EQuIP Rubric & Quality Review Training Session: ELA/Literacy Grades 9 – 12 1.

EQuIP Rubric & Quality Review Training Session: ELA/Literacy Grades 9 – 12 1

Session Goals Use the EQuIP quality review process to determine the quality and alignment of lessons and units to the Common Core State Standards (CCSS) in English language arts (ELA)/literacy. During this session, reviewers will: 1.Develop a common understanding of the EQuIP quality review process 2.Develop a common understanding of the EQuIP Rubric including its criteria and rating scale 3.Practice using the EQuIP quality review process and rubric to evaluate and provide feedback on CCSS-aligned instructional materials 2

EQuIP Quality Review: Principles & Agreements 1.CCSS: Before beginning a review, all members of a review team are familiar with the CCSS. 2.Inquiry: Review processes emphasize inquiry rather than advocacy and are organized in steps around a set of guiding questions. 3.Respect & Commitment: Each member of a review team is respected as a valued colleague and contributor who makes a commitment to the EQuIP process. 4.Criteria & Evidence: All observations, judgments, discussions and recommendations are criterion and evidence based. 5.Constructive: Lessons/units to be reviewed are seen as “works in progress.” Reviewers are respectful of contributors’ work and make constructive observations and suggestions based on evidence from the work. 6.Individual to Collective: Each member of a review team independently records his/her observations prior to discussion. Discussions focus on understanding all reviewers’ interpretations of the criteria and the evidence they have found. 7.Understanding & Agreement: The goal of the process is to compare and eventually calibrate judgments to move toward agreement about quality with respect to the CCSS. 3

EQuIP Quality Review: Process & Rubric Dimensions EQuIP Quality Review Process The EQuIP quality review process is a collegial process that centers on the use of criteria- based rubrics for English language arts (ELA)/literacy and mathematics. The criteria are organized into four dimensions: The Four Rubric Dimensions 1. Alignment to the depth of the CCSS; 2. Key shifts in the CCSS; 3. Instructional supports; and 4. Assessment. As educators examine instructional materials against the criteria in each dimension, they are able to use common standards for quality and generate evidence-based commentary and ratings on the quality and alignment of materials. 4

Using the Electronic Quality Review Rubric PDF Form 5

Using the Quality Review Rubric PDF Form For each dimension: Select the checkbox for each criterion for which clear and substantial evidence is found. Make observations and suggestions related to criteria and evidence. Determine a rating for each dimension based on checked criteria and observations. For Dimension I: Use alignment rating to determine whether to proceed with review. 6

EQuIP Quality Review Process The Five Steps Step 1. Review Materials Step 2. Apply Criteria in Dimension I Step 3. Apply Criteria in Dimensions II – IV Step 4. Apply Overall Rating and Provide Summary Comments Step 5. Compare Overall Ratings and Determine Next Steps 7

EQuIP Quality Review Process Step 1. Review Materials Record the grade and title of the lesson/unit on the Quality Review Rubric PDF Scan to see what the lesson/unit contains and how it is organized Read key materials related to instruction, assessment and teacher guidance Study and measure the text(s) that serves as the centerpiece for the lesson/unit, analyzing text complexity, quality, scope and relationship to instruction Step 2. Apply Criteria in Dimension I: Alignment to the Depth of the CCSS Identify the grade-level CCSS that the lesson/unit targets Closely examine the materials through the “lens” of each criterion Indicate each criterion for which clear and substantial evidence is found Record input on specific improvements needed to meet criteria or strengthen alignment Compare observations and suggestions for improvement Determine if the lesson/unit warrants a full review 8

EQuIP Quality Review Process Step 3. Apply Criteria in Dimensions II–IV Examine the lesson/unit through the “lens” of each criterion Indicate each criterion met and record observations and feedback When working in a group, individuals may choose to compare observations and suggestions for improvement after each dimension or wait until each person has rated and recorded all input for Dimensions II–IV. Step 4. Apply an Overall Rating and Provide Summary Comments Individually review comments for Dimensions I–IV, adding/clarifying comments as needed Individually write summary comments on the Quality Review Rubric PDF When working in a group, individuals should record summary comments prior to conversation. Step 5. Determine Next Steps for Your Learning Community What additional practice is needed on the EQuIP Review Process and Rubric? What communication and support will the developer receive? What other ways can the EQuIP processes and materials influence and be incorporated into your practice. 9

