Inclusive Curriculum and Assessment

District Leaders and Administrators Rubric

Individual Version

Inclusive Curriculum and Assessment provides the opportunity to learn about perspectives beyond one's own experiences and elevates historically marginalized voices. It includes opportunities to learn about power, bias, and inequity and empowers learners to be agents of positive social change.

Instructions: Use the guiding questions below to estimate where your district or schools are overall on the progression. Be candid – all responses are reported in aggregate, and individual responses are never identified. We recommend spending about 20 minutes completing the rubric. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page. 

Progression of Engagement

Exploring

Cultural Responsiveness is in its initial phase

Growing

Cultural Responsiveness is practiced in some situations

Utilizing

Cultural Responsiveness is practiced in most situations

Transforming

Cultural Responsiveness is continuously practiced and promoted

Commitments

The extent of dedication to culturally responsive practices across the school experience

Commitments

Curricular Resources Contain Diverse Perspectives

Guiding Questions:

To what extent does our district’s curriculum reflect diverse and perspectives? Do we make adjustments to the curriculum to include a variety of cultures and perspectives?
Exploring

Our district’s curricular resources contain few examples from diverse cultures and marginalized perspectives. 

Growing

Our district’s curricular resources contain some examples from diverse cultures and marginalized perspectives, and we rarely review and supplement them to make them more diverse.

Utilizing

Our district’s curricular resources contain some examples from diverse cultures and marginalized perspectives, and we regularly review and supplement them to make them more diverse.

Transforming

Our district ensures our curricular resources contain many examples from diverse cultures and marginalized perspectives, we regularly review and supplement them, and we ensure they are aligned with state and/or national standards.

Selected Rating: None
Commitments

Curricular Adjustments Meet Student Needs

Guiding Questions:

To what extent does the district encourage school leaders and teachers to adjust their curriculum and pacing in response to the needs and interests of our students?
Exploring

Our district expects school leaders and teachers to faithfully follow the curriculum and pacing calendar.

Growing

Our district allows school leaders and teachers to sometimes adjust their curriculum and pacing in response to the needs and interests of their students.

Utilizing

Our district encourages school leaders and teachers to adjust their curriculum and pacing in response to the needs and interests of their students. 

Transforming

Our district encourages and supports school leaders and teachers to adjust their curriculum and pacing in response to the needs and interests of their students, and we monitor the effectiveness of the changes to help us improve future curricular decisions.

Selected Rating: None
Commitments

Social & Emotional Learning Infused into School Day

Guiding Questions:

How are experiences integrated into the school day? Do we continually look for new ways to incorporate and support social-emotional learning?
Exploring

Our district rarely identifies and shares with schools ways that social and emotional learning lessons and experiences can be integrated into the school day. 

Growing

Our district sometimes (about two times per year) identifies, updates, and shares with schools ways that social and emotional learning lessons and experiences can be integrated into the school day. 

Utilizing

Our district regularly (about quarterly) identifies, updates, and shares with schools ways that social and emotional learning lessons and experiences can be integrated into the school day and supports school staff with resources and training to implement them. 

Transforming

Our district regularly (about quarterly) identifies, updates, and shares with schools ways that social and emotional learning experiences can be integrated into the school day, supports school staff with resources and training to implement them, and continuously looks for new resources, research strategies, and training approaches to enhance their efforts. 

Selected Rating: None
Commitments

Use Multiple Measures to Assess School Climate

Guiding Questions:

How does our district assess school climate to gather experiences from diverse stakeholders (e.g., students, families, staff)? What methods are used, and how intentionally do we use this information to help improve school climate?
Exploring

Our district rarely assesses school climate, and when we do, it is through limited or generic surveys that do not address identity, belonging, or inclusion.

Growing

Our district regularly assesses school climate using surveys, but attention to issues of identity, belonging, and inclusion are not central.

Utilizing

Our district regularly assesses school climate using multiple measures (e.g., surveys, focus groups, informal gatherings, etc.), and intentionally includes questions that examine identity, belonging, and inclusion.

