Towson University

College of Education
Department of Special Education
Evidence of Student Learning
Rationale
The Evidence of Student Learning (ESL) required me to demonstrate the effects of my
teaching on student learning. 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
This artifact demonstrates the mastery of the InTASC and CEC standards. I created a
narrative of the school and the class contextual factors which included the classroom model,
class size, gender, exceptionalities, cultural and linguistic differences. I then wrote measureable
objectives for specific learning that aligned with the Maryland Common Core State Standards
(MCCSS) and students IEPs. (CEC1,2 INTASC 1,2,3.) Next, I developed an assessment plan.
(CEC4, INTASC 6.) I used a pre-assessment instrument which enabled me to identify students
prior knowledge and learning needs. I created a formative assessment that and summative
assessment. All assessments aligned with each other and unit goals and objectives. The
assessments included appropriate principles of UDL and differentiation. Throughout the unit, I
planned and co-taught with the special educator and para-educator in my classroom (CEC7,
INTASC 10.) We instructed lessons that had objectives that were age appropriate, and included
language that students understood their expectations. Lessons were aligned with MCCSS
standards and essential skills and students IEP goals and objectives. The lessons were

motivating and engaging. Lessons encouraged students to use creative and critical thinking skills
and used formative assessments to check for understanding (CEC1,5 INTASC 1,2,7,8.)
After reflecting on the data and components of the unit plan for my math class, I felt the
unit was successful and students were positively affected. I found that most students made
improvements in their ability to compare numbers and increased their ability to write numbers
and build sets of numbers. As we continue throughout the kindergarten curriculum, students will
be exposed to similar material again, which will only reinforce the skills taught in this unit. The
instruction of this unit influenced student learning in many ways such as addressing learning
differences. There were no cultural or linguistic differences that influenced instruction. As
kindergartners, some of the students have difficulties with fine motor skills, so we used
manipulatives to give them further practice using those skills. They also have difficulty with one
to one correspondence. This unit gave them several opportunities to practice their one to one
correspondence. Kindergartners also have difficulty with number writing. They often have
reversals, or make the numbers incorrectly. This unit, allowed them to see a model and practice
handwriting on their own. They used white boards so they were able to easily make changes to
their numbers. Students were engaged in the lesson because of the use of manipulatives,
technology and the ever-changing environment. Additionally, the scaffolding of the learning
content from one day to the next helped the students build on their knowledge from other math
units, as well as the lesson from the previous day. Scaffolding influenced the students learning as
they were able to extend and reinforce their knowledge. Overall the students were positively
affected as they made growth in their math skills.