EQuIP Quality Review Process The Flowchart Discussion and collaboration must occur after Dimension I and then again either for all dimensions after Dimension IV or … … separately after each dimension and … … always during the overall rating process and summary comments. 10

EXAMPLE: Common Unit for Review — ELA/Literacy Grade 9 – 12— A Close Reading of Griswold v. Connecticut (excerpt) 11

EXAMPLE: Step 1. Review Materials Record the grade and title of the lesson/unit on the Quality Review Rubric PDF A Close Reading of Griswold v Connecticut (excerpt) Scan to see what the lesson/unit contains and how it is organized – Overview of Close Reading for Social Studies (pg. 1) –Close Reading Methodology (pg. 2) –Outline of Close Reading Steps (pg. 3) –Excerpt of Griswold v Connecticut (pg. 4-5) – Teacher Guide (pg. 6-8) Read key materials related to instruction, assessment and teacher guidance – Overview –Methodology –Outline of Steps –Text –Teacher Guide 12

EXAMPLE: Step 1. Review Materials Study and measure the text(s) that serves as the centerpiece for the lesson/unit, analyzing text complexity, quality, scope and relationship to instruction – Read the short text on pages 4-5. 13

Criteria for Dimension I: Alignment to the Depth of the CCSS The lesson/unit aligns with the letter and spirit of the CCSS:  Targets a set of grade-level ELA/literacy standards.  Includes a clear and explicit purpose for instruction.  Selects text(s) that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose (i.e., present vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A and B). A unit or longer lesson should:  Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.  (Grades 3–5) Build students’ content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. 14

Step 2. Apply Criteria in Dimension I: Alignment INDIVIDUALLY: Identify the grade-level CCSS that the lesson/unit targets Closely examine the materials through the “lens” of each criterion Check each criterion for which clear and substantial evidence is found Record evidence for each check or where you looked and were unable to find evidence COLLECTIVELY: Compare and discuss checks and evidence What is the pattern within our team in terms of the criteria we have checked? Do our observations reference the criteria and evidence (or lack of evidence) in the instructional materials? 15

EXAMPLE: Step 2. Apply Criteria in Dimension I: Alignment The lesson/unit aligns with the letter and spirit of the CCSS:  Targets a set of grade-level ELA/literacy standards. Includes a clear and explicit purpose for instruction. Selects text(s) that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose (i.e., present vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A and B). A unit or longer lesson should: Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.  5. (Grades 3–5) Build students’ content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. NOTE: Reviewers should be able to refer to evidence to support pattern of checkboxes selected. 16

Dimension Rating and Descriptive Scales To Synthesize Judgment Rating Scale for Dimensions I–IV: 3: Meets most to all of the criteria in the dimension 2: Meets many of the criteria in the dimension 1: Meets some of the criteria in the dimension 0: Does not meet the criteria in the dimension Descriptors for Dimensions I–IV: 3: Exemplifies CCSS Quality — meets the standard described by criteria in the dimension, as explained in criterion-based observations 2: Approaching CCSS Quality — meets many criteria but will benefit from revision in others, as suggested in criterion-based observations 1: Developing toward CCSS Quality — needs significant revision, as suggested in criterion-based observations 0: Not representing CCSS Quality — does not address the criteria in the dimension 17

EXAMPLE: Step 2. Apply Criteria in Dimension I: Alignment Rating: 3 Exemplifies CCSS Quality — meets the standard described by criteria in the dimension, as explained in criterion-based observations 18

