Unit Title: Self-Advocacy for DHH Students

Grade Level: Middle School (7th-8th grade)

Reading Level: 3rd grade

Duration: 2 weeks (10 days)

Unit Goals:

1. Students will understand what self-advocacy means.

2. Students will learn strategies for communicating their needs.
3. Students will practice self-advocacy in different situations.
4. Students will build confidence in identifying problems and seeking
help.

Key Vocabulary:

5. Self-Advocacy
6. Communication
7. Needs
8. Problem-solving
9. Solution
10. Accommodation
11. Assertive

Materials:

12. Visual aids (posters or digital slides)

13. Self-advocacy role-playing cards
14. Worksheet handouts
15. Books or short stories with advocacy themes (e.g., "El Deafo" by
Cece Bell)
16. Pictures showing students practicing self-advocacy
17. Rubric for self-assessment
Daily Warm-Ups: (10 minutes)

Each day starts with a quick 10-minute warm-up to introduce or reinforce

self-advocacy concepts in a fun and engaging way.

Day 1: Warm-Up – Visual Matching

18. Activity: Show pictures of different situations (e.g., a classroom,

a playground, a home). Students match the picture to one of the
following: School (raising hand to ask a question), Home (asking
parents for help), or Social Setting (communicating with friends).
19. Goal: Introduce the idea of self-advocacy in different
environments.

Day 2: Warm-Up – Self-Advocacy in Action

20. Activity: Show a short video clip or pictures of a student asking

for help in a classroom or adjusting an FM system. Discuss: "What did
the student do to advocate for themselves?"
21. Goal: Recognize examples of self-advocacy in action.

Day 3: Warm-Up – Assertive or Not?

22. Activity: Present various statements (written or signed) on cards

and ask students to identify whether they are assertive, passive, or
aggressive (e.g., "I need help, can you explain it again?").
23. Goal: Reinforce assertive communication.

Day 4: Warm-Up – ASL Practice

24. Activity: Quick ASL practice of key vocabulary: "Help," "I need,"
"Explain again," "Interpreter," etc. Students sign the words back to
you.
25. Goal: Reinforce vocabulary in ASL.

Day 5: Warm-Up – Accommodation Bingo

26. Activity: Students receive Bingo cards with different

accommodations listed (e.g., interpreter, closed captions, extra time
on tests). As you call out examples, students mark their cards.
 27. Goal: Familiarize students with various accommodations.

Day 6: Warm-Up – Problem-Solving Brainstorm

28. Activity: Present a simple problem on the board (e.g., "I can't
hear the video in class"). Ask students to brainstorm 2-3 ways to solve
the problem.
29. Goal: Activate problem-solving skills.

Day 7: Warm-Up – Draw It Out

30. Activity: Give students a scenario (e.g., "You can't hear your
teacher"). They draw how they might ask for help.
31. Goal: Visual representation of self-advocacy.

Day 8: Warm-Up – What Would You Do?

32. Activity: Show a picture of a DHH student in a classroom. Ask,

"What might this student ask for to help them understand better?"
33. Goal: Problem-solving and identifying needs.

Day 9: Warm-Up – Self-Advocacy Word Search

34. Activity: A word search featuring key vocabulary (self-advocacy,

help, needs, accommodation, etc.).
35. Goal: Reinforce vocabulary through a fun, engaging activity.

Day 10: Warm-Up – Reflect and Share

36. Activity: Ask students to reflect and share one situation where
they have recently advocated for themselves.
37. Goal: Reinforce confidence in self-advocacy.

Unit Breakdown with Examples and Pictures:

Day 1: Introduction to Self-Advocacy

38. Objective: Define self-advocacy and why it’s important.

39. Activities:
 a. Use visual aids: Show a poster defining self-advocacy with
simple language and pictures of students asking for help.
b. Example: Share a story or video clip of a DHH student
requesting accommodations in class.
c. Worksheet: Match scenarios with possible self-advocacy
responses (pictures included for students to choose from).

