rubric gallery

A good reflection... 1. Is honest. 2. Answers the questions or responds to the statements. 3. Contains examples and details to support opinions and thoughts. 4. Helps the person who wrote it understand him/herself better. 5. Informs the audience and gives useful information. 6. Shows that the person really thought about the question before writing down a response. 7. Shows personal perspective. 8. Is easily understood by the reader. It is free of spelling mistakes as well as confusing language. 9. Is based on what the person believes or thinks about what is asked. 10. Shows thinking.

A good reflection... 1. Is honest. 2. Answers the questions or responds to the statements. 3. Contains examples and details to support opinions and thoughts. 4. Helps the person who wrote it understand him/herself better. 5. Informs the audience and gives useful information. 6. Shows that the person really thought about the question before writing down a response. 7. Shows personal perspective. 8. Is easily understood by the reader. It is free of spelling mistakes as well as confusing language. 9. Is based on what the person believes or thinks about what is asked. 10. Shows thinking.

A good reflection... 1. Is honest. 2. Answers the questions or responds to the statements. 3. Contains examples and details to support opinions and thoughts. 4. Helps the person who wrote it understand him/herself better. 5. Informs the audience and gives useful information. 6. Shows that the person really thought about the question before writing down a response. 7. Shows personal perspective. 8. Is easily understood by the reader. It is free of spelling mistakes as well as confusing language. 9. Is based on what the person believes or thinks about what is asked. 10. Shows thinking.

Write a paper that discusses: 1. Summary of presenting issues 2. Clinically significant symptoms 3. DSM-V diagnoses that have criteria met from these symptoms; or the ones that are not met and what is missing from the symptoms presented (e.g. subclinical; rule-out; V codes) 4. Treatment plan & recommendations 5. Strengths/needs: client, family, school, peers, community (including developmental/environmental & cultural factors) 6. Assessment tools to use when assessing this client

Each week there will be one or more discussion forum assignments that require you to respond to assignment prompts. You must also respond to a minimum of two other students in the class. Each assignment will have specific instructions with an explanation on what you are expected to contribute. Initial post are due on Day 3, response to two classmates responses by Day 5, and counter response by Day 7. The following rubric is how discussions will be graded.

Complete the paper, as specified in the instructions. Paper will be graded on quality of research to support the thesis, effective use of information gained through research, correct APA formatting, credibility of sources, content, quality of writing & critical thinking, grammar and mechanics, and references.

APA STYLE REFERENCES PAPER

The Discussion Forum is to be based on the research done prior to the discussion. It should be student guided and professionally conducted with respectful attitudes, even through addressing differing opinions.

The students read a scholarly journal article on a health-related topic and write a journal review.

Rubric for evaluating student group presentations. Can be applied to any group presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

This is a rubric designed to measure a student's reflection and application on an assigned education journal article.

Students role play counseling session and demonstrate appropriate active listening skills. Appropriate use of questions, no advice, no problem solving. Use active listening skills of paraphrasing, reflections, minimal encouragers, and summarizations. Clarification only when necessary.

Students role play counseling session and demonstrate appropriate active listening skills. No questions, no advice, no problem solving. Use active listening skills of paraphrasing, reflections, minimal encouragers, and summarizations. Clarification only when necessary.

Students role play counseling session and demonstrate the counseling process. Use active listening skills of paraphrasing, reflections, minimal encouragers, and summarizations. Clarification only when necessary.

Write a paper that discusses: 1. Summary of presenting issues 2. Clinically significant symptoms 3. DSM-V diagnoses that have criteria met from these symptoms; or the ones that are not met and what is missing from the symptoms presented (e.g. subclinical; rule-out; V codes) 4. Treatment plan & recommendations 5. Strengths/needs: client, family, school, peers, community (including developmental/environmental & cultural factors) 6. Assessment tools to use when assessing this client

Choose a full-length article from a recent issue (last 3 years) of a journal that is offered or subscribed to by the College's on line system that reviews research on a topic relating to this course. Examples of topics might include but not necessarily limtied to such issues as: 1. Guidance Program Evaluation 2. Leadership in Guidance 3. Advocating for a CGCP 4. Issues in implementing a CGCP 5. Advisory Committees 6. Effective calendaring of a CGCP 7. The school counselor's role in RTI and PLCs (Repsonse to Intervention and Prof. Learning Communities 8. Individual Planning 9. Counselor Prinicipal Relationship

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

Prepare a treatment plan using the DO A CLIENT MAP format. Treatments are to be evidence-based, sources documented.