equip rubric & quality review mathematics training module: grades 6-8 1

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EQuIP Rubric & Quality Review Mathematics Training Module:

Grades 6-8

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Use the EQuIP quality review process to determine the quality and alignment of lessons and units to the Common Core State Standards (CCSS) in mathematics.

During this session, reviewers will:1. Develop a common understanding of the EQuIP quality review

process 2. Develop a common understanding of the EQuIP Rubric including

its criteria and rating scale 3. Practice using the EQuIP quality review process and rubric to

evaluate and provide feedback on CCSS-aligned instructional materials

Session Goals

1. Common Core: Before beginning a review, all members of the panel are familiar with the Common Core Standards (CCSS) for their grade band and discipline(s).

2. Inquiry: Review processes emphasize inquiry rather than advocacy and are organized in steps around a set of guiding questions.

3. Respect & Commitment: Each member of the panel is respected as a valued colleague and contributor who makes a commitment to the EQuIP process.

4. Criteria & Evidence: All observations, judgments, discussions, and recommendations are criterion- and evidence-based.

5. Constructive: Lessons/units to be reviewed are seen as “works in progress.” Panel members are respectful of contributors’ work and make constructive observations and suggestions based on evidence from the work.

6. Individual to Collective: Each member of the panel independently records his/her observations prior to discussion. Discussions focus on understanding all panel members’ interpretations of the criteria and the evidence they have found.

7. Understanding & Agreement: The goal of the process is to compare and calibrate our judgments so that we reach agreement about alignment and quality with respect to the CCSS.

EQuIP Quality Review ProcessPrinciples & Agreements

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EQuIP Quality Review ProcessThe EQuIP quality review process is a collegial process that centers on the use of criteria-based rubrics for English language arts (ELA)/literacy and mathematics. The criteria are organized into four dimensions:

EQuIP Quality Review ProcessRubric Dimensions

Alignment to the depth of the CCSS

Key shifts in the CCSS

Instructional supports

Assessment

As educators examine instructional materials against the criteria in each dimension, they are able to use common standards for quality and generate evidence-based commentary and ratings on the quality and alignment of materials.

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Two Version of the Quality Review RubricThe Electronic VersionFor each dimension:

• Select the checkbox for each criterion for which clear and substantial evidence is found.

• Make observations and suggestions related to criteria and evidence.

• Determine a rating for each dimension based on checked criteria and observations.

For Dimension I:• Use alignment rating to

determine whether to proceed with review.

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Two Versions of the Quality Review Rubric The One-Page Version

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EQuIP Quality Review ProcessThe Five Steps

Step 1. Review Materials

Step 2. Apply Criteria in Dimension I

Step 3. Apply Criteria in Dimensions II – IV

Step 4. Apply Overall Rating and Provide Summary Comments

Step 5. Compare Overall Ratings and Determine Next Steps

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EQuIP Quality Review ProcessThe Five StepsStep 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 • Read key materials related to instruction, assessment and teacher guidance• Study and work the tasks that serve as the centerpiece for the lesson/unit,

analyzing the content and mathematical practices the tasks require Step 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• Enter a rating of 0–3 for Dimension I

Note: Dimension I is non-negotiable. For the review to continue, a rating of 2 or 3 is required. If the review is discontinued, consider giving general feedback that might help developers/teachers make decisions regarding next steps.

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EQuIP Quality Review ProcessThe Five StepsStep 3. Apply Criteria in Dimensions II–IV • Examine the lesson/unit through the “lens” of each criterion • Indicate each criterion met, record observations and feedback, and then rate 0–3

Step 4. Apply an Overall Rating and Provide Summary Comments • Individually review ratings for Dimensions I–IV, adding/clarifying comments as

needed• Total dimension ratings and record an overall rating (E, E/I, R, N) based on total

score• Individually write summary comments for the overall rating on the Quality Review

Rubric PDF

Step 5. Compare Overall Ratings and Determine Next Steps • Note the evidence cited to arrive at final ratings, summary comments, and

similarities and differences among raters. Recommend next steps for the lesson/unit and provide recommendations for improvement to developers/teachers.

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EQuIP Quality Review ProcessThe Flowchart

Discussion and collaboration must occur after Dimension I and then again either for all dimensions after Dimension IV or …

… separately after each dimension and …

… always during the overall rating process and summary comments.

