Speaking Up Answer Guide

This answer key provides the correct responses for multiple-choice questions, guidance for interpreting Likert-scale items, and model answers with a simple rubric for open-response items. Teachers can use the rationales to explain why each choice is correct and apply the rubric to assess student responses.

Question 1 (Multiple Choice)

Prompt: Scenario 1: You didn’t understand the homework instructions for tonight’s assignment. Which of the following actions shows self-advocacy?

A) Asking the teacher to repeat the instructions
B) Copying a friend’s answers
C) Staying silent even though you’re confused
D) Leaving the classroom without permission

Correct Answer: A) Asking the teacher to repeat the instructions

Rationale: Self-advocacy means speaking up to get your needs met. Asking the teacher to repeat instructions is a respectful, direct way to obtain the clarification you need.

Question 2 (Likert Scale)

Prompt: On a scale from 1 (Not confident at all) to 5 (Very confident), how confident are you in speaking up when you need help in class?

Interpretation Guidance (no “correct” answer):
• Scores of 1–2 suggest students may avoid asking for help or feel anxious.
• Scores of 3 indicate moderate comfort but room for growth.
• Scores of 4–5 show strong self-advocacy confidence.

Use this information to identify students who may need additional practice or coaching in communication skills.

Question 3 (Open Response)

Prompt: Scenario 2: You find a paragraph in your reading assignment confusing. Write at least two sentences explaining what you would say to your teacher to ask for clarification.

Model Answer:
“Ms. Garcia, I’m having difficulty understanding the paragraph about the water cycle. Could you please explain what you mean by ‘evaporation turns into condensation’? Thank you.”

Rubric (4 points total):
• 1 point: Includes a polite greeting or attention-getter (e.g., “Ms. Garcia, …”).
• 1 point: States what is confusing (identifies the paragraph or concept).
• 1 point: Uses a direct request (e.g., “Could you explain…?”).
• 1 point: Adds courtesy or thanks (e.g., “Please,” “Thank you”).

Score students by counting the elements they include (0–4).

Question 4 (Multiple Choice)

Prompt: Which personal strength would best help you organize your tasks when you feel overwhelmed?

A) Empathy
B) Time management
C) Flexibility
D) Creativity

Correct Answer: B) Time management

Rationale: Time management involves planning and prioritizing tasks to handle workload effectively, which directly supports organization when feeling overwhelmed.

Question 5 (Likert Scale)

Prompt: To what extent do you agree with the statement: “I know how to ask for support when I need it.” (1 = Strongly disagree, 5 = Strongly agree)

Interpretation Guidance:
• 1–2: Students likely don’t feel prepared or may avoid seeking help.
• 3: Students are somewhat confident but may hesitate.
• 4–5: Students feel capable of self-advocacy.

Use this to plan mini-lessons on when and how to ask for assistance.

Question 6 (Open Response)

Prompt: Scenario 3: You realize you need extra time on an upcoming test. In one paragraph, describe how you would approach your counselor or teacher to request this accommodation. Be sure to include mention of one of your personal strengths.

Model Answer:
“Hello Mr. Patel, I’m in your science class and I wanted to talk about the upcoming test. I usually take extra time to read each question carefully because I’m very detail-oriented. Would it be possible to have 10 additional minutes so I can show what I know without rushing? Thank you for considering my request.”

Rubric (5 points total):
• 1 point: Includes a polite greeting or introduction.
• 1 point: Clearly states the reason for the request (extra time).
• 1 point: Mentions a personal strength (e.g., detail-oriented, time management).
• 1 point: Specifies the accommodation desired (e.g., “10 additional minutes”).
• 1 point: Uses polite language and thanks the teacher/counselor.

Score student paragraphs 0–5 based on how many elements they include.

Note to Teachers: Use the multiple-choice rationales to discuss why certain behaviors demonstrate self-advocacy. Likert items give insights into overall class confidence, and open-response rubrics ensure consistent, transparent grading while modeling effective communication strategies for students.