assignment was a valuable task that improved my teaching and interpersonal professional skills.
Through the completion of each task, I mastered a number of skills linked to CEC and InTASC
standards. The following is an explanation of each task and the standards and skills that were
addressed within each assignment.
The Educational Achievement report required that I found a student to assess their
present academic performance level using the Woodcock Johnson III. I began by interviewing
the student and determining their demographic information as well as other pertinent information
regarding their academics, school and home life. I administered the Woodcock Johnson III by
following specific measures as prescribed in the assessment. I scored each subtest accurately and
noted the students behaviors objectively. After completing the assessment I used the data I
gathered and entered it into a database that computed my students scores. I used this data to
determine the students academic performance level. I then created an educational achievement
report that can be used to in the school setting to be presented to the IEP Team to assist in
determining if Sawyer requires special education services. Additionally, these results would be
used with all other available information when making a decision regarding Sawyers eligibility
for special education services. After looking at the interview, specific subtests, score report, and
notes from the actual administration of the test I created a list of recommendations for the
student. It is my hope as the administrator that the parent, classroom teacher, and even IEP team
can use the information to create a learning environment in which Sawyer can be successful.)

Finally I completed a reflection on the process to reflect on the administration of the test.
(InTASC 1,2,6,7,8,9,10 CEC 1,4,6)
The second artifact is a UDL reading lesson plan that reinforces the terms character and
setting. It is aligned with the kindergarten common core unit goal of How do animals respond to
seasonal changes in autumn? The students were exposed to two different pieces of text during
the lesson, one being used for modeling purposes, and the other for independent practice.
Students have been exposed to the terms character and setting and are practicing identifying
these elements in text. Students will have the opportunity to read the text, some using assistive
technology, and then respond to the text by identifying the characters and setting. Students will
be able to choose their method of sharing their knowledge. Students will be assessed on their
ability to identify the characters and setting of the story. In this plan I incorporated a variety of
instructional strategies to achieve different purposes in order to meet students needs. I
integrated technology in order to meet students needs. Finally I showed an understanding of
how children learn and develop by designing instruction that met learners needs based on age,
development, learning style, readiness, ability, and culture. (CEC 1, 3,5, INTASC 2, 7, 8)
The Positive Behavior Support Plan required that I identified a student with a behavioral
need. I began by gathering background information on the student, through a variety of
interviews with parents, teachers, and other professionals. I did a number of observations on the
student and collected data on behaviors. I identified a targeted behavior and formed a hypothesis
about these behaviors. Through collaboration and academic research, I identified a replacement
behavior for the negative behavior I was seeing in the classroom. I then developed a plan to
positively change the targeted behavior to the replacement behavior. I implemented the positive
behavior support plan and collected data as the plan was implemented. I continued to monitor

and support the child as I collected data. The PBSP required me to demonstrate competency in
the ability to assess student behavior and determine its impact on school success. It required that
I designed, implemented and evaluated supports that positively affect student behavior. This
artifact focused on learner development and learning differences, and a variety of learning
environments. In addition, the assignment required that I showed skill in leadership and
collaboration. (CEC, 1-7, InTASC 2-10)
The Evidence of Student Learning (ESL) required me to demonstrate the effects of my
teaching on student learning. For this assignment I examined curriculum and content, and the
needs of the student in my class. I collected data and scaffold a plan of instruction. I instructed
students and provided support throughout teaching for a variety of student needs in my class. I
continued to informally assess and use data to drive instruction. I examined data at the end of the
unit to determine the student learning. I determined that the instruction was valuable and that the
students grew. Through the completion of this assignment, I showed my ability to design
instruction that meets the developmental needs of all learners, plan instruction based on
knowledge of content, students, community and curriculum goals, use assessment data to adjust
instruction and use pre, formative and summative assessments to diagnose, monitor and
document student progress. CEC 1-7 InTASC 3,4.)
For the IEP Case study, I worked with a student that already had an IEP, however was up
for her annual review. I had this student in my class but first took the time to gather more
information on the student by collaborating with her parents, teachers and other professionals
that work with her. I collected data to determine the students present level of performance, and
then created goals and objectives for the upcoming year. I ensured that all aspects of her IEP
were complete and accurate. I then participated in a formal IEP meeting that followed all of the

laws of IDEA. The IEP Case Study required that I demonstrated an understanding of the
individualized decision-making process through the initiation of the IEP process and
collaborative planning. I worked with a student with an exceptionality, their family, and other
professional colleagues in order to develop this IEP document appropriately and accurately.
(CEC 1,3,6,7, InTASC 1,2,3,4,9,10.)
Throughout the completion of all of these tasks, my students were positively affected. I
focused on behavior management and instructional strategies. I examined individual students and
large groups of students in order to develop instruction that was developmentally appropriate.
Students in my care grew both academically and socially. I as a professional grew in my
knowledge of Special Education services, assessments, assistive technologies, accommodations,
modifications, and laws.