Using the EQuIP Rubric Grades 9-12 Leadership Global Neutral 01001a

Using the EQuIP Rubric Grades 9-12 Leadership Global Neutral 01001a
Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Using the EQuIP Rubric Grades 9-12 Leadership

Grades 9-12 Leadership Session Goals
During this session, participants will: Develop a common understanding of the EQuIP quality review process Develop a common understanding of the EQuIP Rubric including its criteria and rating scale Practice using the EQuIP quality review process and rubric to evaluate and provide feedback on CCSS-aligned instructional materials 10 sec We have the same session goals as the EQuIP session for Math: Review the process, become familiar with the ELA/literacy rubric, and practice using the process and rubric with some individual lessons. We’ll spend a very brief amount of time reviewing the process and then dive right into going over the criteria and applying it to a sample lesson using all of your learning from the week.

Grades 9-12 Leadership Background: What is EQuIP?
Educators Evaluating the Quality of Instructional Products is an initiative designed to: Increase the supply of high quality lessons and units aligned to the CCSS 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. (EQuIP came out of a collaborative effort led by Achieve which was formerly called the Tri-State rubric and quality review process) 10 sec Again, EQuIP stands for Educators Evaluating the Quality of Instructional Products and is an initiative designed to Increase the supply of high quality lessons and units aligned to the CCSS and build the capacity of educators to evaluate and improve the quality of instructional materials. It EQuIP came out of a collaborative effort led by Achieve and was formerly called the Tri-State rubric.

Grades 9-12 Leadership EQuIP Quality Review: Principles & Agreements
CCSS: Before beginning a review, all participants are familiar with the standards targeted in the lesson or unit. Inquiry: Emphasis is on inquiry and is organized around a set of guiding questions. 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.” Participants 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. 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. 15 sec Again, here are the protocols for EQuIP quality review: After first reviewing the lesson or unit’s targeted standards, participants use a set of guiding questions to make constructive, criterion-based observations and recommendations for improvement, doing so individually first and then discussing and calibrating with the group.

EQuIP Quality Review: Dimensions
1 Alignment to the depth of the CCSS 2 Key shifts in the CCSS 3 Instructional supports 4 Assessment 5 sec The dimensions are the same in Math and ELA/Literacy: (1) Alignment to the standards, (2) alignment to key shifts, (2) inclusion of instructional supports, and (4) assessment.

Grades 9-12 Leadership EQuIP Rubric
30 sec (hand out, or have participants pull out, the rubric) We’re going to get into each dimension and its criteria more deeply, but let’s take a quick look at how the rubric is organized. The layout is exactly the same as math. (click through) Four dimensions are placed in the four columns, labeled at the top with criteria in each column. Dimensions 3 and 4 include extra criteria that are specified for longer lessons or full units that a short unit or single lesson would not be held accountable for. There is a place at the bottom to circle the rating for that dimension.

Grades 9-12 Leadership EQuIP Rubric
5 sec sec For those who prefer, there is an electronic version of the rubric available on Achieve’s EQuIP web page. (

Grades 9-12 Leadership EQuIP Quality Review: Steps
Step 1. Review Materials (Standards, Lesson/Unit) 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 5-10 sec You’ll notice the steps for ELA/Literacy, printed on the back page of the rubric, are the same as for Math. We’ll review them using a flow chart, honoring our more visual/spatial learners, and then dive into practice together. (Next slide)

EQuIP Quality Review: Steps
Grades 9-12 Leadership EQuIP Quality Review: Steps 1 2 Discussion and collaboration occur after Dimension I and again after Dimension IV or… 3 … separately after each dimension 30 sec Review materials, including the targeted standard(s) for the lesson, Apply criteira in Dimension I: Alignment to standards, and decide if the lesson/unit passes If so, move on to apply criteria in Dimensions II, III and IV, (click) choosing to discuss and collaborate when done, (click) or after each dimension, Provide an overall rating and summary comments for improvement. Come together to compare overall ratings and plan next steps. As we move through these steps, think about how you and your teams currently evaluate lessons. How could this process enhance and focus that review, as well as the development of new or adapted materials? 4 5