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How Many Small Boxes? Grade 6 – CPalms Resource ID#48955

This is a short online lesson (1-2 class periods) that includes:— Lesson Plan Template including:

• Formative Assessment• Instructions for presenting parts of the lesson• Feedback to students• Summative Assessment• Guiding questions• Prior knowledge

— Accommodations and recommendations— Additional Information/Instructions— Several attachments:

• How many small boxes answer key• How many small boxes worksheet• We pack and ship Parts A, B, and C• We pack and ship answers• We pack and ship Part B

EQuIP Quality Review ProcessStep 1: Review Example Materials

Review materials on your own to make sure you know what they contain and how they are organized. Work key tasks and study activities with the grade-level student strategies in mind.

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EQuIP Quality Review ProcessStep 2: Apply the Criteria of Dimension I

The lesson/unit aligns with the letter and spirit of the CCSS:

Targets a set of grade-level CCSS mathematics standard(s) to the full depth of the standards for teaching and learning.

Standards for Mathematical Practice that are central to the lesson are identified, handled in a grade-appropriate way and well connected to the content being addressed.

Presents a balance of mathematical procedures and deeper conceptual understanding inherent in the CCSS.

Determine rationales for checks or no-checks individually for this dimension and then discuss and collaborate with your review team.

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The lesson/unit aligns with the letter and spirit of the CCSS:

Targets a set of grade-level CCSS mathematics standard(s) to the full depth of the standards for teaching and learning.

Standards for Mathematical Practice that are central to the lesson are identified, handled in a grade-appropriate way and well connected to the content being addressed.

Presents a balance of mathematical procedures and deeper conceptual understanding inherent in the CCSS.

Step 2: Apply Criteria of Dimension IExample Materials – Checked Criteria

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Criterion: 1. Targets a set of grade-level CCSS mathematics standard(s) to the full

depth of the standards for teaching and learning.Observations and suggestions:

Step 2: Apply Criteria of Dimension I, Criterion 1Example Materials – Rationale for Checks

This lesson targets a single geometry standard: 6.G.A.2, one that is explored in depth through the activities described. In addition to the geometry standard, 6.NS.1 might also be cited, since students are required to solve real world problems involving multiplication and division of fractions.

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2. Standards for Mathematical Practice that are central to the lesson are identified, handled in a grade-appropriate way and well connected to the content being addressed.

Observations and suggestions:


Three Standards for Mathematical Practice are listed and connections to the lesson are described at the end. It would be beneficial to tag these in the actual body of the lesson to provide clearer connections to the actual content. MP.8 relates to the extension for advanced students but it is not clear that MP.8 is relevant to the activities for all students. This distinction should be noted in the lesson. In addition MP.1 and MP.6 might also be included since the activities include challenging problem solving and there is a need for precision in the problem planning (diagrams, “no empty space”) and the computation with fractions.

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3. Presents a balance of mathematical procedures and deeper conceptual understanding inherent in the CCSS.

Observations and suggestions:


There is a balance of mathematical procedures, beginning with using manipulatives to find the actual volume of a three-dimensional figure with whole number side lengths. This is then extended to a figure that has fractional side lengths. There are also opportunities for students to use the algorithms to determine the volume, removing the more concrete scaffolds that were previously in place. Note: There is no mention of the form of the equation V=bh until the end of the lesson and no clear explanation about what it represents.

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EQuIP Quality Review ProcessUsing Dimension Ratings and Rating 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

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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


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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


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Compare Criterion-Based Checks, Feedback, and Rating• 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?

• Do our ratings correspond to the rating and descriptors in the rubric?

Step 2: Apply the Criteria of Dimension IExample Materials – Discuss and Collaborate

Determine and discuss your individual dimension ratings with your review team.

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Rating: 3 Exemplifies CCSS Quality – Meets the standard described by the criteria in the dimension, as explained in criterion-based observations.

Rationale: All three criteria are addressed and met in the lesson. Including 6.NS.1 in the targeted standards and making clear and specific connections between the Standards for Mathematical Practice and the activities of the lessons would improve the lesson further.

