Inclusive Curriculum and Assessment

Students Rubric

Group Version

Facilitation Guides:
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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 as a group of students. Use the guiding questions to discuss the item and estimate together where your school or classes are overall on the progression. 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, a teacher or other adult can use one of the facilitation guides to support students. The ratings and comments will not be saved until you click SUBMIT at the bottom of the page. ​

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 stakeholder dedication to culturally responsive practices across the school experience

Commitments

Curricular Resources Contain Diverse Perspectives

Guiding Questions:

How diverse are the authors and resources we use in class? Which underrepresented groups (e.g., African American, Latinx, LGBTQ+, students with disabilities, etc.) have we learned about? Are our own backgrounds represented, and do we get to talk about how we understand different perspectives from our own?
Exploring

We rarely use resources written by or about underrepresented groups in our classes.

Growing

We sometimes use resources written by or about underrepresented groups in our classes.

Utilizing

We regularly use resources written by or about underrepresented groups in our classes.

Transforming

We regularly use resources written by or about underrepresented groups in our classes, with some also representing our own backgrounds, and we discuss how these ideas and voices add to our understanding.

Selected Rating: None
Commitments

Social & Emotional Learning Infused into School Day

Guiding Questions:

How often do we learn about managing our emotions and behavior? How often do we use the skills that we learn?
Exploring

We rarely (about 1-2 times per year) have discussions about how to manage our emotions and behavior and how to respect and work together with our classmates.

Growing

We sometimes (about 3-4 times per year) have discussions about how to manage our emotions and behavior and how to respect and work together with our classmates.

Utilizing

We regularly (about weekly) have discussions about how to manage our emotions and behavior and how to respect and work together with our classmates, and we sometimes use the skills we have learned.

Transforming

We regularly (about weekly) have discussions about how to manage our emotions and behavior and how to respect and work together with our classmates, and we regularly use the skills we have learned.

Selected Rating: None
Commitments

Student Involvement in Data-Informed Decision-making

Guiding Questions:

Do our teachers talk to us about our test scores and why we are placed in certain groups and classes? Do they work with us to set class and individual goals based on our assessment scores?
Exploring

We rarely (about 1-2 times per year) see how our assessment results influence the groups and/or classes we are placed in.

Growing

We sometimes (about 3-4 times per year) see how our assessment results influence the groups and/or classes we are placed in, and our teacher uses the data to set goals for our class.

Utilizing

We regularly (about monthly) see how our assessment results influence the groups and/or classes we are placed in, and our teacher uses the data to set goals for our class and for each of us.

Transforming

We regularly (about monthly) see how our assessment results influence the groups and/or classes we are placed in, and we use the data to co-develop goals for our class and for each of us.

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Curricula/Assessments Connect to Students' Lives

Guiding Questions:

How much, and in what ways, do our teachers connect our class content and/or assessments to our daily lives? Are we able to make connections on our own?
Exploring

Our teachers rarely (about 1-2 times per year) connect class content and/or assessments to our lives.

Growing

Our teachers sometimes (about 3-4 times per year) connect class content and/or assessments to our lives.

Utilizing

Our teachers regularly (about weekly) connect class content and/or assessments to our lives, including showing us connections to their own lives.

Transforming

Our teachers regularly (about weekly) connect class content and/or assessments to our lives, show us connections to their own lives, and offer us opportunities to make our own connections.

Selected Rating: None
Empowerment

Authentic Demonstrations of Student Learning

Guiding Questions:

What opportunities do we have to show our learning in ways beyond tests? How often do we have these opportunities?
Exploring

We only are able to demonstrate our learning in traditional ways (e.g., tests, quizzes, etc.).

Growing

We have few (1-2 times per year) opportunities to demonstrate our learning beyond traditional ways (e.g., performances, presentations, videos, displays, essays, etc.).

Utilizing

We sometimes (3-4 times per year) have opportunities to demonstrate our learning beyond traditional ways, and sometimes these opportunities are collaborative (e.g., we get to work in pairs or groups).

Transforming

We regularly (4+ times per year) have opportunities to demonstrate our learning beyond traditional ways, with a focus on collaboration and creativity.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Relationships

Local Field Trips Connect to Community

Guiding Questions:

Do we take local field trips that help us learn about our community and local culture? How do our teachers help us make connections between what we learn from our community and what we learn in school?
Exploring

We do not take local field trips (e.g., museums, parks, cultural centers, historical landmarks, etc.).

Growing

We rarely (once per year) take local field trips that increase our connections to the community.

Utilizing

We sometimes (2-3 times per year) take local field trips that increase our understanding and connections to the community, and our teacher links these experiences to our lessons.

Transforming

We regularly (3+ times per year) take local field trips that increase our understanding and connections to the community, and we work with our teachers to connect these experiences to our lessons.

Selected Rating: None
Relationships

Student Interests Reflected in Lessons

Guiding Questions:

Do our teachers incorporate our interests into class lessons? How often and in what ways?
Exploring

Our lessons rarely (about 1-2 times per year) connect to our interests.

Growing

Our teachers sometimes (about monthly) incorporate our interests into lessons.

Utilizing

Our teachers regularly (about weekly) incorporate our interests into lessons to help us learn and make class more engaging.

Transforming

Our teachers regularly (about weekly) incorporate our interests into lessons in ways that help us learn, make class more engaging, and help us connect with our teachers and classmates.

Selected Rating: None

Collaboration

The extent of cooperation amongst stakeholders

Collaboration

Student Projects are Collaboratively Developed

Guiding Questions:

How often are we involved in developing ways we can show our learning?
Exploring

We have little say in the ways in which we show our learning.

Growing

We have few opportunities to choose different ways to show our learning (e.g., an essay with multiple prompts to choose from, a project with different modalities and/or prompts to choose from, etc.).

Utilizing

We regularly have opportunities to choose different ways to show our learning, and sometimes we collaborate with our teachers and classmates on these projects.

Transforming

We regularly collaborate with our teachers and classmates to create projects that show our learning, and we discuss them afterward to improve future projects.

Selected Rating: None

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