Using the EQuIP Rubric for Grades 6-12

1. 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 (Educators Evaluating Quality Instructional Products) Grades 6-12

2. About Us We are a team of former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the private, public, and non-profit sectors. We are dedicated to teacher learning and teacher growth. We know that teaching is hard work and requires excellent training, high quality materials, and meaningful support for practitioners who are continuously striving to better serve their students. We provide educators with high-quality materials and hands-on professional development to help their students achieve the learning goals set by higher standards. We empower educators to make strong instructional decisions through immersive traning and access to free standards-aligned resources to adapt for their classrooms, schools, and districts.

3. Today’s Session Goals and Purpose 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

4. SESSION 3: USING THE EQuIP RUBRICEQuIP Quality Review: Principles & Agreements • Before beginning a review, all participants are familiar with the CCSS. • 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.

5. SESSION 3: USING THE EQuIP RUBRICA brief word about using tools…

6. SESSION 3: USING THE EQuIP RUBRICEQuIP Quality Review: Process & Dimensions EQuIP Quality Review Process The EQuIP quality review process is a collegial process that centers on the use of criteria-based rubrics for ELA/literacy and mathematics. The criteria are organized into four dimensions. The Four Dimensions 1. Alignment to the Depth of the CCSS 2. Key Shifts in the CCSS 3. Instructional Supports 4. Assessment

7. SESSION 3: USING THE EQuIP RUBRICEQuIP Quality Review: Process & Dimensions III. Instructional Supports II. Key Shifts in the CCSS IV. Assessment I. Alignment to the Depth of the CCCSS

8. SESSION 3: USING THE EQuIP RUBRICEQuIP Review Process STEP 1: Review Materials STEP 2: Apply Criteria in Dimension I STEP 3: Apply Criteria in Dimension II – IV STEP 4: Apply an Overall Rating and Provide Summary Comments STEP 5: Determine Next Steps

9. SESSION 3: USING THE EQuIP RUBRICStep 1: Review Materials Record the grade and title of the lesson/unit on the Quality Review Rubric PDF Scan to see what the lesson/unit contains and how it is organized • Overview • A lesson with instructional notes and assessment opportunities • Checklists and rubrics • Student handouts • Model handouts Read key materials related to instruction, assessment, and teacher guidance Study and measure the text(s) that serves as the centerpiece for the lesson/unit, analyzing text complexity, quality, scope, and relationship to instruction

10. SESSION 3: USING THE EQuIP RUBRICStep 2: Apply Criteria in Dimension I – Alignment to the Depth of the CCSS • Identify the grade-level CCSS that the lesson/unit targets • Closely examine the materials through the “lens” of each criterion • Indicate each criterion for which clear and substantial evidence is found • Record input on specific improvements needed to meet criteria or strengthen alignment • Compare observations and suggestions for improvement • Determine if the lesson/unit warrants a full review

11. SESSION 3: USING THE EQuIP RUBRICStep 3: Apply Criteria in Dimensions II-IV • Examine the lesson/unit through the “lens” of each criterion • Indicate each criterion met and record observations and feedback When working in a group, individuals may choose to compare observations and suggestions for improvement after each dimension or wait until each person has rated and recorded all input for Dimensions II-IV.

12. SESSION 3: USING THE EQuIP RUBRICStep 4: Apply an Overall Rating and Provide Summary Comments • Individually review comments for Dimensions I–IV, adding/clarifying comments as needed • Individually write summary comments on the Quality Review Rubric PDF When working in a group, individuals should record summary comments prior to conversation.

13. SESSION 3: USING THE EQuIP RUBRICStep 5: Determine Next Steps for Your Learning Community • What additional practice is needed on the EQuIP Review Process and Rubric? • What communication and support will the developer receive? • What other ways can the EQuIP processes and materials influence and be incorporated into your practice?

14. SESSION 3: USING THE EQuIP RUBRICProviding Feedback Writing effective feedback is vital to the EQuIP Quality Review Process. Feedback should: • Be 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.

16. Piecing it All Together

17. SESSION 3: USING THE EQuIP RUBRICExample: Grade 6, Lessons for Review In this lesson, students read like a writer and analyze figurative language and the author’s word choice, meaning, and tone in Chapter 3 of Bud, Not Buddy. This is the second of the two-lesson cycle started in Lesson 6 that will be repeated until students have finished closely reading all of the Steve Jobs commencement speech. In this lesson, students dig deeper into paragraphs 6–8 in order to answer text-dependent questions.

18. SESSION 3: USING THE EQuIP RUBRICExample: Secondary, Lessons for Review — ELA/Literacy

19. SESSION 3: USING THE EQuIP RUBRICStep 1: Review Materials Using Criteria for Dimension 1 – Alignment to the Depth of the CCSS Does the lesson/unit align 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 are 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)

20. SESSION 3: USING THE EQuIP RUBRICStep 2: Apply Criteria in Dimension I – Alignment to the Depth of the CCSS Individually: • Identify the grade-level CCSS that the lesson/unit targets. • Closely examine the materials through the “lens” of each criterion. • Check each criterion for which clear and substantial evidence is found. • Record evidence for each check or where you looked and were unable to find evidence. 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?

