Section 3

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M.S. ED. ELEMENTARY PORTFOLIO

Section Three: Teacher Candidate Artifacts
Introduction
The following section in my portfolio is meant to demonstrate artifacts I have created or
received which will establish that I have developed and am continuing to develop the required
skills to become an effective educator. Across eight artifacts, I will demonstrate that these skills
include but are not restricted to: planning lessons, conducting instruction of these lessons,
assessing my students, and demonstrating that I have the training and ability to ensure a safe
environment for students, while providing an environment that will enable the growth of students
with special needs. Prior to displaying each artifact, I will provide an overview and rationale as
to why I chose to present said pieces of work, while aligning them with professional and
curriculum standards. By the end of this section, I believe I will have effectively demonstrated
my development as a future educator to anyone that reads my portfolio.

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Artifacts & Rationales
Artifact #1: Social Studies/Geography Lesson Plan – “Croatia – Who, what, when,
where, and why?”
Artifact Overview
The first artifact that I have selected is a Social Studies/Geography lesson plan based on
important historical information about former Yugoslavian nations. This is part of a 5 day
learning segment, consisting of lessons about Croatia, Serbia, Bosnia, Slovenia, and Macedonia.
The lesson was designed to meet curriculum standards in ELA for speaking and listening,
reading informational text, and reading for meaning in both New York State and Ontario.
Rationale for Artifact Inclusion
My reasoning for including this artifact in my portfolio is based on the skills it
demonstrates that I have developed in my time preparing to become an educator. These are
essential skills, as they involve the planning of lessons, instructing my students through the
lesson, and assessing my students’ understanding. The most direct skill demonstrated in this
artifact would be planning, as it is displayed in my use finding appropriate, grade-level content
for my students, use of students’ prior knowledge to engage them in the lesson, ensuring the
content matches standards for both NYS and Ontario curriculum, as well as providing clear
Bloom’s Taxonomy-based goals, with both types of assessment provided as well – all prior to
standing in front of a classroom full of learners. Preparation is absolutely key in providing a
strong learning environment to students, and I believe that this artifact demonstrates that in
entirety.
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Alignment to Professional and Curriculum Standards
InTASC
Standard 7 – Planning for Instruction
7(a) The teacher individually and collaboratively selects and creates learning experiences
that are appropriate for curriculum goals and content standards, and are relevant to learners
7(b) The teacher plans how to achieve each student’s learning goals, choosing
appropriate strategies and accommodations, resources, and materials to differentiate instruction
for individuals and groups of learners.
7(c) The teacher develops appropriate sequencing of learning experiences and provides
multiple ways to demonstrate knowledge and skill.
Standard 6 – Assessment
6(a) The teacher balances the use of formative and summative assessment as appropriate
to support, verify, and document learning.
6(b) The teacher designs assessments that match learning objectives with assessment
methods and minimizes sources of bias that can distort assessment results.
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill
as part of the assessment process.
TEAC
1.1 Subject matter knowledge: The program candidates must understand the subject
matter they will teach.

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1.2 Pedagogical knowledge: The program candidates must be able to convert their
knowledge of subject matter into compelling lessons that meet the needs of a wide range of
pupils and students.
1.3 Caring and effective teaching skill: The program candidates must be able to teach
effectively in a caring way and to act as knowledgeable professionals.
NYS Ethics
Principle 2 - Educators create, support, and maintain challenging learning environments
for all. Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
Ontario Ethics
Respect - Intrinsic to the ethical standard of Respect are trust and fair-mindedness.
Members honour human dignity, emotional wellness and cognitive development. In their
professional practice, they model respect for spiritual and cultural values, social justice,
confidentiality, freedom, democracy and the environment.

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Common Core Curriculum
Grade 4
CCSS.ELA-Speaking and Listening.4.4: Report on a topic or text, tell a story, or recount

an experience in an organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Reading Informational Text.4.3: Explain events, procedures, ideas, or

concepts in a historical, scientific, or technical text, including what happened and why, based on
specific information in the text.
Ontario Curriculum Standards
Grade 4
Reading – 1. Reading for Meaning, 1.4: Demonstrate understanding of a variety of texts