Providing Feedback Writing effective feedback is vital to the EQuIP Quality Review Process. Below are the four qualities of effective feedback. Criteria-based: Written comments are based on the criteria used for review in each dimension. No extraneous or personal comments are included. Evidence Cited: Written comments suggest that the reviewer looked for evidence in the lesson or unit that address each criterion of a given dimension. Examples are provided that cite where and how the criteria are met or not met. Improvement Suggested: When improvements are identified to meet criteria or strengthen the lesson or unit, specific information is provided about how and where such improvement should be added to the material. Clarity Provided: Written comments are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions. 19

EXAMPLE: Step 2. Apply Criteria in Dimension I: Alignment Observations/Feedback and Rating Lesson targets a clear set of CCSS standards in reading (RH.1, RH.2, RH.5, RH.8, RH.10) and in writing (WH.7, WH.8, WH.9, WH.10). The lesson also connects to the social studies content standards in the state. Suggested improvement: Specific grade-level standards are in play in this lesson; they should be identified as grade-level instead of anchor standards. Also, identify speaking & listening and language standards in this lesson. Both are in play during this lesson and should be clearly identified for teachers. The purpose of the lesson is very clearly stated in multiple points of the lesson. The rationale on pages 1-2 provide purpose for close reading in social studies, including, "These close reading examples model how teachers can support their students as they master the kind of careful reading the Common Core State Standards require". Additionally, there is an objective clearly stated in the teacher's guide in the lesson. 20

EXAMPLE: Step 2. Apply Criteria in Dimension I: Alignment Observations/Feedback and Rating Because the text is a Supreme Court Judge's written opinion, it certainly is a complex text and is the quality that the "Close Reading Example for Social Studies" describes. Furthermore the lesson specifies the complexity measures of this particular text including the lexile score, qualitative, and reader/task measures in the Teacher Guide. The strength of this lesson is the integration of listening/speaking, reading, and writing. 21

Providing Feedback for Dimension I: Alignment Identify where you see evidence of the first two qualities of effective feedback Criteria-based: Written comments are based on the criteria used for review in each dimension. No extraneous or personal comments are included. Evidence Cited: Written comments suggest that the reviewer looked for evidence in the lesson or unit that address each criterion of a given dimension. Examples are provided that cite where and how the criteria are met or not met. Improvement Suggested: When improvements are identified to meet criteria or strengthen the lesson or unit, specific information is provided about how and where such improvement should be added to the material. Clarity Provided: Written comments are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions. 22

Criteria for Dimension II: Key Shifts in the CCSS The lesson/unit addresses key shifts in the CCSS:  Reading Text Closely: Makes reading text(s) closely, examining textual evidence and discerning deep meaning a central focus of instruction.  Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking and text- dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video and media).  Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains or makes an argument in various written forms (notes, summaries, short responses or formal essays).  Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction. 23

Criteria for Dimension II: Key Shifts in the CCSS A unit or longer lesson should:  Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade-level band. Provide text-centered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the college- and career-ready level.  Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts.  Balance of Texts: Within a collection of grade-level units a balance of informational and literary texts is included according to guidelines in the CCSS (p. 5).  Balance of Writing: Include a balance of on-demand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate. 24

Step 3. Apply Criteria in Dimension II: Key Shifts INDIVIDUALLY: Closely examine the materials through the “lens” of each criterion Check each criterion for which clear and substantial evidence is found Record evidence for each check or where you looked and were unable to find evidence COLLECTIVELY: Compare and discuss checks and evidence What is the pattern within our team in terms of the criteria we have checked? Do our observations reference the criteria and evidence (or lack of evidence) in the instructional materials? 25

EXAMPLE: Step 3. Apply Criteria in Dimension II: Key Shifts The lesson/unit addresses key shifts in the CCSS: Reading Text Closely: Makes reading text(s) closely, examining textual evidence and discerning deep meaning a central focus of instruction. Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking and text- dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video and media).  Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains or makes an argument in various written forms (notes, summaries, short responses or formal essays). Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction. 26

EXAMPLE: Step 3. Apply Criteria in Dimension II: Key Shifts A unit or longer lesson should:  Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade-level band. Provide text-centered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the college- and career-ready level.  Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts.  Balance of Texts: Within a collection of grade-level units a balance of informational and literary texts is included according to guidelines in the CCSS (p. 5).  Balance of Writing: Include a balance of on-demand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate. 27

