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

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

3. 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

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

7. The Rubric

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9. 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. Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012

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14. II. Key Areas of Focus Focus Coherence Rigor –Application –Conceptual Understanding –Procedural Skill and Fluency Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012

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16. 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

17. III. Instructional Support (cont.) Differe ntiation: 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

18. III. Instructional Support (cont.) For a longer lesson/unit Mix of instructional approaches Gradual removal of supports Effective sequence/progression Procedural skill and fluency Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve 2/21/2012

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20. 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

21. 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

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23. 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

24. 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

25. 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