by summarizing important ideas and citing supporting details.
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Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Matthew Radman Date: March 24, 2019
Context for Learning (edTPA)
Where is the school where you are teaching located? Suburb: X
Grade level: 4 Number of students in the class: 20
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
Student with ADHD. 1 The student will be allowed to go to the bathroom and/or
water fountain at their discretion. The student will also be
allowed to walk around the class as needed during group
work at their discretion. In addition, the student will have a
tub with a squishable “stress-ball” for fidgeting. The student
will also be provided a small, personal markerboard to
draw/write activity-based responses on.
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
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Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Lesson 1 of a 5 Day Learning Segment
Subject and Lesson Topic: Subject – World History: Yugoslavia Lesson Topic: “Croatia – Who, what, when, where, why?”
Grade Level: 4 Lesson Duration: 40 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to describe the countries that make up former-Yugoslavia and summarize important
historical information of the countries it was composed of (Croatia, Serbia, Bosnia, Slovenia, and Macedonia).
Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students have a background knowledge in determining main ideas and supporting details of a text (CCSS.ELA-Literacy.SL.3.2) from grade 3, as
well as background knowledge in describing the relationship between a series of historical events using language that pertains to time,
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sequence, and cause/effect (CCSS.ELA-Literacy.RI.3.3) from grade 3. Therefore, students should have prior knowledge that will allow them to
appropriately describe and summarize the important historical information involved in the learning segment per the central focus.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use this knowledge to inform my instruction by re-introducing the concept of “who, what, when, where, why?” to the students, as it will
activate their prior knowledge of describing important events and details from history.
Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
I know that my students come from a suburban, mostly European cultural background, which is the culture involved in the learning segment and
current lesson.
Knowing my students will have some familiarity with aspects of European culture, but not all, I will be sure to not make assumptions about their
knowledge of the material. However, I would make the assumption that most of the students would be interested in the lesson because either
they will have a relatable cultural background, or their classmates/friends will.
Curriculum Standards
New York
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CCSS.ELA-Speaking and Listening.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Reading Informational Text.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text.
Ontario:
Reading – 1. Reading for Meaning, 1.4: Demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting
details.
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Upon reading the informational text, students Students ability to recall the information will I will provide the student with ADHD the
will recall the important historical information be assessed in their ability to accurately list stress ball to hold while reading the
regarding the country of Croatia. their assigned piece of information to the informational text to reduce fidgeting and
“who, what, when, where, why (5W’s)” chart. promote engagement in the piece. I will
allow time to read the piece until all
students have completed it, so the student
with ADHD does not fall behind.
Upon reading the informational text, students Students will be assessed formatively during The student with ADHD will be allowed to
will prepare a group chart to list important the group completion of the 5W’s chart by the hold the stress ball for the remainder of the
historical information about the country of teacher, who will check in with groups for activity to reduce fidgeting and promote
Croatia. progress, and will be assessed additionally focus to the group task at hand. I will also
when the chart is marked for completion. provide the student a small markerboard for
them to draw or write their answer on for
completion of the group task.
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Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Recall The students will be working in groups to recall important
Looking at your standards and objectives, information from the text provided to them. This will allow
choose the one Bloom’s word that best
students to share information and remain engaged, hearing
describes the active learning essential for
students to develop understanding of affirmations from group members and helping each other will
concepts within your lesson. promote a positive learning environment.
Vocabulary Who The vocabulary will be listed on the whiteboard with an example of
Key words and phrases students need to be What each word used. Additionally, they will be used in context to the
able to understand and use
When activity involved in the lesson.
Where
Why The teacher will check for understanding throughout the lesson
Identify through formative assessment.
Roles
Syntax Students will organize language in The teacher will provide a whiteboard available for all students to
Describe ways in which students will organize the form of a “who, what, when, use (mostly for the ADHD student’s benefit) to develop a “word
language (symbols, words, phrases) to
where, why?” chart to convey cloud” to utilize the vocabulary required by this lesson in a way
convey meaning.
meaning, based on corresponding they see fit (“5Ws” can be listed here with marker, with examples
historical information. from various groups to promote student engagement).
Discourse Students will use the historical The activity was designed to be group-based in order to for
How members of a discipline talk, write, and information from the text to fill in students to work together an assist one another, while encouraging
participate in knowledge construction and
the corresponding section of the agency in their thinking. This will also help the student with ADHD
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communicate their understanding of the 5W’s chart to communicate their stay focused as there will be group members to assist in his work
concepts understanding of the concepts. and communicate with him.
Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator - The teacher will ask refreshing questions to
engage students to the lesson early on and
activate prior learning.
The teacher will begin once the students have settled into their seats in their
groups of 4. The teacher will introduce a checkerboard-style graphic to the class:
“Boys and girls, what does this look like to you? Where have you seen it before? A
checkerboard? A chessboard? Good!”
The teacher will continue by using prior knowledge of European culture: “Another
place you may have seen it, is right here (the teacher will display a graphic of the
Croatian Flag): the Croatian Flag. I know that a lot of this class either comes from a
European cultural background, or know people that do! That is why today, we will
be starting our World History section about Yugoslavia with one of it’s former
pieces, which is now the country of Croatia.”
The teacher will finish the anticipatory set by explaining that to complete the
lesson, students will need to understand the vocabulary required to complete the
“who, what, when, where, why?” chart.
Instructional Procedures - The teacher will identify and