Step 2: Apply the Criteria of Dimension I Example Materials – Rating

EQuIP Quality Review ProcessConstructive Feedback

Effective feedback is vital to the EQuIP Quality Review Process. • Criterion-Based: Written comments are based on the criteria

used for review in each dimension. No extraneous comments are included.

• Evidence Cited: Written comments indicate that the reviewer looked for evidence of each criterion of a given dimension. Examples cite where and how the criteria are met or not met.

• Improvement Suggested: Improvements are specifically identified to meet criteria or strengthen the lesson or unit.

• Clear Communication: Written comments are constructed in a manner keeping with basic grammar, spelling, sentence structure and conventions.

Use these points to determine and discuss the observations and suggestions appropriate for this dimension with your review team.

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Step 2: Apply the Criteria of Dimension IExample Materials – Providing Feedback

Observations/Feedback and RatingThis lesson targets a single geometry standard: 6.G.A.2, one that is explored in depth through the activities described. In addition to the geometry standard, 6.NS.1 might also be cited, since students are required to solve real world problems involving multiplication and division of fractions. Three Standards for Mathematical Practice are listed and connections to the lesson are described at the end. It would be beneficial to tag these in the actual body of the lesson to provide clearer connections to the actual content. MP.8 relates to the extension for advanced students but it is not clear that MP.8 is relevant to the activities for all students. This distinction should be noted in the lesson. In addition MP.1 and MP.6 might also be included since the activities include challenging problem solving and there is a need for precision in the problem planning (diagrams, “no empty space”) and the computation with fractions. There is a balance of mathematical procedures, beginning with using manipulatives to find the actual volume of a three-dimensional figure with whole number side lengths. This is then extended to a figure that has fractional side lengths. There are also opportunities for students to use the algorithms to determine the volume, removing the more concrete scaffolds that were previously in place. Note: There is no mention of the form of the equation V=bh until the end of the lesson and no clear explanation about what it represents.

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Step 2: Apply the Criteria of Dimension IExample Materials – Providing Feedback

Observations/Feedback and RatingThis lesson targets a single geometry standard: 6.G.A.2, one that is explored in depth through the activities described. In addition to the geometry standard, 6.NS.1 might also be cited, since students are required to solve real world problems involving multiplication and division of fractions. Three Standards for Mathematical Practice are listed and connections to the lesson are described at the end. It would be beneficial to tag these in the actual body of the lesson to provide clearer connections to the actual content. MP.8 relates to the extension for advanced students but it is not clear that MP.8 is relevant to the activities for all students. This distinction should be noted in the lesson. In addition MP.1 and MP.6 might also be included since the activities include challenging problem solving and there is a need for precision in the problem planning (diagrams, “no empty space”) and the computation with fractions. There is a balance of mathematical procedures, beginning with using manipulatives to find the actual volume of a three-dimensional figure with whole number side lengths. This is then extended to a figure that has fractional side lengths. There are also opportunities for students to use the algorithms to determine the volume, removing the more concrete scaffolds that were previously in place. Note: There is no mention of the form of the equation V=bh until the end of the lesson and no clear explanation about what it represents.

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Consider the rating for Dimension I:

• Is the overall rating for alignment a 3 or 2?

• Does the quality of the alignment to the CCSS warrant continuing with the review?

If yes, continue with Step 3 for Dimensions II – IV.

EQuIP Quality Review ProcessStep 2: Dimension I Reflection

If we agree that the materials warrant a 2- or 3-rating for Dimension I, we continue the review, applying the criteria of Dimensions II – IV.

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EQuIP Quality Review ProcessStep 3: Apply the Criteria of Dimension II

The lesson/unit addresses key shifts in the CCSS:

Focus: Lessons and units targeting the major work of the grade provide an especially in-depth treatment, with especially high expectations. Lessons and units targeting supporting clusters have visible connection to the major work of the grade and are sufficiently brief. Lessons and units do not hold students responsible for material from later grades.

Coherence: The content develops through reasoning about the new concepts on the basis of previous understandings and provides opportunities for students to transfer knowledge and skills within and across domains and learning progressions.

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Rigor: Requires students to engage with and demonstrate challenging mathematics with appropriate balance among the following:

• Application: Provides opportunities for students to independently apply mathematical concepts in real-world situations and problem solve with persistence, choosing and applying an appropriate model or strategy to new situations.

