E.

Casey Hereth
Artifact Rational: Evidence of Student Learning
Through the process of developing the Planning Cycle for
Evidence of Student Learning (ESL), I was able to demonstrate
competency in the 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. The ESL related to the Council for Exceptional Childrens
(CEC) standards 1,2,3,4,5,6 and 7.
CEC standard 1: Learner Development and Individual Differences
requires special education professionals to understand how
exceptionalities may interact with development and learning and
use this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities. This was
achieved through the development of the ESL by constantly
monitoring the progress of comprehension and progress of
students. By doing this I was able to identify, assess and
accommodate individuals with exceptionalities, while providing
meaningful experiences.
CEC standard 2: Learner Environments, was met through
creation of safe, inclusive, culturally responsive learning

environments. I fostered a classroom were individuals with

exceptionalities where challenged to be active and effective
learners. As a result, this helped develop emotional well-being,
positive social interactions, and self-determination. Throughout
the lessons, I strived to develop a safe and nourishing
environment for students.
CEC standard 3: Curriculum Content Knowledge was met by
my background understanding of fine arts, specifically the central
concepts of proportions, structures of the discipline, and tools needed
for the mastery of self-portraiture. I was able organize this knowledge,
integrate cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities.
CEC standard 4: Assessment was addressed throughout my
lessons using pre, formative and summative assessments to diagnose,
monitor and document student progress. By accessing students prior
knowledge about icons and proportions, monitoring their notes on
correct facial proportions, administering exit tickets and producing final
self portraits, I successfully used multiple methods of assessment
and data-sources in making educational decisions.
CEC standard 5: Instructional Planning and Strategies. This
standard asks that special educators select, adapt, and use a
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities. I was able to meet

the needs of this standard by supplying both assistive and

adaptive technologies, such as iPads and pencil grips. In addition
I used the UDL approach to planning my lesson, making sure to
include multiple means of delivery, including audio, visual and
bodily kinesthetic to assist in retention.
CEC standard 6: Professional Learning and Ethical Practices.
This standard was related through my use of foundational
knowledge of the field of Visual Arts and the my professional Ethical
Principles and Practice Standards to employ special education
practice, engage in lifelong learning, and to advance the
profession. Throughout the development of this ESL, I had the
opportunity to address the goals of students with IEPs and
504s. In doing this I strived to meet the needs of the every
student while providing appropriate accommodations for
students with an IEP/504.
The final CEC standard, 7: Collaboration requires special
educators to work with families, other educators, related service
providers, individuals with exceptionalities, and personnel from
community agencies in culturally

responsive ways to address

the needs of individuals with exceptionalities across a range of

learning experiences. These requirements were met through
collaborations with my mentor to creatively meet the needs of
students with exceptionalities within my classroom. Collaboration is

paramount when facing the challenges of planning lessons related

to curriculum.
In the years to come, I will strive to continue creating lessons
that are directly in line with the curriculum. Presenting information to
students in in a variety of ways allows all students to access the
material and increases their chances of success. In addition, I hope to
continue assessing students throughout the lesson, using a variety of
methods on a regular basis. The most important thing Ive learned
from the ESL, is the value of data and how I can use it to drive my
instruction. By following this format, I am able to meet the needs of all
my students, helping them find success within my classroom.