Voice Power Checklist
Voice Power
Self-Advocacy & Communication Checklist
Name:
Date:
Self-advocacy means knowing yourself, knowing what you need, and knowing how to get it. Use this checklist to track your progress as you prepare for life after high school.
Knowing My Needs
| Skill / Action Item | Yes | Not Yet |
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| I can name my specific learning disability or diagnosis. | | |
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| I can describe my strengths (what I'm good at). |
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| I can describe my challenges (where I need extra support). |
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| I know which accommodations are listed in my IEP/504 plan. |
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Communicating with Adults
| Skill / Action Item | Yes | Not Yet |
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| I can introduce myself to my teachers at the start of the semester. | | |
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| I can write a professional email to a teacher or boss. |
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| I can ask questions in class when I don't understand something. |
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| I can schedule a meeting or office hours with a teacher. |
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Requesting Accommodations
| Skill / Action Item | Yes | Not Yet |
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| I can explain *why* a specific accommodation helps me learn. | | |
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| I can remind a teacher about my extra time before a test. |
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| I can advocate for myself if an accommodation is not being provided. |
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| I attend my IEP/504 meetings and share my goals. |
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Goal Setting
Choose one "Not Yet" item and write a plan to work on it this month:
Voice Power Rubric
Voice Power
Self-Advocacy Teacher Rubric
Student:
Teacher:
Use this rubric to assess and track a student's development of self-advocacy and communication skills. This tool is designed to monitor progress toward post-secondary independence.
| Skill Area | Level 1: Emerging | Level 2: Developing | Level 3: Proficient | Level 4: Independent |
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| Self-Awareness & Disclosure | Unable to identify specific disability or learning needs without adult prompting. | Can identify disability but struggles to explain how it impacts specific classroom tasks. | Accurately describes disability and names 2-3 specific learning strengths and challenges. | Confidently explains learning profile to teachers/staff and relates it to future career or college needs. |
| Professional Interaction | Rarely initiates contact with teachers; communication is often informal or inappropriate for school. | Communicates with teacher when prompted; begins to use formal language in emails or meetings. | Initiates contact for help; writes clear, professional emails; asks clarifying questions in class. | Independently schedules meetings; navigates conflict professionally; leads discussion in IEP/504 meetings. |
| Accommodation Management | Relies entirely on teacher to provide/initiate accommodations; may not know what they are. | Uses accommodations when provided but rarely asks for them if they are missing. | Reminds teachers of accommodations (e.g., extra time) in advance of deadlines or exams. | Self-monitors accommodation use; can suggest adjustments based on the difficulty of the task. |
| Requesting Support | Will sit without working if stuck; does not ask for help even when failing. | Asks for help only after repeated failure or significant delay; needs specific prompts. | Asks for help as soon as a barrier is identified; uses specific language to describe the problem. | Proactively identifies potential barriers and seeks resources before the problem impacts work. |
Teacher Observations
Next Steps for Support
Total Score: _______ / 16
Overall Level: __________________
