Toolkit For Evaluating Alignment of Instruction

Instructional Materials Evaluation Tool (IMET) ............
III-1
EQuIP Quality Review Rubric .................................. III-21
Assessment Evaluation Tool (AET) ........................... III-27
Assessment Passage and Item Quality Criteria
Checklist ............................................................... III-29
Additional Resources for Evaluating Alignment of
Instructional Materials .............................................. IV-1
Appendix: Publishers Criteria for the Common
Core State Standards ................................................. V-1
TOOLKIT
for Evaluating Alignment of
Instructional and Assessment
Materials to the Common Core
State Standards
July 2013

i
I. Introduction ............................................................................ I-1
II. Whats in the Toolkit? An Overview ............................................II-1
III. The Toolkit: Tools for Evaluating Alignment of
Instructional and Assessment Materials ......................................III
Instructional Materials Evaluation Tool (IMET) ..............................III-1
Mathematics, Grades K8 .............................................................. III-1
Mathematics, High School (To Be Completed August 2013)
English Language Arts/Literacy, Grades K2
(To Be Completed August 2013)
English Language Arts/Literacy (Grades 35) and
English Language Arts (Grades 612) .......................................... III-11
EQuIP Quality Review Rubric ....................................................III-21
Mathematics .............................................................................. III-21
English Language Arts/Literacy, Grades K2 ................................. III-23
English Language Arts (Grades 612) .....................................III-25
Assessment Evaluation Tool (AET) .............................................III-27
Mathematics, Grades KHS ........................................................ III-27
English Language Arts/Literacy, Grades 312 ............................... III-34
Assessment Passage and Item Quality Criteria Checklist ....................III-39
Mathematics, Grades 3HS ........................................................ III-39
English Language Arts/Literacy Passages,
Grades 312 ............................................................................... III-41
English Language Arts/Literacy Items,
Grades 312 ............................................................................... III-44
IV. Additional Resources for Evaluating Alignment of
Instructional Materials............................................................ IV-1
Achieve Open Educational Resource Rubrics ................................. IV-1
Qualitative Measures Rubric for Informational Text and
Qualitative Measures Rubric for Literature ...................................... IV-1
CCSS Grade Bands and Quantitative Measures .............................. IV-1
Illustrative Mathematics Task Review Tool ...................................... IV-1
VI. Appendix: The Publishers Criteria for the Common Core
State Standards ........................................................ V-1
Mathematics, Grades K8 ....................................................... V-1
Mathematics, High School ..................................................... V-23
English Language Arts/Literacy, Grades K2 ............................ V-43
English Language Arts/Literacy, Grades 312 .......................... V-52
TOOLKIT
for Evaluating Alignment of Instructional
and Assessment Materials to the
Common Core State Standards

TOOLKIT
for Evaluating Alignment of Instructional and Assessment
Materials to the Common Core State Standards
Introduction
Introduction
I-1
The Common Core State Standards (CCSS) are a set of academic
standards in mathematics and English language arts/literacy that
are grounded in evidence and designed to ensure that all students
have the academic knowledge and skills they need in these core
subjects to succeed after high school. The CCSS were developed
in a state-led process under the leadership of governors and chief
state school ofcers with participation from 48 states. The process
included the involvement of state departments of education, dis-
tricts, teachers, community leaders, experts in a wide array of elds,
and professional educator organizations.
A good place to begin to understand the CCSS is through a study
of the standards themselves and the key instructional shifts re-
quired in each discipline. In English language arts/literacy, students
will be exposed to a balance of literary and informational texts to
build a growing base of knowledge and will be expected to cite
evidence from within the texts in order to answer questions and
develop written or verbal responses. Students will also be expected
to develop facility with academic language and read texts that in-
crease in complexity as they progress so that all students are ready
for the demands of college- and career-level reading no later than
the end of high school. The instructional shifts in English language
arts/literacy are as follows:
1

Building knowledge through content-rich nonction
Reading, writing, and speaking grounded in evidence from text,
both literary and informational
Regular practice with complex text and academic language
Focus and coherence are the two major evidence-based design
principles of the Common Core State Standards for Mathematics.
2

These principles are meant to fuel greater achievement in a deep
and rigorous curriculum, one in which students acquire conceptual
understanding, procedural skill and uency, and the ability to apply
mathematics to solve problems. Thus, the instructional shifts in
mathematics are as follows:
3

Focus: focus strongly where the standards focus
Coherence: think across grades/courses, and link to major
topics in each course
Rigor: in major topics, pursue with equal intensity
conceptual understanding,
procedural skill and uency, and
applications
To ensure that all students are able to meet these high expec-
tations, educators need access to high-quality and well-aligned
instructional and assessment materials. In support of the work
being done by both educators and developers to meet this need,
Achieve, the Council of Chief State School Ofcers and Student
Achievement Partners have developed this Toolkit for Evaluating
Alignment of Instructional and Assessment Materials. The purpose
of the Toolkit is to catalyze the impact that the CCSS can have on
student achievement by increasing the prevalence of CCSS-aligned,
high-quality instructional and assessment materials.
I. Introduction
1
For more information about the shifts in English language arts/literacy, see achievethecore.org/elalitshifts
2
For some of the sources of evidence consulted during the standards development process, see pp. 9193 of CCSSM.
3
For more information about the shifts in mathematics, see achievethecore.org/mathshifts

