1. Educators Evaluating Quality Instructional Products (EQuIP) Using the Tri-State Quality Rubric

2. Development of the Tri-State Rubric  Work began by Tri-State Collaborative  Comprised of educational leaders from Massachusetts, New York, and Rhode Island  Developed criterion-based rubrics and review process  Assisted by Achieve  Launched by PARCC in June 2012

3. Arkansas EQuIP Team ELA/Literacy Nancy Papacek Bryant Andrea McKenna Springdale Vernita Lee Dumas Mathematics Janice Riggs El Dorado Felix Maull Conway Teresa Martin Hamburg

4. Why EQuIP and the Tri-State Rubric  Determine quality of existing instructional materials or those under development  Place quality model lessons/units into the hands of the teachers  Build capacity of educators at the classroom, building, district, and state levels to determine quality and alignment

5. An Aligned System Common Core State Standards Model Content Frameworks Model Lessons/Units PARCC Assessment

8. State Initiatives  Mathematics Design Collaborative (MDC)  Literacy Design Collaborative (LDC)  Cognitively Guided Instruction (CGI)  Understanding By Design (UBD)

9. Tri-State Rubric Purposes  Provides clear, descriptive criteria for CCSS lessons/units  Provides meaningful, constructive feedback to developers of lessons/units, based on common criteria  Identifies lessons/units that can serve as models  Guides collegial review and jurying processes

10. Tri-State Rubric Evaluates  Lessons that include instructional activities and assessments aligned to the CCSS that may extend over a few class periods or days  Units that include integrated and focused lessons aligned to the CCSS that extend over a longer period of time  NOT designed to evaluate a single task

11. Evaluating vs. Writing  The Tri-State Rubric can be used to evaluate lessons/units that have already been developed.  New lessons/units could be developed with the rubric in mind.

12. Organization of Rubric Criteria Dimension I  Alignment to the Rigor of the CCSS Dimension II  Key Areas of Focus in the CCSS Dimension III  Instructional Supports Dimension IV  Assessments

13. Tri-State Rubric Formats One-Page Format  Contains dimensions, criteria, and ratings Two-Page Format  Used during review process and includes columns for observations, comments, and suggestions New Long Format  Intended to be completed electronically

14. 14 The Rubric Organizes Criteria That Describe Quality Lessons/Units Criteria that define the rubric are organized to describe quality in four dimensions. **The most critical criteria are considered to be “must have’s” for a quality CCSS lesson/unit.

15. Two-Page Format Is Used to Check Criteria, Rate, and Provide Feedback: Page 1 - Dimensions I, II, and Rating Descriptors

16. Two-Page Format Is Used to Check Criteria, Rate, and Provide Feedback: Page 2 - Dimensions III, IV, and Summary Comments

17. Tri-State Rubric Criteria Descriptive criteria in each Dimension  Represent a high standard of quality  Describe characteristics found in an exemplary CCSS lesson/unit Critical criteria designated with double asterisk (**)  Located In Dimensions I & II  Must be checked to be exemplary

18. Tri-State Rubric Checked Criteria  A criterion is checked when lesson/unit contains clear, substantial evidence of the criterion’s descriptor.  Many “in progress” lessons/units, while representing good instruction, may not be deemed to currently meet the standard.  Pattern of checks in a column represent both strengths and areas for improvement

19. Tri-State Rubric Initial Review Process Initial review should focus on  Identifying criteria that are met  Providing feedback on improvements needed Initial review should not focus on  Assigning ratings

20. Tri-State Rubric Review Process Step 1: Record grade and title Step 2: Scan lesson/unit for content and organization and skim key materials, particularly those related to the Dimensions Step 3: Compare targeted grade-level standards for alignment to the CCSS

21. Tri-State Rubric Review Process Step 4:  In ELA, study and measure the text(s) that serves as the centerpiece for the lesson/unit, analyzing text complexity, quality, scope, and relationship to instruction.  In mathematics, work the student tasks provided, keeping in mind all possible strategies students might use.

22. Tri-State Rubric Review Process Step 5: Analyze lesson/unit for evidence of Dimension I Alignment to the Rigor of the CCSS Step 6: Check criteria in Column 1 for which there is clear and substantial evidence of meeting the descriptors and provide input on specific improvements for unchecked criterion

23. Tri-State Rubric Review Process Step 7: Reference criteria when making observations and recommendations in the column next to the Dimension Repeat Steps 5-7 for each Dimension, examining evidence presented in the lesson/unit through the “lens” of each criterion.

24. Evaluating a Lesson or Unit In each Dimension  Examine dimension through “lens” of the criteria  Check criteria that are met  Provide input on improvements needed to meet the criteria  Examine pattern of checks and use criteria to determine a 3-2-1 rating

25. Evaluating a Lesson or Unit Descriptors for the 3-2-1 rating scale 3: Meets all ”must have” criteria (**) in dimensions I, II and most of the criteria in III, IV. 2: Meets many of the “must have” criteria in dimensions I, II and many of the criteria in III, IV. 1: Meets some of the criteria in the dimension. 0: Does not meet the criteria in the dimension.

26. Evaluating a Lesson or Unit  Circle the rating at the bottom of the Dimension’s column  Make constructive comments/recommendations that explain the rating and indicate how to improve the lesson/unit for that Dimension.

27. Determining an Overall Rating  Review the patterns of check criteria and ratings for each of the for Dimensions.  Make a summary judgment about the overall quality of the lesson/unit, using the Overall Rating Scale.  Record the Overall Rating on the top right of the Tri-State Rubric.

28. Final Thoughts  The common descriptive criteria provide a common language for constructive comments, discussions, and evaluations.  The pattern of checked criteria real the perceived strengths and areas for improvement in each dimension.  The four dimensional ratings reveal the current status of the lesson/unit as a model of CCSS instruction within each dimension.  The overall rating indicates whether the lesson/unit has been deemed a CCSS model, or where it is in the process of becoming a model example.

29. Slides developed by and used with permission from the Tri-State Quality Rubric Project: Achieve www.achieve.org 1400 16th Street, NW / Suite 510 Washington, DC 20036