Which Schools and Instructors are Eligible?

Any public or private educational institution that awards high school diplomas and which offers ASL coursework the equivalent to 1.0  high school credits.  Support centers for home-schooled children can also participate.

How to Become an Approved High School and Instructor

1. Attend an SCCC Curriculum / Articulation Process Orientation Prior to signing the Articulation Agreement, the participating high school faculty will be obligated to attend an orientation session provided by SCCC faculty. The one-day, seven-hour orientation will include

• an overview of the SCCC ASL curriculum including textbooks, materials, instructional techniques, and skills assessment techniques.

• an overview of the articulation process to ensure that participants are fully aware of the roles and responsibilities of the faculty, students and institutions.

• an opportunity for faculty from both institutions to discuss language instruction and language assessment in order to develop mutual respect and trust.

 Orientations will be provided during the year as needed.

There will be a fee for each faculty member participating in the orientation. The fee includes payment for the faculty providing the orientation and for articulation packets (brochures, posters, competency profiles, curriculum materials, etc.)Contact the ASL Consortium Coordinator for information about the next scheduled orientation session.

Any high school ASL faculty member hired after the signing of the agreement will need to complete the SCCC ASL orientation and be approved by SCCC faculty prior to completing a Competency Profile sheet for any student.

2. Provide Curriculum Materials and Student Samples For each level of ASL you are planning to articulate provide a copy THAT WE CAN KEEP of the following materials.  Your materials must be clearly explained or described so that the readers know what they are and how they are used.  Please clearly label your materials so that we know for which course the materials are used.

Here is a list of materials we will need to receive from you at the orientation meeting or as soon afterwards as possible.

ASL Structures:

• Provide a list of textbooks and videotexts that you use to teach ASL grammatical and functional structures.

• Identify which units, chapters, or portions you use and how you use them (vocabulary, grammar, all activities, etc.).

•  Also provide 2 or 3 examples of instructional materials that you have developed yourself. Be sure these materials relate to the instruction of ASL structures (grammar, or function - do not include practice materials, assessment materials or materials related to numbers, fingerspelling, or classifiers unless some grammatical aspect of the language is involved.

Deaf Culture and Deaf Community:

• Provide a list of textbooks and videotexts and activities that you use to present information related to the Deaf community and to Deaf culture;

• Provide 2 or 3 examples of materials that you have developed yourself (articles, handouts, directions for activities, quizzes on reading or viewing assignments, etc.)

Evaluation of Skills:

• Provide 2-3 examples of evaluation materials for expressive skills and 2-3 examples for receptive skills. Do not provide only a blank evaluation form please include the assignment directions and assessment rubric as well.

Videotape of yourself as an ASL Instructor:

• Introduce yourself, your ASL background, your ASL teachings, and your current high school.
  

Videotaped sample of student work:

• Provide a videotape of one or more of your students signing a passage at least one minute in length.
• Select a student for whom you have given or expect to give a grade between a "B" and "A" We would like to see an example of one of your above average students, but NOT one of your exceptional students.
• Please provide an explanation of what we are viewing; include information about when during the course the assignment was given, the length of rehearsal time, and a sample of the evaluation form (if available).

3. Comparison of Curriculum Materials and Assessment of Instructor's Language Competency SCCC faculty will compare the high school curriculum with SCCC's curriculum to determine whether they are comparable in content and to determine if students achieve similar langauge competencies.

Applicants will receive a report of the curriculum review.  It is likely that there will be follow-up questions or requests for additional information.

SCCC reserves the right to limit the articulation agreement to only those faculty that are capable of modeling the language and assessing the student's language skills at a level comparable to that of the SCCC faculty. Educational degrees, certificates, endorsements, etc. may be considered, but they are not necessary. Language skills and knowledge carry the greater weight.

Participating in the Articulation

Once the faculty and curricula of a high school ASL program has been approved by SCCC faculty, the high school will be invited to participate in the articulation process.

1. Sign the Articulation Agreement Faculty and administrators of SCCC and the high school will sign an Articulation Agreement.

The State Legislature has determined that 5 college quarter credits is equivalent to 1 high school credit. Generally a 1-credit high school world language course requires a year of study. High schools vary in the structure of their ASL offerings therefore SCCC will draft an articulation agreement unique to each high school and which clearly identifies the high school courses that will articulate to SCCC courses.

Note: The awarding of college-level credits is based upon demonstration of competencies and not strictly upon the completion of credits or credit hours.

2. Participate in the ASL Consortium To participate in the articulation agreement, each high school will need to be a contributing member of the ASL Consortium. Participating high schools will contribute matching funds to support the consortium activities.

The purpose of the consortium is to ensure a healthy, efficient, and beneficial articulation agreement. The consortium will provide for the needs of ASL programs at the community college and the high schools including:

• A part-time coordinator to supervise and plan all consortium activities;

• Professional development activities to improve or maintain the instructional quality of the programs. The goal being to have every ASL instructor at every participating high school be approved to evaluate their students for college credit;

• A centralized advisory board for vocational programs who find it difficult to maintain a viable board with active members;

• An articulation review committee to keep communication open between SCCC and the high shcools. The committee will meet twice a year to review, adjust and maintain the articulation agreement (competencies, faculty orientation, skills assessment procedures, publicity, etc.);

• Brochures, forms and materials to advertise the agreement to parents and students, to apply for SCCC credit, to assist the faculty with student evaluations, etc.

3. Publicize the Agreement Articulation is best implemented with the support and active participation of principals, guidance counselors, curriculum directors, college deans, faculty, parents, and students. SCCC and high school counselors will cooperate toward developing, disseminating, and presenting information regarding the articulation agreement to students within the secondary school systems.

4. Faculty Representative on an Articulation Review Committee At least one faculty representative from each participating institution must attend Articulation Review Committee meetings. Regional committees will be established determined by the geographical locations of participating high schools. The committees will meet no less than twice a year. If appropriate, vocational directors and other administrators will be invited to participate. During these meetings, members will review the articulation agreement procedures and address any issues related to the agreement process including marketing strategies, instructional improvement, technical assistance, student tracking, competency levels, enrollment levels, and articulation with advisory boards