TOOLKIT
Whats in the Toolkit?
An Overview
Whats in the Toolkit?
An Overview
II-1
The Toolkit is a set of interrelated, freely available instruments for
evaluating instructional and assessment materials for alignment
to the CCSS. The tools themselves are included in section III; see
Table A for a summary. Each tool in the Toolkit supports the ex-
pectations in the CCSS and derives from the Publishers Criteria
for the Common Core State Standards in English language arts/
literacy and mathematics, which were developed by lead authors of
the CCSS along with the National Governors Association, Council
of Chief State School Ofcers, Achieve, Council of the Great City
Schools and National Association of State Boards of Education.
The Publishers Criteria provide guidance for both developers and
purchasers of curricular materials by dening quality materials
aligned to the CCSS. The criteria were revised through conversa-
tions with educators, researchers, and other stakeholders to be
purposeful and strategic in both what to include and what to ex-
clude in instructional materials based on the CCSS.
The criteria were developed from the perspective that publishers
and purchasers are equally responsible for ensuring high-quality
instructional materials. They do not dene, endorse or prescribe
curriculum; those decisions are, and should be, local within each
state or district. The instruments in this Toolkit do not express novel
expectations, but rather articulations of the Publishers Criteria for
use in practice. It is therefore highly recommended that the Pub-
lishers Criteria be read prior to using any of the included resources.
The Publishers Criteria for the Common Core State Standards can
be found in the Appendix to the Toolkit or online at www.core-
standards.org/resources or
www.achievethecore.org/publisherscriteria.
Educators are encouraged to integrate the Publishers Criteria and
the tools in the Toolkit into CCSS implementation efforts and to
use them to deepen shared understanding and support systematic
application of the criteria for CCSS-aligned instructional and as-
sessment materials. In doing this work, it is important to note that
the included tools do not address all factors that may be important
in determining whether instructional materials and assessments
are appropriate in a given local or state context but instead aim to
clearly articulate the criteria for alignment to the CCSS.
Successful implementation of the CCSS requires many actors
across the educational system to work in concert. Hence, the audi-
ence for the Toolkit is intentionally broad, ranging from classroom
teachers to state administrators.
Potential Toolkit users include:
educators and administrators responsible for developing or
evaluating curriculum, or for making purchasing decisions for
comprehensive textbooks and textbook series in print and digi-
tal format;
educators and administrators responsible for developing,
evaluating or making purchasing decisions for grade or
course-level assessment materials, including individual or sets
of assessments, item banks or individual assessment items; and
teachers and instructional coaches responsible for creating, or
selecting and reviewing, lesson plans and units.
II. Whats in the Toolkit? An Overview
II-2
Table A. Types of Tools in the Toolkit
Tools of each type are content specic, and in some cases, grade band specic.
Type of Tool Used for Evaluating
Instructional Materials Evaluation
Tool (IMET)
Comprehensive mathematics and English language arts or reading curricula in print and digital
format.
EQuIP Rubric for Lessons and
Units
Lesson plans and units of instruction in mathematics and English language arts/literacy.
Assessment Evaluation Tool
(AET)
Assessments or sets of assessments and item banks for mathematics and English language arts/
literacy, including interim/benchmark assessments, and classroom assessments designed to ad-
dress a grade or course.
Assessment Passage & Item
Quality Criteria Checklist
Assessment passages and assessment items or tasks.
II-3
Overview of the Tools in the Toolkit
Instructional Materials Evaluation Tool (IMET)
For each given subject area and grade band, the Instructional Ma-
terials Evaluation Tool (IMET) is used to evaluate a comprehensive
textbook or textbook series for alignment to the CCSS in mathe-
matics and English language arts/literacy. In addition, the IMET can
be used to deepen a shared understanding of the criteria for CCSS-
aligned classroom materials. There are four IMET tools, one each for
K8 Mathematics, High School Mathematics*, K2 English Language
Arts* and a combined tool for 35 English Language Arts/Literacy
& 612 English Language Arts.
The IMET should be used for:
Informing decisions about purchasing a comprehensive text-
book or textbook series;
Evaluating previously purchased materials to identify neces-
sary modications;
Building the capacity of educators to better understand what
CCSS-aligned textbooks look like; and,
Informing publishers of the criteria that consumers will use to
evaluate RFP responses for a comprehensive textbook or text-
book series.
a) Where to nd online:
To view and download the IMET, please visit:
www.achievethecore.org/materialsevaluationtoolkit
b) Who uses:
The IMET is designed for use by educators and administrators
responsible for developing, purchasing and/or evaluating a com-
prehensive textbook and/or textbook series. This can include
content specialists, adoption committees and administrators at
the school, district or state level.
c) Target materials:
The IMET is designed to evaluate a comprehensive textbook
and/or textbook series (e.g., basal reading series, mathematics
series, anthologies, student workbooks, teacher editions and
supports) in print and digital format.
d) How to use:
The IMET in both mathematics and English language arts/litera-
cy is organized in two sections:
1. Section I Non-Negotiables: Materials must fully meet all of
the non-negotiables at each grade/course to be aligned to the
CCSS and to continue to Section II.
2. Section II Additional Alignment Criteria and Indicators of
Quality: The criteria in this section are additional alignment
requirements that should be met by materials fully aligned
with the CCSS. A higher score in this section indicates that
instructional materials are more closely aligned to the CCSS
than instructional materials that have a lower score.
For each non-negotiable in Section I, reviewers should make a
determination about whether the materials under review have
fully met the criterion based on the metrics provided. For all de-
terminations, reviewers should record a justication to ensure
II-4
that judgments and determinations are evidence based. Once all
the non-negotiables have been met, then (and only then) should
reviewers evaluate materials based upon Section II: Additional
Alignment Criteria and Indicators of Quality.
*IMET for High School Mathematics and K2 English Language
Arts/Literacy to be completed in August 2013.
II-5
EQuIP Rubric
Educators Evaluating Quality Instructional Products (EQuIP) is a
collaborative of states working with Achieve to increase the supply
of quality instructional materials that are aligned to the CCSS and
build the capacity of educators to evaluate and improve the quality
of instructional materials for use in their classrooms and schools.
The EQuIP Rubrics are a set of quality review tools to evaluate
the alignment of lessons, units and modules to the CCSS. There
are three EQuIP Rubrics, one each for Mathematics, K2 English
Language Arts/Literacy, and a combined rubric for 35 English
Language Arts/Literacy and 612 English Language Arts. EQuIP
builds on a collaborative effort of education leaders from Massa-
chusetts, New York and Rhode Island that Achieve facilitated.
The EQuIP Rubrics should be used for:
Guiding the development of lessons and units;
Evaluating existing lessons and units to identify improvements
needed to align with the CCSS;
Building the capacity of teachers to gain a deeper understand-
ing of the instructional demands of the CCSS; and,
Informing publishers of the criteria that will be applied in the
evaluation of proposals and nal products.
To view and download the rubrics and related training materials,
please visit: www.achieve.org/equip
b) Who uses:
The EQuIP Rubrics are designed for use by educators and ad-
ministrators responsible for developing, reviewing or making
determinations about materials for use in classrooms. This includes
classroom teachers, instructional coaches, instructional leaders and
administrators at the school, district or state level.
The EQuIP Rubrics are designed to evaluate lessons that include
instructional activities and assessments aligned to the CCSS that
may extend over a few class periods or days as well as units that
include integrated and focused lessons aligned to the CCSS that
extend over a period of several weeks. The rubrics are not designed
to evaluate a single task or activity or portion of a lesson. The ru-
brics intentionally do not require a specic template for lesson or
unit design.
d) How to use:
The EQuIP Rubrics can guide the development of lessons and units
as well as examine and evaluate existing lessons and units to iden-
tify improvements necessary to align with the CCSS. They can be
used by individuals or groups, integrated into formal review pan-
els/processes and professional learning communities, and/or used
more informally to guide discussions and decision making.
The criteria in the EQuIP Rubrics are separated into four dimen-
sions: Alignment to the Depth of the CCSS, Key Shifts in the CCSS,
Instructional Supports, and Assessment. The EQuIP quality review
process emphasizes inquiry rather than advocacy; it is intended to
yield observations, judgments, discussions and recommendations
that are criterion- and evidence-based and designed to provide
II-6
guidance on how to strengthen the lesson or unit. As such, using
the EQuIP rubrics and quality review process leads to concrete sug-
gestions for improvement. Dimension 1, Alignment to the Depth of
the CCSS, is considered non-negotiable. If materials do not meet
many or most of the criteria for Dimension 1 (a rating of 2 or 3)
then no further review takes place. In order to be deemed exempla-
ry, a lesson or unit must receive high ratings in all four dimensions.
II-7
Assessment Evaluation Tool (AET)
The Assessment Evaluation Tool (AET) is a review tool to evaluate
the alignment of grade or course-level assessment materials for
alignment with the CCSS, including interim or benchmark assess-
ments and classroom assessments. In addition, the AET can also
be used to deepen a shared understanding of the criteria for CCSS-
aligned assessments. There are separate AET tools for KHigh
School Mathematics and 312 English Language Arts/Literacy.
The AET should be used for:
Informing decisions about purchasing assessment materials or
item banks designed to address a grade or course;
Evaluating previously purchased or developed assessment
materials and item banks;
Guiding the development or renement of individual or sets of
assessments in a district or school;
Building the capacity of educators and content and assess-
ment specialists to better understand what CCSS-aligned
assessments look like; and,
Informing publishers of the criteria that will be applied in the
evaluation of proposals and nal products.
To view and download the AET, please visit:
b) Who uses:
The AET is designed for use by educators and administrators
responsible for developing, purchasing and/or evaluating sets of
assessments and item banks. This includes content specialists,
assessment specialists, administrators and educators at the school,
district or state level.
The AET is designed to evaluate grade or course-level assessment
materials for alignment with the CCSS, including interim or bench-
mark assessments and classroom assessments.
d) How to use
The AET is organized as follows:
1. Non-Negotiables: Materials must fully meet all of the relevant
non-negotiables at each grade/course to be aligned to the CCSS.
2. Indicators of Quality: The indicators of quality are additional
dimensions of alignment. Although the assessments may be
aligned without meeting the indicators of quality, assessments
that do reect these indicators are better aligned. In the AET
for English language arts/literacy, the indicators are incorporat-
ed directly into each metric and in the AET for mathematics the
indicators are found in Section II.
For each non-negotiable, reviewers should make a determination
about whether the materials under review have fully met the criteri-
on based on the metrics provided. For all determinations, reviewers
should record a justication to ensure that judgments and determi-
nations are evidence based. Once all the relevant non-negotiables
have been met, then (and only then) should reviewers evaluate
materials based upon the Indicators of Quality.
II-8
Assessment Passage and Item Quality Criteria Checklists
The Assessment Passage and Item Quality Criteria Checklists are
review tools to evaluate the alignment of individual assessment
passages, items and tasks and to deepen shared understanding of
the criteria for CCSS-aligned assessment items. There are separate
checklist tools for Mathematics Items, English Language Arts/Liter-
acy Passages, and English Language Arts/Literacy Items.
The Assessment Passage and Item Quality Criteria Checklists
should be used for:
Evaluating assessment passages, items and tasks for align-
ment;
Guiding the development or renement of assessment pas-
sages, items and tasks;
Building the capacity of educators and content and assess-
ment specialists to better understand what CCSS-aligned
passages, items and tasks look like; and
Informing publishers and item writers of criteria that will be
applied to their passages, items or tasks.
To view and download the Assessment Passage and Item Quality
Criteria Checklists, please visit:
b) Who uses:
The Assessment Passage and Item Quality Criteria Checklists
are designed for use by educators and administrators respon-
sible for developing, purchasing and/or evaluating assessment
passages, items or tasks. This includes content specialists and
assessment specialists and educators at the school, district or
state level.
The Assessment Passage and Item Quality Criteria Checklists are
designed to evaluate individual assessment passages, items and
tasks.
d) How to use:
The criteria for the Assessment Passage and Item Quality Cri-
teria Checklists are grouped into gates. Passages, items and
tasks must pass the rst gate in order to be considered for an
assessment. The subsequent gates include additional criteria
that passages, items or tasks items should meet in order to be
fully aligned.
The Toolkit: Tools for Evaluating
Alignment of Instructional
and Assessment Materials
The Toolkit: Tools for
Evaluating Alignment
of Instructional and
Assessment Materials
TOOLKIT
TOOLKIT
Instructional Materials
Evaluation Tool (IMET)
Evaluation Tool (IMET)
Mathematics, Grades K8 ........................................................................................................................... III-1
Mathematics, High School .................................................................................. (To Be Completed August 2013)
English Language Arts/Literacy, Grades K2 ......................................................... (To Be Completed August 2013)
English Language Arts (Grades 612) ....................................................................................................... III-11
III-1