21. SESSION 3: USING THE EQuIP RUBRICShare Out: Dimension Rating and Descriptive Scales 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

22. SESSION 3: USING THE EQuIP RUBRICCriteria for Dimension II: Key Shifts in the CCSS The lesson/unit addresses key shifts in the CCSS: • Reading Text Closely: Makes reading text(s) closely (including read alouds) a central focus of instruction and includes regular opportunities for students to ask and answer text-dependent questions. • Text-Based Evidence: Facilitates rich text-based discussions and writing through specific, thought-provoking questions about common texts (including read alouds and, when applicable, illustrations, audio/video, and other media). • Academic Vocabulary: Focuses on explicitly building students’ academic vocabulary and concepts of syntax throughout instruction.

23. SESSION 3: USING THE EQuIP RUBRICCriteria for Dimension 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. • 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.

24. SESSION 3: USING THE EQuIP RUBRICStep 3: Apply Criteria in Dimension II – Key Shifts Individually: • Identify the grade-level CCSS that the lesson/unit targets. • Closely examine the materials through the “lens” of each criterion. • Check each criterion for which clear and substantial evidence is found. • Record evidence for each check or where you looked and were unable to find evidence. 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?

25. SESSION 3: USING THE EQuIP RUBRICShare Out: Dimension Rating and Descriptive Scales 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

26. SESSION 3: USING THE EQuIP RUBRICCriteria 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.

27. SESSION 3: USING THE EQuIP RUBRICCriteria for Dimension III: Instructional Supports The lesson/unit is responsive to varied student learning needs: • Focuses on sections of rich text(s) (including read alouds) that present the greatest challenge; provides discussion questions and other supports to promote student engagement, understanding, and progress toward independence. • Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band. • Provides extensions and/or more advanced text for students who read or write above the grade level text band.

28. SESSION 3: USING THE EQuIP RUBRICCriteria 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.

29. SESSION 3: USING THE EQuIP RUBRICStep 3: Apply Criteria in Dimension III – Instructional Supports Individually: • Closely examine the materials through the “lens” of each criterion. • Check each criterion for which clear and substantial evidence is found. • Record evidence for each check or where you looked and were unable to find evidence. • Write feedback using the four qualities for one of the criterion that you checked/not-checked. 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 and feedback reference the criteria and evidence (or lack of evidence) in the instructional materials? • Choose one piece of feedback for the group to share with entire room.

30. SESSION 3: USING THE EQuIP RUBRICShare Out: Dimension Rating and Descriptive Scales 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

31. SESSION 3: USING THE EQuIP RUBRICCriteria 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.

32. SESSION 3: USING THE EQuIP RUBRICStep 3 (continued): Apply Criteria in Dimension III – Assessment Individually: • Closely examine the materials through the “lens” of each criterion. • Check each criterion for which clear and substantial evidence is found. • Record evidence for each check or where you looked and were unable to find evidence. • Write feedback using the four qualities for one of the criterion that you checked/not-checked. 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 and feedback reference the criteria and evidence (or lack of evidence) in the instructional materials? • Choose one piece of feedback for the group to share with entire room.

33. SESSION 3: USING THE EQuIP RUBRICShare Out: Dimension Rating and Descriptive Scales 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

34. SESSION 3: USING THE EQuIP RUBRICOverall Rating for the Lesson/Unit E: Exemplar – Aligned and meets most to all of the criteria in Dimensions II, III, IV (11 – 12 points total) Aligned and exemplifies the quality standard and exemplifies most of the criteria across Dimensions II, III, IV of the rubric E/I: Exemplar if Improved – Aligned and needs some improvement in one or more dimensions (8-10 points total) Aligned and exemplifies the quality standard in some dimensions but will benefit from some revision in others R: Revision Needed – Aligned partially and needs significant revision in one or more dimensions (3-7 points total) Aligned partially and approaches the quality standard in some dimensions and needs significant revision in others N: Not Ready to Review – Not aligned and does not meet criteria (0 – 2 points total)

35. SESSION 3: USING THE EQuIP RUBRICDetermining an Overall Rating • 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 you have 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.

36. SESSION 3: USING THE EQuIP RUBRICDeveloping Summary Comments Strong summary comments: • Highlight the strongest aspects of the unit • Succinctly summarize key areas for improvement articulated in the dimensional comments

37. SESSION 3: USING THE EQuIP RUBRICEQuIP Quality Review Process Step 5: Discuss Summary and Next Steps 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?

38. SESSION 3: USING THE EQuIP RUBRICReference List Slide 16 https://www.engageny.org/resource/grade-6-ela-module-2a-unit-1-lesson-3 https://www.engageny.org/resource/grade-6-ela-module-2a-unit-1-lesson-7

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