Inclusive Curriculum and Assessment

Teachers 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 or classes are 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 (CR) is in its initial phase

Growing

CR 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 stakeholder dedication to culturally responsive practices across the school experience

Commitments

Curricular Resources Contain Diverse Perspectives

Guiding Questions:

To what extent does my curriculum reflect diverse and ? Do I make adjustments to the curriculum to include a variety of cultures and perspectives?
Exploring

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

Growing

My 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 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 my 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:

How do I adjust the curriculum and pacing calendar in response to the needs and interests of my students?
Exploring

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

Growing

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

Utilizing

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

Transforming

I frequently adjust the curriculum and pacing calendar in response to the needs and interests of my students and sometimes create entirely different lessons that better meet my students' needs.

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

Growing

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

Utilizing

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

Transforming

I regularly (around 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
Commitments

Student Involvement in Data-Informed Decision-Making

Guiding Questions:

How much do I explain to students how their assessment results influence the groups and classes they are placed in? To what extent do I discuss assessment data with students to help set goals?
Exploring

I rarely (about 1-2 times per year) explain to students how their assessment results influence the groups and/or classes they are placed in.

Growing

I sometimes (about 3-4 times per year) explain to students how their assessment results influence the groups and/or classes they are placed in, and use these data to set class goals.

Utilizing

I regularly (around monthly) explain to students how their assessment results influence the groups and/or classes they are placed in, and use the data to set class and individualized goals.

Transforming

I regularly (around monthly) explain to students how their assessment results influence the groups and/or classes they are placed in, and use the data to co-develop class and individualized goals.

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 my curricular planning? Do I involve students in the planning process?
Exploring

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

Growing

My curricular planning is informed primarily by external assessment data and sometimes by teacher data (e.g., teacher-made assessments, projects, portfolios, etc.) 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 students how this data informs my instruction.

Transforming

My curricular and instructional planning is informed equally by external assessment data, teacher data, and non-academic data in collaboration and discussion with students.

Selected Rating: None
Empowerment

Curricula/Assessments Connect to Students' Lives

Guiding Questions:

How frequently and in what ways do I connect the curriculum and/or assessments to students' daily lives? Do I encourage students to make their own connections? If so, how?
Exploring

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

Growing

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

Utilizing

I regularly (around weekly) connect curricula and/or assessments to students' lives and sometimes give students opportunities to make their own connections (e.g., modeling connections, teachers sharing their own life-curricula connections).

Transforming

I regularly (around weekly) connect curricula and/or assessments to students' lives and often encourage, support, and model for students how to make their own connections.

Selected Rating: None
Empowerment

Teachers Offer Opportunities for Authentic Demonstrations of Student Learning

Guiding Questions:

What opportunities do I offer students to authentically demonstrate their learning in class? How often do I empower students to use different ways to show what they have learned relative to traditional assessments, such as tests and quizzes?
Exploring

I only offer students the opportunity to demonstrate their learning in traditional methods (e.g., tests, quizzes, standardized assessments, etc.).

Growing

I offer few (1-2 times per year) opportunities for students to demonstrate their learning beyond traditional methods (e.g., performances, presentations, videos, displays, essays, etc.).

Utilizing

I sometimes (3-4 times per year) offer opportunities for students to demonstrate their learning beyond traditional methods, and sometimes these opportunities are collaborative (e.g., students get to work in pairs or groups).

Transforming

I regularly (once per curricular unit) offer opportunities for students to demonstrate their learning beyond traditional methods, 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:

How frequently do I take my class on local field trips that increase students' cultural understanding and connections to the community? How do I help students make connections between the community and what they learn in school?
Exploring

I never take my class on local field trips (e.g., museums, parks, cultural centers, historical landmarks, etc.).

Growing

I rarely (once per year) take my class on local field trips to increase students' connections to the community.

Utilizing

I sometimes (2-3 times per year) take my class on local field trips to increase students' cultural understanding and community connections, and I directly link these experiences to my curriculum.

Transforming

I regularly (3+ times per year) take my class on local field trips to increase students' cultural understanding and community connections, and I provide opportunities for students to link these experiences to the curriculum.

Selected Rating: None
Relationships

Student Interests Reflected in Lessons

Guiding Questions:

How do I incorporate students' interests into my classroom lessons? How do I think building relationships with students impacts their learning experiences?
Exploring

I rarely (about 1-2 times per year) incorporate students' interests into lessons.

Growing

I sometimes (around monthly) incorporate students' interests into lessons.

Utilizing

I regularly (around weekly) incorporate students' interests into lessons to build relationships and improve learning experiences (e.g., increase student engagement & understanding).

Transforming

I regularly (around weekly) incorporate students' interests into lessons, with a focus on marginalized students, because it is my priority to build relationships with and improve learning experiences for all students.

Selected Rating: None

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
Collaboration

Student Projects are Collaboratively Developed

Guiding Questions:

How often do I involve students in developing ways to demonstrate their learning?
Exploring

Students do not have input in the ways in which they demonstrate their learning.

Growing

I provide few opportunities for students to choose different ways to demonstrate their learning (e.g., an essay with multiple prompts to choose from, a project with different modalities to choose from, etc.).

Utilizing

I regularly provide opportunities for students to choose different ways to demonstrate their learning, and sometimes students collaborate with myself and their classmates on these projects.

Transforming

I regularly provide opportunities for students to collaborate with their classmates and me to create projects that demonstrate their learning, and we discuss them afterward to improve future projects.

Selected Rating: None

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