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III-4

SLudenL AchlevemenL arLners - achleveLhecore.org/maLerlalsevaluaLlonLoolklL 4
ubllshed v.1 !une 19, 2013. Send feedback Lo lnfo[sLudenLsachleve.neL
SLC1ICN I (cont|nued): ML1kICS
Non-Negot|ab|e 2.
ICCUS IN k-8:
Mater|a|s do not
assess any of the
fo||ow|ng top|cs
before the grade |eve|
|nd|cated.
7

Samp|e Worksheet 2 - Mater|a|s focus |n k-8

1op|c
Grade |eve|
|ntroduced |n
the Standards
Mater|a|s assess these
top|cs on|y at, or after,
the |nd|cated grade |eve|
Lv|dence
2A. robab|||ty, lncludlng
chance, llkely ouLcomes,
probablllLy models.

7

1 I

28. Stat|st|ca| d|str|but|ons,
lncludlng cenLer, varlaLlon,
clumplng, ouLllers, mean,
medlan, mode, range, quarLlles,
and stat|st|ca| assoc|at|on or
trends, lncludlng Lwo-way
Lables, blvarlaLe measuremenL
daLa, scaLLer ploLs, Lrend llne,
llne of besL flL, correlaLlon.

6

1 I

2C. S|m||ar|ty, congruence, or
geometr|c transformat|ons.

8

1 I

2D. Symmetry of shapes,
lncludlng llne/reflecLlon
symmeLry, roLaLlonal symmeLry.

4

1 I

1o be a||gned to the CCSSM, mater|a|s cannot assess above-named top|cs before they are |ntroduced |n the
CCCSSM. A|| four of the 1]I |tems above must be marked 'true' (1).
Meet? (]N)
Iust|f|cat|on]Notes

7
8efer also Lo crlLerlon #2 ln Lhe k-8 ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013).
III-5

Non-Negot|ab|e 3.
kIGCk AND 8ALANCL:
Lach grade's
|nstruct|ona| mater|a|s
ref|ect the ba|ances |n
the Standards and
he|p students meet
the Standards'
r|gorous expectat|ons,
by he|p|ng students
deve|op conceptua|
understand|ng,
procedura| sk||| and
f|uency, and
app||cat|on.
8

Samp|e Worksheet 3 - k|gor and ba|ance w|th|n each grade
Aspects of k|gor 1rue]Ia|se Lv|dence
3A. 4ttention to conceptuo/ understondinq: MaLerlals
develop concepLual undersLandlng of key maLhemaLlcal
concepLs, especlally where called for ln speclflc conLenL
sLandards or clusLer headlngs.
1 I

38. 4ttention to Proceduro/ 5ki// ond l/uency: MaLerlals glve
aLLenLlon LhroughouL Lhe year Lo lndlvldual sLandards LhaL seL
an expecLaLlon of procedural sklll and fluency.
1 I

3C. 4ttention to 4pp/icotions: MaLerlals are deslgned so LhaL
Leachers and sLudenLs spend sufflclenL Llme worklng wlLh
engaglng appllcaLlons, wlLhouL loslng focus on Lhe ma[or work
of each grade.
1 I

3D. 8o/once: 1he Lhree aspecLs of rlgor are noL always LreaLed
LogeLher, and are noL always LreaLed separaLely
1 I

1o be a||gned to the CCSSM, mater|a|s for each grade must attend to each e|ement of r|gor and must represent
the ba|ance ref|ected |n the Standards. A|| four of the 1]I |tems above must be marked 'true' (1).'
Meet? (]N)
Iust|f|cat|on]Notes

8
III-6


Non-Negot|ab|e 4.
kAC1ICL-CCN1LN1
CCNNLC1ICNS:
Mater|a|s
mean|ngfu||y connect
the Standards for
Mathemat|ca| Content
and the Standards for
Mathemat|ca|
ract|ce.
9, 10

Samp|e Worksheet 4 - Connect|ons between the Standards for Mathemat|ca| ract|ce
and Standards for Mathemat|ca| Content
ract|ce-Content Connect|ons 1rue ] Ia|se Lv|dence
4A. 1he maLerlals connecL Lhe SLandards for MaLhemaLlcal
racLlce and Lhe SLandards for MaLhemaLlcal ConLenL.
1 I

48. 1he developer provldes a descrlpLlon or analysls, almed aL
evaluaLors, whlch shows how maLerlals meanlngfully connecL
Lhe SLandards for MaLhemaLlcal racLlce Lo Lhe SLandards for
MaLhemaLlcal ConLenL wlLhln each appllcable grade.
1 I

1o be a||gned to the CCSSM, mater|a|s must connect the pract|ce standards and content standards and the
deve|oper must prov|de a narrat|ve that descr|bes how the two sets of standards are mean|ngfu||y connected
w|th|n the set of mater|a|s for each grade. 8oth of the 1]I |tems above must be marked 'true' (1).
Meet? (]N)
Iust|f|cat|on]Notes

Mater|a|s must meet a|| four non-negot|ab|e cr|ter|a ||sted above to be a||gned to the CCSS and to
cont|nue to the eva|uat|on |n Sect|on II.