Grades 9-12 Leadership Practice: The Short Happy Life of Francis Macomber by Ernest Hemingway
( all materials ( unit plan doc ( text This 9th grade Odells Education unit from EngageNY is on Making Evidence-based Claim. We will evaluate Part 1 of the unit, p. 7-13, but additional materials can be found on the EngageNY or Odell website. (have participants pull up materials)

Step 1: Review Materials
Grades 9-12 Leadership Step 1: Review Materials Record the grade and title of the lesson/unit on the Rubric PARCC Model Content Framework Scan to see what the lesson/unit contains and understand how it is organized Carefully read each key material included with the lesson/unit Study any student tasks and the text(s) that serve as the centerpiece for the lesson/unit, analyzing complexity, quality, scope, and relationship to instruction 10 min 1 min Let’s dive in with step one: review materials. A key part of this step is making sure you have the content knowledge needed to participate in the review. Leaders less familiar with the grade level content should start with the PARCC model content framework for that grade level before looking closely at the standards, using the Common Core app or website. ( Take 10 minutes to individually review the standards, scan the materials (p 7-13), and examine the text. Then we’ll bring our attention to the rubric.

The lesson/unit aligns with the letter and spirit of the CCSS:
Grades 9-12 Leadership 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 CCSS ELA/Literacy Standards Includes a clear and explicit purpose for instruction Select text(s) that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose (e.g.: presents vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to exemplars in Appendices A & B A unit or longer lesson should: Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills 1-2 min Before working on your own to apply Dimension I, let’s look at the criteria together. (Go through.) Are there any comments or questions about these? (Helpful notes) For criterion 1: Does the teacher/developer articulate alignment to a reasonable number of standards? Do the assignments, tasks and activities suggest a set of standards has been targeted for instruction? Does the teacher/developer make a distinction between targeted and supporting standards? Do the instruction, assignments and activities make sense given the standards listed? For criterion 2: Where in the lesson/unit is the instructional purpose communicated? Is the purpose for instruction well-aligned to the standards identified and/or the assignments and activities? Remember there are different ways to capture “clear and explicit purpose”; the rubric is template-agnostic. For criterion 3: Is the text of sufficient quality and scope for the instructional purpose? Does the text present characteristics similar to the exemplars in the CCSS Appendix B? For grade 2 – 12, does the text measure within the grade-level complexity band?

Grades 9-12 Leadership Step 2: Apply Criteria in Dimension I: Alignment to the Depth of the CCSS INDIVIDUALLY: Closely examine the lesson/unit materials through the “lens” of each criterion Put a check by each criterion for which clear and substantial evidence is found Record feedback on specific improvements needed to meet criteria or strengthen alignment overall Enter a rating of 0–3 for Dimension I Determine if lesson/unit is ready to continue to Dimensions II-IV 5 min 30 sec (Review steps with any additional notes needed below. Remember that participants have already completed this process in the Math session.) Select the box for each criterion where there is clear and substantial evidence. Leave the box blank if there is insufficient or no evidence of a criterion. Explain that criteria may be checked only if there is clear and substantial evidence of the criterion (there are no “half-checks”). There may be instances when reviewers find clear and substantial evidence of a criterion and constructive suggestions still can be made. In such cases, reviewers may provide feedback related to criteria that have been checked. Remember that feedback should be criterion-based with evidence cited and focus on improvement. Each team member should engage in the criterion-based analysis of the example’s CCSS alignment individually (and silently) before any discussion occurs. 4 min Let’s take 4 minutes to follow these steps for Dimension 1. (Stay on this slide or click back to the Dimension 1 Criteria slide)

COLLECTIVELY: Compare and discuss checks and evidence
Grades 9-12 Leadership Step 2. Apply Criteria in Dimension I: Alignment to the Depth of the CCSS 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? Do our ratings correspond to the rating and descriptors in the rubric? 3 min As a group, compare your checks and overall rating and answer these questions.

Grades 9-12 Leadership SHARE OUT
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 2 min (Have a few individual volunteers or groups share their ratings and a summary of supporting evidence. Check tables for consensus and if discussion is needed because there are drastic differences, address with evidence.)

