Inclusive Curriculum and Assessment

School Leaders Rubric

Group Version

Facilitating a Group Discussion Guide (opens in new tab)

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: Meet with the school leadership team. Use the guiding questions to discuss the item and estimate together where your school or classes are overall on the progression. Be candid – this activity is most valuable as a formative learning experience. If you cannot come to agreement, add comments and go to the next item. We recommend spending about 45 minutes discussing and completing the rubric. If needed, use the CRS Facilitation Guide for Adult Group Rubrics. 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 curriculum reflect diverse cultures and marginalized perspectives? Do we make adjustments to the curriculum to include a variety of cultures and perspectives?
Exploring

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

Growing

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

Utilizing

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

Transforming

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

Selected Rating: None
Commitments

Curricular Adjustments Meet Student Needs

Guiding Questions:

To what extent do we encourage teachers to adjust the curriculum and pacing calendar in response to the needs and interests of our students?
Exploring

Most of the time, we expect teachers to faithfully follow the curriculum and pacing calendar.

Growing

We allow teachers to sometimes adjust the curriculum and pacing calendar in response to the needs and interests of their students.

Utilizing

We encourage teachers to frequently adjust the curriculum and pacing calendar in response to the needs and interests of their students.

Transforming

We advocate for and support teachers to frequently adjust the curriculum and pacing calendar in response to the needs and interests of their students, and we monitor the effectiveness of the adjustments.

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

We rarely (about 1-2 times per year) incorporate social and emotional learning experiences into the school day.

Growing

We sometimes (about 3-4 times per year) incorporate social and emotional learning experiences into the school day.

Utilizing

We regularly (about weekly) incorporate social and emotional learning experiences into the school day and support our students to practice these skills.

Transforming

We regularly (about weekly) incorporate social and emotional learning experiences into the school day, support our students to practice these skills, and look for resources and strategies to enhance our efforts.

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 discuss with teachers various data sources to collaborate on curricular planning?
Exploring

Our curricular planning is informed primarily by external data (e.g., state tests, district assessments, benchmarks, etc.).

Growing

Our curricular planning is informed mostly by external assessment data and sometimes by teacher data (e.g., teacher-made assessments, projects, portfolios) and non-academic data (e.g., attendance, behavior, engagement, etc.).

Utilizing

Our curricular planning is informed equally by external assessment data, teacher data, and non-academic data, and we sometimes discuss with teachers how this data informs their teaching.

Transforming

Our curricular planning is informed equally by external assessment data, teacher data, and non-academic data in collaboration and discussion with teachers.

Selected Rating: None
Empowerment

Curricula/Assessments Connect to Students' Lives

Guiding Questions:

How do we encourage and work with teachers to connect the curricula and/or assessments to students' daily lives? What resources and supports do we provide for teachers to help their students take ownership of making their own connections?
Exploring

We rarely (about 1-2 times per year) encourage teachers to connect curricula and/or assessments to students' daily lives.

Growing

We sometimes (about 3-4 times per year) encourage teachers to connect curricula and/or assessments to students' daily lives.

Utilizing

We regularly (about weekly) encourage and support teachers to connect curricula and/or assessments to students' lives and sometimes provide resources and modeling for teachers to make these connections.

Transforming

We regularly (about weekly) encourage and support teachers to connect curricula and/or assessments to students' lives and often provide resources, modeling, and space for teachers to make these connections.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Collaboration

The extent of cooperation between and amongst stakeholders

Collaboration

Parent/Community Collaboration on Curriculum & Assessment

Guiding Questions:

How do we 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 (around once per year) seek input (e.g., feedback forms, surveys, informal conversations, etc.) from parents/community members to identify and improve instructional practices, curriculum, and assessment.

Growing

We sometimes (about 2-3 times per year) seek input from parents/community members to identify and improve instructional practices, curriculum, and assessment.

Utilizing

We regularly (about 3+ times per year) create and/or attend structured opportunities for discussion with parents/community members (e.g., parent/teacher conferences, workshops, town halls, community meetings, etc.) to identify and improve instructional practices, curriculum, and assessment, and we sometimes implement the feedback.

Transforming

We regularly (about 3+ times per year) create and/or attend structured opportunities for collaboration with a broad array of parents/community members to identify and improve instructional practices, curriculum, and assessment, and we implement the feedback (as appropriate).

Selected Rating: None

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