An Overview of the Tri-State Quality Review Rubric



An Overview of the Tri-State Quality Review RubricSession DescriptionParticipants will be introduced to the Tri-State Quality Review Rubric as a tool to review a lesson and to align to the CCSSM. Goal of the SessionParticipants will explore the components of the Tri-State Quality Review Rubric and the criteria for an exemplar lesson or unit. Pre-session PreparationReview the PP and slide notes, Make copies of the Tri-State Quality Review RubricWhile this presentation goes over the criteria in the Tri-State Quality Review Rubric, it may be helpful to choose a quality lesson ahead of time and have participants practice going through the steps. This would make the time needed to review significantly longer. For 6-12 grade groups considering choosing a lesson from the MARS project. Another option is for teachers to choose a lesson from their current curriculum to critique. Keep in mind that we are not trying to start with a perfect lesson. This tool is used to critique the lesson and come up with good suggestions for improvement. Focusing on the criteria allows for good suggestions. TIMECONTENT/ACTIVITIESMATERIALS5 min Introduction and ObjectivesSlides 1-3Introduce yourself and allow participants to read the objective and the quote from the CCSSM. Ask them to pause to think about what our charge is given these new standards. 5 minTri-State Rubric IntroductionSlide 4-6The Quality Review Rubric for Mathematics has been created by the Tri-State Collaborative, comprised of educational leaders from Massachusetts, New York, and Rhode Island. Two criterion-based rubrics were created to evaluate the quality of lessons and units intended to address the CCSS for Mathematics and ELA/Literacy.ISBE is participating with other states and Achieve to identify exemplar lessons, and units aligned to the CCSS. Illinois wants to build the capacity of educators to evaluate the quality of instructional units.?Slides 5 and 6 are not intended to be read, merely to use as a visual reference. Tri-State Quality Review Rubric5 minScan the RubricSlides 7-8Ask the participants to scan the rubric for the key components and identify similarities to the themes of the CCSSM. You may want to provide teachers with a copy of the CCSSM or have internet access for them to be able to access on online version or app. 15 minColumn ISlide 9-10Allow participants a moment to read through Column I and focus on the three bullets of Content, Practice and Balance. Make sure to point out early that the ** symbolize “must haves”. Discuss the math wars and how in the past some tried to say that it was only about the skills and the answers, while the others said it was about understanding. The CCSSM calls for a balance, but recognizes that not every lesson will provide this balance. Remind teachers that lessons and units should have a balance. In each column, take the time to read the lesson/unit material related to alignment. Read key materials in the packet, particularly those related to the alignment of its instruction and assessment. Identify the grade-level CCSS that the lesson targets and compare its focus and expectations to those of the targeted CCSS. Work the student tasks provided with the lesson/unit, keeping in mind all the possible strategies students might use. Slides 11-13Analyze the lesson/unit for evidence of the column criteria. Encourage participants to consider the criteria and not just their subjective feelings. Examine the lesson/unit through the “lens” of the criteria for which there is clear and substantial evidence of meeting the descriptors.Check the criteria that are met. Provide input on improvements needed to meet the criteria. Point out what the lesson is doing well and ways to improve the lesson. 15 minColumn IISlides 14-15Ask participants to read column II of the tri-state rubric, then, summarize the important points. Point out that focus is double starred but to earn a 3, more would be needed. While there is only one slide for participants to go through the steps, if you want to copy the previous slides for Column I, you can. Participants should still take time for those steps. 15 minColumn IIISlides 16-19Column III has so many important points that it is listed in three separate slides. With each slide, ask participants to stop and consider what this would look like in an exemplar lesson or unit. Pay attention to the double stars, but ask participants if they think there should be more double stars and on what criteria and why. Again, the use of the Tri-State Rubric would necessitate going through the reading, analyzing, examining and providing input. Encourage participants to be truthful about their input and to consider how they could always improve a lesson. 15 minColumn IVSlides 20-22Look at the criteria listed here and consider the criteria for a longer unit and lesson. Notice that the three original components all have double stars. The emphasis on quality assessment is here. Have participants again read, analyze, examine and provide quality input when working on a lesson. 5 minOverall RatingSlides 23It’s not important to focus on the rating of this by number, but do consider whether or not you consider the lesson or unit exemplary or how much needs to be improved. Realize that some lessons aren’t going to fit the criteria and need to be let go even if people like them. 5 minHow to Use the Rubric with TeachersSlide 24Read through the ideas and ask participants to discuss where they would use this in the school. This is obviously not meant to be used for day-to-day lesson planning, but to think about the bigger picture and needs of the CCSSM. What does a really exemplar lesson look like and how can daily lesson planning get closer to this within the time frame that we have? 5 minNext StepsSlide 25- 29Ask participants to do a “Think, Ink, Pair, Share “on how they can use this information in the future. Give everyone time to process. ................
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