EXAMPLE: Step 3. Apply Criteria in Dimension II: Key Shifts Rating: 3 Exemplifies CCSS Quality — meets the standard described by criteria in the dimension, as explained in criterion-based observations 29

EXAMPLE: Step 3. Apply Criteria in Dimension II: Key Shifts Observations/Feedback and Rating Reading text closely, text dependent tasks, and drawing inferences from the text are central to this lesson. As the front matter to the lesson states, this lesson, "features a complex and rich reading along with a series of text-dependent questions meant to foster deep understanding and assist students and teachers in remaining tightly connected to the text.". The second page description, "Close Reading Methodology", makes clear for the using teacher not only that close reading is central to the lesson, but also provides context lending to a deeper understanding of the method. Finally, the intentional multiple readings and carefully crafted text dependent questions through the lesson create a structure for close reading. 30

EXAMPLE: Step 3. Apply Criteria in Dimension II: Key Shifts Observations/Feedback and Rating The lesson indicates the difference between academic vocabulary that can be learned by looking at contextual clues, but the lesson also includes underlined words throughout the text and a brief definition of words essential to understanding and following the key points of the text but which cannot be learned from context clues. The vocabulary does not address all tier 3 and tier 2 words, but the questions demand that the students study the words and use them with proficiency to answer questions. Writing task for this lesson is a short research project that builds on the knowledge students have acquired from engagement with the text. The task asks students to gather evidence from appropriate, credible sources to answer the following question: How has the right to privacy established in Griswold v. Connecticut affected later Supreme Court jurisprudence? For what future cases was this case a major precedent? How has the controversy over the penumbra of privacy played out in Supreme Court case law since 1970? * Suggestion for improvement: This writing task needs significant additional scaffolding so that teachers have a way to support all students in producing a solid piece. 31

Providing Feedback Identify where you see evidence of the last two qualities of effective feedback: Criteria-based: Written comments are based on the criteria used for review in each dimension. No extraneous or personal comments are included. Evidence Cited: Written comments suggest that the reviewer looked for evidence in the lesson or unit that address each criterion of a given dimension. Examples are provided that cite where and how the criteria are met or not met. Improvement Suggested: When improvements are identified to meet criteria or strengthen the lesson or unit, specific information is provided about how and where such improvement should be added to the material. Clarity Provided: Written comments are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions. 32

Criteria for Dimension III: Instructional Supports The lesson/unit is responsive to varied student learning needs:  Cultivates student interest and engagement in reading, writing and speaking about texts.  Addresses instructional expectations and is easy to understand and use.  Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text.  Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence.  Integrates appropriate supports in reading, writing, listening and speaking for students who are English language learners, have disabilities or read well below the grade level text band.  Provides extensions and/or more advanced text for students who read well above the grade level text band. 33

Criteria for Dimension III: Instructional Supports A unit or longer lesson should:  Include a progression of learning where concepts and/or skills advance and deepen over time (may be more applicable across the year or several units).  Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units).  Provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.  Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules, and all aspects of foundational reading for grades 3–5.  Indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units).  Use technology and media to deepen learning and draw attention to evidence and texts as appropriate. 34

Step 3. Apply Criteria in Dimension III: Instructional Supports INDIVIDUALLY: Closely examine the materials through the “lens” of each criterion Check each criterion for which clear and substantial evidence is found Record evidence for each check or where you looked and were unable to find evidence Write feedback using the four qualities for one of the criterion that you checked/not – checked COLLECTIVELY: Compare and discuss checks and evidence What is the pattern within our team in terms of the criteria we have checked? Do our observations and feedback reference the criteria and evidence (or lack of evidence) in the instructional materials? Choose one piece of feedback for the group to share with entire room 35

