EQuIP and Learning Forward Professional Learning Community Modules

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CCSS Mathematics Standards are: Practice Standards Content Standards What they are not: Anything else

http://tedcoe.com/math/lf

Think about a lesson or unit that flopped. What made it flop? Share. What feedback did you get? What feedback did you need? The classroom is a messy place and there are many issues that can lead to frustration. Observers or evaluators might come in and point to a thousand things that you, the teacher, might have changed to increase success the next time. To assist, observers often use a formalized observation protocol or form to help focus conversations about teaching. Without such a tool a conversation may wander and miss the key issues. You can easily end up with a scattered conversation. What about materials, though? What sort of conversations do you have about the evaluation of high quality lessons and units? In this session we are going to introduce a tool to help focus conversations about these determinations. We want to help you spur and support rich conversations on your own.

http://www.npr.org/blogs/ed/2014/06/04/318232292/what-does-a-good-common-core-lesson-look-like

Overview and Objectives of EQuIP The objectives are two-fold: Increase the supply of high quality lessons and units aligned to the CSSS that are available to elementary, middle, and high school teachers as soon as possible; and, Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.

Overview and Objectives of EQuIP EQuIP = Educators Evaluating the Quality of Instructional Products EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated. The outcome of that effort was the development of the “Tri-State Rubrics” and a quality review process designed to determine the quality and alignment of instructional lessons and units to the CCSS.

Overview and Objectives of EQuIP EQuIP = Educators Evaluating the Quality of Instructional Products EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated. The outcome of that effort was the development of the “Tri-State Rubrics” and a quality review process designed to determine the quality and alignment of instructional lessons and units to the CCSS.

Overview and Objectives of EQuIP EQuIP = Educators Evaluating the Quality of Instructional Products EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated. The outcome of that effort was the development of the “Tri-State Rubrics” and a quality review process designed to determine the quality and alignment of instructional lessons and units to the CCSS.

What do you look for when selecting instructional materials?

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 4 Dimensions Alignment to the depth of the CCSS Key shifts in the CCSS Instructional supports Assessment

http://www.achieve.org/files/EQuIPmathrubric-06-17-13_1.pdf http://www.achieve.org/files/EQuIP-ELArubric-06-24-13-FINAL.pdf http://www.achieve.org/files/K-2ELALiteracyEQuIPRubric-07-18-13_1.pdf

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.

The EQuIP rubrics are designed to evaluate lessons or units. The rubric is NOT designed to evaluate a single task or activity The rubrics do not require a specific template for lesson or unit design

Roles & Sample Uses Classroom Teachers Guiding the creation of new materials Reviewing and refining existing materials Instructional Leaders & Curriculum Coaches Guiding professional learning community conversations about developing and/or selecting materials and providing feedback Integrating into professional learning as a way to study the standards Growing leaders by creating opportunities to create, vet and/or share instructional materials Producing useful data about the quality and alignment of existing instructional materials and/or the capacity of educators Superintendents & District Leaders Vetting materials to post on websites Providing quality control/quality assurance with vendors State Education Agency Staff Creating model units

Benefits of the EQuIP Quality Review Process Collaboration – The EQuIP Quality Review Process is a collegial process used to come to common understanding and agreement about the alignment and quality of instructional materials. Consistency – When a set of common criteria are used, all students, regardless of zip code or classroom, have instructional materials that set the same high standards and expectations. Equity – Educators across classrooms, districts, and states identify and use instructional materials that set the same rigorous standards for all students. Efficiency – Instead of each teacher, school, or state developing all of its own instructional materials, states now have multiple partners among whom they can share resources. Innovation – As lessons and units are reviewed, identified, and posted, educators share effective ways to organize and plan aligned instruction.

EQuIP Quality Review: Principles & Agreements CCSS: All members of a review team are familiar with the CCSS. Inquiry: Review processes emphasize inquiry rather than advocacy and are organized in steps around a set of guiding questions. Respect & Commitment: Each member of a review team is respected as a valued colleague and contributor who makes a commitment to the EQuIP process. Criteria & Evidence: All observations, judgments, discussions and recommendations are criterion and evidence based. 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. 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. 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.

The EQuIP / Learning Forward Modules Exploring a Lesson and the EQuIP Rubric: Focus on Dimension I of the EQuIP Rubric Focus on Dimension II: Key Shifts in the CCSS, of the EQuIP Rubric Focus on Dimensions III and IV of the EQuIP Rubric (Instructional Supports and Assessment) Using the EQuIP Rubric with a Second Common Lesson & Qualities of Effective Feedback Using the EQuIP Rubric with a Lesson from the Professional Learning Community Using the Student Work Protocol

www.achieve.org/equip

Module 1

Understanding and Applying Dimension I: Participants silently read the criteria in Dimension I Full group discusses Dimension I. Rate the lesson/unit for Dimension I.

The 4 Dimensions Alignment to the depth of the CCSS Key shifts in the CCSS Instructional supports Assessment

Dimension I Criteria: ELA 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 lesson or longer unit 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.

Dimension I Criteria - Math The lesson/unit aligns with the letter and spirit of the CCSS: Targets a set of grade-level CCSS mathematics standard(s) to the full depth of the standards 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

Dimension I Criteria - Math Discuss: Targets a set of grade-level CCSS mathematics standard(s) to the full depth of the standards 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

Reflect What sort of conversation did these criteria provide?

Step 2, Dimension I

Apply Criteria in Dimension II Alignment to the depth of the CCSS Key shifts in the CCSS Instructional supports Assessment

ELA Dimension II: Key Shifts in the CCSS The lesson/unit addresses key shifts in the CCSS: 1. Reading Text Closely: Makes reading text(s) closely, examining textual evidence and discerning deep meaning a central focus of instruction. 2. 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). 3. 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). 4. Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.