Day 2-3: Recognizing and Expressing Needs

40. Objective: Students will identify situations where they need help
and how to express it clearly.
41. Activities:
a. Show pictures of classroom or home scenarios and ask, “What
could this student ask for?”
b. Model asking for help using simple, assertive phrases (written
and signed).
c. Example: A picture of a student raising their hand or using an
FM system to advocate.
d. Worksheet: Fill in the blank with assertive sentences: “I need
help with…”

Day 4-5: Problem-Solving Skills

42. Objective: Learn strategies for solving problems through

communication.
43. Activities:
a. Present a problem on the board (e.g., "I missed what the teacher
said") and show pictures of possible solutions (e.g., raise hand,
use interpreter).
b. Role-Playing: Use scenario cards where students choose a
picture of how to solve the problem (e.g., ask for help, request a
repeat).
c. Example: Show a sequence of pictures showing a student
identifying a problem, asking for help, and finding a solution.

Day 6-7: Role-Playing Self-Advocacy in Different Settings

44. Objective: Practice self-advocacy in different settings: school,

home, and social.
45. Activities:
 a. Show pictures of different settings (e.g., classroom, home,
playground) and role-play scenarios.
b. Example: A student asking for closed captions during a video.
c. Use scenario cards with images that represent common
advocacy situations.

Day 8: Accommodations and Knowing Your Rights

46. Objective: Learn about accommodations and rights for DHH

students in school.
47. Activities:
a. Present a visual list of common accommodations (e.g.,
interpreter, extra time).
b. Example: Show a picture of a student using a captioning device.
c. Worksheet: Students check off accommodations they might
need, with pictures illustrating each one.

Day 9: Building Confidence and Assertiveness

48. Objective: Practice assertive communication without being

aggressive.
49. Activities:
a. Present a visual aid with examples of assertive vs. aggressive
behavior (pictures of students asking for help politely vs.
demanding).
b. Example: A picture of a student calmly asking for assistance.

Day 10: Reflection and Wrap-Up

50. Objective: Reflect on what has been learned and how students
feel about self-advocacy.
51. Activities:
a. Example: Use a picture of a student confidently advocating for
themselves to spark discussion.
b. Final project: Students create a visual presentation (drawing,
poster, or video) showing what self-advocacy means to them.
Assessments:

52. Formative: Daily participation, role-plays, and written

reflections.
53. Summative: Final self-advocacy project (with an option for
visual presentation).

This version includes more interactive, visual, and engaging elements to

support DHH students. Would you like to see specific images or templates for
any of the worksheets or visual aids?

4o

You said:

add worksheets Appropriate for middle school topics, but at a 3rd grade level
with pictures

ChatGPT said:

ChatGPT
Memory updated

Here are examples of worksheets that are appropriate for middle school
topics but written at a 3rd-grade reading level, with pictures to support
understanding. Each worksheet is designed to visually reinforce self-
advocacy concepts for DHH students.

Worksheet 1: What is Self-Advocacy?

Objective: Define self-advocacy using simple language and pictures.

Instructions: Match the pictures to the correct self-advocacy sentence.

 Pictures:
a. A student raising their hand in class.
b. A student using an interpreter.
c. A student wearing an FM system.
Sentences:

54. I ask for help when I don’t understand.

55. I use an interpreter to communicate.
56. I use an FM system to hear better.

Activity: Match the sentence to the correct picture by drawing a line

between them.

Worksheet 2: How Can I Ask for Help?

Objective: Practice assertive communication.

Instructions: Look at the pictures below. What can you say in each
situation? Write the correct phrase under each picture.

