Towson University

College of Education
Department of Special Education
Portfolio Rationale
The professional portfolio on display is a collection of five artifacts that I completed as I
progressed through the Special Education graduate courses at Towson University. The
assignments were crucial to building my knowledge of professional skills in my field of study
and improving my teaching. I mastered the CEC and InTASC standards linked to each of the
assignments. Below is an explanation of each assignment and the standards and skills that were
mastered completing each of them.
The Educational Achievement Report required me to administer the Woodcock Johnson
III to assess a students present academic performance level. The first task was to interview the
student and identify any demographic information related to the student. This included academic
records, school and home life and speaking with other teachers who had previously worked with
the child. The test was given following specific measures as detailed within the assessment
manual. I then scored each of the subtests accurately while making objective notes about the
students behaviors. The data collected from each of the subtests were then entered into a
database to determine the students present academic performance levels. The Educational
Achievement Report was then created and was a valuable tool to present during an IEP meeting
to assist the team in determining if the student required special education services. The report
was one measure of the student and would be combined with other assessment results to
determine if services were appropriate. Based on the student interview, subtest scores and notes
from the test administration a list of recommendations for the student was developed. These
recommendations were written to help create a successful learning environment for the selected

student. The reflection process prepared me for administering the same assessment with other
students in the future. (CEC 1,4,6 InTASC 1,2,6,7,8,9,10).
The second artifact that is included is a Universal Design for Learning lesson plan. The
plan reinforced basic number sense and problem solving skills with a focus on solving problems
using multiplication by finding patterns. It is aligned with the third grade common core state
curriculum under Operations and Algebraic Thinking. The students were presented with three
instructional goals; identifying factors, products, square numbers and patterns, using arrays to
find square products and using the Commutative Property of Multiplication. The mixed ability
group were exposed to direct instruction, guided practice and then independent practice of the
multiplication skills. Students were assessed based on their progress towards learning their
multiplication facts. A unit assessment was also given at the end of the lessons to measure
student understanding. I incorporated a variety of instructional strategies to meet the diverse
needs of students. Technology was part of the lesson and was incorporated through the use of
Kidspiration manipulatives and an interactive whiteboard. My understanding of how children
learn and develop is displayed through my design of instruction that met the needs of all learners
in my mixed ability math classroom. (CEC 1,3,5 InTASC 2,7,8).
The third artifact highlighted within my professional portfolio is the Positive Behavior
Support Plan. This assignment required me to identify a student with a behavioral need and
develop a plan for them to reduce the unwanted behavior. Gathering background information in a
variety of ways, including student, parent and teacher interviews was my first task. The student
was observed in several learning environments and data was collected based on all of his
exhibited behaviors. With this data, I could then identify a target behavior and formed hypothesis
statements about the behaviors. I then conducted a literature review which provided me with a

deeper understanding for the complex behaviors and strategies to implement in the classroom
setting. The research supported me to identify a replacement behavior for the verbal outburst
behavior I was seeing daily in the classroom. With all of that information known, I could then
build a plan to positively impact a change from the targeted behavior to the replacement
behavior. Additional observational data was collected with the plan in place. The process
required me to demonstrate competency in my ability to assess student behavior and identify its
impact on student success. The process gave me the opportunity to design, implement and
evaluate supports that would positively impact student behavior. The focus of the artifact was on
learner development and learning differences, and a wide range of learning environments.
Through the artifact, leadership skills and collaboration were necessary (CEC 1,2,3,4,5,6,7
InTASC 2,3,4,5,6,7,8,9,10).
The Evidence of Student Learning (ESL) artifact required me to demonstrate the relationship and
effect of my teaching on student learning. The first task was to examine curriculum and content
and the needs of the selected students in my classroom. Based on classroom observations and
other informal assessment, I developed a scaffolding plan of instruction. I provided necessary
supports through the math unit plan to meet the needs of all learners. I designed engaging, age
appropriate objectives for my students in kid-friendly language. While analyzing the data for the
assignment, it was clear that the instruction was valuable and the students made growth. My
ability to design instructional to meet the developmental needs of all learned and to plan
instruction based on my knowledge of the content, students, community and curriculum goals is
highlighted through this artifact. My repertoire of summative and formative assessments aided in
my impact on student success because it allowed me to diagnose, monitor and document student
growth throughout the unit. (CEC 1,2,3,4,5,6,7 InTASC 3,4).

The last artifact, an Individualized Education Plan (IEP) Case Study required me to
gather data and submerse myself in the IEP team process at my current school. For this
assignment, I worked with a student who had a current plan in place. The student was in my
reading, writing and math classes. I gathered the full picture on the selected student by reading
academic files, speaking with other teachers and professionals in my building and analyzing
classroom observation data. The data collected made it easy to determine the students present
level of performance to then use to create goals and objectives for the new upcoming school
year. I was careful to document all aspects of the IEP accurately and in a timely manner. I
participated in the formal IEP that followed all of the laws of IDEA. The parent present was read
her rights and all members of the team introduced themselves and place a valuable role in a
successful meeting. My knowledge and understanding of the individualized decision making
process through the initiation of the IEP process is highlighted. My work with the exceptional
student and her family and other professional colleagues in order to develop an IEP document is
clear. The experience provided me valuable components of the IEP process (CEC 1,3,6,7
InTASC 1,2,3,4,9,10).
My students were ultimately positively affected throughout the completion of each
artifact. My focus was instructional strategies and behavior management with students with
exceptionalities. I developed instruction that was developmentally appropriate for my individual
learners and student strengths and weaknesses. All students made academic progress. As a
general education teacher, I strengthened my knowledge of the Special Education field including
services, assessments, accommodations, modifications that all ultimately have an impact on my
current and future students.