# Met:

9
10
All lLems do noL need Lo allgn Lo a MaLhemaLlcal racLlce. ln addlLlon, Lhere ls no requlremenL Lo have an equal balance among Lhe MaLhemaLlcal racLlces ln any seL of maLerlals
or grade.
III-7

SLC1ICN II: ADDI1ICNAL ALIGNMLN1 CkI1LkIA AND INDICA1CkS CI UALI1
MaLerlals musL meeL all four non-negoLlable crlLerla llsLed above Lo be allgned Lo Lhe CCSS and Lo conLlnue Lo Lhe evaluaLlon ln SecLlon ll.
SecLlon ll lncludes addlLlonal crlLerla for allgnmenL Lo Lhe SLandards as well as lndlcaLors of quallLy. lndlcaLors of quallLy are scored dlfferenLly from Lhe oLher crlLerla: a
hlgher score ln SecLlon ll lndlcaLes LhaL maLerlals are more closely allgned. lnsLrucLlonal maLerlals evaluaLed agalnsL Lhe crlLerla ln SecLlon ll wlll be raLed on Lhe followlng
scale:
2 - (meeLs crlLerla): A score of 2 means LhaL Lhe maLerlals meeL Lhe full lnLenLlon of Lhe crlLerlon ln all grades.
1 - (parLlally meeLs crlLerla): A score of 1 means LhaL Lhe maLerlals meeL Lhe full lnLenLlon of Lhe crlLerlon for some grades or meeLs Lhe crlLerlon ln many aspecLs
buL noL Lhe full lnLenL of Lhe crlLerlon.
0 - (does noL meeL crlLerla): A score of 0 means LhaL Lhe maLerlals do noL meeL many aspecLs of Lhe crlLerlon.
lor SecLlon ll parLs A, 8, and C, dlsLrlcLs should deLermlne Lhe mlnlmum number of polnLs requlred for approval. 8efore evaluaLlon, please revlew secLlons A - C, declde
Lhe mlnlmum score accordlng Lo Lhe needs of your dlsLrlcL, and wrlLe ln Lhe number for each secLlon.

II(A). ALIGNMLN1 CkI1LkIA ICk S1ANDAkDS ICk MA1nLMA1ICAL CCN1LN1 SCCkL IUS1IIICA1ICN]NC1LS
1. SupporLlng conLenL enhances focus and coherence slmulLaneously by engaglng
sLudenLs ln Lhe ma[or work of Lhe grade.
11

2 1 0

2. MaLerlals are conslsLenL wlLh Lhe progresslons ln Lhe SLandards.
12

2A. MaLerlals base conLenL progresslons on Lhe grade-by-grade progresslons ln Lhe
SLandards.
2 1 0

28. MaLerlals glve all sLudenLs exLenslve work wlLh grade-level problems. 2 1 0

2C. MaLerlals relaLe grade level concepLs expllclLly Lo prlor knowledge from earller grades. 2 1 0

3. MaLerlals fosLer coherence Lhrough connecLlons aL a slngle grade, where
approprlaLe and where requlred by Lhe SLandards.
13

3A. MaLerlals lnclude learnlng ob[ecLlves LhaL are vlslbly shaped by CCSSM clusLer headlngs. 2 1 0

38. MaLerlals lncludlng problems and acLlvlLles LhaL serve Lo connecL Lwo or more clusLers
ln a domaln, or Lwo or more domalns ln a grade, ln cases where Lhese connecLlons are
naLural and lmporLanL.
2 1 0

3C. MaLerlals preserve Lhe focus, coherence, and rlgor of Lhe SLandards even when
LargeLlng speclflc ob[ecLlves.
2 1 0

MUS1 nAVL _____ CIN1S IN SLC1ICN II(A) ICk AkCVAL
14

Score:

11
12
13
14
lor dlsLrlcL deLermlnaLlon
III-8


15
16
17
18
SLC1ICN II: ADDI1ICNAL ALIGNMLN1 CkI1LkIA AND INDICA1CkS CI UALI1 (Cont|nued)
II(8). ALIGNMLN1 CkI1LkIA ICk S1ANDAkDS ICk MA1nLMA1ICAL kAC1ICL SCCkL IUS1IIICA1ICN]NC1LS
4. locus and Coherence vla racLlce SLandards: MaLerlals promoLe focus and
coherence by connecLlng pracLlce sLandards wlLh conLenL LhaL ls emphaslzed ln Lhe
SLandards.
13

2 1 0
3. Careful ALLenLlon Lo Lach racLlce SLandard: MaLerlals aLLend Lo Lhe full meanlng
of each pracLlce sLandard.
16

2 1 0
6. Lmphasls on MaLhemaLlcal 8easonlng: MaLerlals supporL Lhe SLandards' emphasls
on maLhemaLlcal reasonlng by
17
:

6A. MaLerlals prompL sLudenLs Lo consLrucL vlable argumenLs and crlLlque Lhe argumenLs of
oLher concernlng key grade-level maLhemaLlcs LhaL ls deLalled ln Lhe conLenL sLandards (cf.
M.3).
2 1 0

68. MaLerlals engage sLudenLs ln problem solvlng as a form of argumenL. 2 1 0

6C. MaLerlals expllclLly aLLend Lo Lhe speclallzed language of maLhemaLlcs. 2 1 0

MUS1 nAVL _____ CIN1S IN SLC1ICN II(8) ICk AkCVAL
18

Score:
III-9

SLC1ICN II: ADDI1ICNAL ALIGNMLN1 CkI1LkIA AND INDICA1CkS CI UALI1 (Cont|nued)
II(C). INDICA1CkS CI UALI1
19
SCCkL IUS1IIICA1ICN]NC1LS
7. 1he underlylng deslgn of Lhe maLerlals dlsLlngulshes beLween problems and
exerclses. ln essence Lhe dlfference ls LhaL ln solvlng problems, sLudenLs learn new
maLhemaLlcs, whereas ln worklng exerclses, sLudenLs apply whaL Lhey have already
learned Lo bulld masLery. Lach problem or exerclse has a purpose.
2 1 0
8. ueslgn of asslgnmenLs ls noL haphazard: exerclses are glven ln lnLenLlonal sequences. 2 1 0
9. 1here ls varleLy ln Lhe paclng and graln slze of conLenL coverage. 2 1 0
10. 1here ls varleLy ln whaL sLudenLs produce. lor example, sLudenLs are asked Lo
produce answers and soluLlons, buL also, ln a grade-approprlaLe way, argumenLs and
explanaLlons, dlagrams, maLhemaLlcal models, eLc.
2 1 0
11. Lessons are LhoughLfully sLrucLured and supporL Lhe Leacher ln leadlng Lhe class
Lhrough Lhe learnlng paLhs aL hand, wlLh acLlve parLlclpaLlon by all sLudenLs ln Lhelr own
learnlng and ln Lhe learnlng of Lhelr classmaLes.
2 1 0
12. 1here are separaLe Leacher maLerlals LhaL supporL and reward Leacher sLudy
lncludlng, buL noL llmlLed Lo: dlscusslon of Lhe maLhemaLlcs of Lhe unlLs and Lhe
maLhemaLlcal polnL of each lesson as lL relaLes Lo Lhe organlzlng concepLs of Lhe unlL,
dlscusslon on sLudenL ways of Lhlnklng and anLlclpaLlng a varleLy of sLudenLs responses,
guldance on lesson flow, guldance on quesLlons LhaL prompL sLudenLs Lhlnklng, and
dlscusslon of deslred maLhemaLlcal behavlors belng ellclLed among sLudenLs.
2 1 0
13. ManlpulaLlves are falLhful represenLaLlons of Lhe maLhemaLlcal ob[ecLs Lhey
represenL.
2 1 0
14. ManlpulaLlves are connecLed Lo wrlLLen meLhods. 2 1 0
13. MaLerlals are carefully revlewed by quallfled lndlvlduals, whose names are llsLed, ln
an efforL Lo ensure freedom from maLhemaLlcal errors and grade-level approprlaLeness.
2 1 0
16. 1he vlsual deslgn lsn'L dlsLracLlng or chaoLlc, buL supporLs sLudenLs ln engaglng
LhoughLfully wlLh Lhe sub[ecL.
2 1 0
17. SupporL for Lngllsh Language Learners and oLher speclal populaLlons ls LhoughLful
and helps Lhose sLudenLs meeL Lhe same sLandards as all oLher sLudenLs. 1he language
ln whlch problems are posed ls carefully consldered.
2 1 0
MUS1 nAVL _____ CIN1S IN SLC1ICN II(C) ICk AkCVAL
20

SCCkL:

19
lor background lnformaLlon on Lhe lndlcaLors of quallLy ln Lhls secLlon, refer Lo pp.18-21 ln Lhe k-8 ubllshers' CrlLerla for MaLhemaLlcs.
20
III-10


IINAL LVALUA1ICN

ln Lhls secLlon complle scores for SecLlon l, SecLlon ll(A), SecLlon ll(8), SecLlon ll(C) Lo make a flnal declslon for Lhe maLerlal under revlew.
SLC1ICN ASS]IAIL (]I)? IINAL IUS1IIICA1ICNS]NC1LS
Sect|on I

Sect|on II(A)

Sect|on II(8)

Sect|on II(C)

IINAL DLCISICN ICk 1nIS MA1LkIAL
UkCnASL (]N)?