Grades 9-12 Leadership Criteria for Dimension II: Key Shifts in the CCSS Dimension II: Key Shifts in the CCSS The lesson/unit reflects evidence of 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 4-5 min 1-2 min Overall, we find the unit merits full review, so let’s move on to Dimension II: Key Shifts. The deep knowledge gained over the course of the week will help you apply these to lessons and units. (Go through) Are there any questions or comments about these four criteria? (Helpful notes:) For criterion 1: Is a text and the evidence contained within it the central focus of the lesson? Is it clear from the lesson that a majority of class time is to be spent reading, writing, or speaking directly about a text or texts? Are students being asked to read and reread (or listen to) the text, think deeply about it, participate in thoughtful discussions, and grapple with the particulars of the text? For criterion 2-3: Is there a series of questions that require evidence from text that work together to facilitate rich conversations and writing? If these types of questions are present, reviewers should check the criteria. (Note: There may be instances when reviewers find clear and substantial evidence of this criterion and constructive suggestions can still be made. In such cases, reviewers may provide feedback related to criteria that have been checked.) For criterion 4: Does the lesson/unit explicitly focus on building students’ academic vocabulary and concepts of syntax?” Academic vocabulary is important in K-2 and there may be instances where lessons/units focus on academic vocabulary more overtly than others. If there is clear evidence that academic language is taught within the lesson/unit, this criterion should be checked. 3 min Let’s spend 3 minutes individually evaluating the unit against each, putting a check, noting evidence, and providing any feedback for improvement.

Grades 9-12 Leadership Criteria for Dimension II: Key Shifts in the CCSS II: Key Shifts in the CCSS
A unit or longer lesson should: Grade-Level Reading: Include a progression of texts as students learn to read (e.g., additional phonic patterns are introduced, increasing sentence length). Provides text-centered learning that is sequenced, scaffolded and supported to advance students toward independent grade-level reading. 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: Focus instruction equally on literary and informational texts as stipulated in the CCSS (p.5) and indicated by instructional time (may be more applicable across a year or several units). Balance of Writing: Include prominent and varied writing opportunities for students that balance communicating thinking and answering questions with self- expression and exploration 4-5 min 1-2 min Now let’s do the same for the criteria for longer lessons or units, since we are reviewing a portion of a unit. (Go through.) Are there any questions or comments about these four criteria? (NEED HELPFUL NOTES/GUIDING QUESTIONS) 3 min Now apply these criteria to the unit on your own, and then assign a rating for alignment to the key shifts.

Grades 9-12 Leadership Step 3. Apply Criteria in Dimension II: Key Shifts in the CCSS 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? Do our ratings correspond to the rating and descriptors in the rubric? 5 min As a group, compare your checks and overall rating and answer these questions.

The lesson/unit is responsive to varied student learning needs:
Grades 9-12 Leadership 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 6-7 min 1-2 min Let’s look at Dimension III, Instructional Supports. (Go through). Are there any questions or comments about these criteria? (Helpful notes) For criterion 2: Does this set of materials address instructional expectations? Is it easy to understand and follow? Are the teacher resources (annotated responses, supports for ELLs, SPED, etc.) clear? For criterion 3: Does this lesson/unit integrate targeted instruction in multiple areas such as grammar and syntax, writing strategies, discussion rules and aspects of foundational reading? For criterion 6: Does this lesson/unit focus on sections of rich text(s) (including read alouds) that present the greatest challenge? Do discussion questions and other supports promote student engagement? Rich text(s) are texts that are worthy of rereading, include Tier 2 words, incorporate layers of meaning, and serve as mentor texts for writing. Challenging sections often require scaffolding for close reading. 5 min Individually evaluate the unit against each, putting a check, noting evidence, and providing any feedback for improvement.

A unit or longer lesson should:
Grades 9-12 Leadership 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, allowing students to demonstrate their independent capacities (may be more applicable across the year or several units) Provide for authentic learning, application of literacy skills and/or 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 engaged 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 6-7 min 1-2 min Now let’s use the criteria for longer lessons or units. (Go through.) Are there any questions or comments about these criteria? (NEED HELPFUL NOTES/GUIDING QUESTIONS) 5 min Take 5 minutes to apply individually apply these criteria to the unit, and then give a rating for this dimension overall.