explain/define important vocabulary
1. The teacher will write on the whiteboard, listing the words “who, what, for students to understand.
when, where, why, identify, roles.” - Constant checks for understanding.
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2. One identifying that these are necessary vocabulary words to know for the - Stress-ball will be available for the
activity, the teacher will write down an example/definition that will display student with ADHD to assist in fidget
how the words pertain to the lesson and activity. maintenance.
3. The teacher will hand out an informational text about Croatia to each - The teacher will create space for a
Word Web on the board to promote
member of the groups of 4 (5 groups), while assigning students in the
group cohesive learning.
groups a role: find important historical information for “who,” “what,”
- The teacher will go group to group to
“when and where,” and “why.” ask questions geared towards assisting
4. Once the sheets have handed out and roles have been assigned, the struggling students in finding
teacher will announce the students have 10 minutes to read the text to find information.
their required information. - The teacher will also read/highlight
5. While students read, the teacher will hand out one 5W’s chart to each areas of the text for students that they
group. deem difficult to understand.
6. After 10 minutes have gone by, the teacher will announce it is time for - Free class-roam group to group for the
students to apply their corresponding piece of information to their portion student with ADHD.
of the 5W’s chart, while announcing that students can contribute
information onto the whiteboard for a Word Web related to the
information, so groups can work together. The students will have an
additional 10 minutes to fill out their charts and conference with each
other.
7. Once time has been completed, the teacher will call for one student from
each group to present their findings on their 5W’s chart to the class, and
then hand it in to the teacher.
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Closure
The teacher will close the lesson with some closing remarks and summarizing points from
the 5W’s chart.
“Great work today boys and girls! You effectively read and recalled important information
about Croatia’s history:…” This is where the teacher will briefly touch on the 5W’s. “Please
put the document into your binders, and keep it for our last lesson where we will create
displays for all the countries we learn about in this unit!”
List all materials and/or technology tools required for the lesson.
- Informational Texts (printout form https://kids.nationalgeographic.com/explore/countries/croatia/#Croatia-seaside.jpg )

x 20
- 5W’s Chart x 5
- Checkerboard graphic x 1
- Croatian Flag graphic x 1
- Projector/SmartBoard x 1
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Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation
Artifact Overview
The second artifact that I have chosen to display in my portfolio is my Pecha Kucha
presentation on Traumatic Brain Injuries, specifically concussions. This presentation was
completed for my EDU600 course, instructed by Dr. Belete Mebratu, and it goes quite in
depth for a presentation of brief, narrated slides regarding what concussions are, how they
can occur, how to monitor a student with a concussion, and prepare them to come back to
school and a full-time student’s workload.
essential skills, as they involve the construction of a brief but informative PowerPoint
presentation, indicated subject matter knowledge by being able to present such detailed
information in a condensed, streamlined manner. Additionally, I believe this artifact also
demonstrates the fact that I am a caring educator, as much of the information displayed in this
presentation involves the care of students who experience concussions and how to effectively
and safely rehabilitate them and bring them back to their normal learning environment.
Alignment to Professional and Curriculum Standards .
InTASC

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TEAC
NYS Ethics
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Ontario Ethics
ISTE Standards for Educators
Standard 5 – Designer: Educators design authentic, learner-driven activities and
environments that recognize and accommodate learner variability.
Standard 7 – Analyst: Educators understand and use data to drive their instruction and
support students in achieving their learning goals.

