Purpose: To review and discuss your school or district’s Culturally Responsive Schooling rubric results report.
Participants: Leaders, teachers, counselors, or any additional school faculty who either completed the rubrics or who you want to be part of the discussion.
Duration: Approximately 30-40 minutes for each rubric.
Additional Materials: Rubric report (PDF or web link) shared with all participants prior to, or immediately upon, session start.
When to Use: After completing CRS rubric(s) and results report has been generated.
Structure: Small group or large group
Things to Know: Someone at the school (or district, for the district rubrics) has already registered the site for rubric completion. Registration creates IDs that are sent to participants to use when completing the rubrics. The IDs are the way that the results distinguish between groups (e.g. leaders, teachers, students, parents) or subgroups (e.g. teachers by grade-level, grade band, or subject; students by grade level or primary language, etc). Group and/or subgroup decompositions are only available if this was set up during the registration process and IDs were distributed to the groups and/our subgroups. Finally, the registrar is the one who needs to generate the reports. They can either send the results link to meeting participants or download a pdf. Note that once the web link is created, it is only active for 48 hours (for security purposes), but the link can be re-created as many times as necessary.
Recommended Use of Results: We advise that the CRS rubric data/results should only be used for learning and formative feedback, not for accountability. Attaching accountability to data tends to lead to a focus on increasing scores, rather than the more substantive discussions that lead to meaningful improvement. For this reason, the data in the reports is anonymous and only shows results in aggregated form.
Facilitation Guide
- Share the rubric results report/reports (either as a PDF or as a web link) with session participants. If possible, share the report in advance or give meeting participants a few minutes at the beginning of the meeting to go over the report. (Note that after the web link is created, it is only active for 48 hours, but new links can be created at any time.)
- (Optional) Break participants into small groups for discussion. Groups should discuss the questions on the Session Handout.
- After 20-30 minutes of discussion, bring the groups back together to share their discussions.
- (Closing) Ask participants to independently or as groups reflect on the session using the 5-3-1 method: 5 things you learned, 3 things you want to focus on, and 1 thing you will commit to doing. Optional: ask participants to share aloud to conclude the session.
Discussing Rubric Results: Session Handout
Norms for Discussion
- Keep the conversation on topic. Refer back to the language in the rubric and the guiding questions as needed.
- Come to an agreement. About one minute before moving on to the next item, the group should reach agreement on a rating (1 to 9). Only one person should record the rating and comments (if needed) for the group.
- Navigate disagreement. Respectful disagreements can lead to more productive conversations. Encourage your group members to share their viewpoint and specific examples, but welcome what everyone says.
- Encourage quieter voices. Ensure every group member contributes to the discussion and all viewpoints are heard.
As you review the results, consider the following questions. During discussions, attend to the norms for discussion.
- What’s the ‘good news’? What do we see that honors the work we have done that we can celebrate? What surprised you?
- Looking at each group separately (i.e., just leaders, just teachers, just students, etc.), in which areas are there more or less progress and why?
- If your report includes subgroups (i.e. teachers broken down by grade levels or subject areas, students broken down by grade level or grade bands, etc.), in which areas are there more or less progress and why?
- Looking across the groups and/or subgroups, how are their views similar or different, and why? How can we increase understanding across groups?
- What should we learn more about and focus our efforts on next, and with which groups?
- (For individual Rubric results only.) Which rubric areas had lots of differing views? Why do we think this is so? How can we create more common conceptions?