 Picture 1: A student cannot hear the teacher.

a. Answer options:
a) "I can’t hear you. Can you please speak louder?"
b) "I don't want to listen."
 Picture 2: A student needs more time on a test.
b. Answer options:
a) "Can I have more time, please?"
b) "I don’t want to take the test."
 Picture 3: A student missed the directions.
c. Answer options:
a) "Can you explain the directions again?"
b) "I don’t understand and I won’t do it."

Worksheet 3: Problem-Solving Steps

Objective: Teach problem-solving through self-advocacy.

Instructions: Look at the pictures and fill in the missing steps for solving a
problem.

 Picture 1: The teacher is talking, and the student looks confused.

d. Step 1: I have a problem. I can’t hear.
e. Step 2: (Student raising hand) ____________.
 i. Answer: I ask the teacher to repeat the directions.
 Picture 2: The student missed what was said during a video.
f. Step 1: I can’t understand what the people in the video are
saying.
g. Step 2: (Student pointing to closed captioning button)
____________.
i. Answer: I ask for captions to be turned on.

Worksheet 4: My Accommodations

Objective: Identify common accommodations and their purpose.

Instructions: Look at the pictures. Write or draw what accommodation

helps the student in each situation.

 Picture: A student using an interpreter in a classroom.

h. Write: This is an interpreter. They help me communicate in
class.
 Picture: A student watching a video with closed captions.
i. Write: I need captions so I can read what is being said in the
video.
 Picture: A student with an FM system.
j. Write: I use an FM system to hear the teacher better.

Worksheet 5: Being Assertive, Not Aggressive

Objective: Practice assertive communication.

Instructions: Read each situation and look at the pictures. Circle the
student who is being assertive.

 Picture 1:
k. Student 1: Yelling, “I don’t want to do this!”
l. Student 2: Calmly saying, “I don’t understand, can you explain
again?”
 Picture 2:
m. Student 1: “Please turn on captions, I need them to
understand.”
n. Student 2: Walking out of the room without saying anything.
Worksheet 6: What Do I Need?

Objective: Identify personal needs for self-advocacy.

Instructions: Draw or write about a situation where you need help. What
will you say to ask for help?

 Picture: Blank space for students to draw a situation (e.g., in class, at

home, with friends).
o. Write: “I need help with _________ because __________.”

Worksheet 7: Reflection on Self-Advocacy

Objective: Reflect on how to advocate for oneself.

Instructions: Think about a time you asked for help. Draw a picture of what
happened and write what you said.

 Question: When did you ask for help?

p. Picture space: Students draw the situation (e.g., in class,
asking for an interpreter or captioning).
q. Sentence prompt: I asked for help when ___________. I said
__________.
Worksheet 1: What is Self-Advocacy?

Objective: Define and introduce self-advocacy with simple sentences and

pictures.

Instructions: Look at the pictures. Match each picture with the correct
sentence about self-advocacy.

57. Picture 1: A student raising their hand in class.

58. Picture 2: A student using an interpreter in class.
59. Picture 3: A student wearing an FM system and listening to the
teacher.

Sentences (use cut-out cards or have students draw lines):

 Sentence 1: “I ask for help when I don’t understand.” (Matches with

Picture 1)
 Sentence 2: “I use an interpreter to communicate.” (Matches with
Picture 2)
 Sentence 3: “I use an FM system to hear better.” (Matches with
Picture 3)

Picture Support:

 Include illustrations of each scenario: e.g., a student raising their

hand, a teacher with an FM microphone, a student sitting with an
interpreter.
  Use large, clear images and provide an example of how each tool
(FM system, interpreter) is used.

Worksheet 2: How Can I Ask for Help?

Objective: Practice assertive communication by completing sentences with

pictures to guide responses.

Instructions: Look at the pictures and decide which sentence is the right
way to ask for help. Write the answer in the blank.