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Artifact #3: ELA Lesson Plan – Sequencing
Artifact Overview
The third artifact I am choosing to present is an ELA lesson plan involving sequencing
for a first grade class. It is lesson 1 of a 3 lesson learning segment, the other 2 lessons will be
presented as additional artifacts. The central focus remained the same across all 3 lessons.
essential skills, as they involve the planning of lessons, instructing my students through the
lesson, and assessing my students’ understanding. Additionally, this lesson plan in cohesion with
the additional 2 lessons I will present as additional artifiacts, demonstrates my ability to
introduce a topic and build on it while maintaining the engagement of my students. My final
reason for including this lesson plan as an artifact in my portfolio is to demonstrate how much I
have grown as a teaching candidate, as this was my first lesson plan that I ever presented, after
being in the MSED program at Medaille College for just over a month.
Alignment to Professional and Curriculum Standards:
InTASC
7(a) The teacher individually and collaboratively selects and creates learning experiences
that are appropriate for curriculum goals and content standards, and are relevant to learners
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6(a) The teacher balances the use of formative and summative assessment as appropriate
to support, verify, and document learning.
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill
as part of the assessment process.
TEAC
NYS Ethics
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Ontario Ethics
Common Core Curriculum
NYS Common Core: CCS.ELA.-Literacy.RL.1.2: Retell stories, including key details,
and demonstrate understanding of their central message or lesson.
2.2: Understanding Form and Style – Text Patterns: Recognize simple organizational
patterns in texts of different types and explain, initially with support and direction, how the
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patterns help readers understand the texts (Signal words such as first, second, then, finally help to
identify time order/sequence).

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Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Matthew Radman Date: November 18,

2018
Context for Learning (edTPA)
Where is the school where you are teaching located? City: __x__ Suburb: _______ Town:_______ Rural: ______
Grade level: 1 Number of students in the class: 13
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
504/ADHD 1 - Fidget tool from classroom management box
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ENL 1 - Visual aides supporting language
- Frequent checks for understanding.
Students with Other Learning Needs

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Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Readers 3 - Leveled text
- Ongoing reading assessment
- Guided Reading
Lesson 1 of a 3 Day Learning Segment
Subject and Lesson Topic: Literacy | Retelling/Sequencing
Grade Level: 1 Lesson Duration: 40 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to be able to retell stories through use of sequencing words.
Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students are familiar with the sense of a story and can discuss the beginning, middle, and end of a story. Students have been able to identify the
main characters of a story. Students are familiar with sequencing vocabulary and ordinal numbers, used to retell a story.
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As students are already familiar with sense of story, the teacher will teach them a lesson in sequencing. The teacher will utilize students’ past
experiences discussing parts of a story and introduce them to methods of retelling a story.
Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task
1, Prompt 2b)
I chose this activity because my students live in the Greater Toronto Area, and this area experiences a wide spectrum of weather patterns.
Additionally, it is a very multicultural community. The students have been exposed to rapidly changing weather, and varying explanations about
the weather from their parents based on their knowledge and cultural background.
The story was chosen because it is set in a different culture than ours, and the concept of changing weather is present in the story. This is
something that students have experienced (different cultures and weather) and can relate to. Students can sequence events such as changing
weather and now apply it to the story read to them
Curriculum Standards
NYS Common Core: CCS.ELA.-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Ontario Curriculum – 2.2: Understanding Form and Style – Text Patterns

Recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help
readers understand the texts (Signal words such as first, second, then, finally help to identify time order/sequence).
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific
needs to demonstrate their learning.
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the end of the lesson and are aligned to the your students’ progress on each of the (edTPA Task 1, Prompt 5b)
standards identified above. objectives?
Students will be able to list the steps Ki-pat Students will think and share about the order Teacher will record events on the
took to bring rain to the Kapiti Plain. of events Ka-pat experienced to bring rain whiteboard, with sequencing words written
back to the plain. The students’ responses will in large, bold font for ENL students and
be recorded on the whiteboard in order of first, struggling readers to identify with.
next, then, and finally. Additionally, extended time will be given to
the class as a whole to answer the questions
for struggling students. Finally, a fidget toy
will be available for the student with an IEP
in order to assist with the assessment.
Students will be able to assemble a PB&J Students will be put into groups and required Group work will naturally involve the needs
sandwich graphic using sequencing word cut to order sequencing word cut-outs onto a of struggling readers by having guidance
outs after working with Bringing the Rain to PB&J graphic, in the correct order based on from others and modeled images of the
Kapiti Plain. group thinking/brainstorming. words used in sequencing.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Retelling I will support my students in their efforts to share the experiences
Looking at your standards and Ka-pat has by writing student answers on the board after consulting
objectives, choose the one Bloom’s with their elbow partner, and modeling for them with the cut outs.
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary Sequencing words (first, then, I will support my ENL learners with visual aides. I will also
Key words and phrases students need next, lastly, finally), retelling activate their background knowledge of concepts with an
to be able to understand and use introduction to the PB&J sandwich.
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Syntax The students will use a I will provide the “sandwich” for students and guide them through
Describe ways in which students will sequencing “sandwich,” where the mapping processes while walking around the classroom.
organize language (symbols, words, they will structure their responses
phrases) to convey meaning. with “first, next, then, and
finally.”
Discourse
How members of a discipline talk,
write, and participate in knowledge ----------------------------------------- ---------------------------------------------------------------------------------
construction and communicate their --- -------
understanding of the concepts
Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator - Activating background knowledge
- Visual aid for ENL students
I will engage students’ interest and activate their prior knowledge by showing them a graphic of a
peanut butter and jelly sandwich. I will ask them questions such as:
a. Does anyone in the class know what this is?
b. Where have you seen it?
c. Have you or anyone you know made one? Think about how it is made, but don’t share for
now.
d. What does it taste like put together, and in individual ingredients?
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Instructional Procedures - Preparing struggling readers by
activating background knowledge
e. Once the students have their background knowledge activated, I will introduce the book by using predictions.
Bringing Rain to the Kapiti Plain. I will do a brief picture walk and ask them what they - Student with ADHD will have a
think is happening based on the illustrations. fidget toy to play with to aid in
f. I will then read the book to the students. focusing on the task.
g. I will stop at certain points to Think Aloud and accentuate portions of the story by asking - Think Aloud will help students who
the students what they think is going on. may not be following the tasks as
h. Once I finish the story, I will ask the class to retell the story to their elbow partners and expected.
conference, to confirm what they believe the correct sequence of events was with - Check for understanding.
sequencing words written on the board.
i. I will then revisit the peanut butter and jelly sandwich. I will Think Aloud, “Now that we
have used these words to retell a story that was recently read, I would like to see if you can
do the same with steps to make a peanut butter and jelly sandwich!”
j. I will group students into groups of 4, and handout a sequencing map (in the form of a
PB&J sandwich) with printouts of the sequencing words “first, next, then, and finally.” In
their groups, they will discuss how they go about structuring the parts of the sandwich, and
when they agree on it, they will post the representative sequencing word on the part of the
sandwich.
k. During this group work, I will walk around the classroom and checking in on groups to
ensure they are understanding the task at hand, and when time is up I will have them
present their sandwiches to the class.
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Closure - Check for understanding.
To close the lesson, I will ask the individual from each group that presented their sandwich why
the ability to retell a story is useful.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.
Bringing the Rain to Kapiti Plain book, 5 sandwich sequencing maps (1 for me, 4 for groups of 3), cutouts of “first, next, then, finally” x 5,
whiteboard, fidget toy.
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Artifact #4: Individual Education Program Analysis Assignment
Artifact Overview
The fourth artifact that I have included in my portfolio is my Individual Education
Program Analysis. This analysis was an assignment for one of the classes in the MSED
program at Medaille College, in which prospective teachers can review a student’s IEP and
determine whether or not they feel the supports in place for the student are strong enough to
truly benefit the student’s learning or if they are in need of additional supports. The analysis
investigates classroom accommodations or modifications, present level of education
performance (PLEP), as well as services the student receives and the goals in place through
the IEP.
I chose to include my IEP Analysis Assignment in my portfolio as it demonstrates a
crucial skill that I believe all educators should possess in order to ensure a beneficial learning
environment for all students. This skill is the ability to evaluate and think critically about the
fact that all students learn differently, and should have their strengths and areas requiring
growth addressed to the teachers fullest abilities. Being able to do so when evaluating an IEP
is crucial in assisting those students that require additional supports to successfully make it
through the school year. I believe I effectively demonstrated my ability to display empathy
and accurately depict what the student is lacking in or benefitting from in regards to their IEP
supports, and this artifact will display that to those reading my portfolio.
Alignment to Professional and Curriculum Standards:
InTASC
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Standard 2 – Learning Differences
2(h) The teacher understands students with exceptional needs, including those associated
with disabilities and giftedness, and knows how to use strategies and resources to address these
needs.
2(m) The teacher respects learners as individuals with differing personal and family
backgrounds and various skills, abilities, perspectives, talents, and interests.
Standard 3 – Learning Environments
3(l) The teacher understands how learner diversity can affect communication and knows
how to communicate effectively in differing environments.
3(n) The teacher is committed to working with learners, colleagues, families, and
communities to establish positive and supportive learning environments.
3(q) The teacher seeks to foster respectful communication among all members of the
learning community.
TEAC/CAEP
NYS Ethics
Principle 3 - Educators commit to their own learning in order to develop their
practice. Educators recognize that professional knowledge and development are the foundations
of their practice. They know their subject matter, and they understand how students learn.
Educators respect the reciprocal nature of learning between educators and students. They engage
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in a variety of individual and collaborative learning experiences essential to develop
professionally and to promote student learning. They draw on and contribute to various forms of
educational research to improve their own practice.
Ontario Ethics
Care - The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students' potential. Members express their commitment to students' well-being
and learning through positive influence, professional judgment and empathy in practice.
52
ARTIFACT 4: Individual Education Program Analysis Assignment
Matthew Radman
Medaille College
ESP 600: Foundations of Special Education
Dr. Belete Mebratu
Thursday, April 18, 2019