III-11

Instruct|ona| Mater|a|s Lva|uat|on 1oo| for CCSS A||gnment |n LLA Grades 3 -12 (IML1) - Student Ach|evement artners
1o evaluaLe each grade's or course's maLerlals for allgnmenL wlLh Lhe Common Core SLaLe SLandards (CCSS), analyze Lhe maLerlals agalnsL Lhe non-negoLlable
crlLerla ln Lhe Lable below. lnsLrucLlonal maLerlals musL meeL all of Lhe relevanL non-negoLlable crlLerla and meLrlcs Lo allgn wlLh Lhe CCSS. CrlLerla labeled as
lndlcaLors of superlor quallLy aL Lhe end of Lhe Lool (secLlon ll) are dlfferenL from Lhe non-negoLlable crlLerla. AlLhough lnsLrucLlonal maLerlals may be allgned
wlLhouL meeLlng Lhese lndlcaLors of superlor quallLy, maLerlals LhaL do reflecL Lhese lndlcaLors are beLLer allgned.
8LlC8L ?Cu 8LCln
LvaluaLors should be aware LhaL aL Lhe hearL of Lhe Common Core SLaLe SLandards Lhere are subsLanLlal shlfLs ln LLA/LlLeracy LhaL requlre Lhe followlng:
1. 8egular pracLlce wlLh complex LexL and lLs academlc language
2. 8eadlng, wrlLlng and speaklng grounded ln evldence from LexL, boLh llLerary and lnformaLlonal
3. 8ulldlng knowledge Lhrough conLenL-rlch non-flcLlon
LvaluaLors of maLerlals musL be well versed ln Lhe sLandards for Lhe grade level of Lhe maLerlals ln quesLlon. lL ls also recommended LhaL evaluaLors refer Lo Lhe
ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards ln LLA/llLeracy grades 3-12 and Lhe SupplemenL Lo Appendlx A of Lhe Common Core SLaLe SLandards
for LLA/LlLeracy: new 8esearch on 1exL ComplexlLy.
Sect|on I: Non-Negot|ab|e Cr|ter|a
NCN-NLGC1IA8LL CkI1LkIA ICk
ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
IUS1IIICA1ICN] CCMMLN1S
I. 1ext Se|ect|on
Non-Negot|ab|e 1. CCMLLkI1 CI
1Lk1S:
1he submlsslon exhlblLs concreLe
evldence LhaL research-based
quanLlLaLlve measures as well as
quallLaLlve analysls have been used ln
selecLlon of complex LexLs LhaL allgn Lo
Lhe sLandards. lurLher, submlsslons
lnclude a demonsLrable sLalrcase of LexL
complexlLy as maLerlals progress across
grade bands.

1a) 100 of LexLs musL be accompanled by speclflc evldence
LhaL Lhey have been analyzed wlLh aL leasL one research-
based quanLlLaLlve measure for grade-band placemenL.
1b) 100 of LexLs musL be accompanled by speclflc evldence
LhaL Lhey have been analyzed for Lhelr quallLaLlve feaLures
lndlcaLlng a speclflc grade-level placemenL.
1c) 1exLs for each grade band allgn wlLh Lhe complexlLy
requlremenLs ouLllned ln Lhe sLandards. 8are excepLlons (ln
whlch Lhe quallLaLlve measure has Lrumped Lhe quanLlLaLlve
measure and placed Lhe LexL ouLslde Lhe grade band) are
usually reserved for llLerary LexLs ln Lhe upper grades, wlLh
clear explanaLlon offered.
1d) ShorLer, challenglng LexLs LhaL ellclL close readlng and
mulLlple readlngs for varled purposes are provlded regularly
aL each grade.
1e) All sLudenLs have exLenslve opporLunlLy Lo encounLer and

III-12

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
comprehend grade-level LexL.
Non-Negot|ab|e 2. kANGL CI 1Lk1S:
MaLerlals musL reflecL Lhe dlsLrlbuLlon
of LexL Lypes and genres requlred by Lhe
sLandards.
2a) ln grades 3-3, llLeracy programs shlfL Lhe balance of LexLs
and lnsLrucLlonal Llme Lo 30 llLeraLure / 30 lnformaLlonal
hlgh-quallLy LexL. ln grades 6-12, LLA programs shlfL Lhe
balance of LexLs and lnsLrucLlonal Llme Lowards readlng
subsLanLlally more llLerary nonflcLlon.
2b) A large ma[orlLy of LexLs lncluded ln lnsLrucLlonal
maLerlals reflecL Lhe genres and LexL characLerlsLlcs LhaL are
speclflcally requlred by Lhe sLandards aL each grade level.
2c) MaLerlals pay careful aLLenLlon Lo provldlng a sequence or
collecLlon of LexLs LhaL bulld knowledge sysLemaLlcally
Lhrough readlng, wrlLlng, llsLenlng and speaklng abouL Loplcs
under sLudy.
2d) WlLhln a sequence or collecLlon of LexLs, speclflc anchor
LexLs of grade-level complexlLy (keysLone LexLs) are selecLed
for especlally careful readlng.
2e) AddlLlonal maLerlals markedly lncrease Lhe opporLunlLy
for regular lndependenL readlng of LexLs LhaL appeal Lo
sLudenLs' lnLeresLs Lo develop boLh knowledge and love of
readlng.

III-13

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
Non-Negot|ab|e 3. UALI1 CI 1Lk1S:
1he quallLy of LexLs ls hlgh-Lhey are
worLh readlng closely and exhlblL
excepLlonal crafL and LhoughL and/or
provlde useful lnformaLlon.

3a) 100 of LexLs musL be worLh readlng, Lhey musL be
conLenL rlch and well crafLed, represenLlng Lhe besL avallable
wrlLlng ln Lhelr genre and sub[ecL maLLer.
3b) 100 of hlsLory/soclal sLudles and sclence/Lechnlcal
selecLlons, speclflcally, musL enable sLudenLs Lo develop rlch
conLenL knowledge and reflecL Lhe quallLy of wrlLlng LhaL ls
produced by auLhorlLles ln Lhe dlsclpllne, approprlaLely
callbraLed for sLudenLs ln LhaL band level.
3c) 30 or more of lnformaLlonal LexLs musL use
lnformaLlonal LexL sLrucLures raLher Lhan narraLlve sLrucLures,
whlle sLlll followlng Lhe dlsLrlbuLlon of sub[ecL maLLer ln non-
negoLlable 2.

III-14

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
II. uest|ons and 1asks
Non-Negot|ab|e 4. 1Lk1-DLLNDLN1
AND 1Lk1-SLCIIIC ULS1ICNS:
AL leasL 80 of all quesLlons ln Lhe
submlsslon are hlgh-quallLy LexL-
dependenL and LexL-speclflc quesLlons.
1he overwhelmlng ma[orlLy of Lhese
quesLlons are LexL speclflc and draw
sLudenL aLLenLlon Lo Lhe parLlculars ln
Lhe LexL.

