Inclusive Curriculum and Assessment
School Leaders 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 (begin italics) you (end italics) think your school falls overall on each element of the rubric. Be candid – this activity is most valuable as a formative learning experience. We recommend spending about 25 minutes on the rubric. Save your notes and ratings for future discussions.
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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 school community members’ dedication to culturally responsive practices across the school experience
Commitments
Curricular Resources Contain Diverse Perspectives
Guiding Questions:
To what extent does the curriculum we use reflect diverse cultures and traditionally marginalized perspectives? Do I make adjustments to curriculum to include a variety of cultures and perspectives, and do I make sure they align with school and district policies?
Exploring
Our curricular resources contain few examples from diverse cultures and marginalized perspectives.
Growing
Our curricular resources contain few examples from diverse cultures and marginalized perspectives but I sometimes review them to make them more diverse.
Utilizing
Our curricular resources contain some examples from diverse cultures and marginalized perspectives and I regularly review them to make them more diverse.
Transforming
I ensure our curricular resources contain multiple examples from diverse cultures and marginalized perspectives and align them with school and district policies.
Selected Rating:
None
Commitments
Classroom Assessments Connect to Students’ lives
Guiding Questions:
In what ways are the classroom assessments teachers create (i.e. homework assignments, tests, portfolios, exit tickets, etc.) connected to students' experiences from home, the community and/or their culture?
Exploring
I am neutral about whether teachers’ classroom assessments are connected to students’ experiences and culture.
Growing
I encourage teachers to develop classroom assessments that are connected to students’ experiences and culture.
Utilizing
I advocate that teachers develop classroom assessments that are connected to students’ experiences and culture.
Transforming
I advocate and work with teachers to develop classroom assessments that are connected to students’ experiences and culture.
Selected Rating:
None
Commitments
Multiple Data Sources Inform Planning
Guiding Questions:
What kinds of data do I use for curricular and instructional planning beyond external test data (e.g. district assessments, benchmarks, state test results, etc.)? Do non-academic data (e.g. attendance, discipline, social-emotional information) help to inform my curricular planning? Do I engage in discussion and collaboration with teachers around various data sources to inform curricular planning?
Exploring
My curricular planning is informed only by external assessment data.
Growing
My curricular planning is informed mostly by external assessment data and sometimes by non-academic data.
Utilizing
My curricular planning is informed by both external assessment data and non-academic data and I sometimes discuss with teachers how their data inform their teaching.
Transforming
My curricular planning is informed by both external assessment data and non-academic data in collaboration and discussion with teachers.
Selected Rating:
None
Empowerment
School practices include all school community member voices
Empowerment
Curricular Adjustments Meet Student Needs
Guiding Questions:
In what ways do I encourage teachers to adjust their curriculum and pacing calendar in response to the needs and interests of our students? How do I monitor the effectiveness of their adjustments?
Exploring
I expect teachers to faithfully follow the curriculum and pacing calendar.
Growing
I allow teachers to adjust the curriculum and pacing calendar in response to the needs and interests of their students.
Utilizing
I encourage teachers to adjust the curriculum and pacing calendar in response to the needs and interests of their students.
Transforming
I advocate for and support teachers to adjust the curriculum and pacing calendar in response to the needs and interests of their students and I monitor the effectiveness of the adjustments.
Selected Rating:
None
Empowerment
Curriculum Connects to Students' Lives
Guiding Questions:
How do I encourage and work with teachers to connect the curricula to students’ daily lives? What resources and supports do I provide for teachers to help their students take ownership over making their own connections?
Exploring
I am neutral regarding whether teachers connect their curricula to students’ daily lives.
Growing
I encourage teachers to connect their curricula to students’ daily lives.
Utilizing
I encourage teachers to collaborate with students to connect their curricula to students’ daily lives.
Transforming
I encourage and support teachers to collaborate with students to connect their curricula to students’ daily lives, and provide resources and modeling for teachers to shift the power to students to make these connections.
Selected Rating:
None
Empowerment
SEL Infused into School Day
Guiding Questions:
How, and in what ways, are social emotional learning experiences integrated into the school day? Do I continually look for new ways to incorporate and support social-emotional learning?
Exploring
Social emotional learning experiences for students are not part of the school day.
Growing
I rarely incorporate social emotional learning experiences into the school day.
Utilizing
I sometimes incorporate social emotional learning experiences into the school day.
Transforming
I regularly incorporate social emotional learning experiences into the school day and routinely look for resources and strategies to enhance our efforts.
Selected Rating:
None
Relationships
The quality of connections amongst school community members
Relationships
Partnering with parents and community members to improve curriculum & assessments
Guiding Questions:
How and in what ways do I build relationships with parents/caregivers and the community to increase the relevance of our curriculum and assessments for students?
Exploring
I rarely partner with parents/caregivers and community members to increase the relevance of our curriculum and assessments for students.
Growing
I sometimes partner with parents/caregivers and community members to increase the relevance of our curriculum and assessments for students.
Utilizing
I regularly partner with parents/caregivers and community members to increase the relevance of our curriculum and assessments for students.
Transforming
I regularly partner with parents/caregivers and community members to increase the relevance of the curriculum and assessments for students, and continually seek ways to expand and deepen these relationships.
Selected Rating:
None
Collaboration
The extent of cooperation amongst school community members
Collaboration
Community Collaborations on Curriculum & Assessment
Guiding Questions:
How often do I collaborate with other schools and/or the district to increase the relevance of the curriculum and assessments for students? What do these collaborations look like?
Exploring
I rarely collaborate with other schools and/or the district to increase the relevance of our curriculum and assessments for students.
Growing
I sometimes collaborate with other schools and/or the district to increase the relevance of our curriculum and assessments for students.
Utilizing
I regularly collaborate with other schools and/or the district to increase the relevance of our curriculum and assessments for students.
Transforming
I regularly collaborate with other schools and/or the district to increase the relevance of the curriculum and assessments for students, and seek ways to expand and deepen the collaboration.
Selected Rating:
None
