High Expectations and Rigorous Instruction
Students Rubric
Individual Version
High Expectations and Rigorous Instruction creates learning conditions that are academically challenging and intellectually demanding, while also considering the different ways that students learn. Instruction includes opportunities to use critical reasoning, take academic risks, and leverage a growth mindset to learn from mistakes. Messages encourage positive self-image and empowerment to succeed.
Instructions: Use the guiding questions below to estimate where (begin italics) you (end italics) think your class or classes fall overall on each element of the rubric. Be honest – this activity is most valuable as a 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 (CR) is in its initial phase
Growing
CR is practiced in some situations
Utilizing
CR is practiced in most situations
Transforming
CR is continuously practiced and promoted
Commitments
The extent of school community members’ dedication to culturally responsive practices across the school experience
Commitments
Lesson Differentiation
Guiding Questions:
How much do my teachers make adjustments to my school work based on my ability level and learning style? Do the adjustments they make work for me and all of my classmates?
Exploring
My teachers assign the same work to all students.
Growing
My teachers sometimes make adjustments to my work based on my ability level and learning style.
Utilizing
My teachers regularly make adjustments to my work based on my ability level and learning style.
Transforming
My teachers regularly make adjustments to my work based on my ability level and learning style and make special efforts to meet the needs of all my classmates.
Selected Rating:
None
Commitments
Addressing Equity
Guiding Questions:
In what ways do we discuss ideas of fairness and justice as part of our class lessons? How much am I able to use what I learn about fairness and justice to make positive changes in classes, at school, or in my daily life?
Exploring
I rarely learn about fairness and justice in class.
Growing
I sometimes learn about fairness and justice in class.
Utilizing
I regularly learn about fairness and justice in class and why they matter.
Transforming
I regularly learn about fairness and justice in class and why they matter and I use what I learn to make positive change.
Selected Rating:
None
Empowerment
School practices include all school community member voices
Empowerment
Class Participation
Guiding Questions:
Do my teachers encourage all my classmates to participate in class? Am I comfortable participating in class without my teachers’ encouragement? Do I, or some of my classmates only participate when they’re called on?
Exploring
My teachers encourage only some students to participate in class.
Growing
My teachers encourage most students to participate in class.
Utilizing
My teachers make a special effort to encourage all students to participate in class.
Transforming
I am comfortable participating in class and so are my classmates, with little encouragement from my teachers.
Selected Rating:
None
Empowerment
Lesson Input/Feedback
Guiding Questions:
How often do I have opportunities to discuss with my teachers the lessons they give us to improve later lessons? Do I notice that teachers have changed our lessons based on my opinions about previous lessons?
Exploring
I have no opportunities to share my opinions about our lessons with my teachers to improve later lessons.
Growing
I have some opportunities to share my opinions about our lessons with my teachers to improve later lessons.
Utilizing
I have frequent opportunities to share my opinions about our lessons with my teachers to improve later lessons.
Transforming
I have frequent opportunities to share my opinions about our lessons with my teachers and I can see the influence of my views in later lessons.
Selected Rating:
None
Empowerment
Expectations of Students
Guiding Questions:
Do my teachers believe that all students are capable of succeeding in school? How do they show me that they believe in me and my classmates?
Exploring
My teachers don’t really believe that all my classmates can succeed in school.
Growing
My teachers believe that only some of my classmates can succeed in school.
Utilizing
My teachers believe that most of my classmates can succeed in school.
Transforming
My teachers show me every day that they believe that all my classmates can succeed in school.
Selected Rating:
None
Relationships
The quality of connections amongst school community members
Relationships
Teacher-Student Relationships
Guiding Questions:
Do my teachers try to develop personal relationships with me? How comfortable am I asking for their help with academic and personal challenges?
Exploring
My teachers don’t make much effort to build personal relationships with me to improve my learning.
Growing
My teachers sometimes build personal relationships with me to improve my learning.
Utilizing
My teachers regularly build personal relationships with me and I feel comfortable asking for help on academic challenges.
Transforming
My teachers regularly build personal relationships with me and I feel comfortable asking for help on academic and personal challenges.
Selected Rating:
None
Collaboration
The extent of cooperation amongst school community members
Collaboration
Class Rules & Expectations
Guiding Questions:
How much am I involved in discussing and setting the ground rules and expectations for my classes?
Exploring
The ground rules and expectations for learning in my classes are unclear.
Growing
My teachers explain clear ground rules and expectations for learning in my classes, but I have no input on what the rules and expectations are.
Utilizing
My teachers explain clear ground rules and expectations for my classes and I give some input.
Transforming
I work with my teachers and together create clear ground rules and expectations for my classes that are fair for all of my classmates.
Selected Rating:
None
Collaboration
Ownership of Learning
Guiding Questions:
How much of my learning is my teacher’s responsibility or my own responsibility?
Exploring
My teachers have all the responsibility for my learning.
Growing
My teachers have most of the responsibility for my learning and we sometimes share it.
Utilizing
I share responsibility for my learning equally with my teachers.
Transforming
I have responsibility for my learning and my teachers support me.
Selected Rating:
None
Collaboration
Learning Activity Choice
Guiding Questions:
How much choice do I have in the learning activities in my classes? Do I get to help design learning activities?
Exploring
I rarely have choices in the learning activities in my classes.
Growing
I sometimes have choices in the learning activities in my classes.
Utilizing
I regularly have choices in the learning activities in my classes and am sometimes involved in designing them.
Transforming
I regularly have choices in the learning activities in my classes and am often involved in designing them.
Selected Rating:
None