4a) 1exL-dependenL quesLlons and Lasks reflecL Lhe
requlremenLs of 8eadlng SLandard 1 by requlrlng use of
LexLual evldence, lncludlng supporLlng valld lnferences from
Lhe LexL.
4b) Plgh-quallLy sequences of LexL-dependenL quesLlons ellclL
susLalned aLLenLlon Lo Lhe speclflcs of Lhe LexL and Lhelr
lmpacL.
4c) CuesLlons and Lasks assess Lhe depLh and complexlLy of
Lhe analyLlcal Lhlnklng requlred by Lhe sLandards aL each
grade-level (noLe: noL every sLandard musL be assessed wlLh
every LexL.)
4d) CuesLlons and Lasks supporL sLudenLs ln unpacklng Lhe
academlc language (vocabulary and synLax) prevalenL ln
complex LexLs.

Non-Negot|ab|e S. SCAIICLDING AND
SUCk1S:
1he submlsslon provldes all sLudenLs,
lncludlng Lhose who read below grade
level, wlLh exLenslve opporLunlLles Lo
encounLer and comprehend grade-level
complex LexL as requlred by Lhe
sLandards. MaLerlals dlrecL Leachers Lo
reLurn Lo focused parLs of Lhe LexL Lo
gulde sLudenLs Lhrough rereadlng,
dlscusslon and wrlLlng abouL Lhe ldeas,
evenLs, and lnformaLlon found Lhere.
1hls opporLunlLy ls offered regularly and
Sa) SlgnlflcanL pre-readlng acLlvlLles and suggesLed
approaches Lo Leacher scaffoldlng are hlghly focused and
begln wlLh Lhe LexL lLself. re-readlng acLlvlLles should be no
more Lhan 10 of Llme devoLed Lo any readlng lnsLrucLlon.
Sb) MaLerlals cannoL confuse or subsLlLuLe masLery of
sLraLegles for full comprehenslon of complex LexL. 8eadlng
sLraLegles have Lo supporL comprehenslon of speclflc LexLs
and focus on bulldlng knowledge and lnslghL. 1exLs musL noL
serve as plaLforms Lo pracLlce dlscreLe sLraLegles.
Sc) CuesLlons and Lasks requlre careful comprehenslon of Lhe
LexL as a precursor for asklng sLudenLs for evaluaLlon or
lnLerpreLaLlon.
Sd) CuesLlons and Lasks LhaL address academlc language
(vocabulary and synLax) supporL sLudenLs ln unpacklng Lhe

III-15

sysLemaLlcally.

meanlng of complex LexLs.
Se) MaLerlals offer assessmenL opporLunlLles LhaL genulnely
measure progress. rogress musL lnclude gradual release of
supporLlng scaffolds for sLudenLs Lo measure Lhelr
lndependenL ablllLles.

III-16

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
III. Ioundat|ona| Sk|||s (grades 3-S on|y)
Non-Negot|ab|e 6. ICUNDA1ICNAL
SkILLS (grades 3-S on|y):
MaLerlals provlde expllclL and
sysLemaLlc lnsLrucLlon and dlagnosLlc
supporL ln concepLs of prlnL, phonlcs,
vocabulary, developmenL, synLax, and
fluency. 1hese foundaLlonal skllls are
necessary and cenLral componenLs of
an effecLlve, comprehenslve readlng
program deslgned Lo develop proflclenL
readers wlLh Lhe capaclLy Lo
comprehend LexLs across a range of
Lypes and dlsclpllnes.

6a) MaLerlals demand knowledge of grade-level phonlc
paLLerns and word analysls skllls.
6b) MaLerlals encourage sLudenLs Lo use conLexL Lo conflrm
or self-correcL word recognlLlon and undersLandlng, dlrecLlng
sLudenLs Lo reread purposefully Lo acqulre accuraLe meanlng.
6c) MaLerlals provlde lnsLrucLlon and pracLlce ln word sLudy,
lncludlng sysLemaLlc examlnaLlon of grade-level morphology,
decodlng of mulLlsyllablc words by uslng syllablcaLlon, and
auLomaLlclLy wlLh grade-level regular and lrregular spelllng
paLLerns.
6d) CpporLunlLles are frequenLly bullL lnLo Lhe maLerlals LhaL
allow for sLudenLs Lo achleve readlng fluency ln oral and
sllenL readlng, LhaL ls, Lo read on-level prose and poeLry wlLh
accuracy, raLe approprlaLe Lo Lhe LexL, and expresslon.
6e) MaLerlals gulde sLudenLs Lo read grade-level LexL wlLh
purpose and undersLandlng.

III-17

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
IV. Wr|t|ng to Sources and kesearch
Non-Negot|ab|e 7. WkI1ING 1C
SCUkCLS:
WrlLLen and oral Lasks aL all grade levels
requlre sLudenLs Lo confronL Lhe LexL
dlrecLly, Lo draw on LexLual evldence,
and Lo supporL valld lnferences from
Lhe LexL.

7a) WrlLlng Lo sources ls a key Lask. SLudenLs are asked ln
Lhelr wrlLlng Lo analyze and synLheslze sources, as well as Lo
presenL careful analysls, well-defended clalms and clear
lnformaLlon.
7b) MaLerlals place an lncreased focus on argumenL and
lnformaLlve wrlLlng ln Lhe followlng proporLlons. AlLernaLely,
Lhey may reflecL blended forms ln slmllar proporLlons (e.g.
exposlLlon and persuaslon).
Grades 3-S exposlLlon 33 persuaslon 30 narraLlve 33

Grades 6-8 exposlLlon 33 argumenL 33 narraLlve 30

n|gh
Schoo|
exposlLlon 40 argumenL 40 narraLlve 20.

7c) WrlLlng opporLunlLles for sLudenLs are promlnenL and
varled.
7d) LxLenslve pracLlce wlLh shorL, focused research pro[ecLs ls
provlded. MaLerlals requlre sLudenLs Lo engage ln many
shorL research pro[ecLs annually Lo enable sLudenLs Lo
develop Lhe experLlse needed Lo conducL research
lndependenLly.

III-18

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
V. Speak|ng and L|sten|ng
Non-Negot|ab|e 8: SLAkING AND
LIS1LNING:
1o be CCSS-allgned, lLems assesslng
speaklng and llsLenlng musL reflecL Lrue
communlcaLlon skllls requlred for
college and career readlness.

8a) 1exLs used ln speaklng and llsLenlng quesLlons and Lasks
musL meeL Lhe crlLerla for complexlLy, range, and quallLy of
LexLs (non-negoLlables 1, 2, and 3).
8b) MaLerlals demand LhaL sLudenLs engage effecLlvely ln a
range of conversaLlons and collaboraLlons by expresslng well-
supporLed ldeas clearly and problng ldeas under dlscusslon by
bulldlng on oLhers' ldeas.
8c) MaLerlals develop acLlve llsLenlng skllls, such as Laklng
noLes on maln ldeas, asklng relevanL quesLlons, and
elaboraLlng on remarks of oLhers.
8d) MaLerlals requlre sLudenLs Lo marshal evldence Lo orally
presenL flndlngs from research.
8e) MaLerlals bulld ln frequenL opporLunlLles for dlscusslon
and, Lhrough dlrecLlons and modellng, encourage sLudenLs Lo
use academlc language.

III-19

ALIGNMLN1 1C CCSS
ML1kICS
MLL1S
ML1kICS
(]N)
VI. Language
Non-Negot|ab|e 9: LANGUAGL:
MaLerlals musL adequaLely address Lhe
Language sLandards for Lhe grade.

9a) MaLerlals address Lhe grammar and language convenLlons
speclfled by Lhe Language sLandards aL each grade level.
9b) MaLerlals provlde a mlrror of real-world acLlvlLles for
sLudenL pracLlce wlLh naLural language (e.g. mock lnLervlews,
presenLaLlons).
9c) MaLerlals expecL sLudenLs Lo confronL Lhelr own error
paLLerns ln usage and convenLlons and correcL Lhem ln a
grade-by-grade paLhway LhaL resulLs ln college and career
readlness by 12Lh grade.