• Conceptual Understanding: Develops students’ conceptual understanding through tasks, brief problems, questions, multiple representations and opportunities for students to write and speak about their understanding.

• Procedural Skill and Fluency: Expects, supports and provides guidelines for procedural skill and fluency with core calculations and mathematical procedures (when called for in the standards for the grade) to be performed quickly and accurately.

EQuIP Quality Review ProcessStep 3: Apply the Criteria of Dimension II


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Step 3: Apply Criteria of Dimension II Example Materials – Checked CriteriaThe lesson/unit addresses reflects evidence of key shifts that are reflected in the CCSS: Focus: Lessons and units targeting the major work of the grade provide an especially in-depth treatment, with

especially high expectations. Lessons and units targeting supporting clusters have visible connection to the major work of the grade and are sufficiently brief. Lessons and units do not hold students responsible for material from later grades.

Coherence: The content develops through reasoning about the new concepts on the basis of previous understandings and provides opportunities for students to transfer knowledge and skills within and across domains and learning progressions.

Rigor: Requires students to engage with and demonstrate challenging mathematics with appropriate balance among the following:o Application: Provides opportunities for students to independently apply mathematical concepts in real-

world situations and problem solve with persistence, choosing and applying an appropriate model or strategy to new situations.

o Conceptual Understanding: Develops students’ conceptual understanding through tasks, brief problems, questions, multiple representations and opportunities for students to write and speak about their understanding.

o Procedural Skill and Fluency: Expects, supports and provides guidelines for procedural skill and fluency with core calculations and mathematical procedures (when called for in the standards for the grade) to be performed quickly and accurately.

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The lesson/unit addresses reflects evidence of key shifts that are reflected in the CCSS: Focus: The lesson addresses finding the volume of right rectangular prisms, a critical concept for grade 6. To expand the focus, a suggestion is to include 6.NS.1 as an additional target and make the connection to the requirements of that standard number sense explicit throughout the lesson.

Step 3: Apply Criteria of Dimension II Example Materials – Rationale for Checks

1. Criterion-based? 2. Evidence Cited? 3. Improvement Suggested? 4. Clear Communication?

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Coherence: The content of this lesson does make a connection to prior knowledge, beginning with a hands-on introductory activity that has students finding volume of a figure with whole number side lengths. Including some reference to a connection to knowledge and skills within the grade level would help students make connections across domains and clusters. This might easily be accomplished by including 6.NS.1 as an additional target for the lesson.



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Rigor: o Application: o Conceptual Understanding: o Procedural Skill and Fluency:


The lesson does include opportunities for the students to progress in the area of procedural skill and fluency as evidenced by the use of different ways to find the volume. The suggestion for an extension, which asks the students to determine the relationship between the increase in the dimensions and the change in volume, adds higher-level thinking to the lesson and might be considered for all students. The tasks and questions in the summative assessment, however, are quite prescriptive. For example, in 'Part B' of the summative assessment, students are asked to find the volume of the shipping box in three different ways with the formulas explicitly mentioned. A suggestion here would be to make the task more open-ended and require the students to choose and apply strategies to new situations. Overall, the activities lead students to conceptual understanding by providing them with concrete models of the problem provided. The procedural skill extends from the use of manipulatives for determining volume to the actual algorithm (V=bh, V=lwh). Students are required to apply the algorithm to additional problems.


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Compare Criterion-Based Checks, Observations/Feedback and Rating

• What is the pattern within our team in terms of the criteria we have checked?



Step 3: Apply Criteria of Dimension II Example Materials – Discuss and Collaborate

Determine and discuss your individual dimension ratings with your review team…

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Rating: 3 Exemplifies CCSS Quality – Meets the standard described by the criteria in the dimension, as explained in criterion-based observations.

Rationale: Attention to Focus, Coherence, and Rigor, the key shifts in the CCSS, is evident in the materials.

Step 3: Apply Criteria of Dimension II Example Materials – Rating

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EQuIP Quality Review ProcessStep 3: Apply the Criteria of Dimension III

The lesson/unit is responsive to varied student learning needs:

Includes clear and sufficient guidance to support teaching and learning of the targeted standards, including, when appropriate, the use of technology and media.

Uses and encourages precise and accurate mathematics, academic language, terminology, and concrete or abstract representations (e.g., pictures, symbols, expressions, equations, graphics, models) in the discipline.

Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking.

Addresses instructional expectations and is easy to understand and use.

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EQuIP Quality Review ProcessStep 3: Apply the Criteria of Dimension III Provides appropriate level and type of scaffolding, differentiation, intervention

and support for a broad range of learners. *

Supports diverse cultural and linguistic backgrounds, interests and styles.

Provides extra supports for students working below grade level.

Provides extensions for students with high interest or working above grade level.

* Note: All three of these components are required in a high quality lesson or unit.

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A unit or longer lesson should: longer lessons:

Recommends and facilitates a mix of instructional approaches for a variety of learners such as using multiple representations (including models), using a range of questions, checking for understanding, flexible grouping, pair-share, etc.

Gradually removes supports, requiring students to demonstrate their mathematical understanding independently.

Demonstrates an effective sequence and a progression of learning where the concepts or skills advance and deepen over time.

Expects, supports and provides guidelines for procedural skill and fluency with core calculations and mathematical procedures (when called for in the standards for the grade) to be performed quickly and accurately.

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The lesson/unit is responsive to varied student learning needs: Includes clear and sufficient guidance to support teaching and learning of the targeted standards, including,

when appropriate, the use of technology and media. Uses and encourages precise and accurate mathematics, academic language, terminology, and concrete or

abstract representations (e.g., pictures, symbols, expressions, equations, graphics, models) in the discipline. Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks

that stimulate interest and elicit mathematical thinking. Addresses instructional expectations and is easy to understand and use. Provides appropriate level and type of scaffolding, differentiation, intervention and support for a broad

range of learners. Supports diverse cultural and linguistic backgrounds, interests and styles. Provides extra supports for students working below grade level. Provides extensions for students with high interest or working above grade level.

A longer unit or lesson should: Recommends and facilitates a mix of instructional approaches for a variety of learners such as using

multiple representations (including models), using a range of questions, checking for understanding, flexible grouping, pair-share, etc.





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Step 3: Apply Criteria of Dimension III Example Materials – Sharing FeedbackINDIVIDUALLY:• 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/did not checkedCOLLECTIVELY:• 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 roomDetermine rationales for checks or no-checks individually and then discuss and collaborate with your review team. For this dimension we will pause to share some of our findings with the larger group…

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The lesson/unit is responsive to varied student learning needs: Includes clear and sufficient guidance to support teaching and learning of the targeted standards, including,

when appropriate, the use of technology and media. Uses and encourages precise and accurate mathematics, academic language, terminology, and concrete or

abstract representations (e.g., pictures, symbols, expressions, equations, graphics, models) in the discipline. Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks

that stimulate interest and elicit mathematical thinking. Addresses instructional expectations and is easy to understand and use. Provides appropriate level and type of scaffolding, differentiation, intervention and support for a broad

range of learners. Supports diverse cultural and linguistic backgrounds, interests and styles. Provides extra supports for students working below grade level. Provides extensions for students with high interest or working above grade level.

A longer unit or lesson should: Recommends and facilitates a mix of instructional approaches for a variety of learners such as using

multiple representations (including models), using a range of questions, checking for understanding, flexible grouping, pair-share, etc.




Step 3: Apply Criteria of Dimension III Example Materials – Checked Criteria

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The lesson/unit is responsive to varied student learning needs: Includes clear and sufficient guidance to support teaching and learning of the

targeted standards, including, when appropriate, the use of technology and media.

There is overall clarity in the lesson and how it be taught but it is not clear how it will be “learned.” The guidance for questioning and discussion is not there. A master teacher would probably be able to use the given instructions effectively but it is not likely that a novice teacher would know how to apply some of the vague instructions. For example the header for the assessment descriptions states simply, “The teacher will gather information during and after each activity.” And in the assessment descriptions for each of the parts of the lesson it is stated that the teacher will assess student understanding “through observation and questioning.” And while there are guiding questions and suggested responses provided, there is no guidance for how to interpret an incorrect or partially correct response to the questions.

Step 3: Apply Criteria of Dimension III Example Materials – Rationale for Checks

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The lesson/unit is responsive to varied student learning needs: Uses and encourages precise and accurate mathematics, academic language,

terminology, and concrete or abstract representations (e.g., pictures, symbols, expressions, equations, graphics, models) in the discipline.