60. Picture 1: A student in a classroom, sitting with hands raised.

o Question: “You cannot hear what the teacher is saying. What
can you say to ask for help?”
 Answer choices:
a) "I can’t hear you. Can you please speak louder?"
b) "I don’t want to listen."
o Student response: Students write the correct sentence under
the picture (a).
61. Picture 2: A student looking at the clock while taking a test.
o Question: “You need more time to finish the test. What can you
say to ask for more time?”
 Answer choices:
a) "Can I have more time, please?"
b) "I don’t want to take the test."
o Student response: Write the correct response (a).
62. Picture 3: A student looking confused while reading directions
on the board.
o Question: “You missed the teacher’s directions. What can you
say to ask for help?”
 Answer choices:
a) "Can you explain the directions again?"
b) "I don’t understand and I won’t do it."
o Student response: Write the correct response (a).

Picture Support:

 Use simple cartoon-style images that show each scenario clearly

(e.g., a student in class raising a hand, looking at a clock, or looking
confused).
  Include speech bubbles showing what the student could say, so
students can see examples of assertive language.

Worksheet 3: Problem-Solving Steps

Objective: Teach step-by-step problem-solving through self-advocacy.

Instructions: Look at the pictures. Fill in the missing steps for how you can
solve the problem by asking for help.

63. Picture 1: A student looking confused while the teacher is

talking.
o Step 1: I have a problem. I can’t hear.
o Step 2: (Picture of student raising hand) What do I do?
____________
 Answer: I ask the teacher to repeat the directions.
64. Picture 2: A student sitting at a computer, unable to hear the
video.
o Step 1: I can’t hear what is being said in the video.
o Step 2: (Picture of a student pointing to the captions button)
What should I do? ____________
 Answer: I ask for captions to be turned on.

Picture Support:

 Provide simple pictures illustrating each step in a scenario.

 Use comic-style boxes where students fill in the speech bubbles with
the missing steps.

Worksheet 4: My Accommodations

Objective: Help students identify and understand their personal

accommodations.

Instructions: Look at the pictures. Write or draw about what

accommodations help you in different situations.

65. Picture 1: A student using an interpreter while the teacher is

giving instructions.
 o Prompt: "This is an interpreter. They help me communicate by
____________."
 Answer: "helping me understand what the teacher says."
66. Picture 2: A student watching a video with captions on.
o Prompt: "I use captions because ____________."
 Answer: "I can read the words if I can’t hear them."
67. Picture 3: A student using an FM system in class.
o Prompt: "I use an FM system to ____________."
 Answer: "hear the teacher better."

Picture Support:

 Use realistic images or simple line drawings of accommodations like

an interpreter signing, a video with captions, and an FM system being
worn.
 Include blank spaces for students to draw or label their own
accommodations.

Worksheet 5: Being Assertive, Not Aggressive

Objective: Differentiate between assertive and aggressive communication.

Instructions: Read each situation and look at the pictures. Circle the
student who is being assertive.

68. Picture 1:
o Student 1: Yelling, “I don’t want to do this!” (arms crossed,
angry face).
o Student 2: Calmly saying, “I don’t understand, can you explain
again?” (smiling, raising hand).
o Answer: Circle Student 2.
69. Picture 2:
o Student 1: Demanding “Turn on the captions right now!” (angry
face, pointing finger).
o Student 2: Politely saying, “Can you please turn on captions so I
can understand better?” (calm face, hand raised).
o Answer: Circle Student 2.

Picture Support:
  Provide cartoon images of students using assertive and aggressive
communication.
 Use bold text and expressions to show the difference between
assertive (calm) and aggressive (angry).

Worksheet 6: What Do I Need?

Objective: Help students reflect on what accommodations they need in

different situations.

Instructions: Draw a picture or write about a time when you needed help.
What did you say?

70. Picture: Blank space for students to draw a situation where they
needed help (e.g., at school, at home, with friends).
71. Writing Prompt: "I needed help with ____________ because
____________. I asked for help by saying ____________."

Example Answer:

 "I needed help with understanding the teacher because I couldn’t hear
them. I asked for help by saying, ‘Can you speak louder?’"

