educators evaluating quality instructional products (equip) using the tri-state quality rubric
TRANSCRIPT
Educators Evaluating Quality Instructional Products
(EQuIP)
Using the Tri-State Quality Rubric
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
Arkansas EQuIP TeamELA/Literacy
• Nancy PapacekBryant
• Andrea McKennaSpringdale
• Vernita LeeDumas
Mathematics• Janice Riggs
El Dorado
• Felix MaullConway
• Teresa MartinHamburg
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
An Aligned SystemCommon Core State Standards
Model Content Frameworks
Model Lessons/Units
PARCC Assessment
State Initiatives Mathematics Design Collaborative (MDC)
Literacy Design Collaborative (LDC)
Cognitively Guided Instruction (CGI)
Understanding By Design (UBD)
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
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
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.
Organization of Rubric CriteriaDimension IAlignment to the Rigor of the CCSSDimension IIKey Areas of Focus in the CCSSDimension IIIInstructional SupportsDimension IVAssessments
Tri-State Rubric FormatsOne-Page FormatContains dimensions, criteria, and ratingsTwo-Page FormatUsed during review process and includes columns for observations, comments, and suggestionsNew Long FormatIntended to be completed electronically
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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.
Two-Page Format Is Used to Check Criteria, Rate, and Provide Feedback: Page 1 - Dimensions I, II, and Rating Descriptors
Two-Page Format Is Used to Check Criteria, Rate, and Provide Feedback: Page 2 - Dimensions III, IV, and Summary Comments
Tri-State Rubric CriteriaDescriptive 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
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
Tri-State Rubric Initial Review ProcessInitial review should focus on
Identifying criteria that are met Providing feedback on
improvements needed
Initial review should not focus on Assigning ratings
Tri-State Rubric Review ProcessStep 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
Tri-State Rubric Review ProcessStep 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.
Tri-State Rubric Review ProcessStep 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
Tri-State Rubric Review ProcessStep 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.
Evaluating a Lesson or UnitIn each DimensionExamine dimension through “lens” of the criteriaCheck criteria that are metProvide input on improvements needed to meet the criteriaExamine pattern of checks and use criteria to determine a 3-2-1 rating
Evaluating a Lesson or UnitDescriptors for the 3-2-1 rating scale3: 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.
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.
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.
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.
Slides developed by and used with permission from the Tri-State Quality Rubric Project:
Achievewww.achieve.org1400 16th Street, NW / Suite 510 Washington, DC 20036