+----------------+----------------+-----------------+-----------------+
| ***Bridges to  |                |                 |                 |
| Practice       |                |                 |                 |
| (B2P)*         |                |                 |                 |
| Facilitator    |                |                 |                 |
| Rubric - Depth |                |                 |                 |
| and Breadth of |                |                 |                 |
| Knowledge      |                |                 |                 |
| Base**         |                |                 |                 |
+----------------+----------------+-----------------+-----------------+
| **Knowledge**  | **B2P Novice   | **B2P           | **B2P Advanced  |
|                | Trainer**      | Intermediate    | Trainer**       |
|                |                | Trainer**       |                 |
+----------------+----------------+-----------------+-----------------+
| **B2P Roots:   | 1\. Identifies | 1\. Describes   | 1\. Can         |
| History of     | the key        | the results     | organize        |
| Development    | phases\        | that B2P aims   | knowledge about |
| and Research   | \              | to achieve for  | B2P in a        |
| Traditions**   | 2. Describes   | learners,       | variety of      |
|                | in simple      | programs, and   | ways, adapting  |
|                | terms how      | the adult       | to audience and |
|                | B2P\'s history | learning        | context in      |
|                | supports       | system.\        | order to:\      |
|                | cu             | \               | \               |
|                | stomer-driven, | 2. Describes    | a. explain how  |
|                | s              | the need for    | system reform   |
|                | tandards-based | system reform.\ | works at        |
|                | system reform  | \               | different       |
|                |                | 3. Describes    | levels, and how |
|                |                | the theoretical | levels need to  |
|                |                | foundations of  | be aligned      |
|                |                | B2P and its     | (includes       |
|                |                | implications    | discussion of   |
|                |                | for changes in  | teaching and    |
|                |                | tea             | learning,       |
|                |                | ching/learning, | assessment and  |
|                |                | and program     | reporting,      |
|                |                | improvement.\   | program         |
|                |                | \               | improvement,    |
|                |                | 4. Describes    | and             |
|                |                | current B2P     | accountability  |
|                |                | work, how it    | for results);\  |
|                |                | builds on       | \               |
|                |                | earlier work,   | b. connect      |
|                |                | and how it is   | educational     |
|                |                | consistent with | theory and      |
|                |                | current         | research with   |
|                |                | research on     | B2P\'s core     |
|                |                | adult learning  | messages,       |
|                |                | disability      | components, and |
|                |                | theory and      | development;\   |
|                |                | connected to    | \               |
|                |                | system reform.  | c. identify     |
|                |                |                 | related systems |
|                |                |                 | (education,     |
|                |                |                 | training, human |
|                |                |                 | resources,      |
|                |                |                 | etc.) and can   |
|                |                |                 | explain the     |
|                |                |                 | connections to  |
|                |                |                 | B2P;\           |
|                |                |                 | \               |
|                |                |                 | d. explain      |
|                |                |                 | current B2P     |
|                |                |                 | work, how it    |
|                |                |                 | builds on       |
|                |                |                 | theoretical     |
|                |                |                 | foundations,    |
|                |                |                 | research, and   |
|                |                |                 | connects to     |
|                |                |                 | system reform.  |
+----------------+----------------+-----------------+-----------------+
| **Framework of | 3\. Identifies | 5\. Can         | 2\. Describes   |
| B2P**          | and defines    | organize        | use of          |
|                | the key        | knowledge about | contents,       |
|                | components of  | B2P in          | standards, and  |
|                | B2P:           | different ways  | relates to      |
|                |                | to suit         | program         |
|                | -   LD         | audience needs  | assessment;\    |
|                |     Awareness  | and address the | \               |
|                |     Disability | following:\     | 3. Describes    |
|                |                | \               | use of B2P      |
|                | -   Law        | a. how all      | materials to    |
|                |     Scree      | parts of the    | facilitate      |
|                | ning/Diagnosis | content, the    | system reform   |
|                |                | report cards,   | at the          |
|                | -   Planning   | the program     | classroom,      |
|                |                | standards,      | state, and      |
|                |    Instruction | support each    | federal         |
|                |                | other.\         | levels.\        |
|                | -   Choosing   | \               | \               |
|                |     curriculum | b. how          | 4. Explains how |
|                |                | accommodations  | B2P training    |
|                | -   Teaching   | and assistive   | builds the      |
|                |     Methods LD | technology are  | results         |
|                |                | related to      | described in    |
|                | -   Specific   | instruction in  | the B2P         |
|                |     Models     | the adult       | Standards.\     |
|                |                | classroom and   | \               |
|                | 4\. Describes  | support         | 5. Explains how |
|                | ways has       | instruction.\   | the B2P         |
|                | used/could use | \               | methodology     |
|                | each of the    | c. how to use   | supports an     |
|                | B2P components | the content of  | approach to     |
|                |                | B2P for program | skill           |
|                |                | improvement     | development     |
|                |                | within a        | that is         |
|                |                | particular type | research-based, |