This criterion is partially met. The use of concrete and abstract representations in this lesson is commendable. Students are given the opportunity to work with a variety of hands-on material with questioning to scaffold their understanding. However precision and accuracy could be improved in the lesson. The term Tobbler boxes is ambiguous (unknown) and a visual reference or definition is needed. Also in the description for the Part C activity it seems that there is an error in the statement, “…decomposing… as side length of 3 ½ to 10 halves…” Shortly after that, in the Part A bullets under Feedback to Students, it is stated that the “length, width, and height of a prism is determined by adding the number of unit cubes…” This is not precisely stated and should be rephrased as, “… determined by counting the number of unit cubes …”


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The lesson/unit is responsive to varied student learning needs: Engages students in productive struggle through relevant, thought-provoking

questions, problems and tasks that stimulate interest and elicit mathematical thinking.

Although questions were included in the lesson, there are not enough opportunities for students to apply their knowledge of this standard.

Addresses instructional expectations and is easy to understand and use.The instructional expectations are described and are easy to understand. The lesson is clear in its instructional expectations and is easy to follow and use. Supplementary materials are readily accessible and clearly labeled.


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Provides appropriate level and type of scaffolding, differentiation, intervention and support for a broad range of learners. Supports diverse cultural and linguistic backgrounds, interests and styles. Provides extra supports for students working below grade level. Provides extensions for students with high interest or working above grade

level.This lesson partially meets this criterion. Accommodations and strategies for scaffolding and differentiation are mentioned at the end of the lesson but are not very clear. More specific examples would help with providing appropriate support for diverse learners. This could be where technology (websites) could be used for extra practice and examples for students. This would also apply to students working above level. The supports are mentioned but are not specific. A suggestion might be to use an online activity and additional visuals for visual learners and ELL students. Connecting this lesson to net-building 3D shapes may also engage visual learners.


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A unit or longer lesson should: Recommends and facilitates a mix of instructional approaches for a variety of

learners such as using multiple representations (including models), using a range of questions, checking for understanding, flexible grouping, pair-share, etc.




This short lesson is not held to these criteria, even though some may be applicable.


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Step 3: Apply Criteria of Dimension III Example Materials – Discuss and Collaborate

Determine and discuss your individual dimension ratings with your review team…

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Rating: 2 Approaching CCSS Quality: Meets many criteria but will benefit from revision in others, as suggested in criterion-based observations.

Rationale: The materials need guidance for how questioning and discussion can be used as effective teaching tools; a few corrections in terminology and language; and more explicit suggestions for scaffolding, differentiation, intervention and/or support for diverse learners.

Step 3: Apply Criteria of Dimension III Example Materials – Rating

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EQuIP Quality Review ProcessStep 3: Apply the Criteria of Dimension IV

The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Is designed to elicit direct, observable evidence of the degree to which a student

can independently demonstrate the targeted CCSS. Assesses student proficiency using methods that are accessible and unbiased,

including the use of grade-level language in student prompts. Includes aligned rubrics, answer keys and scoring guidelines that provide

sufficient guidance for interpreting student performance.

In addition, for units and longer lessons: and longer lessons: Uses varied modes of curriculum-embedded assessments that may include pre-,

formative, summative and self-assessment measures.


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The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Is designed to elicit direct, observable evidence of the degree to which a student

can independently demonstrate the targeted CCSS. Assesses student proficiency using methods that are accessible and unbiased,

including the use of grade-level language in student prompts. Includes aligned rubrics, answer keys and scoring guidelines that provide

sufficient guidance for interpreting student performance.

In addition, for units and longer lessons: Uses varied modes of curriculum-embedded assessments that may include pre-,

formative, summative and self-assessment measures.

Step 3: Apply Criteria of Dimension IV Example Materials – Checked Criteria

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The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Is designed to elicit direct, observable evidence of the degree to which a

student can independently demonstrate the targeted CCSS.The assessments in this lesson do not require students to independently demonstrate the targeted CCSS. In all parts students work with a partner denying the opportunity for the teacher to gauge independent understanding. It is not clear in the lesson what the observable evidence of student learning would be.

Assesses student proficiency using methods that are accessible and unbiased, including the use of grade-level language in student prompts.