III-20

Sect|on II: Ind|cators of Super|or ua||ty
Ind|cator of Super|or ua||ty
MLL1S
ML1kICS
(]N)
IUS1IIICA1ICN]CCMMLN1S
VIII. Usefu|ness, Des|gn, and Iocus
uo Lhe sLudenL resources lnclude ample revlew and pracLlce
resources, clear dlrecLlons and explanaLlons, and correcL labellng of
reference alds (e.g., vlsuals, maps, eLc.)?

Are Lhe maLerlal easy Lo use, are Lhey cleanly lald ouL for sLudenLs
and Leachers? uoes every page of Lhe submlsslon add Lo sLudenL
learnlng raLher Lhan dlsLracL from lL? Are readlng selecLlons cenLrally
locaLed wlLhln Lhe maLerlals and obvlously Lhe cenLer of focus?

Are Lhere suggesLlons and maLerlals for adapLlng lnsLrucLlon for
varylng sLudenL needs? (e.g., alLernaLlve Leachlng approaches, paclng,
lnsLrucLlonal dellvery opLlons, suggesLlons for addresslng common
sLudenL dlfflculLles, remedlaLlon sLraLegles)

Can Lhe Leacher and sLudenL reasonably compleLe Lhe conLenL
presenLed wlLhln a regular school year and does Lhe paclng of
conLenL allow for maxlmum sLudenL undersLandlng? uo Lhe
maLerlals provlde clear guldance Lo Leachers abouL Lhe amounL of
Llme Lhe lesson mlghL reasonably Lake?

uo lnsLrucLlons allow for careful readlng and rereadlng of conLenL?
uo Lhe maLerlals conLaln clear sLaLemenLs and explanaLlon of
purpose, goals, and expecLed ouLcomes?

TOOLKIT
EQuIP Quality
Review Rubric
EQuIP Quality
Review Rubric
Mathematics .......................................................................................................................................... III-21
English Language Arts/Literacy, Grades K2 .............................................................................................. III-23
English Language Arts/Literacy (Grades 35) and English Language Arts (Grades 612) ................................ III-25

III-21
EQuIP Rubric for Lessons & Units: Mathematics
Grade: Mathematics Lesson/Unit Title: Overall Rating:
1be Ooll tobtlc ls JetlveJ ftom tbe 1tl-5tote kobtlc ooJ tbe collobototlve Jevelopmeot ptocess leJ by Mossocbosetts, New otk, ooJ kboJe lslooJ ooJ focllltoteJ by Acbleve.
1bls vetsloo of tbe Ooll tobtlc ls cotteot os of 06-15-1J.
vlew cteotlve commoos Atttlbotloo J.0 uopotteJ llceose ot bttp.//cteotlvecommoos.otq/llceoses/by/J.0/ Jocotots moy ose ot oJopt. lf moJlfleJ, pleose otttlbote Ooll ooJ te-tltle.

"# $%&'()*(+ +, +-* .*/+-
,0 +-* 1122
""# 3*4 2-&0+5 &( +-* 1122 """# "(5+678+&,(9% 27//,6+5 ":# $55*55)*(+
1be lessoo/oolt ollqos wltb tbe
lettet ooJ spltlt of tbe cc55.
1argeLs a seL of grade-
level CCSS maLhemaLlcs
sLandard(s) Lo Lhe full
depLh of Lhe sLandards for
Leachlng and learnlng.
SLandards for
MaLhemaLlcal racLlce
LhaL are cenLral Lo Lhe
lesson are ldenLlfled,
handled ln a grade-
approprlaLe way, and well
connecLed Lo Lhe conLenL
belng addressed.
resenLs a balance of
maLhemaLlcal procedures
and deeper concepLual
undersLandlng lnherenL ln
Lhe CCSS.
1be lessoo/oolt teflects evlJeoce of key sblfts tbot ote teflecteJ lo tbe
cc55.
;,875< Lessons and unlLs LargeLlng Lhe ma[or work of Lhe grade
provlde an especlally ln-depLh LreaLmenL, wlLh especlally hlgh
expecLaLlons. Lessons and unlLs LargeLlng supporLlng work of Lhe
grade have vlslble connecLlon Lo Lhe ma[or work of Lhe grade
and are sufflclenLly brlef. Lessons and unlLs do noL hold sLudenLs
responslble for maLerlal from laLer grades.
1,-*6*(8*< 1he conLenL develops Lhrough reasonlng abouL Lhe
new concepLs on Lhe basls of prevlous undersLandlngs. Where
approprlaLe, provldes opporLunlLles for sLudenLs Lo connecL
knowledge and skllls wlLhln or across clusLers, domalns and
learnlng progresslons.
=&',6< 8equlres sLudenLs Lo engage wlLh and demonsLraLe
challenglng maLhemaLlcs wlLh approprlaLe balance among Lhe
followlng:
$//%&89+&,(< rovldes opporLunlLles for sLudenLs Lo
lndependenLly apply maLhemaLlcal concepLs ln real-world
slLuaLlons and solve challenglng problems wlLh perslsLence,
chooslng and applylng an approprlaLe model or sLraLegy Lo
new slLuaLlons.
1,(8*/+79% >(?*65+9(?&('< !"#"$%&' ')*+",)'- concepLual
undersLandlng Lhrough Lasks, brlef problems, quesLlons,
mulLlple represenLaLlons and opporLunlLles for sLudenLs Lo
wrlLe and speak abouL Lhelr undersLandlng.
@6,8*?769% 2A&%% 9(? ;%7*(84< LxpecLs, supporLs and provldes
guldellnes for procedural sklll and fluency wlLh core
calculaLlons and maLhemaLlcal procedures (when called for ln
Lhe sLandards for Lhe grade) Lo be performed qulckly and
accuraLely.
1be lessoo/oolt ls tespooslve to votleJ stoJeot leotoloq oeeJs.
lncludes clear and sufflclenL guldance Lo supporL Leachlng and learnlng of Lhe
LargeLed sLandards, lncludlng, when approprlaLe, Lhe use of Lechnology and
medla.
uses and encourages preclse and accuraLe maLhemaLlcs, academlc language,
Lermlnology and concreLe or absLracL represenLaLlons (e.g., plcLures, symbols,
expresslons, equaLlons, graphlcs, models) ln Lhe dlsclpllne.
Lngages sLudenLs ln producLlve sLruggle Lhrough relevanL, LhoughL-provoklng
quesLlons, problems and Lasks LhaL sLlmulaLe lnLeresL and ellclL maLhemaLlcal
Lhlnklng.
Addresses lnsLrucLlonal expecLaLlons and ls easy Lo undersLand and use.
rovldes approprlaLe level and Lype of scaffoldlng, dlfferenLlaLlon, lnLervenLlon
and supporL for a broad range of learners.
SupporLs dlverse culLural and llngulsLlc backgrounds, lnLeresLs and sLyles.
rovldes exLra supporLs for sLudenLs worklng below grade level.
rovldes exLenslons for sLudenLs wlLh hlgh lnLeresL or worklng above
grade level.
A oolt ot looqet lessoo sboolJ.
8ecommend and faclllLaLe a mlx of lnsLrucLlonal approaches for a varleLy of
learners such as uslng mulLlple represenLaLlons (e.g., lncludlng models, uslng a
range of quesLlons, checklng for undersLandlng, flexlble grouplng, palr-share).
Cradually remove supporLs, requlrlng sLudenLs Lo demonsLraLe Lhelr
maLhemaLlcal undersLandlng lndependenLly.
uemonsLraLe an effecLlve sequence and a progresslon of learnlng where Lhe
concepLs or skllls advance and deepen over Llme.
LxpecL, supporL and provlde guldellnes for procedural sklll and fluency wlLh
core calculaLlons and maLhemaLlcal procedures (when called for ln Lhe
sLandards for Lhe grade) Lo be performed qulckly and accuraLely.

