RATIONALE CHECKLIST

Rationale II
PART I: ED 284A Module 2 (Week 12)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 2: Learning Differences
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Accommodations
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED284A: Foundations of Inclusion

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED
ASSESSMENT
PART I: Identify assessments to measure lesson objectives. Match lesson assessment
to each lesson objective. Part I Formative assessment of challenging
State standard, teaching artifact,
objective: From your lesson plan, choose one learning objective that will be
and course name. Provide an challenging for some students. Design a way to assess your students on this
accurate description of the lesson objective.
artifact. Provide a sufficient
description of the artifact results. REFLECTION
Part II Dialogue with Colleague: Choose one student from your classroom
who is from one of the following demographics in your average Hawai`i
PART II: DOE classroom: poverty, extreme poverty, welfare, homeless, special needs,
Identify at least one appropriate Hawaiian/Part-Hawaiian, ESL learners. Identify a colleague who is an expert
sub-standard and include the or very knowledgeable about that student population. Ask them to provide
entire language.. Connect the you with an accommodation suggestion for your student.
language of the sub-standard
ACCOMMODATIONS
to the artifact. State your
I. SPECIAL NEEDS (includes Gifted & Talented)
proficiency level for the sub- II. ENGLISH AS A SECOND LANGUAGE (ESL)
standard. Provide appropriate II. CULTURE & DIVERSITY (Socioeconomic Status, Race/ethnicity, LGBT)
evidence that supports your self Part III Accommodations: Choose from a list of accommodations for Special
assessment. Education, ELL, and gifted students. Design a way to incorporate in your
lesson plan.
PART III:
V. TEACHING ARTIFACT RESULTS
Identify an appropriate sub-
I reviewed my lesson plan created for the previous weeks assignment and
standard and clearly state a
developed accommodations for students with specific needs. First, I created
desired improvement. Describe
an assessment to match each objective and described how I would measure
at least two appropriate research
students learning for each objective within the lesson. Then I thought about
findings with viable resources.
students from different demographics and chose an experienced colleague
Describe/demonstrate a specific
to discuss ways to help this student in my class. It was interesting to talk to
example how you plan to
a co-worker who has experience with special needs students specifically
improve.
in the line of classes I am teaching because teaching Industrial Arts can
provide different challenges. Finally, I created accommodations to the lesson
for special needs, ESL and culture and diversity students. I thought about
ways that I could provide them with a more specialized way of learning that
is better for each group, yet still be easy to implement into my classroom
setting.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
Part 2
I. SUB-STANDARD
2.1/7.3 (Focus Area 9):
CANDIDATE ACCOMMODATES FOR THE LEARNER - Does Candidate
identify learners who need additional support and/or acceleration and
design learning experiences to support their progress?
II. CONNECTION TO ARTIFACT
I identify learners who need additional support and/or acceleration
by reviewing IEPs given by students counselors. I start by reviewing
each plan and what each students specific accommodations are. Then
I observe the student in my classroom setting and see where they need
extra accommodations and/or which accommodations are prevalent in my
classroom. I also observe all of my other students without IEP plans and
make note of students who may not have an IEP plan, but may still need
special accommodations through all or certain lessons. I also take note
of those students who learn the content faster and are always ahead of
the class. For this artifact, I thought about all the observations Ive made
of students in my classroom when thinking about accommodations for
this lesson. I design learning experiences to support their progress by
thinking about what students needs are in my classroom and tailoring
accommodated lessons to their needs. For example, presenting instructions
and examples orally, textually and visually is an important accommodation in
my class because some design and art concepts are more difficult for special
needs students to comprehend without having multiple representations.
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I am constantly observing my students
and assessing their needs throughout every single lesson. I met the
requirements of this artifact assignment to create accommodations for each
specialized group - special needs, gifted and talented, ESL and culture
and diversity. I am always looking for ways to appeal to the wide variety of
students in my classroom for each lesson.

PART III:
IV. EVIDENCE OF SELF-ASSESSMENT
Identify an appropriate sub-
Evidence of me implementing accommodations into my classroom include
standard and clearly state a
allowing students to take more time to complete parts of the assignment by
desired improvement. Describe
taking it home or continuing the next class period. This lesson also allows
at least two appropriate research
students to incorporate their culture and interests by selecting their own
findings with viable resources.
theme for their projects. I will also provide evidence of a design brief for
Describe/demonstrate a specific
a school carnival flyer layout design that I am having gifted and talented
example how you plan to
students work on when they finish projects and assignments early.
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
7.8b (Focus Area 10): CANDIDATE COLLABORATES WITH COLLEAGUES TO
MEET LEARNERS NEEDS - Does Candidate seek assistance from colleagues
and specialists to identify resources and refine plans to meet learner needs?
II. WHAT TO IMPROVE?
I want to improve on regularly seeking guidance from my colleagues.
Sometimes I try to handle situations and figure out what to do on my own
and I forget that I have access to a whole team of experienced professionals.
III. RESEARCH FINDINGS
i. During our professional development training days, we always re-visit
the importance of professional learning communities (PLCs). In recent
weeks my PLC has focused on working together to build our curriculum
and to set the standard for our group of teachers and our students.
During PLC meetings we also discuss problematic situations that we
run into in our classrooms and we discuss methods of addressing such
issues. It is emphasized to us to use our PLCs to align our courses and
seek guidance from our peers.
Resource: Professional development trainings given on campus by Dr.
Jeni Nishimura
ii. In a discussion with former Mililani High CTE teacher, Tom Falenofoa, he
stressed to my fellow new colleagues and I the importance of seeking
advice from our most senior Arts and Communication teacher in our
department - Jason Tamura. Mr. Fale explained that Mr. Tamura has
years of experience under his belt in this specific line of teaching and
understands the demographic of students who usually come through
our classes and is a great source for assistance with curriculum and how
to deal with specific student situations.
Resource: Tom Falenofoa, former CTE teacher
IV. IMPLEMENTATION OF FINDINGS
Based on my research findings, I plan to improve on regularly seeking
guidance from my colleagues by:
i. Taking notes of specific situations that come up and bringing up these
situations during PLC meetings
ii. Keeping regular communication with my PLC leader and FOL mentor
and giving them regular updates with how my classroom is going
iii. Attend new teacher PD sessions during teacher work days where I can
learn about different classroom situations and how experienced teachers
and administrators deal with them