EXAMPLE: Step 3. Apply Criteria in Dimension III: Supports The lesson/unit is responsive to varied student learning needs: Cultivates student interest and engagement in reading, writing and speaking about texts. Addresses instructional expectations and is easy to understand and use. Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text. Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence.  Integrates appropriate supports in reading, writing, listening and speaking for students who are English language learners, have disabilities or read well below the grade level text band.  Provides extensions and/or more advanced text for students who read well above the grade level text band. 36

EXAMPLE: Step 3. Apply Criteria in Dimension III: Supports A unit or longer lesson should:  Include a progression of learning where concepts and/or skills advance and deepen over time (may be more applicable across the year or several units).  Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units).  Provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.  Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules, and all aspects of foundational reading for grades 3–5.  Indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units).  Use technology and media to deepen learning and draw attention to evidence and texts as appropriate. 37

EXAMPLE: Step 3. Apply Criteria in Dimension III: Supports Rating: 2 Approaching CCSS Quality — meets many criteria but will benefit from revision in others, as suggested in criterion-based observations 39

EXAMPLE: Step 3. Apply Criteria in Dimension III: Supports Observations/Feedback and Rating The lesson cultivates interest because it is a Supreme Court case dealing with the freedom of speech. The lesson addresses instructional expectations for the teachers and student through the objectives but does not indicate how students will know they have met the objectives. The lesson's Outline of Close Reading Steps makes the lesson easy to understand and replicate. The lesson integrates supports for students who might struggle as early in the lesson it's mentioned that this lesson is for all students, and modeling of annotations by the teacher is suggested as a way to help students understand what is expected of the students. Suggestions for improvement: Consider including specific ELL and special education supports and guidance for teachers, as well as extensions for advanced students. 40

EXAMPLE: Step 3. Apply Criteria in Dimension III: Supports Observations/Feedback and Rating This lesson intentionally focuses on challenging sections of text. As the lesson states on page 1, "On occasion students will encounter particularly difficult sentences to decipher. Text dependent questions are composed to deliberately engage students in the word of examining these difficult sentences to discover how they are built and how they convey meaning." Questions in the lesson such as, "According to Justice Douglas, how do penumbras give 'life and substance' to the explicitly stated rights?" are carefully crafted to allow students to linger over and analyze challenging sections of the text that are central to its understanding. 41

Providing Feedback Each group shares their selected piece of feedback. Identify where you see evidence of the qualities of effective feedback: Criteria-based: Written comments are based on the criteria used for review in each dimension. No extraneous or personal comments are included. Evidence Cited: Written comments suggest that the reviewer looked for evidence in the lesson or unit that address each criterion of a given dimension. Examples are provided that cite where and how the criteria are met or not met. Improvement Suggested: When improvements are identified to meet criteria or strengthen the lesson or unit, specific information is provided about how and where such improvement should be added to the material. Clarity Provided: Written comments are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions. 42

Criteria for Dimension IV: Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills:  Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade-level CCSS standards with appropriately complex text(s).  Assesses student proficiency using methods that are unbiased and accessible to all students.  Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance. A unit or longer lesson should:  Use varied modes of assessment, including a range of pre-, formative, summative and self-assessment measures. 43

Step 3. Apply Criteria in Dimension IV: Assessment INDIVIDUALLY: Closely examine the materials through the “lens” of each criterion Check each criterion for which clear and substantial evidence is found Record evidence for each check or where you looked and were unable to find evidence COLLECTIVELY: Compare and discuss checks and evidence What is the pattern within our team in terms of the criteria we have checked? Do our observations reference the criteria and evidence (or lack of evidence) in the instructional materials? 44

EXAMPLE: Step 3. Apply Criteria in Dimension IV: Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Elicits direct, observable evidence of the degree to which a student can independently demonstrate foundational skills and targeted grade level literacy CCSS (e.g., reading, writing, speaking and listening and/or language). Assesses student proficiency using methods that are unbiased and accessible to all students.  Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance and responding to areas where students are not yet meeting standards. A unit or longer lesson should:  Use varied modes of assessment, including a range of pre-, formative, summative and self-assessment measures. 45

EXAMPLE: Step 3. Apply Criteria in Dimension IV: Assessment Rating: 2 Approaching CCSS Quality — meets many criteria but will benefit from revision in others, as suggested in criterion-based observations 47