Grade-level language was used in all the prompts and the questions appear to be unbiased. If more formal and independent assessments are developed for this lesson, it will be important to attend to the need for fair and accessible questions and prompts.

Step 3: Apply Criteria of Dimension IV Example Materials – Rationale for Checks

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Includes aligned rubrics, answer keys and scoring guidelines that provide sufficient guidance for interpreting student performance.

Possible student responses to the guiding questions are provided but there is no guidance for the teacher as to how an incorrect or partially correct response should be interpreted. The suggested responses to the guiding questions provide only a bare minimum of support for assessment in the lesson.

In addition, for units and longer lessons: Uses varied modes of curriculum-embedded assessments that may include

pre-, formative, summative and self-assessment measures.Since this lesson is considered short it is not responsible for this criterion.

Step 3: Apply Criteria of Dimension IV Example Materials – Rationale for Checks

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Step 3: Apply Criteria of Dimension IV Example Materials– Discuss and Collaborate

Determine and discuss your individual dimension ratings with your review team.

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Rating: 1 Developing toward CCSS Quality — needs significant revision, as suggested in criterion-based observations

Rationale: It is not clear in the materials when students are working independently, making it unclear whether assessment if individual learning is possible or what the observable evidence of student learning would be. Clear guidance for the teacher as to how to interpret student responses to guiding questions is needed.

Step 3: Apply Criteria of Dimension IV Example Materials– Rating

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EQuIP Quality Review ProcessStep 4: Overall Rating Descriptors

Overall Rating for the Lesson/Unit:

E: Exemplar — Aligned and meets most to all of the criteria in Dimensions II–IV (total 11–12)

E/I: Exemplar if Improved — Aligned and needs some improvement in one or more dimensions (total 8–10)

R: Revision Needed — Aligned partially and needs significant revision in one or more dimensions (total 3–7)

N: Not Ready to Review — Not aligned and does not meet criteria (total 0–2)

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EQuIP Quality Review ProcessStep 4: Apply Overall Rating and Provide Summary• Go back through dimensions and add the individual

dimensional ratings to initially determine the overall rating category.

• Consider how your rating, based on the total points, matches your overall sense of the quality of the materials.

• Consider if your specific feedback statements are matched with the appropriate dimensions.

• Consider how your dimensional feedback supports your judgments.

• Consider if the lesson falls in the appropriate overall rating category.Determine and discuss your individual OVERALL ratings with your

review team.

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EQuIP Quality Review ProcessStep 4: Developing Summary Comments

Summary Comments:

• Highlight the strongest aspects of the unit.

• Succinctly summarize key areas for improvement articulated in the dimensional comments.

Determine individually appropriate overall rating and summary comments and discuss with your review team.

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Step 4: Overall Rating and Summary CommentsExample Materials – Overall Rating and Summary

DIMENSIONAL RATINGS: 3321 E/I – [Overall rating]Overall, this lesson is very good. Its strength is in its inclusion of real- world application and a balance of conceptual understanding and procedural skill. Suggestions for improvement include adding 6.NS.1 as an additional target and providing more specific information for accommodating students needing additional support. The biggest need is in the area of assessment, where guidance is needed for teachers to understand how to interpret student responses and for when and how to gauge independent student understanding.

How Many Small Boxes?6

Normed Response

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EQuIP Quality Review ProcessStep 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 communication and support will the developer receive?

• What are the next steps for this material?

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EQuIP Quality Review ProcessReflection

• What additional practice is needed on the EQuIP Review Process and Rubric?

• What other ways can the EQuIP processes and materials influence and be incorporated into our practice?

• How will we plan for applying the EQuIP Quality Review Process? Who will be involved?

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EQuIP Quality Review ProcessThe Review Team

When forming and/or working with a review team:

• Make sure all team members have training in the process and know the CCSS (at least for their grade level).

• Have a review plan that considers the experience and expertise of all team members.

• Team members may choose to compare individual ratings after each dimension or wait until each person has individually rated and recorded all input for Dimensions II–IV before beginning discussion.

• Individuals should record their overall rating prior to discussion.

• Adjustments to ratings and/or commentary should take place as a part of the group discussion.

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equip rubric & quality review mathematics training module: grades 6-8 1

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