Cognitive Preliminary Emerging Developing Proficient Complexity Self-Knowledge Self- Knowledge Self-Knowledge Self-Knowledge Analyzing 1 point 2 points 3 points 4 points time demands of Student shows little or no Student shows a beginning Student shows a basic Student shows a solid and school ability to analyze the real ability to analyze some of ability to analyze most of the consistent ability to analyze commitments time demands of current the real time demands of real time demands of most the real time demands of all academic and co-curricular some current academic and current academic and current academic and Developing commitments co-curricular commitments commitments commitments Questions 15-16 Creating, 1 point 2 points 3 points 4 points critically examining, Student shows little or no Student shows a beginning Student shows a basic Student shows a solid and ability to formulate a clear, ability to formulate a clear, ability to formulate a clear, ability to formulate a clear, evaluating well-articulated, achievable well-articulated, achievable well-articulated, achievable well articulated, and post-secondary goal. post-secondary goal. post-secondary goal. achievable post-secondary goal. goal(s) Student shows limited or no Student shows a beginning Student shows a basic ability to explain how ability to explain how some ability to explain how most Student shows a solid Developing his/her course and of his/her course and of his/her course and ability to explain how all of abilities, grades, abilities, grades, abilities, grades, his/her course and interests relate to a interests relate to a interests relate to a abilities, grades, Questions goal or future goal or future goal or future interests relate to a 17-20 plans. plans. plans. goal or future plans. Student shows limited or no Student shows a beginning Student shows a basic ability to bring other data or ability to bring some other ability to bring some varied Student shows a solid information to bear on data or information to bear kinds of data or information ability to bring varied, determining or adjusting on determining or adjusting to bear on determining or relevant data or information post-secondary goals or post-secondary goals or adjusting post-secondary to bear on determining or future plans. future plans. goals or future plans. adjusting post-secondary goals or future plans; student demonstrates tracking of such data to monitor progress.
Cognitive Complexity Preliminary Self-Knowledge Emerging Self- Knowledge Developing Self-Knowledge Proficient Self-Knowledge Analyzing time demands of school commitments Developing Questions 15-16 1 point Student shows little or no ability to analyze the real time demands of current academic and co-curricular commitments 2 points Student shows a beginning ability to analyze some of the real time demands of some current academic and co-curricular commitments 3 points Student shows a basic ability to analyze most of the real time demands of most current academic and commitments 4 points Student shows a solid and consistent ability to analyze the real time demands of all current academic and commitments Creating, critically examining, and evaluating goal(s) Developing Questions 17-20 1 point Student shows little or no ability to formulate a clear, well-articulated, achievable post-secondary goal. Student shows limited or no ability to explain how his/her course and abilities, grades, interests relate to a goal or future plans. Student shows limited or no ability to bring other data or information to bear on determining or adjusting post-secondary goals or future plans. 2 points Student shows a beginning ability to formulate a clear, well-articulated, achievable post-secondary goal. Student shows a beginning ability to explain how some of his/her course and abilities, grades, interests relate to a goal or future plans. Student shows a beginning ability to bring some other data or information to bear on determining or adjusting post-secondary goals or future plans. 3 points Student shows a basic ability to formulate a clear, well-articulated, achievable post-secondary goal. Student shows a basic ability to explain how most of his/her course and abilities, grades, interests relate to a goal or future plans. Student shows a basic ability to bring some varied kinds of data or information to bear on determining or adjusting post-secondary goals or future plans. 4 points Student shows a solid ability to formulate a clear, well articulated, and achievable post-secondary goal. Student shows a solid ability to explain how all of his/her course and abilities, grades, interests relate to a goal or future plans. Student shows a solid ability to bring varied, relevant data or information to bear on determining or adjusting post-secondary goals or future plans; student demonstrates tracking of such data to monitor progress.
CM-PE-DecisionMaking.docx