iRubric: Self-Determination rubric

Student denies need, or is uninterested in accommodations and/or supports.

Student expresses basic understanding need to request supports or accommodations.

Student requests (sometimes) and utilizes supports and accommodations, to enhance success in classroom settings.

Student requests (appropriately) and utilizes supports and accommodations, to enhance success in classroom settings.

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.

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.

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.

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.