Inclusive Curriculum and Assessment
Students 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 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 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
Curriculum Contains Diverse Perspectives
Guiding Questions:
How diverse are the authors and resources we use in my classes? Which traditionally marginalized groups (e.g. African American, Latinx, LGBTQ+, students with disabilities, etc.) have I learned about? Is my own background 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 traditionally marginalized perspectives in my classes.
Growing
I sometimes use resources written by or about traditionally marginalized perspectives.
Utilizing
I regularly use resources written by or about traditionally marginalized perspectives, with some also representing my background.
Transforming
I regularly use resources written by or about traditionally marginalized perspectives, with some also representing my background, and I discuss how these perspectives add to my understanding.
Selected Rating:
None
Commitments
Classroom Assessments Connect to Students' lives
Guiding Questions:
How relevant are tests and assessments to my daily life and culture? Do I get to use experiences from my daily life to show my teachers what I have learned in school?
Exploring
My classroom assessments are rarely connected to my daily life and/or culture.
Growing
My classroom assessments sometimes provide me with opportunities to use my experiences from my daily life and/or culture.
Utilizing
My classroom assessments regularly provide me with opportunities to use my experiences from my daily life and/or culture.
Transforming
My classroom assessments are creative in the ways they provide me with opportunities to use my experiences from my daily life and/or culture.
Selected Rating:
None
Commitments
Student Involvement in Data-Informed Decision-making
Guiding Questions:
How much do I understand about how assessments influence the groups and classes I am placed in? Do my teachers talk to me about my test scores and why I am placed in certain groups? Do they work with me to set goals based on my assessment scores?
Exploring
I rarely see how the results from my assessments influence the groups and classes I am placed in.
Growing
I sometimes see how the results from my assessments influence the groups and classes I am placed in.
Utilizing
I regularly see how results from my assessments influence the groups and classes I am placed in.
Transforming
I regularly see how results from assessments influence the groups and classes I am placed in and I participate in goal setting as part of the process.
Selected Rating:
None
Empowerment
School practices include all school community member voices
Empowerment
Curriculum Connects to Students’ Lives
Guiding Questions:
How much, and in what ways, do my teachers connect class content to my daily life? Am I able to make connections on my own?
Exploring
My teachers rarely connect class content to my daily life.
Growing
My teachers sometimes connect class content to my daily life.
Utilizing
My teachers regularly connect class content to my daily life.
Transforming
My teachers regularly connect class content to my daily life and offer opportunities for me to make further connections.
Selected Rating:
None
Empowerment
Authentic demonstrations of student learning
Guiding Questions:
What ways do I have to demonstrate my learning in my classes? Am I able to choose some different ways to show my teachers what I have learned (e.g. performances, presentations, experiments) or do my teachers only know this from my tests and quizzes?
Exploring
I have few ways to demonstrate my learning beyond tests.
Growing
I sometimes have ways to demonstrate my learning beyond tests.
Utilizing
I collaborate with my teachers to find ways to demonstrate my learning beyond tests.
Transforming
I can choose different ways to demonstrate my learning beyond tests, with my teachers’ support.
Selected Rating:
None
Relationships
The quality of connections amongst school community members
Relationships
Student interests reflected in lessons
Guiding Questions:
Do my teachers incorporate my interests into class lessons? How often and in what ways?
Exploring
Lessons don’t connect to my interests.
Growing
My teachers rarely incorporate my interests into lessons.
Utilizing
My teachers sometimes incorporate my interests into lessons in ways that help me learn.
Transforming
My teachers often incorporate my interests into lessons in ways that help me learn.
Selected Rating:
None
Relationships
Local Field trips Connect to Community
Guiding Questions:
Do we take local field trips (e.g. museums, parks, cultural centers, other neighborhood locations) that help me learn about my community and local culture? How do my teachers help me make a connection between what I learn from the community and what I learn in school?
Exploring
We do not take local field trips that increase my understanding and connections to the community and local culture.
Growing
We rarely take local field trips that increase my understanding and connections to the community and local culture.
Utilizing
We sometimes take local field trips that increase my understanding and connections to the community and local culture and my teacher connects these experiences to lessons.
Transforming
We sometimes take local field trips that increase my understanding and connections to the community and local culture and I work with my teachers to connect these experiences to lessons.
Selected Rating:
None
Collaboration
The extent of cooperation amongst school community members
Collaboration
Collaborative Projects
Guiding Questions:
How often do I have projects that demonstrate my learning over time? Am I involved in developing them? Are there some subjects or classes where this happens more often than others?
Exploring
I have few projects that allow me to demonstrate my learning over time.
Growing
I rarely collaborate with my teachers to create meaningful projects that allow me to demonstrate my learning over time.
Utilizing
I regularly collaborate with my teachers to create meaningful projects that allow me to demonstrate my learning over time.
Transforming
I regularly collaborate with my teachers to create meaningful projects that allow me to demonstrate my learning over time and discuss them afterwards to improve future projects.
Selected Rating:
None
