An Overview of the EQuIP Rubric for Lessons & Units Dana Cartier ISBE Content Area Specialist Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Objectives To use the EQuIP Rubric to provide quality feedback and adapt lessons to align to the CCSSM. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

EQuIP Rubric for Lessons & Units EQuIP stands for Educators Evaluating Quality Instructional Products Derived from the Tri-State Rubric Math and ELA Versions ISBE is participating on this multi-state effort   The EQuIP rubric is derived from the Tri-State Rubric as was released 2/25/13. The Quality Review Rubric for Mathematics has been created by the Tri-State Collaborative including educational leaders from Massachusetts, New York, and Rhode Island, with the facilitation of Achieve. Two separate criterion-based rubrics were created to evaluate the quality of lessons and units intended to address the CCSS for Mathematics and ELA/Literacy. ISBE will be participating with Achieve on a multi-state effort to identify exemplar tasks, lessons, and units aligned to the CCSS.  Many items are available, but the degree of rigor and quality differ.  As a state, Illinois wants to engage in a system to build the capacity of educators to evaluate the quality of instructional materials for use in their classrooms.  Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Not expected to be able to read, just to reference. Explain that they can use this to assess the tasks – their own and others. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The Rubric Scan the lesson packet to see what it contains and how it is organized. Read key materials in the packet, particularly those related to the alignment of its instruction and Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Identify the grade-level CCSS that the lesson targets and compare its focus and expectations to those of the CCSS Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

I. Alignment to the CCSS The lesson aligns with the CCSS: Content standard(s) Standards for Mathematical Practice Balance of procedures and understanding. Dimension I is non-negotiable. Review only continues if Dimension I is rated a 2 or 3. This is the first column of the four-column rubric. Point out underlined points. content, practice, balance. Targets a set of grade level mathematics standard(s) at the level of rigor in the CCSS for teaching and learning.   Standards for Mathematical Practice that are central to the lesson are identified, handled in a grade- appropriate way, and well connected to the content being addressed.   Presents a balance of mathematical procedures and deeper conceptual understanding inherent in the CCSS. On page 2, under step 2 the requirements are clearly stated to continue the review process dimension I must receive a 2 or 3 rating. Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Read key materials in the packet, particularly those related to the alignment of its instruction and assessment. Identify the grade-level CCSS that the lesson targets and compare its focus and expectations to those of the targeted CCSS Work the student tasks provided with the lesson/unit, keeping in mind all possible strategies students might use. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Analyze the lesson/unit for evidence of Column I Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Analyze the lesson/unit for evidence of Column I Check the criteria in Column I for which there is clear and substantial evidence of meeting the descriptors. Examine the lesson/unit through the “lens” of the criteria Check the criteria that are met Provide input on improvements needed to meet the criteria It points out what the lesson is doing well and offers specific information to guide improvement. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Provide input on improvements needed to meet the criteria It points out what the lesson is doing well and offers specific information to guide improvement. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

II. Key Areas of Focus Focus Coherence Rigor Application Conceptual Understanding Procedural Skill and Fluency Talking about 2nd column of 4-column rubric. Focus is the critical area for that grade-level. Coherence, do they connect to the current knowledge of the students. No double star. Rigor – no double star. Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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III. Instructional Support Responsive to varied student learning needs, including: Clear and sufficient guidance Precise and accurate mathematics Relevant, thought‐provoking questions Instructional Expectations Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

III. Instructional Support (cont.) Differentiation: Diverse cultures Below grade level Above grade level Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

III. Instructional Support (cont.) For a longer lesson/unit Mix of instructional approaches Gradual removal of supports Effective sequence/progression Procedural skill and fluency Dangers of scaffolding Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

-Clear and sufficient guidance – provides ipads and other technology sources. Allows the students to make decisions on tools. Definitely requires precise language. Encourages the possibility of multiple representations. Definitely thought provoking and relevant. The explanation and the teachers support seem to give teacher guidance. Is there some missing? Little differentiation. No diverse cultures. Allows multiple entrance points for students working below and above grade level. Students can do guess and check, tables, basic reasoning, or a quadratic equation. Students that come up with a quick solution are asked to provide proof that there answer is the most correct. Not a longer unit. - No mulitple instructional approaches. Somewhat gradually removes support Has somewhat sequence Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

IV. Assessment Independently demonstrated, observable evidence Accessible and unbiased methods Scoring guidelines Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

IV. Assessment For a longer lesson/unit Use varied modes of assessment Pre-assessment Formative Summative Self-assessment Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Most work is in groups. Last text is individual Most work is in groups. Last text is individual. Is this enough evidence. Seems like this is grade-level appropriate and unbiased. No rubrics, answer keys, or scoring guidelines. Not a unit or longer, but definitely no embedded assessment that may include pre- formative summative and self-assessment measures. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Overall Rating Scale E: Exemplar Lesson/Unit – 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: Needs Revision – Aligned partially and needs significant revision in one or more dimensions (total 3-7). N: Not Recommended – Not aligned and does not meet the criteria (total 0-2). Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How to Use the Rubric within your School Consider what teachers already know Consider what faculty need to know before they see the rubric. Consider the difficulties that a faculty member may have looking at the rubric. Consider the resources that can be used to help with the transition. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Next Steps From today, what can you bring back to your school? How will you use it to influence future professional development? What is the implication on student learning? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License