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 your school is 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 the curriculum reflect diverse cultures and marginalized perspectives? Do I make adjustments to the curriculum to include a variety of cultures and perspectives?
Exploring

My school's curricular resources contain few examples from diverse cultures and marginalized perspectives.

Growing

My school's curricular resources contain some examples from diverse cultures and marginalized perspectives, and I sometimes review and supplement them to make them more diverse.

Utilizing

My school's curricular resources contain some examples from diverse cultures and marginalized perspectives, and I regularly review and supplement them to make them more diverse.

Transforming

I ensure the 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 I encourage teachers to adjust the curriculum and pacing calendar in response to the needs and interests of students?
Exploring

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

Growing

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

Utilizing

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

Transforming

I advocate for and support teachers to frequently 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
Commitments

Social & Emotional Learning Infused into School Day

Guiding Questions:

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

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

Growing

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

Utilizing

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

Transforming

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

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Multiple Data Sources Inform Planning

Guiding Questions:

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

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

Growing

My 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

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

Transforming

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

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

Growing

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

Utilizing

I 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

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

I 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

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

Utilizing

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

Transforming

I 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 I implement the feedback (as appropriate).

Selected Rating: None

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