ELA Dimension II: Key Shifts in the CCSS A unit or longer lesson should: 5. 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. 6. 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. 7. 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). 8. 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 .

Math Dimension II: Key Shifts The lesson/unit addresses key shifts in the CCSS: Focus: Lessons and units targeting the major work of the grade provide an especially in-depth treatment, with especially high expectations. Lessons and units targeting supporting clusters have visible connection to the major work of the grade and are sufficiently brief. Lessons and units do not hold students responsible for material from later grades. Coherence: The content develops through reasoning about the new concepts on the basis of previous understandings and provides opportunities for students to transfer knowledge and skills within and across domains and learning progressions.

Math Dimension II: Key Shifts Rigor: Requires students to engage with and demonstrate challenging mathematics with appropriate balance among the following: * Application: Provides opportunities for students to independently apply mathematical concepts in real-world situations and problem solve with persistence, choosing and applying an appropriate model or strategy to new situations Conceptual Understanding: Develops students’ conceptual understanding through tasks, brief problems, questions, multiple representations and opportunities for students to write and speak about their understanding. Procedural Skill and Fluency: Expects, supports and provides guidelines for procedural skill and fluency with core calculations and mathematical procedures (when called for in the standards for the grade) to be performed quickly and accurately.

During the PLC the teachers will be asked to find consensus on the meanings of the terms in the criteria. What might this criterion require? Coherence: The content develops through reasoning about the new concepts on the basis of previous understandings and provides opportunities for students to transfer knowledge and skills within and across domains and learning progressions.

Alignment to the depth of the CCSS Key shifts in the CCSS Instructional supports Assessment

ELA 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.

ELA 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.

Math Dimension III: Instructional Supports The lesson/unit is responsive to varied student learning needs: Includes clear and sufficient guidance to support teaching and learning of the targeted standards, including, when appropriate, the use of technology and media. Uses and encourages precise and accurate mathematics, academic language, terminology, and concrete or abstract representations (e.g., pictures, symbols, expressions, equations, graphics, models) in the discipline. Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking. Addresses instructional expectations and is easy to understand and use.

Math Dimension III: Instructional Supports 5. Provides appropriate level and type of scaffolding, differentiation, intervention and support for a broad range of learners. * Supports diverse cultural and linguistic backgrounds, interests and styles. Provides extra supports for students working below grade level. Provides extensions for students with high interest or working above grade level. * Note: All three of these components are required in a high quality lesson or unit.

ELA 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.

Math Dimension IV: Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Is designed to elicit direct, observable evidence of the degree to which a student can independently demonstrate the targeted CCSS. Assesses student proficiency using methods that are accessible and unbiased, including the use of grade-level language in student prompts. Includes aligned rubrics, answer keys and scoring guidelines that provide sufficient guidance for interpreting student performance. In addition, for units and longer lessons: and longer lessons: Uses varied modes of curriculum-embedded assessments that may include pre-, formative, summative and self-assessment measures.

Using Overall Ratings to Summarize Judgment Overall Rating for the Lesson/Unit: E: Exemplar — Aligned and meets most to all of the criteria in Dimensions II–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) “ALIGNED” in this instance refers to alignment to the criteria of the rubric as opposed to alignment to the CCSS.

Which Dimension do you think is the toughest to meet? Why?

In Module 4 teachers will move through a second lesson much more quickly with an added emphasis on providing good feedback.

Effective feedback is vital to the EQuIP Quality Review Process. Criterion-based: Written comments are based on the criteria used for review in each dimension. No extraneous comments are included. Evidence Cited: Written comments indicate that the reviewer looked for evidence of each criterion of a given dimension. Examples cite where and how the criteria are met or not met. Improvement Suggested: Improvements are specifically identified to meet criteria or strengthen the lesson or unit. Clear Communication: Written comment are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions.

Sample Feedback: Mathematics This unit targets three CCSS. The overview indicates which Standards for Mathematical Practice are central to the lesson. The activities throughout the unit present a balance of mathematical procedures and deeper conceptual understanding of the standards. The activities reinforce the standards and are well connected to the content. I think the activities might be challenging with a large class with classroom management issues. Criterion-based? Evidence Cited? Improvement Suggested? Clear Communication?

Step one: Analyze the task. Step two: Examine instructional context and CCSS alignment of the task. Step three: Analyze individual student work. Step four: Analyze the collection of student work. Step five: Provide suggestions for improving the materials.

Recent Developments and Next Steps Recently released EQuIP Tools and Resources EQuIP e-Learning Modules EQuIP Training Materials including ELA K-2 Rubric materials EQuIP Student Work Protocol EQuIP Exemplars Instructional Materials Toolkit with SAP and CCSSO EQuIP NGSS Rubric EQuIP Teacher videos and student work samples for collection of Exemplar materials

www.achieve.org/equip

Support videos https://www.teachingchannel.org/videos/better-common-core-lessons-equip (5:23-end)

EQuIP Peer Review Panel Materials Submission Process Materials Submission: Individual, state, district, school or organization may submit instructional materials aligned to the CCSS for review by the EQuIP Peer Review Panel in order to provide educators across the country with various models and templates of high quality and CCSS-aligned lesson and unit plans. EQuIP Exemplars: Lessons and units identified as “Exemplars” and “Exemplars if Improved” will be posted on Achieve’s website and shared broadly. http://lessons.achieve.org/

Submit materials for review by the tcoe@achieve.org www.achieve.org/equip Send inquiries to cmarks@achieve.org Submit materials for review by the EQuIP Peer Review Panel http://lessons.achieve.org/ #EQuIPchat #drtedcoe