Trading Cards

Artifact 1.1
 Teaching Scenario
Student F is a very active student, but has a short attention span. He
becomes easily bored and distracted, and struggles to transition
between activities. I observed these behaviors myself, as well as
communicated with both general education teachers he receives
instruction from. In my time working with Student F, I conducted an
informal behavior assessment, and implemented an intervention in
order to incentivize him toward more positive behaviors. Over a
period of a couple weeks, Student F improved his positive behaviors
and made more effective transitions throughout the school day.
Additionally, his overall attitude toward school became more positive,
and looked forward to each day as a new opportunity to earn a
reward. In general, I would say that this particular intervention was
successful for this student.
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 Images from Student’s IEP

Here are a couple of images of Student

F’s IEP. More specifically, the sections
of the IEP that describe behavioral
concerns, as well as reasons behind
his placement in his least restrictive
environment (LRE). Both of these
sections of the IEP provided the basis
for the behavior intervention.

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 Proof of Communication

This is Student F’s general education

teacher’s handwritten schedule. I met with
her during a short break to collaborate
about the behavior intervention, and
asked her for her classroom schedule in
order to provide a structure for the
intervention. I also met with another first
grade teacher that Student F goes to for
some instruction, and asked her about the
intervention before implementation.

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 Behavior Chart
This is Student F’s behavior chart. The parts
of his daily schedule are broken down into
each subject/activity. During each activity,
Student F has the opportunity to earn either
a smiley, a meh, and a frown face in
response to his behavior during that activity.
If he earns 5 or more smileys throughout the
day, he earns a reward. Student F also
receives a new chart each day, so he has
new opportunities to earn a reward each
day.

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 Trading Cards

These are a few of Student F’s

custom trading cards used as a
reward for positive behavior. Upon
completion of the behavior sheet
(5 smiley faces), Student F earns a
“trading card” at the end of the day.
He can earn a new card each day
with each new behavior chart.

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 Rationale
Before beginning my intervention with Student F, I had conversations with his
teachers as well as the student himself in order to build background and
form a more complete picture of him (1.2). I also attended his annual case
conference with his mother, and was able to learn additional information
about the student’s background, as well as what services and interventions
he is legally entitled to (1.7). Once I had idea about what kind of behavior
intervention I would implement, I asked his general education teachers as
well as the resource teacher about the intervention, and we collaborated to
make the intervention as successful as possible without interrupting their
own classroom schedules (1.3). Student F has a very specific interest, so I
designed his intervention to target his personal motivation (1.4). This
behavior intervention was designed to be an appropriate accommodation in
both general and special education settings as well as specials, giving him
access to all of the content (1.5).
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 Domain Indicators
• 1.2 The candidate pursues opportunities to increase his or her understanding
of students’ ethnic, cultural, linguistic, and/or socioeconomic experience;
instruction shows evidence of the candidate’s professional development.
• 1.3 The candidate fosters relationships and collaborates with families and
community stakeholders to create a culturally-responsive educational
environment.
• 1.4 The candidate designs learning opportunities that reflect student
differences in approaches to learning and appropriately challenge all
learners.
• 1.5 The candidate identifies and implements appropriate modifications and
accommodations to enable all students to reach their potential. (I-2; IDS2)
• 1.7 The candidate articulates legal rights and needs of students as outlined in
IEPs, Section 504 plans, and other documents. The candidate’s teaching
shows evidence of intentional promotion of students’ rights and needs.