|                |                | of program.     | and appropriate |
|                |                |                 | for all adult   |
|                |                |                 | learning and    |
|                |                |                 | training        |
|                |                |                 | experiences     |
|                |                |                 | (novice to      |
|                |                |                 | expert and      |
|                |                |                 | classroom to    |
|                |                |                 | workplace).     |
+----------------+----------------+-----------------+-----------------+
| **             | 5\. Connects   | 6\. illustrates | 6\. Uses a      |
| Applications** | personal       | use of B2P with | variety of      |
|                | experiences to | a variety of    | illustrations   |
|                | the framework. | personal and    | and analogies   |
|                |                | field examples  | from different  |
|                |                | that are chosen | agency          |
|                |                | to address      | perspectives to |
|                |                | audiences needs | explain B2P     |
|                |                | and interests.\ | implementation  |
|                |                | \               | in the          |
|                |                | 7. Offers       | classroom,      |
|                |                | examples of     | program, human  |
|                |                | specific        | service agency, |
|                |                | program use of  | and at all      |
|                |                | B2P for         | levels,         |
|                |                | planning,       | including       |
|                |                | instruction or  | local, state,   |
|                |                | agency          | and federal.    |
|                |                | placement and   |                 |
|                |                | assessment.     |                 |
+----------------+----------------+-----------------+-----------------+
| **             | 6\. Describes  | 8\.             | 7\. Explains    |
| Facilitation** | own approach   | Demonstrates    | purposeful,     |
|                | to working     | purposeful,     | contextual,     |
|                | with groups    | contextual,     | constructivist  |
|                | (teaching,     | constructivist  | approach to     |
|                | facilitating), | approach to     | working with    |
|                | explains why   | working with    | groups,         |
|                | uses that      | groups that     | including       |
|                | approach (as   | enables         | individuals     |
|                | opposed to     | participants to | with a range of |
|                | other          | leave feeling   | learning        |
|                | approaches),   | confident that  | styles,         |
|                | and what       | they can train  | learning        |
|                | results they   | others          | difficulties,   |
|                | have seen.     | appropriately   | and learning    |
|                |                | by using        | disabilities,   |
|                |                | similar         | models these    |
|                |                | approaches and  | approaches in   |
|                |                | training        | the training    |
|                |                | materials.\     | and makes clear |
|                |                | \               | what other      |
|                |                | 9. Can describe | trainers should |
|                |                | the full range  | do by providing |
|                |                | of facilitation | clear,          |
|                |                | skills related  | constructive    |
|                |                | to LD           | feedback.\      |
|                |                | communication   | \               |
|                |                | for all areas   | 8. Can use the  |
|                |                | of B2P LD       | full range of   |
|                |                | c               | facilitation    |
|                |                | haracteristics. | skills related  |
|                |                |                 | to LD           |
|                |                |                 | communication   |
|                |                |                 | for all areas   |
|                |                |                 | of B2P LD       |
|                |                |                 | c               |
|                |                |                 | haracteristics. |
+----------------+----------------+-----------------+-----------------+
| **Fluency**    | 7\. Reviews    | 10\. Ease in    | 9\.             |
|                | and rehearses  | planning and    | Considerable    |
|                | scripts for    | presenting      | ea              |
|                | workshops in   | workshops       | se/automaticity |
|                | order to build | varies from     | in drawing on   |
|                | knowledge\     | situation to    | B2P information |
|                | \              | situation.\     | for planning    |
|                | 8.             | \               | and             |
|                | Demonstrates   | 11. Few         | presenting.\    |
|                | basic          | factua          | \               |
|                | communication  | l/informational | 10. Effectively |
|                | skills when    | errors in       | addresses       |
|                | working with   | presenting      | q               |
|                | groups,        | B2P.\           | uestions/issues |
|                | including      | \               | that arise      |
|                |                | 12. Can answer  | outside own     |
|                | -   Reading    | questions       | area(s) of      |
|                |                | within range of | preparation.\   |
|                |    audience\'s | comfort and     | \               |
|                |     body       | refer questions | 11. Easily      |
|                |     language   | outside comfort | relates         |
|                |                | range to        | audience        |
|                | -   Listening  | others.\        | experiences,    |
|                |                | \               | issues, and     |
|                | -   Modulating | 13. Can present | questions to    |
|                |     voice      | scripted        | B2P framework,  |
|                |                | information on  | core messages,  |
|                |  appropriately | history,        | etc.\           |
|                |     for        | theory, and     | \               |
|                |     volume,    | current work in | 12.             |
|                |     speed, and | the LD field.\  | Effortlessly    |
|                |                | \               | creates an      |
|                |    expression. | 14.             | environment in  |
|                |                | Demonstrates    | which           |
|                |                | ability to use  | participants    |
|                |                | questions       | feel            |
|                |                | effectively to  | comfortable     |
|                |                | engage          | enough to share |
|                |                | audience.\      | and ask         |
|                |                | \               | questions. Able |