Picture Support:

 Allow students to illustrate their personal experiences.

 Use speech bubbles to help guide them in writing what they said or
did in the situation.

Worksheet 7: Reflection on Self-Advocacy

Objective: Help students reflect on their experiences with self-advocacy.

Instructions: Think about a time when you asked for help. Draw a picture of
what happened and write what you said.

72. Question: "When did you ask for help?"

o Picture space: Students draw the situation, such as raising their
hand in class or asking for captions during a video.
 o Sentence starter: "I asked for help when ____________. I said
__________."

Picture Support:

 Include icons for common self-advocacy scenarios like asking a

teacher, using technology, or talking with friends.
 Provide a writing prompt to support students in reflecting on their
personal experiences.

These worksheets are designed to combine middle school topics (like

advocating in the classroom) with 3rd-grade-level reading comprehension
and simple visual support. Each worksheet has clear instructions, example
responses, and visual aids to help students engage with the material. Let me
know if you’d like more specific images or if you need additional worksheets!

4o

You said:

Can we add quizzes?

ChatGPT said:

ChatGPT

Absolutely! Here’s how we can incorporate quizzes into the self-advocacy

unit plan, designed for middle school students but at a 3rd-grade reading
level. Each quiz will test comprehension of key concepts related to self-
advocacy and will include multiple-choice, true/false, and fill-in-the-blank
questions with pictures to support understanding.

Quiz 1: Understanding Self-Advocacy

Objective: Assess students' understanding of what self-advocacy means.

Format: Multiple-choice with pictures.

 73. Question 1: What is self-advocacy?
Picture: A student raising their hand.
o a) Asking for help when you need it
o b) Doing everything by yourself
o c) Not speaking up
Answer: a
74. Question 2: Which of these is an example of self-advocacy?
Picture: A student using an interpreter.
o a) Sitting quietly if you don't understand
o b) Asking for captions on a video
o c) Walking out of the classroom
Answer: b
75. Question 3: Who can help you if you don’t hear something in
class?
Picture: A teacher, interpreter, and a student with an FM system.
o a) Your teacher
o b) Your interpreter
o c) Both a and b
Answer: c

Quiz 2: Asking for Help

Objective: Test knowledge on how to ask for help using assertive

communication.

Format: True/False with pictures.

76. Question 1: It’s okay to ask for help if you didn’t hear
something in class.
Picture: A student raising their hand.
o True
o False
Answer: True
77. Question 2: You should wait until the end of the day to ask for
help if you missed something important.
Picture: A confused student in the middle of class.
o True
o False
Answer: False
 78. Question 3: Asking politely is a part of self-advocacy.
Picture: A student saying, “Can you explain that again, please?”
o True
o False
Answer: True

Quiz 3: My Accommodations

Objective: Evaluate students' understanding of their accommodations.

Format: Fill-in-the-blank with pictures.

79. Question 1: I use an ____________ to help me communicate in

class.
Picture: A student using sign language with an interpreter.
Answer: interpreter
80. Question 2: I can ask my teacher to turn on ____________ when I
watch a video.
Picture: A video player with a caption button.
Answer: captions
81. Question 3: I wear an ____________ system to hear the teacher
better.
Picture: A student wearing an FM system.
Answer: FM

Quiz 4: Problem-Solving Steps

Objective: Check students' ability to identify the steps in self-advocacy.

Format: Multiple-choice with pictures.

82. Question 1: What should you do if you don’t understand

something in class?
Picture: A student raising their hand.
o a) Ignore it
o b) Raise your hand and ask for help
o c) Leave the classroom
Answer: b
 83. Question 2: What should you do if you cannot hear the video
during class?
Picture: A student looking confused at the video.
o a) Ask for the captions to be turned on
o b) Turn off the video
o c) Sit quietly and do nothing
Answer: a
84. Question 3: If the teacher is talking too fast, you can say:
Picture: A student with a speech bubble saying, “Can you slow down,
please?”
o a) “Can you slow down, please?”
o b) “I don’t understand!”
o c) “I give up.”
Answer: a

Quiz 5: Assertiveness vs. Aggressiveness

Objective: Differentiate between assertive and aggressive communication.

