High Need Academic Competence • • • • • • • Personal Competence • • • • • • • GPA is a 2.0 or below; Maybe on probation and at risk of being suspended or dismissed Does not complete courses successfully; receives D, INC, F grades, or withdraws from most or all courses Struggles greatly with academic challenges; cannot cope with challenges; gives up easily Does not have acquisition of time management skills; does not prioritize Chronic absences from or lateness to class and often takes extended breaks during class Work is of poor quality; unrealistic expectations of professors role; no accountability May have some knowledge of college and program resources, but does not utilize No interest in co-curricular activities and places no value to the importance of participation Cannot balance personal and academic life; focuses on personal life stressors and is easily distracted Does not participate in program and college activities Reflection on parental, familial and affective relationships, and feels powerless or has an unwillingness to make adjustments Is not aware of procrastination or refuses to address procrastination Chronic excuse making, blaming others; does not take responsibility; unrealistic Non-committal Mid Need Low Need • GPA is below 2.5; at risk of falling into probation Completes courses with inconsistent grades; may withdraw from a course Shows awareness of academic challenges; struggles to meet challenges successfully Shows awareness of time management issues, but struggles with prioritizing Attends class to meet minimum requirements and may have minor punctuality issues Work is of average to poor quality Shows awareness of college and program resources, but underutilized • • Is aware of co-curricular activities and shows some interest in participating Desires to be organized, but has difficulty balancing personal and academic life Inconsistent in participating in program and college activities Reflection on parental, familial and affective relationships, but has difficulty making adjustments Hesitant of collaborating with other students in program activities or group work Is aware of procrastinating but struggles with completing tasks and follow through Shows signs of anxiety when under stress • Is aware of importance of career exploration, and moderately confident in their choice of major Is aware of importance of professionalism Inconsistent with setting clear vocational plans and aspirations; difficulty identifying personal interests; some interest in educational and vocational exploration Is aware of study abroad opportunities, and considers it as an option Is aware of scholarship opportunities, and considers it as an option • • • • • • • • • • • • • • Career Planning Competence • • • • • Has not explored career paths, and indecisive as to what major to choose Conducts themselves unprofessionally Inability to identify clear vocational plans and aspirations; unaware of personal interests; distracted from pursuing educational and vocational exploration Views study abroad opportunities as far reaching and unrealistic options Views scholarship opportunities as far reaching and unrealistic options; unwilling to follow through with application process • • • • • • • • • • • • • • • • • • • • • Maintain GPA of at least 3.0 Successfully complete all courses; rarely withdraws and only as a last resource Shows awareness of academic challenges; copes successfully with challenges Manages time efficiently, prioritizes Attends class regularly and is on time Work meets high quality standards Makes use of college and program resources Is aware of importance of participation in co-curricular activities Is organized/balances personal and academic life Actively participates in program and college activities Reflection on and readjustment of parental, familial and affective relationships Collaborates with other students in program activities Does not procrastinate Keeps stress levels under control Is aware of importance of active involvement in career exploration Is aware of importance of conducting oneself professionally Setting vocational plans & aspirations; identifying personal interests; educational and vocational exploration) Attended a study abroad workshop Attended a scholarship presentation Researched scholarship opportunities
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Criteria Speaking style 2 points 1 point 0 points Score Spoke clearly; easy to hear and Difficult to hear or understand SOME Difficult to hear or understand understand; speed of speech things; speed of speech too fast or MOST things spoken; speed of effective throughout too slow in parts speech too fast or slow throughout Distracters OR Uses NO distracters such as ‘um’ Uses FEW distracters and/or Distracters and/or distracting distracting and NO distracting mannerisms distracting mannerisms; OR uses mannerisms used throughout x2 mannerisms them infrequently during presentation presentation Eye contact Maintains contact with audience Occasionally looked at audience Did not look at audience OR throughout presentation read directly from care plan Questions Repeats ALL questions before Repeats MOST questions before Does not repeat questions answering; answers questions answering; answers MOST before answering; answers NO confidently questions confidently questions confidently Patient caseAccurately and completely reports Accurately and completely reports Did not accurately and overview ALL relevant information relating MOST relevant information relating completely report relevant x2 to patient case to patient case information relating to patient case Patient caseAppropriately identifies each Appropriately identifies MOST Does not identify problems AND assessment problem and correctly prioritizes problems OR prioritizes MOST does not prioritize problem list x2.5 problem list problem correctly Patient case—plan Discusses appropriate therapy to Discusses therapy to treat each Discusses therapy to treat treat each patient problem AND problem that may be inappropriate problems that may be x5 includes ALL appropriate OR fails to include ALL appropriate inappropriate AND fails to include monitoring parameters and a monitoring parameters and a followALL appropriate monitoring follow-up plan up plan parameters and a follow-up plan Defense of Student provides therapeutic Student provides therapeutic Student provides no therapeutic recommendations rationale for treatment that is rationale for MOST problems that is rationale for treatment that is x2.5 evidence-based evidence-based evidence-based ***Faculty only ***Total Overall Score ***CARE PLAN 2 points 0 points SCORE Timeliness Turned in 24 hours prior to presentation Turned in <24 hours prior to presentation x2 References References used are appropriate References used are not appropriate
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