Rubric for Assessing Community College Syllabi-2014

Rubric for Assessing Community College Syllabi-2014 Course:______

Please review each section of the syllabus carefully and circle the answer that best describes the extent to which each indicator is featured. When making decisions about scores, keep in mind the section being rated. What constitutes a significant amount in one section may vary from what would be considered significant for another. In Texts, Readings, and Resources, it may not be readily apparent whether the indicators are addressed in the materials. If you are unable to determine whether the indicators are addressed, leave the rating blank and add a comment in the Notes section.

Extent the Syllabus Notes Reflects Indicator S o m e Ext Un w Element Indicators Meets en cle h Not At All (1) Expecta siv ar a tion (4) ely (2) t (5)

( 3 ) Course 1. An emphasis Description related to children with disabilities and/or 1 2 3 4 5 inclusion is articulated in the description of the course. 2. An emphasis 1 2 3 4 5 on *evidence- based practices is

of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) articulated in the description of the course. 3. An emphasis related to cultural and linguistic 1 2 3 4 5 diversity is articulated in the description of the course. Course 4. An emphasis 1 2 3 4 5 Learning related to Objectives children with disabilities and/or inclusion is Page 2 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) articulated in the objectives. 5. An emphasis on *evidence- based 1 2 3 4 5 practices is articulated in the objectives. 6. An emphasis related to cultural and linguistic, 1 2 3 4 5 diversity is articulated in the objectives. 7. Student 1 2 3 4 5 learning Page 3 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) outcomes are measurable. Texts, 8. An emphasis Readings, related to Resources children with disabilities and/or 1 2 3 4 5 inclusion is articulated in the texts, readings, and resources. 9. An emphasis 1 2 3 4 5 on *evidence- based practices is articulated in Page 4 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) the texts, readings, and resources. 10. An emphasis related to cultural and linguistic, diversity is 1 2 3 4 5 articulated in the texts, readings, and resources. Assignments 11. An emphasis 1 2 3 4 5 related to children with disabilities and/or Page 5 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) inclusion is articulated in the assignments.

12. An emphasis on *evidence- based practices is 1 2 3 4 5 articulated in the assignments. 13. An emphasis 1 2 3 4 5 related to cultural and linguistic, diversity is Page 6 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) articulated in the assignments. 14. Assignments provide opportunities for students to demonstrate 1 2 3 4 5 both knowledge acquisition and knowledge application. In-class 15. An emphasis 1 2 3 4 5 instructional related to experiences children with and disabilities Page 7 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) resources and/or inclusion is articulated in the instructional experiences. 16. An emphasis on *evidence- based practices is 1 2 3 4 5 articulated in the instructional experiences. 17. An emphasis 1 2 3 4 5 related to cultural and Page 8 of 11 Rubric for Assessing Community College Syllabi-2014 Course:______

( 3 ) linguistic, diversity is articulated in the instructional experiences. 18. The syllabus is 1 2 3 4 5 Core Value aligned with national (DEC/CEC, NAEYC), state (Washington SBCTC), and college (Degree Learning Outcomes)

( 3 ) standards

Adapted from Thorp & Sanchez, 2007; Maude, 2009; Catlett, 2011; SCRIPT-NC; Golen-Johnson, 2014

This document was adapted from a rubric developed by the Crosswalks Project. The current version was part of the work supported by SCRIPT-NC with a grant from the Office of Special Education Programs (OSEP), U.S. Department of Education. Permission to copy, disseminate, or otherwise use information from this document for educational purposes is granted, provided the appropriate credit is given.

*What does “evidence-based” mean?: “Evidence-based practice is a decision-making process that integrates the best available scientific research evidence with family and professional wisdom and values. The editors argue that it has the potential to transform the services provided to children and families because it incorporates the ‘different ways of knowing’ that characterize early childhood science, policy, and practice.” ~Source: Evidence-Based Practice in the Early Childhood Field Buysse, Virginia, Ed.; Wesley, Patricia W., Ed. (2006) Additional Areas of Emphasis Listed below are additional areas of emphasis that are important to consider when supporting diverse children and families. These may be found throughout the syllabus, rather than in one specific section. When deciding on a rating, consider how much the area is reflected in the syllabus as a whole.

Indicators Meets Unclear (2) Expectation Extensively (5) (4)

19. An emphasis on using **assistive technology to enhance children’s 2 4 5 development. 20. An emphasis on access to natural learning opportunities and participation 2 4 5 in the general curriculum for children with disabilities. 21. An emphasis on skills for observation and data collection. 2 4 5 22. An emphasis on assisting in the implementation of transition plans and services across settings. 2 4 5 23. An emphasis on communicating effectively with children and families. 2 4 5 24. An emphasis on developing and implementing Individual Family Service 2 4 5 Plans (IFSPs) or Individual Education Program (IEPs). 25. An emphasis on social-emotional and behavioral interventions and classroom management practices. 2 4 5 26. An emphasis on collaborating and working effectively with licensed and certified professional practitioners. 2 4 5

**What is Assistive Technology? “Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities”. ~ Source: Individuals with Disabilities Education Act, 2004