Grades 9-12 Leadership Step 3. Apply Criteria in Dimension III: Instructional Supports 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? Do our ratings correspond to the rating and descriptors in the rubric? 8 min As a group, compare your checks and overall rating and answer these questions.

Grades 9-12 Leadership 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 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 4-5 min 1-2 min And finally, Dimension IV, Assessment. (Go through). Are there any questions or comments about these four criteria? (Helpful notes:) For criterion 2: Do students have multiple ways to show what they have learned? For criterion 3: Do assessments produce a description of how close students have come to meeting expectations (e.g., annotated student work, descriptive rubrics/checklists). 3 min Take 3 minutes to individually evaluate the unit against each, putting a check, noting evidence, and providing any feedback for improvement.

Grades 9-12 Leadership Step 3. Apply Criteria in Dimension II: Key Shifts in the CCSS 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? Do our ratings correspond to the rating and descriptors in the rubric? 4 min As a group, compare your checks and overall rating and answer these questions.

(E/I) Exemplar if Improved (R) Revision Needed (N) Not Ready to Review
Grades 9-12 Leadership Step 4. Apply an Overall Rating and Summary Comments Review ratings for Dimensions I–IV, adding/clarifying comments as needed Total the dimension ratings and record an overall rating based on total score: (E) Exemplar (E/I) Exemplar if Improved (R) Revision Needed (N) Not Ready to Review Individually write summary comments for the overall rating on 30 sec Now, for step 4, we will determine an overall rating for the unit and prepare summary comments, first individually and then discuss and calibrate as a group. (Go through slide)

Grades 9-12 Leadership 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) 30 sec This is the scale for overall ratings, also printed on the back of the rubric. (Helpful Notes) “ALIGNED” in this instance refers to alignment to the criteria of the rubric as opposed to alignment to the CCSS. The level of the need for improvement is emphasized as a deciding factor in the overall rating. If participants are clear about the meaning of the four descriptors click to the next slide for more instructions regarding the overall rating. Remember, EQuIP is never meant to be used for evaluation purposes for an individual teacher, lesson plan, or unit. It is meant to be used as an instructional materials improvement tool, or for development for educators.

Grades 9-12 Leadership Step 4. Apply an Overall Rating
INDIVIDUALLY: 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 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. 4 min 1 min (Go through slide) 3 min Let’s take 3 minutes to determine our individual overall ratings. If you finish early, start thinking about what summary comments you would submit for this unit.

Grades 9-12 Leadership Step 4. Summary Comments
Highlight the strongest aspects of the unit Succinctly summarize key areas for improvement articulated in the dimensional comments Are Criteria-based: Written comments are based on the criteria used for review in each dimension Cite Evidence: Examples are provided that cite where and how the criteria are met or not met Clarify where improvement is needed: When improvements are identified, specific information is provided about how and where such improvement should be added to the material 7 min 2 min (share EQuIP feedback from) Summary comments should highlight the most critical issues that have emerged over the course of the review. Summary comments should acknowledge what the developer has done well, identify the criteria that were not checked, and provide suggestions for improving the alignment and quality of instructional materials. No extraneous or personal comments are included. Written comments suggest that the reviewer looked for evidence in the lesson or unit that address each criterion of a given dimension Not mentioned but assumed: Clarity Provided: Written comments are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions. 3 min Take a few minutes to jot down your summary comments for this unit.

Compare overall ratings and synthesize feedback:
Grades 9-12 Leadership EQuIP Quality Review Process Step 5: Compare Overall Ratings 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 are the next steps for this material? (who will do what, by when, and with what support?) 3 min As a team, briefly compare your overall ratings and summary feedback using these questions.

Grades 9-12 Leadership Session Take-Aways
Applying this to my context: Where and when do I see using the EQuIP review process in my school or district, and for what purpose? How can I connect EQuIP to existing systems or processes? What will be needed to implement this tool, in terms of professional development, time, or other considerations? 3 min (Whole group) Let’s think about next steps and how you can leverage this process and tool for your own context. (Go through slide)

Using the EQuIP Rubric Grades 9-12 Leadership Global Neutral 01001a

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Using the EQuIP Rubric Grades 9-12 Leadership Global Neutral 01001a

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