Impacting/Contextual Factors Accommodation needs Family issues/ responsibilities Need for tutoring Financial concerns Work Mental health needs Homework time struggles Note taking is difficult. Other Rubric Scoring 1 2 3 4 Section A Undecided Student knows whether Student initiated a change to Clear educational goals and they are working on an AA, major to make sure the career goals. AS, AAS, or certificate. intended major matches Rock/Banner. Section B Unclear educational goals Educational goals or career Educational goals and/or career Program matches what is in and career goals. goals have some clarity goals have some clarity. the Rock or on Banner – at (but not both). start of advising session. Section C No factors identified. Student was able to Student was able to identify Student found connections identify 1-2 relevant over 2 relevant contextual between relevant factors and contextual factors factors other aspects of their life. Section D Demonstrates a limited An attempt at a goal is Demonstrates the ability to Demonstrates the ability to (consider sections B & C) ability in identifying a goal or evident, but it lacks depth construct a clear goal that construct a detailed goal that related contextual and only some relevant identifies most relevant identifies all relevant (situational) factors. contextual (situational) contextual (situational) factors. contextual (situational) factors. factors are identified.
Impacting/Contextual Factors Accommodation needs Family issues/ responsibilities Need for tutoring Financial concerns Work Mental health needs Homework time struggles Note taking is difficult. Other Rubric Scoring 1 2 3 4 Section A Undecided Student knows whether they are working on an AA, AS, AAS, or certificate. Student initiated a change to major to make sure the intended major matches Rock/Banner. Clear educational goals and career goals. Section B Unclear educational goals and career goals. Educational goals or career goals have some clarity (but not both). Educational goals and/or career goals have some clarity. Program matches what is in the Rock or on Banner – at start of advising session. Section C No factors identified. Student was able to identify 1-2 relevant contextual factors Student was able to identify over 2 relevant contextual factors Student found connections between relevant factors and other aspects of their life. Section D (consider sections B & C) Demonstrates a limited ability in identifying a goal or related contextual (situational) factors. An attempt at a goal is evident, but it lacks depth and only some relevant contextual (situational) factors are identified. Demonstrates the ability to construct a clear goal that identifies most relevant contextual (situational) factors. Demonstrates the ability to construct a detailed goal that identifies all relevant contextual (situational) factors.
Advising%20SLA%20Plan.docx