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Individualized Education Program (IEP) - Keenan
PLEP
In the section based on Present Levels of Performance and Individual needs, the teacher
appears to be on target in describing Keenan’s strengths and weaknesses by addressing
academic, social, and physical aspects of his learning. The teacher is not biased towards either
strengths or weaknesses for Keenan and displays both under the Academic Achievement,
Functional Performance and Learning Characteristics section. The teacher states that Keenan
shows strengths in Math and Spelling but needs to continue developing skills in reading.
Additionally, the teacher states that Keenan loves physical education class, and Math class and
working with numbers. His math reasoning and numerical operations are a strength. The teacher
continues to identify that Keenan needs to improve his reading comprehension in all genres.
The teacher continues to be on target in the PLEP area of the IEP by identifying Keenan’s
social developmental strengths and weaknesses, by including that Keenan has strong daily living
skills, is helpful at home, and can dress/cleanse himself and works well independently and in
whole class situations. This is contrasted with his social developmental needs such as needing to
improve socialization with peers due to his anxieties and situational circumstances. The teacher
identifies that Keenan is in good general physical health and does not have any physical
development needs that are of concern to his parent(s). Lastly, the teacher finishes this section
strongly by identifying Keenan’s needs in Reading make full participation in the general
curriculum difficult without supports, and he would benefit from front of the room seating. I
believe that Keenan’s strengths and weaknesses across academic, social and physical realms
have been addressed effectively.

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Classroom/Program Accommodations/Modifications
The teacher’s identification and reasoning for modifications/accommodations for Keenan
appear to fall between an Unacceptable and Working toward Target range. The teacher identifies
use of a calculator for Keenan during math and science classes for calculations and front of the
class seating with a selected peer, however completely lacked a modification/accommodation for
Keenan’s reading comprehension struggles. Along with this clear lack of aligning with Keenan’s
individual needs, the teacher also fails to provide additional suggestions with any citations
whatsoever, solidifying their position as off-target for Keenan’s needs. I believe that addressing
Keenan’s reading comprehension needs with an accommodation and/or a modification, as well
as some research to support the “why” in this situation, would strengthen his IEP and his
progression in the classroom.
Services
The teacher appears to fall under the Working toward Target category for Keenan’s needs
in this section. The teacher identifies the use of integrated co-teaching services for all courses of
study, 6x daily across all academic classes. They also identify a counselling service, individual
work with Keenan for feelings of anxiety related to death and dying, across a 1x5 day cycle at
the Counselor’s office. The teacher has identified a somewhat detailed description of some
services that Keenan receives with those two services, however they do not have any discussion
on Least Restrictive Environment, therefore not fully reaching the target required to best support
Keenan. I believe that those responsible for Keenan’s IEP could truly assist his progression by
filling out this section to completion, in order to assure all support for these services is present
for evaluation.
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Goals
Keenan’s IEP states three goals: one for reading – stating the main idea, central message,
lesson or moral at a second grade level – with 80% success over 2 months, and two for
social/emotional/behavioral; one stating Keenan will communicate/interact with peers positively
with 80% success over 2 months, and one stating that Keenan will appropriately use a coping
skill to maintain acceptable school behavior with 75% success over 2 months. I believe this is on
target in being aligned with Keenan’s needs, however I don’t believe that the discussion
regarding measurement of goals is realistic. The teacher is on target in discussing the
measurement, but not providing attainable numbers in my opinion. Increases of 75-80% in
reading comprehension, and handling social issues due to anxiety over such heavy subjects such
as death or dying over a 2 month span seems like those responsible for the IEP team are not
being realistic with progress of a student at such a young, impressionable age.
Educational Strategies
As Keenan struggles with emotional regulation, assisting his needs to express his feelings
appropriately is important in preparing him for the future and his general progression in school
and in life. According to the Ontario Teachers’ Federation, teaching strategies for this area
include:
- Instructional: develop a positive rapport with the student
- Directly teach lessons on feelings
- Give the student Advance warning of changes
- Environmental: use preferential seating to avoid triggers
- Use stress reduction aids

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- Assessment: provide extra time to reduce anxiety with completion
- Chunk tests and assignments into parts
Reflection
I believe Keenan’s IEP is well put together, but does have good room for improvement
that will benefit Keenan in the long run. As Keenan is still at a young, developing stage in his
life, struggling with anxiety from thoughts of death and dying is a very heavy topic to deal with
on his own. I believe that instead of seeing a counselor once every five days, Keenan should
have increased/more frequent visits to the counselor until his emotional regulation improves.
Additionally, I believe that more focus needs to be provided to his struggles with reading
comprehension, as there were no real modifications present for him in that area.
Overall, I believe that with some improvement, Keenan’s IEP can truly help him progress
both in school and in life, as emotional regulation and the ability to comprehend text are crucial
to a successful future. With this knowledge in place, I would be inclined to work with other
professionals with experience in developing IEPs for students to provide Keenan with the most
wholesome plan he could be given.

