1. I Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License EQuIP Rubric (Educators Evaluating Quality Instructional Products) Illinois State Board of Education Content Area Specialists

2. The History Behind the Tool The Tri-State Collaborative EQuIP (Educators Evaluating Quality Instructional Products) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

3. Purpose Instructional Materials Guidance Lesson/Unit Alignment Develop a deeper understanding of the New Illinois Learning Standards Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

4. Dimension 1 Dimension 2 Dimension 3 Aligned Units/Lessons Start Dimension 4

5. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 1Page

6. The EQuIP Rubric Design Multi-Day Lessons Units Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

7. Single task or activity. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

8. How States May Use The Rubric Guide development Evaluate Gain deeper understanding of the CCSS Inform vendors Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

9. EQuIP Rubric 1.Guide for lesson plan/unit alignment 2.Rating scale - NOT recommended for classroom use or teacher evaluation Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

10. EQuIP Rubric Educational organizations may use the backside of the rubric to determine the quality and alignment of lessons and units to: 1.Identify exemplars/models for teachers’ use within and across states; 2.Provide constructive criteria- based feedback to developers, 3.Review existing instructional materials to determine what revisions are needed. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

11. The Rubric Organizes Criteria That Describe Quality Lessons/Units Criteria that define the rubric are organized to describe quality in four dimensions. Slide taken from Tri-State Quality Review Rubric & Process (Achieve) Dimension #1 Alignment to the Depth of CCSS Dimension #1 Alignment to the Depth of CCSS Dimension #2 Key Shifts of Focus in the CCSS Dimension #2 Key Shifts of Focus in the CCSS Dimension #3 Instructional Supports Dimension #3 Instructional Supports Dimension #4 Assessment Dimension #4 Assessment

12. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License CCSS Alignment is Four Dimensional

13. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 1 st Step: Make a foldable Show only Dimensions I And IV

14. Backward Planning Goals Assessment Methods Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

15. Backwards Design/EQuIP Rubric 1. Identify the results desired 2. Determine acceptable levels of evidence that support the desired results 3.Design activities that will make the desired results happen Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

16. Dimension I: Alignment to the CCSS Targeted set of Standard(s) For Units

17. Dimension II: Key Shifts in CCSS Key Shifts in ELA and Math

18. Meeting student learning needs Dimension III: Instructional Supports

19. Dimension IV: Assessment Observable Evidence of Learning Assesses Proficiency Aligned Rubrics/Scoring Guides for Guidance

20. EQuIP Rubrics Rubrics ELA K-2 and 3-12 Math K-12 http://www.achieve.org/equip Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

21. Resource Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Evidence Tables

22. What are evidence tables/statements? Evidences describe what students might say or do to demonstrate mastery of the standards. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

23. Evidence-Centered Design for the PARCC Assessments Claims Design begins with the inferences (claims) we want to make about students. Evidence In order to support claims, we must gather evidence. Tasks Tasks are designed to elicit specific evidence from students in support of claims. The PBA and EOY assessments together are the Summative Assessment PBA = Performance Based Assessment ~75% thru school year EOY= End of Year ~90% thru school year

24. PARCC Evidence Tables ELA Math Grade Claim Standards Evidence Grade Practice Standards http://www.parcconline.org/assessment-blueprints-test-specs

25. What do they tell us? ELA Direction in developing scoring guides and rubrics How to develop stems for questions/tasks for instruction aligned with the standards Clue to Scope and Sequence How PARCC is assessing our students Math When and What is assessed at each grade/course Clarifications to standards on assessment Most likely Practice Standard for each evidence statement Clue to Scope and Sequence

26. Today’s Session Descriptions Morning Sessions ELA K-5 Jill Brown ELA 6-12Kathi Rhodus Math K-12Dana Cartier Afternoon Sessions Instructional SupportsLisa Ward Administrators Session Part I

27. References Wiggins, G. (2005). Adapted from The Understanding by Design Handbook. Wiggins, et al. Alexandria, Virginia: ASCD. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License