An Overview of the EQuIP Rubric for Lessons & Units

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An Overview of the EQuIP Rubric for Lessons & Units

Dana CartierISBE Content Area Specialist

Objectives

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To use the EQuIP Rubric to provide quality feedback and adapt lessons to align to the CCSSM.

These Standards are not intended to be newnames for old ways of doing business. They area call to take the next step. It is time for statesto work together to build on lessons learnedfrom two decades of standards based reforms.It is time to recognize that standards are notjust promises to our children, but promises weintend to keep.

— CCSS (2010, p.5)

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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

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

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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

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

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

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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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

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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

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Overall Rating ScaleE: 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.

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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?

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