Inclusive Curriculum and Assessment

Students Rubric

Individual Version

Facilitation Guides:
Students who cannot work independently (opens in new tab) | Students who can work independently (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: Use the guiding questions below to estimate where your school or classes are overall on the progression. Be candid – all responses are combined together so that 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 (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 I use in class? Which underrepresented groups (e.g., African American, Latinx, LGBTQ+, students with disabilities, etc.) have I learned about? Are my own backgrounds represented, and do I get to talk about how I understand different perspectives from my own?
Exploring

I rarely use resources written by or about underrepresented groups in my classes.

Growing

I sometimes use resources written by or about underrepresented groups in my classes.

Utilizing

I regularly use resources written by or about underrepresented groups in my classes.

Transforming

I regularly use resources written by or about underrepresented groups in my classes, with some also representing my own background, and I discuss how these ideas and voices add to my understanding.

Selected Rating: None
Commitments

Social & Emotional Learning Infused into School Day

Guiding Questions:

How often do I learn about managing my emotions and behavior? How often do I use the skills that I learn?
Exploring

I rarely (about 1-2 times per year) participate in discussions about how to manage my emotions and behavior and how to respect and work together with my classmates.

Growing

I sometimes (about 3-4 times per year) participate in discussions about how to manage my emotions and behavior and how to respect and work together with my classmates.

Utilizing

I regularly (about weekly) participate in discussions about how to manage my emotions and behavior and how to respect and work together with my classmates, and I sometimes use the skills I have learned.

Transforming

I regularly (about weekly) participate in discussions about how to manage my emotions and behavior and how to respect and work together with my classmates, and I regularly use the skills I have learned.

Selected Rating: None
Commitments

Student Involvement in Data-Informed Decision-making

Guiding Questions:

Do my teachers talk to me about my test scores and why I am placed in certain groups and classes? Do they work with me to set goals based on my assessment scores?
Exploring

I rarely (about 1-2 times per year) see how my assessment results influence the groups and/or classes I am placed in.

Growing

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

Utilizing

I regularly (about monthly) see how my assessment results influence the groups and/or classes I am placed in, and my teacher uses the data to set goals for me.

Transforming

I regularly (about monthly) see how my assessment results influence the groups and/or classes I am placed in, and my teacher and I use the data to co-develop my goals.

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 my teachers connect my class content and/or assessments to my daily life? Am I able to make connections on my own?
Exploring

My teachers rarely (about 1-2 times per year) connect class content and/or assessments to my life.

Growing

My teachers sometimes (about 3-4 times per year) connect class content and/or assessments to my life.

Utilizing

My teachers regularly (about weekly) connect class content and/or assessments to my life, including showing me connections to their own lives.

Transforming

My teachers regularly (about weekly) connect class content and/or assessments to my life, show me connections to their own lives, and offer me opportunities to make my own connections.

Selected Rating: None
Empowerment

Authentic Demonstrations of Student Learning

Guiding Questions:

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

I am only able to demonstrate my learning in traditional ways (e.g., tests, quizzes, etc.).

Growing

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

Utilizing

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

Transforming

I regularly (about 4+ times per year) have opportunities to demonstrate my 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 I get to take local field trips that help me learn about my community and local culture? How do my teachers help me make connections between what I learn from my community and what I learn in school?
Exploring

I do not go on local field trips (e.g., museums, parks, cultural centers, historical landmarks, etc.).

Growing

I rarely (around once per year) go on local field trips that increase my connections to the community.

Utilizing

I sometimes (about 2-3 times per year) go on local field trips that increase my understanding and connections to the community, and my teacher links these experiences to what I learn in school.

Transforming

I regularly (about 3+ times per year) go on local field trips that increase my understanding and connections to the community, and I work with my teachers to connect these experiences to what I learn in school.

Selected Rating: None
Relationships

Student Interests Reflected in Lessons

Guiding Questions:

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

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

Growing

My teachers sometimes (around monthly) incorporate my interests into lessons.

Utilizing

My teachers regularly (about weekly) incorporate my interests into lessons to help me learn and make class more engaging.

Transforming

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

Selected Rating: None

Collaboration

The extent of cooperation amongst stakeholders

Collaboration

Student Projects are Collaboratively Developed

Guiding Questions:

How often am I involved in developing ways I can show my learning?
Exploring

I have little say in the ways in which I show my learning.

Growing

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

Utilizing

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

Transforming

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

Selected Rating: None

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