Format: True/False with pictures.

85. Question 1: Yelling at the teacher is a good way to ask for help.
Picture: A student with an angry face, yelling.
o True
o False
Answer: False
86. Question 2: Politely asking for something is being assertive.
Picture: A student with a smile, raising their hand.
o True
o False
Answer: True
87. Question 3: It’s okay to ask someone to repeat something if you
didn’t hear it the first time.
Picture: A student raising their hand and saying, “Can you say that
again?”
o True
o False
Answer: True
Quiz 6: Self-Reflection

Objective: Encourage self-reflection on personal experiences with self-

advocacy.

Format: Open-ended questions with a drawing option.

88. Question 1: Think of a time when you needed help. What did
you do?
Picture space: Draw a picture of the situation.
Writing prompt: I needed help when ____________. I asked for help by
saying ____________.
89. Question 2: What accommodation helps you the most in school?
Picture space: Draw your favorite accommodation (e.g., FM system,
captions, interpreter).
Writing prompt: The accommodation that helps me most is
____________ because ____________.

Visuals and Picture Support:

 For multiple-choice and true/false questions, use simple

illustrations or clip art that corresponds with each question (e.g., a
student raising their hand, using captions, wearing an FM system).
 For fill-in-the-blank questions, use visuals of the accommodations
(e.g., FM systems, interpreters, captioning buttons) to help guide
students in completing the answers.
 For self-reflection quizzes, include blank spaces where students
can draw their answers or explain them with words.

These quizzes are designed to assess understanding at key points in the

unit, using visual and written support to accommodate the reading level and
communication needs of DHH students. Let me know if you’d like more
specific question formats or additional quizzes!

4o
You said:

How to grade quizzes?

ChatGPT said:

ChatGPT

Grading quizzes for middle school deaf and hard of hearing (DHH) students
who are reading at a 3rd-grade level requires using clear, supportive criteria
that match their learning objectives and communication abilities. Here’s a
detailed guide on how to grade these quizzes:

1. Grading Rubric

Create a rubric that evaluates both the accuracy of responses and the use of
self-advocacy skills. Since these students may need additional visual or
written supports, your rubric should take into account effort, understanding,
and communication style, not just correctness.

Sample Grading Rubric (for multiple-choice, true/false, and fill-in-

the-blank questions):

P
o
i
Category Criteria
n
t
s
1

p
Correctn Answered the question correctly according to the lesson
o
ess objectives.
i
n
t
Underst Shows evidence of understanding the concept (e.g., 1
anding choosing correct responses, explaining needs clearly).
of p
Concept o
 i
n
t
1

Student shows effort in responding, even if the answer is p

Effort partially correct (this is especially useful for self-reflection or o
open-ended responses). i
n
t
1

Visual For drawing sections or visual responses, effort and p

Support relevance are graded (e.g., student draws an FM system in a o
(if used) question about accommodations). i
n
t

Scoring Example:

 If a student correctly answers the question, demonstrates an

understanding of self-advocacy (even if they explain in a simpler way),
and makes an effort with their response, they will earn full points (e.g.,
4/4).
 Partial points can be awarded based on effort and understanding, even
if the answer isn’t completely accurate.

