The #smithingifted Learning & Innovation Lab
Teacher Guide to Supporting Academic Self-Advocacy
Choose real or fictional examples. Skip private details; never include passwords, medical information or contact details.
Learning goal: Build classroom routines that teach and welcome academic self-advocacy.
Students advocate more readily when routines make it normal and safe. Plan when students can ask, how they can ask (spoken, written or alternative formats), and how evidence will be reviewed.
Your steps
- Create a predictable request routine.
- Offer written and alternative formats.
- Use pre-assessment so evidence exists.
- Close the loop with reflection.
1. Routines
Plan your classroom systems.
When students can make requests (e.g., conference days, request box)
Formats offered: spoken, written form, sticky note, digital
How I gather evidence: pretests, exit tickets, work samples
How I communicate decisions and follow-ups
2. Rubric for growth
Describe growth, not personality or compliance.
| Criterion | 4 Independent · 3 Proficient · 2 Developing · 1 Beginning |
|---|---|
| Recognizes learning needs | |
| Provides evidence | |
| Communicates respectfully | |
| Proposes appropriate adjustments | |
| Reflects and sets goals |
The #smithingifted Learning & Innovation Lab
Teacher Guide to Supporting Academic Self-Advocacy · Practice & next steps
Continue your ideas from page 1. Write, draw, use symbols or ask someone to scribe. Share only what you choose.
3. Myths to avoid
Write a response to each myth.
Myth: “Asking for challenge means wanting less work.”
Myth: “All gifted students are anxious, disorganized or perfectionistic.”
Myth: “A good request should automatically be granted.”
My next step
One routine I will start this week is…
Optional stretch · Grades 6–8
Plan how to share self-advocacy growth with families at conferences.