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References
Ontario Teachers’ Federation (2019). Emotional Regulation.
https://www.teachspeced.ca/emotional-regulation
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Artifact #5: Assessing Student Literacy
Artifact Overview
This artifact involves a student participating in an assessment activity that allows the
teacher to evaluate their literacy. The evaluation includes a summary of the student
performance based on skills demonstrated, skills not yet demonstrated, how the teacher will
support future learning, feedback for the student, and reference to the research that will
support the teacher’s instructional steps, while finally determining how the teacher will
monitor the student’s progress. This is a strong method of assessment and benefits students at
an individual level based on the specificity of their needs.
I included the Assessing Student Literacy document as an artifact in my portfolio as it
effectively displays how a teacher can work one-on-one with students and specifically target
their needs in regards to their literacy success. It is very well-structured, identifying both
strengths and weaknesses of the student rather than simply focusing on just one, which
allows for one to work off the other. This assessment demonstrates my ability to work with
students through progressions and apply Vygotsky’s Zone of Proximal Development to their
education, starting where they require assistance from an educator until they become
individually competent at the skill they once struggled with. It also demonstrates my ability
to use research to strengthen my abilities in a classroom setting, and directly improve the
learning of students in my classroom overall.
Alignment to Professional and Curriculum Standards
InTASC
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Standard 1 – Learner Development
1(a) The teacher regularly assesses individual and group performance in order to design
and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic,
social, emotional, and physical) and scaffolds the next level of development.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance and
accelerate his/ her learning.
1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their
misconceptions as opportunities for learning.
1(j) The teacher takes responsibility for promoting learners’ growth and development.
Standard 3 – Learning Environments
3(e) The teacher uses a variety of methods to engage learners in evaluating the learning
environment and collaborates with learners to make appropriate adjustments.
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate
respect for and responsiveness to the cultural backgrounds and differing perspectives learners
bring to the learning environment.
6(d) The teacher engages learners in understanding and identifying quality work and
provides them with effective descriptive feedback to guide their progress toward that work.
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6(g) The teacher effectively uses multiple and appropriate types of assessment data to
identify each student’s learning needs and to develop differentiated learning experiences.
6(l) The teacher knows how to analyze assessment data to understand patterns and gaps
in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
6(n) The teacher understands the positive impact of effective descriptive feedback for
learners and knows a variety of strategies for communicating this feedback
TEAC/CAEP
NYS Ethics
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Ontario Ethics
Care - The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students' potential. Members express their commitment to students' well-being
and learning through positive influence, professional judgment and empathy in practice.
New York State Common Core Curriculum
Grade 3
New York - 3W3: Write narratives to develop real or imagined experiences or events
using effective techniques, descriptive details and clear event sequences.
Grade 3
Writing: 3.8 – produce pieces of published work to meet identified criteria based on the
expectations related to content, organization, style, use of conventions and use of presentation
strategies.
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Assessing Student Literacy Learning Format
Name: Matthew Radman Date: Saturday, February 23, 2019
Student Name: Anonymous per teacher’s request Grade 3 Work Sample Being Assessed:
Opinion
Assessment Tool:
MPS Writing Rubric - Formative
Standards:
New York - 3W3: Write narratives to develop real or imagined experiences or events using effective
techniques, descriptive details and clear event sequences.
Ontario – Writing: 3.8 – produce pieces of published work to meet identified criteria based on the expectations
related to content, organization, style, use of conventions and use of presentation strategies.
Summary of Student Performance:

Skills demonstrated: The student communicated their main idea and had evidence of the author’s response to
the writing task (“My favorite sport to watch is football” and the reasons to support it, such as lots of tackles,
yelling, etc). The student’s word choice was appropriate and effective (the vocabulary displayed a strong
setting watching football at home with his father). The student was successful in spelling correctly.
Skills not yet demonstrated: The student did not effectively utilize punctuation (“In my house we watch
football and yell at new york when dad yells We eat Pizza”). The student also made multiple errors in
capitalization (See above brackets for examples).
4. a. How will you support future learning?

