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.
6. An emphasis related to cultural and linguistic,
diversity is articulated in the objectives.
7. Student learning outcomes are measurable.
Extensively (5)
Somewhat (3)
Course
Learning
Objectives
1. An emphasis related to children with disabilities
and/or inclusion is articulated in the description of
the course.
2. An emphasis on *evidence-based practices is
articulated in the description of the course.
3. An emphasis related to cultural and linguistic
diversity is articulated in the description of the
course.
4. An emphasis related to children with disabilities
and/or inclusion is articulated in the objectives.
5. An emphasis on *evidence-based practices is
articulated in the objectives.
Unclear (2)
Course
Description
Indicators
Not At All (1)
Element
Meets
Expectation (4)
Extent the Syllabus
Reflects Indicator
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
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5
Notes
Page 1 of 4
Rubric for Assessing Community College Syllabi-2014
Course:___________________________
Somewhat (3)
8. An emphasis related to children with disabilities
and/or inclusion is articulated in the texts,
readings, and resources.
1
2
3
4
5
9. An emphasis on *evidence-based practices is
articulated in the texts, readings, and resources.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
12. An emphasis on *evidence-based practices is
articulated in the assignments.
1
2
3
4
5
13. An emphasis related to cultural and linguistic,
diversity is articulated in the assignments.
1
2
3
4
5
14. Assignments provide opportunities for students to
demonstrate both knowledge acquisition and
knowledge application.
1
2
3
4
5
Indicators
10. An emphasis related to cultural and linguistic,
diversity is articulated in the texts, readings, and
resources.
11. An emphasis related to children with disabilities
and/or inclusion is articulated in the assignments.
Assignments
Extensively (5)
Unclear (2)
Texts,
Readings,
Resources
Not At All (1)
Element
Meets
Expectation (4)
Extent the Syllabus
Reflects Indicator
Notes
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Rubric for Assessing Community College Syllabi-2014
Course:___________________________
In-class
instructional 16. An emphasis on *evidence-based practices is
experiences
articulated in the instructional experiences.
and
17. An emphasis related to cultural and linguistic,
resources
diversity is articulated in the instructional
experiences.
18. The syllabus is aligned with national (DEC/CEC,
Core Value
NAEYC), state (Washington SBCTC), and college
(Degree Learning Outcomes) standards
Extensively (5)
Somewhat (3)
15. An emphasis related to children with disabilities
and/or inclusion is articulated in the instructional
experiences.
Unclear (2)
Indicators
Not At All (1)
Element
Meets
Expectation (4)
Extent the Syllabus
Reflects Indicator
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Notes
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)
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Rubric for Assessing Community College Syllabi-2014
Course:___________________________
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.
23. An emphasis on communicating effectively with children and families.
24. An emphasis on developing and implementing Individual Family Service
Plans (IFSPs) or Individual Education Program (IEPs).
25. An emphasis on social-emotional and behavioral interventions and
classroom management practices.
26. An emphasis on collaborating and working effectively with licensed and
certified professional practitioners.
Extensively (5)
Somewhat (3)
22. An emphasis on assisting in the implementation of transition plans and
services across settings.
Unclear (2)
19. An emphasis on using **assistive technology to enhance children’s
development.
20. An emphasis on access to natural learning opportunities and participation
in the general curriculum for children with disabilities.
21. An emphasis on skills for observation and data collection.
Not At All (1)
Indicators
Meets
Expectation (4)
Extent the Syllabus
Reflects Indicator
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Notes
**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
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