Weighting Different Question Types:

90. Multiple-choice and True/False Questions:

o Focus on correctness and understanding. Each correct answer
can be worth 1 or 2 points.
o Example: For a multiple-choice question like “What is self-
advocacy?” a student who selects the correct response earns full
points (2 points). If they choose incorrectly but show
understanding in another area, they may receive partial credit.
91. Fill-in-the-Blank Questions:
o Grade for accuracy and effort. If the response is close but not
exact, award partial points for effort or demonstration of
knowledge.
 o Example: A fill-in-the-blank for “I use an FM system to
___________” can be graded with 1 point for accuracy and another
for effort if they write something close like “hear the teacher.”
92. Open-Ended and Reflection Questions:
o These questions should focus more on effort and self-
reflection than strict correctness. Award points based on the
student’s ability to explain their answer or describe their
experience.
o Example: For a reflection question like, “What did you do when
you needed help?” students may earn points for trying to explain
their experience, even if the description is simple or not entirely
accurate.

2. Grading Example by Quiz Type

Quiz 1: Understanding Self-Advocacy (Multiple-choice)

 Question: What is self-advocacy?

o Correct answer: Asking for help when you need it.
o Grading:
 Full points (2/2) if they choose the correct answer.
 Partial points (1/2) if they select an incorrect option but
have a reasonable explanation (in class discussions or
follow-up).

Quiz 2: Asking for Help (True/False)

 Question: It’s okay to ask for help if you didn’t hear something in
class.
o Correct answer: True.
o Grading:
 Full points (2/2) for correct answers.
 No points for incorrect answers unless they demonstrate
effort through explanation or correction later.

Quiz 3: My Accommodations (Fill-in-the-Blank)

 Question: I use captions to ____________.

 o Correct answer: Understand the video better.
o Grading:
 Full points (2/2) for correct responses.
 Partial points (1/2) if the student writes something like
“see the words,” which shows some understanding.

Quiz 4: Problem-Solving Steps (Multiple-choice)

 Question: What should you do if you can’t hear the teacher?

o Correct answer: Raise your hand and ask for help.
o Grading:
 Full points (2/2) for correct responses.
 Partial points (1/2) if they select an incorrect response
but it’s a reasonable attempt (e.g., “wait until later” could
still show effort).

Quiz 5: Assertiveness vs. Aggressiveness (True/False)

 Question: Yelling is a good way to ask for help.

o Correct answer: False.
o Grading:
 Full points (2/2) for correct answers.
 No points for incorrect answers, unless additional effort is
demonstrated elsewhere (e.g., through classroom
discussion or improvement in later answers).

Quiz 6: Self-Reflection (Open-ended)

 Question: Think of a time when you needed help. What did you do?
o Grading:
 Effort (1 point): The student attempts to answer, even if
they struggle to explain fully.
 Reflection (1 point): The student describes their
experience, drawing from personal examples, even in
simple terms.
 Accuracy (1 point): The student’s description matches an
appropriate self-advocacy behavior, like asking for help.
3. Adjusting for Individual Needs

 Use a flexible grading scale: Consider adjusting the scoring if the

student demonstrates understanding but has difficulty articulating
their thoughts due to language or communication barriers.
 Incorporate peer or self-grading: For quizzes involving self-
reflection, you can allow students to grade themselves on effort and
participation, or pair students for peer review to encourage shared
learning.

4. Feedback

Provide specific feedback for each quiz:

 Positive reinforcement: Highlight where students made good

choices or demonstrated self-advocacy.
 Constructive suggestions: Offer tips on how to improve responses,
especially if they didn’t fully understand the concept. For example, if
they didn’t use assertive communication, suggest a more polite way to
ask for help.

Example feedback:

 “Great job using the FM system! Next time, try to remember that self-
advocacy means asking for what you need politely, like raising your
hand and saying, ‘Can you repeat that, please?’”
 “You were close! Instead of waiting too long to ask for help, try
speaking up right away when you miss something.”

5. Tracking Progress

Use the quiz scores and feedback to track progress over time:

 Initial assessments: Give a baseline quiz at the beginning to see

what students already know about self-advocacy.
 Growth over time: Compare quiz results from different parts of the
unit to monitor how well students are understanding and applying self-
advocacy skills.