Transforming

Our district regularly assesses school climate using multiple measures and intentionally includes questions that examine identity, belonging, and inclusion, with attention to diverse stakeholder voices. 

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Multiple Data Sources Inform Planning

Guiding Questions:

What kinds of data do we use for curricular and instructional planning beyond external assessment data? Do non-academic data help to inform our curricular planning? Do we provide school leaders and teachers with various data sources to collaborate on curricular planning?
Exploring

Our district’s curricular planning is informed primarily by external data (e.g., state tests).

Growing

Our district’s curricular planning is informed mostly by external assessment data and sometimes by other sources, including district data (e.g., interim or benchmark assessments, report cards, or other district-wide assessments) and non-academic data (e.g., attendance, behavior, engagement, course-taking patterns, etc.).

Utilizing

Our district’s curricular planning is informed by a range of data, including external assessments, district data, and non-academic data, and we sometimes discuss with school faculty how these different data sources inform teaching and learning.

Transforming

Our district’s curricular planning is informed by a range of data, including external assessments, district data, and non-academic data, and involves collaboration and discussion with school faculty on how these different data sources inform teaching and learning.

Selected Rating: None
Empowerment

Analyzing Student Data Across Areas

Guiding Questions:

How does our district disaggregate and analyze data to identify trends by student sub-groups (e.g., race/ethnicity, language status, disability, socioeconomic status, etc.), and how is this information used and shared with school leaders and teachers to create strategic plans that address disproportionality?
Exploring

We rarely disaggregate data by sub-groups.

Growing

We sometimes disaggregate data by sub-groups, but little or no strategic planning occurs based on what we learn.

Utilizing

We regularly disaggregate and analyze sub-group data across both academic and non-academic sources, and share the findings with district and school personnel to inform strategic planning.

Transforming

We regularly disaggregate and analyze sub-group data across both academic and non-academic sources, and work with district and school personnel to co-create strategic plans that address disproportionality and drive continuous improvement.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Relationships

Partnering with Education Experts

Guiding Questions:

How does our district partner with experts (e.g, higher education institutions, professional learning organizations, education consultants, etc.) to support curriculum development, provide coaching, and consult on issues of diversity, equity, and inclusion? How are these partnerships leveraged to improve teaching, leadership, and student outcomes?
Exploring

We rarely partner with education experts (e.g, higher education institutions, professional learning organizations, education consultants, etc.) to support diversity and equity (including revisions to curriculum, instruction, assessment, and training).

Growing

We sometimes partner with experts on specific initiatives on diversity and equity (e.g., guest speakers, one-time workshops, etc.), but these efforts are not sustained nor embedded in our district systems. 

Utilizing

We regularly partner with experts on specific initiatives on diversity and equity, and these efforts are sometimes embedded in our district systems.

Transforming

We have long-term partnerships with a range of experts on diversity and equity, and these efforts are embedded in our district systems. 

Selected Rating: None

Collaboration

The extent of cooperation between and amongst stakeholders

Collaboration

Parent/Community Collaboration on Curriculum & Assessment

Guiding Questions:

How does the district collaborate with community members (e.g., youth leaders, librarians, coaches, local nonprofit organizations, etc.) and parents/caregivers to identify and improve instructional practice, curriculum, and assessment? 
Exploring

We rarely seek input (e.g., feedback forms, surveys, informal conversations, etc.) from parents and community members to identify and improve curriculum, instruction, and assessments. 

Growing

We sometimes (about two times per year) seek input from parents and community members to identify and improve curriculum, instruction, and assessments.

Utilizing

We regularly (about quarterly) create and/or attend discussion forums (e.g., PTA meetings, workshops, town halls, community meetings, etc.) with parents and community members to identify and improve curriculum, instruction, and assessments, and we sometimes implement the feedback. 

Transforming

We regularly (about quarterly) create and/or attend discussion forums with a broad array of parents and community members to identify and improve curriculum, instruction, and assessments, and we implement the feedback, as appropriate. 

Selected Rating: None

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