EXAMPLE: Step 3. Apply Criteria in Dimension IV: Assessment Observations/Feedback and Rating As student discussion and text annotations are consistent throughout this lesson, teachers can gather evidence of the degree to which a student can demonstrate the lesson's targeted standards. By carefully listening to student conversations and observing student annotations, using teacher should have sufficient feedback to adjust the lesson to meet student learning needs. The short research task at the end of the lesson serves as the summative assessment. Consider including additional scaffolds and supports to help all students accomplish the task. Consider providing a checklist for the short research project, so students are aware of the guidelines for completing the research and writing their responses. Consider co-creating a rubric with students so they will understand the importance and contribute to their own learning. Also consider including a model essay or annotated student for additional guidance for the teacher. 48

Overall Rating and Summary Comments Overall Rating for the Lesson/Unit: E: Exemplar – Aligned and meets most to all of the criteria in dimensions II, III, IV (total 11 – 12) E/I: Exemplar if Improved – Aligned and needs some improvement in one or more dimensions (total 8 – 10) R: Revision Needed – Aligned partially and needs significant revision in one or more dimensions (total 3 – 7) N: Not Ready to Review – Not aligned and does not meet criteria (total 0 – 2) 49

Determining an Overall Rating Go back through dimensions and add up total to initially determine the rating category. Consider how your rating based on the total points matches your overall sense of the quality of the materials. Consider if you have your judgments and feedback are placed within the appropriate dimensions. Consider how your dimensional feedback supports your judgments. Consider if the lesson falls in the category you feel is appropriate. 50

Developing Summary Comments Summary Comments: Highlight the strongest aspects of the unit Succinctly summarize key areas for improvement articulated in the dimensional comments 51

EXAMPLE: Step 4. Apply an Overall Rating Exemplar: 10 The close reading taught throughout the lesson is essential for college and career readiness. The lesson's steps and text dependent questions help ensure the lesson adheres to the CCSS key instructional shifts and that students dig into the text multiple times to answer their questions. The lesson also addresses all of the literacy strands, which is important in a cohesive learning experience. In working to improve this lesson, the author(s) should focus on the following: 1) building out additional scaffolds and supports for the short research project 4) Providing a sample essay and/or annotated student work as clear guidance for assessing student writing. E/I: Exemplar if improved 52

EQuIP Quality Review Process Step 5: Discuss Summary and Next Steps Compare overall ratings and synthesize feedback: How do our overall ratings compare? Does this example serve as a model of CCSS instruction? What are its strengths? Areas for improvement? What communication and support will the developer receive? What are the next steps for this material? 53

EQuIP Quality Review Process Reflection What additional practice is needed on the EQuIP Review Process and Rubric? What other ways can the EQuIP processes and materials influence and be incorporated into our practice? How will we plan for applying the EQuIP Quality Review Process? Who will be involved? 54

EQuIP Quality Review Process The Review Team When forming and/or working with a review team: Make sure all team members have training in the process and know the CCSS (at least for their grade level). Have a review plan that considers the experience and expertise of all team members. Team members may choose to compare individual ratings after each dimension or wait until each person has individually rated and recorded all input for Dimensions II–IV before beginning discussion. Individuals should record their overall rating prior to discussion. Adjustments to ratings and/or commentary should take place as a part of the group discussion. 55

Achieve www.achieve.org 1400 16th Street, NW / Suite 510 Washington, DC 20036 56

EQuIP Rubric & Quality Review Training Session: ELA/Literacy Grades 9 – 12 1.

Similar presentations

Presentation on theme: "EQuIP Rubric & Quality Review Training Session: ELA/Literacy Grades 9 – 12 1."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

EQuIP Rubric & Quality Review Training Session: ELA/Literacy Grades 9 – 12 1.

Similar presentations

Presentation on theme: "EQuIP Rubric & Quality Review Training Session: ELA/Literacy Grades 9 – 12 1."— Presentation transcript:

Similar presentations

About project

Feedback