|                |                | 15. Able to     | to identify and |
|                |                | facilitate      | overcome        |
|                |                | dialogue as     | logistical      |
|                |                | well as formal  | barriers with   |
|                |                | presentations.  | ease.\          |
|                |                |                 | \               |
|                |                |                 | 13. Addresses   |
|                |                |                 | with ease       |
|                |                |                 | unexpected      |
|                |                |                 | audience gaps   |
|                |                |                 | in knowledge,   |
|                |                |                 | expression of   |
|                |                |                 | discomfort or   |
|                |                |                 | conflicts       |
|                |                |                 | between group   |
|                |                |                 | members.\       |
|                |                |                 | \               |
|                |                |                 | 17.             |
|                |                |                 | Demonstrates    |
|                |                |                 | facility in     |
|                |                |                 | planning and    |
|                |                |                 | facilitating    |
|                |                |                 | activities      |
|                |                |                 | which require   |
|                |                |                 | problem-solving |
|                |                |                 | and discovery.  |
+----------------+----------------+-----------------+-----------------+
| **             | 9\. Serves as  | 16\. Practices  | 15\. Leads the  |
| Independence** | partic         | constructivist, | planning        |
|                | ipant/observer | contextual      | process and     |
|                | on training    | approach to     | manages the     |
|                | team, paying   | training that   | materials and   |
|                | attention to   | engages         | personnel       |
|                | how            | participants in | involved.\      |
|                | intermediate   | activities that | \               |
|                | and advanced   | build comfort   | 16. Clearly     |
|                | trainers work  | in using the    | explains to     |
|                | with scripts   | framework and   | participants    |
|                | to adapt       | standards for   | how training    |
|                | workshops to   | integration     | appr            |
|                | needs of       | into regular    | oach/activities |
|                | audiences.\    | classroom or    | model a         |
|                | \              | job placement   | constructivist, |
|                | 10. Follows    | situations.\    | contextual      |
|                | script exactly | \               | approach to     |
|                | to make sure   | 17. Understands | teaching adults |
|                | presentation   | own strengths   | with learning   |
|                | covers all key | and weaknesses  | disabilities,   |
|                | points.\       | as a trainer    | and draws the   |
|                | \              | and uses this   | links clearly   |
|                | Uses overheads | knowledge in    | between         |
|                | and notes      | working with a  | examples and    |
|                | extensively to | training team.\ | theory so       |
|                | make sure to   | \               | participants    |
|                | include all    | 18. Presents    | understand how  |
|                | components.    | less familiar   | and why         |
|                |                | and more        | something       |
|                |                | complex         | works.\         |
|                |                | material with   | \               |
|                |                | support from    | 17. Actively    |
|                |                | team.\          | monitors        |
|                |                | \               | participant     |
|                |                | 19. Needs some  | engagement and  |
|                |                | help from       | learning and is |
|                |                | others to       | able to revise  |
|                |                | address         | session plan in |
|                |                | questions and   | response to     |
|                |                | adapt knowledge | audience needs  |
|                |                | for             | and/or          |
|                |                | presentation to | circumstances.  |
|                |                | different       |                 |
|                |                | audiences.      |                 |
+----------------+----------------+-----------------+-----------------+
| **Range**      | 12\. Assists   | 20\. Can lead   | 18\. Leads      |
|                | in scripted    | scripted        | planning and    |
|                | workshops      | workshops for a | facilitation of |
|                | only, with     | variety of      | B2P training    |
|                | supportive and | audiences.\     | activities for  |
|                | familiar       | \               | diverse         |
|                | audiences.     | 21. Can serve   | audiences.\     |
|                |                | as active       | \               |
|                |                | participant on  | 19. Can present |
|                |                | training/TA     | to high stakes  |
|                |                | team for a wide | policy groups,  |
|                |                | range of        | making clear    |
|                |                | audiences,      | the policy      |
|                |                | taking a number | supports that   |
|                |                | of different    | need to be in   |
|                |                | roles as        | place for       |
|                |                | appropriate to  | system reform.\ |
|                |                | team and        | \               |
|                |                | audience.\      | 20 Develops and |
|                |                | \               | leads           |
|                |                | 22. Can work    | well-paced      |
|                |                | effectively     | technical       |
|                |                | with familiar   | assistance      |
|                |                | and unfamiliar  | efforts that    |
|                |                | audiences, in   | are well        |
|                |                | structured and  | integrated with |
|                |                | semi-structured | \"host\"        |
|                |                | situations, is  | systems, and    |
|                |                | not comfortable | link teaching   |
|                |                | taking the lead | and assessment  |
|                |                | in unstructured | and program     |
|                |                | or high stakes  | effectiveness   |
|                |                | situations.     | with system     |
|                |                |                 | reform.         |
+----------------+----------------+-----------------+-----------------+