An Overview of the EQuIP Rubric for Lessons & Units

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

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

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

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

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

The Rubric Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

III. Instructional Support (cont.) Differentiation: • 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

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

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

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

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

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

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

An Overview of the EQuIP Rubric for Lessons & Units