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iRubric: Self-Determination rubric
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Self-Determination
Self-Determination
Self-Awareness and Self-Advocacy Skills
Rubric Code:
M23XXBX
By
aricaanne
Ready to use
Public Rubric
Subject:
(General)
Type:
Reflection
Grade Levels:
9-12
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Self-Determination
Substantially Below Proficient
1 pts
Partially Proficient
2 pts
Proficient
3 pts
Proficient w/ Distinction
4 pts
Communication
Substantially Below Proficient
Student has been observed to rarely approach teachers to clarify expectations.
Partially Proficient
Student has been observed to occasionally approach teachers to clarify expectations.
Proficient
Student has been observed to usually approach teachers to clarify expectations.
Proficient w/ Distinction
Student has been observed to always approach teachers to clarify expectations.
Assistance
Substantially Below Proficient
Student denies need, or is uninterested in accommodations and/or supports.
Partially Proficient
Student expresses basic understanding need to request supports or accommodations.
Proficient
Student requests (sometimes) and utilizes supports and accommodations, to enhance success in classroom settings.
Proficient w/ Distinction
Student requests (appropriately) and utilizes supports and accommodations, to enhance success in classroom settings.
Self Advocacy
Substantially Below Proficient
Student demonstrates poor understanding of the concept of self advocacy nor effectively performs it.
Partially Proficient
Student demonstrates a limited understanding of assertive self advocacy and can use with maximum support.
Proficient
Student demonstrates an effective understanding of assertive self advocacy and uses it with some assistance or prompting.
Proficient w/ Distinction
Student demonstrates an effective understanding of assertive self advocacy, passive self advocacy and aggressive self advocacy and uses appropriate self-advocacy 95% of the time independently.
Self Regulation
Substantially Below Proficient
Student does not control voice volume/register and/or restraint in speaking when it is inappropriate. Student interrupts and distracts the class/activity.
Student does not work cooperatively with others.
Student does not detect nor use strategies to manage the emergence of strong feeling/reactions and shuts down/acts out resulting in missing work/classroom disturbance.
Partially Proficient
Student is aware of and with max/ mod support can manage voice volume/register and/or restraint in speaking when it is inappropriate. Student usually accepts correction when interrupting and distracting the class/activity.
With max/mod supervision, student works cooperatively with others.
Student requires max/mod support to detect/use strategies to manage the emergence of strong feeling/reactions and limiting missing work/classroom disturbance.
Proficient
Student controls volume of voice and/or restraint in speaking when it is inappropriate. Student only sometimes interrupts and distracts the class/activity.
With minimal supervision/support student works cooperatively with others.
Student detects and with support, uses strategies to manage the emergence of strong feeling/reactions to avoid shutdowns/acting out.
Proficient w/ Distinction
Student uses appropriate voice volume to setting. Student raises hand or otherwise waits to speak at appropriate times. Student does not interrupt other students or teacher.
Student works cooperatively with others
Student detects strong feelings and reactions and and independently uses effective strategies to avoid missed work or classroom disturbance.
Organization/Accountability
Substantially Below Proficient
Student does not know or practice organizational strategies to support work initiation or completion, including class preparedness, Student doe snot use class time to complete work. Student is missing more than 50% of assigned work.
Partially Proficient
Student is aware of the need for organizational strategies to support work initiation and completion, including classroom preparedness. Student requires maximum support to use strategies and use class time appropriately. Student is missing less than 50% of assigned work.
Proficient
Student uses organizational strategies to support work initiation and completion, including being prepared for class with materials. Student requires some support in using strategies and class time appropriately. Student is missing less than 15% of assigned work.
Proficient w/ Distinction
Student independently uses organizational strategies to support work initiation and completion, including being prepared for class with materials. Student requires no support in using strategies and class time appropriately. Student is not missing any assigned work.
Total Score
Scores and dates
Substantially Below Proficient
Partially Proficient
Proficient
Proficient w/ Distinction
Keywords:
Self-Awareness and Self-Advocacy
Subjects:
Vocational
(General)
Types:
Assessment
Reflection
(Other)
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