#1: I will find or create an activity to practice placing punctuation into sentences that require it, while analyzing
the text for proper capitalization. By reading the sentence missing punctuation at face value, the student can
hear for themselves how it does not sound appropriate, and can practice adding punctuation to the
appropriate areas. They will also be able to remove/add capital letters where needed.
#2: I will have the student rewrite an opinion piece on a different topic. This should support good writing habits
that were corrected in the past activity, in a similar-styled writing assignment to their original opinion piece.
b. Student feedback
(Student name), great work in detailing why football is your favorite sport to watch! Your writing was
descriptive and you painted a picture for me with your words. Be sure to proofread your work before handing
it in, for small things that can make a world of difference:
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- Punctuation: be aware of where to put commas and periods. This will make your writing flow much
smoother.
- Capitalization: beginning of every sentence requires a capital letter. In the middle of a sentence, capitalization
is only needed for names, so be careful in the future.
c. Reference the research/ theory that support your instructional steps.

Vygotsky’s Zone of Proximal Development/Scaffolding: For the most part, “what is known” is an impressive
amount for the student. Their spelling is perfect, they can display their main idea with effective voice.
According to the theory, with my assistance, I can help the student progress through the zone to learn what is
“not known,” that being effective/proper punctuation, capitalization, and conclusion of thoughts.
5. How will you determine student’s learning/ monitor progress:
I will monitor the student’s progress with a re-write for a different topic. In doing a re-write, the student should
be able to take the feedback presented to them and apply it to a new situation, which is more effective than
re-writing about the same subject.
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1

M.S. ED. ELEMENTARY PORTFOLIO

The following section in my portfolio is meant to demonstrate artifacts I have created or

my development as a future educator to anyone that reads my portfolio.

where, and why?”

Rationale for Artifact Inclusion

My reasoning for including this artifact in my portfolio is based on the skills it

artifact would be planning, as it is displayed in my use finding appropriate, grade-level content

standing in front of a classroom full of learners. Preparation is absolutely key in providing a

Standard 7 – Planning for Instruction

appropriate strategies and accommodations, resources, and materials to differentiate instruction

for individuals and groups of learners.

multiple ways to demonstrate knowledge and skill.

to support, verify, and document learning.

as part of the assessment process.

matter they will teach.

pupils and students.

effectively in a caring way and to act as knowledgeable professionals.

Principle 2 - Educators create, support, and maintain challenging learning environments

individuals who reflect upon and monitor their own learning.

confidentiality, freedom, democracy and the environment.

CCSS.ELA-Speaking and Listening.4.4: Report on a topic or text, tell a story, or recount

CCSS.ELA-Reading Informational Text.4.3: Explain events, procedures, ideas, or

Ontario Curriculum Standards

Reading – 1. Reading for Meaning, 1.4: Demonstrate understanding of a variety of texts

Medaille College Department of Education

Teacher Candidate’s Name: Matthew Radman Date: March 24, 2019

Context for Learning (edTPA)

Where is the school where you are teaching located? Suburb: X

Grade level: 4 Number of students in the class: 20

Students with IEPs/504 Plans

Students with Specific Language Needs

Students with Other Learning Needs

Lesson 1 of a 5 Day Learning Segment

Grade Level: 4 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

Knowing Your Learners

Using Student Assets

Objectives Assessment Modifications to Assessments

Academic Language Demands Instructional Supports

Instructional Process Accommodations and/or Modifications and/or

Instructional Procedures - The teacher will identify and

- Informational Texts (printout form https://kids.nationalgeographic.com/explore/countries/croatia/#Croatia-seaside.jpg )

presentation on Traumatic Brain Injuries, specifically concussions. This presentation was

school and a full-time student’s workload.

Rationale for Artifact Inclusion

My reasoning for including this artifact in my portfolio is based on the skills it

information in a condensed, streamlined manner. Additionally, I believe this artifact also

Alignment to Professional and Curriculum Standards .

Standard 7 – Planning for Instruction

appropriate strategies and accommodations, resources, and materials to differentiate instruction

for individuals and groups of learners.

multiple ways to demonstrate knowledge and skill.

matter they will teach.

pupils and students.

effectively in a caring way and to act as knowledgeable professionals.

Principle 2 - Educators create, support, and maintain challenging learning environments

individuals who reflect upon and monitor their own learning.

confidentiality, freedom, democracy and the environment.

ISTE Standards for Educators

Standard 5 – Designer: Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

support students in achieving their learning goals.