Fermilab LInC Online

The Effects of Counseling on The Potential Drop-out

 

DIRECTIONS: Circle the choice that best describes the situation during the counseling sessions.

RUBRIC
DID EACH MEMBER SHARE EQUALLY IN CONSTRUCTING THE SURVEY?  LOW______MODERATE_______HIGH
WERE ALL MEMBERS SATISFIED WITH THE INFORMATION INCLUDED IN THE SURVEY?   LOW______MODERATE_______HIGH
WERE THE THOUGHTS AND OPINIONS OF ALL MEMBERS GIVEN A VOICE IN DESIGNING THE RUBRIC?   LOW_______MODERATE______HIGH
DID EACH MEMBER SHARE EQUALLY IN CONSTRUCTING THE COUNSELING STRATEGY?  LOW_______MODERATE______HIGH
WERE ALL MEMBERS SATISFIED WITH ACTIVITIES INCLUDED IN THE COUNSELING STRATEGY?   LOW_______MODERATE______HIGH
WERE THE OPINIONS AND THOUGHTS OF ALL MEMBERS RESPECTED AND INCLUDED FOR CONSIDERATION WHEN DESIGNING THE COUNSELING STRATEGY?    LOW_______MODERATE______HIGH
WERE PRECISE GOALS MET FOR EACH COUNSELING SESSION ON CHARACTER BUILDING?  LOW________MODERATE_____HIGH
WERE EACH SUBGOAL SET FOR EACH COUNSELING SESSION ON CHARACTER BUILDING MET?  LOW________MODERATE______HIGH
DID THE GROUP HAVE STRONG ENTHUSIASM TO SET AND MEET GOALS?   LOW________MODERATE_______HIGH
HOW WELL DID STUDENTS DETERMINE WAYS TO INSIGHTFULLY USE VARIOUS TYPES OF INFORMATION AND RESOURCES TO ACCOMPLISH THEIR GOALS?  LOW________MODERATE_______HIGH
WERE THE STUDENTS SENSITIVE TO A WIDE VARIETY OF FEEDBACK FROM TEACHERS, STUDENTS AND PARENTS?   LOW________MODERATE_______HIGH
HOW WELL DID THE STUDENTS UTILIZE THE INFORMATION GATHERED THROUGH FEEDBACK FOR EACH SESSION?   LOW________MODERATE_______HIGH
 DID THE STUDENTS MAKE THE MOST EFFECTIVE USE OF COUNSELING TIME GIVEN FOR EACH SESSION?  LOW________MODERATE_______HIGH
DID THE STUDENTS SPEND SUFFICIENT TIME ON TASK TO ACCOMPLISH THEIR GOALS ON CHARACTER BUILDING FOR EACH COUNSELING SESSION?   LOW________MODERATE_______HIGH
DID THE STUDENTS UTILIZE INFORMATION GATHERED FROM PEERS AND STUDENTS AT THE RACIALLY/ETHNIC DIFFERENT SCHOOLS ABOUT REMAINING IN SCHOOL UNTIL GRADUATION?   LOW________MODERATE_______HIGH
HOW EFFECTIVE WAS CARVER STUDENT'S USE OF TECHNOLOGY IN ACCESSING LINKS TO PROGRAMS AND RESOURCES FOR STUDENTS AT RISK?   LOW_________MODERATE______HIGH
DID THE STUDENTS ACCESS AND USE LINKS FOR DROP-OUT PREVENTION MORE THAN 80% OF THE TIME?  LOW_________MODERATE______HIGH
TO WHAT EXTENT DID STUDENTS PARTICIPATE IN COMMUNITY RESOURCES AVAILABLE TO THEM?   LOW_________MODERATE______HIGH
DID THE STUDENTS ASK SPECIFIC QUESTIONS ABOUT INDIVIDUAL PROBLEMS THEY BROUGHT TO THE COUNSELING SESSIONS?   LOW________MODERATE_______HIGH
 DID THE STAFF, TEACHERS AND PARENTS PROVIDE ENOUGH DETAILS AND SUPPORT NEEDED TO HELP THE STUDENTS REMAIN IN SCHOOL UNTIL GRADUATION?  LOW_________MODERATE______HIGH
ON A SCALE FROM 1-10 HOW EFFECTIVE WERE THE COUNSELING STRATEGIES FOR CARVER STUDENTS?   LOW_________MODERATE______HIGH
WHAT IS THE NUMBER OF CARVER STUDENTS WHO REMAINED IN SCHOOL UNTIL GRADUATION AFTER HAVING BEEN CLASSIFIED AS POTENTIAL DROP-OUTS? LOW________MODERATE_______HIGH 

WHAT IS THE NUMBER OF CARVER STUDENTS WHO LEFT SCHOOL EARLY BUT HAVE FOUND OTHER SUITABLE CAREER PATHS? 

 LOW________MODERATE_______HIGH

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Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office, Friends of Fermilab, United States Department of Energy, Illinois State Board of Education, and North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL).
 
Author: Minnie L. Robinson (mrobiso@teacher.depaul.edu)
School: Carver High , Chicago, Illinois
Created: October 18, 1997 - Updated: January 10, 1998
URL: /lincon/f97/projects/mrobinson/rubric.htm