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iRubric: Self Advocacy rubric

iRubric: Self Advocacy rubric

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Self Advocacy 
Self Advocacy
Rubric Code: F246XW5
By sanderson250
Draft
Public Rubric
Subject: Education  
Type: (Other)  
Grade Levels: 9-12

Powered by iRubric Self Advocacy
Independently demonstrates self- advocacy skills regarding academic needs
  Beginning (Dependent)

1 pts

Developing (Moderate Assist)

2 pts

Applying (Minimal Assist)

3 pts

Mastering (Independent)

4 pts

Strengths & Weaknesses

Identifies his/her strengths and challenges that may contribute to academic progress.
Beginning (Dependent)

Student does not know his/her strengths or challenges.
Developing (Moderate Assist)

Student struggles to identify his/her strengths and challenges. Student can describe his/her strengths and challenges with moderate assistance/prompts.
Applying (Minimal Assist)

Student can identify both strengths and challenges with minimal assistance/prompts.
Mastering (Independent)

Student accurately and independently identifies his/her academic skills and challenges.
Communication

Communicate with teachers to clarify expectations
Beginning (Dependent)

Student has been observed to rarely approach teachers to clarify expectations.
Developing (Moderate Assist)

Student has been observed to occasionally approach teachers to clarify expectations.
Applying (Minimal Assist)

Student has been observed to usually approach teachers to clarify expectations.
Mastering (Independent)

Student has been observed to always approach teachers to clarify expectations.
Asking for Help

Asks for help or direction when struggling with classwork
Beginning (Dependent)

Student does not ask for help or direction.
Developing (Moderate Assist)

Student asks for help or direction inconsistently and needs moderate assistance and/or frequent prompting and cues.
Applying (Minimal Assist)

Student asks for help or direction with minimal assistance and/or occasional prompting and cues.
Mastering (Independent)

Student asks for help or direction independently when struggling with classwork.
Missing Work

Checks Powerschool, Google Classroom, or the equivalent for incomplete work then asks teachers about how to complete those missing assignments
Beginning (Dependent)

Does not check Powerschool, Google Classroom, or the equivalent and does not complete missing assignments.
Developing (Moderate Assist)

Checks Powerschool, Google Classroom, or the equivalent but does not asks teachers about missing work.
Applying (Minimal Assist)

Checks Powerschool, Google Classroom, or the equivalent and asks teachers about missing work and assignments completion with verbal prompting and support.
Mastering (Independent)

Checks Powerschool, Google Classroom, or the equivalent and independently asks teachers about missing work and assignments.
Awareness of Accommodations

Awareness of accommodations and/or supports available to him/her to support academic progress.
Beginning (Dependent)

Student has no awareness and is dependent on case manager to advocate for him/her.
Developing (Moderate Assist)

Student has limited awareness of accommodations and/or supports available to him/her; uses it periodically to self-advocate, with frequent prompting and cues and moderate assistance.
Applying (Minimal Assist)

Student distinguishes his/her accommodations and/or supports available to him/her; uses it frequently to self-advocate, occasionally prompting and cues, and minimal assistance.
Mastering (Independent)

Student formulates accommodations and/or supports needed to support academic progress; consistently uses his/her accommodations and/or supports to self-advocate, independently.
Request Accommodations

Requests or informs teacher(s) of needed accommodations
Beginning (Dependent)

Student does not request or inform teacher(s) of needed accommodations and is dependent on case manager to ensure he/she is receiving the necessary accommodations.
Developing (Moderate Assist)

Student requests or informs teacher(s) of needed accommodations periodically with moderate assistance.
Applying (Minimal Assist)

Student requests or informs teacher(s) for needed accommodations frequently with minimal assistance.
Mastering (Independent)

Student requests or informs teacher(s) for needed accommodations independently and effectively.





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