1be lessoo/oolt teqolotly ossesses
wbetbet stoJeots ote mostetloq
stooJotJs-boseJ cooteot ooJ
skllls.
ls deslgned Lo ellclL dlrecL,
observable evldence of Lhe
degree Lo whlch a sLudenL can
lndependenLly demonsLraLe
Lhe LargeLed CCSS.
Assesses sLudenL proflclency
uslng meLhods LhaL are
accesslble and unblased,
lncludlng Lhe use of grade-
level language ln sLudenL
prompLs.
lncludes allgned rubrlcs,
answer keys and scorlng
guldellnes LhaL provlde
sufflclenL guldance for
lnLerpreLlng sLudenL
performance.
use varled modes of
currlculum-embedded
assessmenLs LhaL may lnclude
pre-, formaLlve, summaLlve
and self-assessmenL
measures.

=9+&('< B C D E =9+&('< B C D E =9+&('< B C D E =9+&('< B C D E

III-22
EQuIP Rubric for Lessons & Units: Mathematics
!"#$%&"'()* 1he CuallLy 8evlew 8ubrlc provldes crlLerla Lo deLermlne Lhe quallLy and allgnmenL of lessons and unlLs Lo Lhe Common Core SLaLe SLandards (CCSS) ln order Lo: (1) ldenLlfy exemplars/ models for Leachers' use wlLhln and across
sLaLes, (2) provlde consLrucLlve crlLerla-based feedback Lo developers, and (3) revlew exlsLlng lnsLrucLlonal maLerlals Lo deLermlne whaL revlslons are needed.
,&$- . ! /$0"$1 23&$#"34)
8ecord Lhe grade and LlLle of Lhe lesson/unlL on Lhe recordlng form.
Scan Lo see whaL Lhe lesson/unlL conLalns and how lL ls organlzed.
8ead key maLerlals relaLed Lo lnsLrucLlon, assessmenL and Leacher guldance.
SLudy and work Lhe Lask LhaL serves as Lhe cenLerplece for Lhe lesson/unlL, analyzlng Lhe conLenL and maLhemaLlcal pracLlces Lhe Lasks requlre.
,&$- 5 ! 6--47 8#"&$#"3 "( !"9$()"'( :* 64";(9$(&
ldenLlfy Lhe grade-level CCSS LhaL Lhe lesson/unlL LargeLs.
Closely examlne Lhe maLerlals Lhrough Lhe lens" of each crlLerlon.
lndlvldually check each crlLerlon for whlch clear and subsLanLlal evldence ls found.
ldenLlfy and record lnpuL on speclflc lmprovemenLs LhaL mlghL be made Lo meeL crlLerla or sLrengLhen allgnmenL.
LnLer your raLlng 0 - 3 for ulmenslon l: AllgnmenL.
!"#$% '()$*+("* , (+ *"*-*$."#(/01$2 ,* "34$3 5"3 #6$ 3$7($8 #" 9"*#(*:$; / 3/#(*. "5 < "3 = (+ 3$>:(3$42 ,5 #6$ 3$7($8 (+ 4(+9"*#(*:$4; 9"*+(4$3 .$*$3/1 5$$40/9? #6/# )(.6# 0$ .(7$* #" 4$7$1"@$3+A#$/96$3+ 3$./34(*. *$B# +#$@+2
,&$- < ! 6--47 8#"&$#"3 "( !"9$()"'() :: ! :=
Closely examlne Lhe lesson/unlL Lhrough Lhe lens" of each crlLerlon.
8ecord commenLs on crlLerla meL, lmprovemenLs needed and Lhen raLe 0 - 3.
C6$* 8"3?(*. (* / .3":@; (*4(7(4:/1+ )/D 96""+$ #" 9")@/3$ 3/#(*.+ /5#$3 $/96 4()$*+("* "3 4$1/D 9"*7$3+/#("* :*#(1 $/96 @$3+"* 6/+ 3/#$4 /*4 3$9"34$4 #6$(3 (*@:# 5"3 #6$ 3$)/(*(*. '()$*+("*+ ,, ! ,E2
,&$- > ! 6--47 3( ?0$#344 /3&"(; 3(@ A#'0"@$ ,B993#7 8'99$(&)
8evlew raLlngs for ulmenslons l - lv addlng/clarlfylng commenLs as needed.
WrlLe summary commenLs for your overall raLlng on your recordlng sheeL.
1oLal dlmenslon raLlngs and record overall raLlng L, L/l, 8, n - ad[usL as necessary.
,5 8"3?(*. (* / .3":@; (*4(7(4:/1+ +6":14 3$9"34 #6$(3 "7$3/11 3/#(*. @3("3 #" 9"*7$3+/#("*2
,&$- C ! 8'9-3#$ ?0$#344 /3&"(;) 3(@ !$&$#9"($ D$E& ,&$-)
noLe Lhe evldence clLed Lo arrlve aL flnal raLlngs, summary commenLs and slmllarlLles and dlfferences among raLers. 8ecommend nexL sLeps for Lhe lesson/unlL and provlde recommendaLlons for lmprovemenL and/or raLlngs Lo
developers/Leachers.
6@@"&"'(34 FB"@3(%$ '( !"9$()"'( ::* ,G"H&) I When conslderlng F"9:+ lL ls lmporLanL LhaL lessons or unlLs LargeLlng addlLlonal and supporLlng clusLers are sufflclenLly brlef - Lhls ensures LhaL sLudenLs wlll spend Lhe sLrong ma[orlLy of Lhe
year on ma[or work of Lhe grade. See Lhe G-H I:01(+6$3+ J3(#$3(/ 5"3 #6$ J"))"* J"3$ K#/#$ K#/*4/34+ (* L/#6$)/#(9+, parLlcularly pages 8-9 for furLher lnformaLlon on Lhe focus crlLerlon wlLh respecL Lo ma[or work of Lhe grade aL
www.coresLandards.org/asseLs/MaLh_ubllshers_CrlLerla_k-8_Summer202012_llnAL.pdf. WlLh respecL Lo J"6$3$*9$ lL ls lmporLanL LhaL Lhe learnlng ob[ecLlves are llnked Lo CCSS clusLer headlngs (see www.coresLandards.org/MaLh).
/3&"(; ,%34$)
!"#$%& ()* +$,-%.$)% /0 12$&%,-%# $. %)%3%-&)#$"42- "%5 *-67$*-. " *"#$%& )( 8 )* 9: /( *"#$%& $. ; )* < #=-% #=- *->$-? 5)-. %)# @)%#$%7-:
/3&"(; ,%34$ H'# !"9$()"'() :J ::J :::J :=*
<: MeeLs mosL Lo all of Lhe crlLerla ln Lhe dlmenslon
5: MeeLs many of Lhe crlLerla ln Lhe dlmenslon
.: MeeLs some of Lhe crlLerla ln Lhe dlmenslon
K: uoes noL meeL Lhe crlLerla ln Lhe dlmenslon

?0$#344 /3&"(; H'# &G$ L$))'(MN("&*
O* Lxemplar - Allgned and meeLs mosL Lo all of Lhe crlLerla ln dlmenslons ll, lll, lv P&'&34 .. ! .5Q
OM:* Lxemplar (5 lmproved - Allgned and needs some lmprovemenL ln one or more dlmenslons P&'&34 R ! .KQ
/* 8evlslon needed - Allgned parLlally and needs slgnlflcanL revlslon ln one or more dlmenslons P&'&34 < ! SQ
D* noL 8eady Lo 8evlew - noL allgned and does noL meeL crlLerla P&'&34 K ! 5Q
!$)%#"-&'#) H'# !"9$()"'() :J ::J :::J :=*
<: OE$9-4"H"$) 88,, TB34"&7 I meeLs Lhe sLandard descrlbed by crlLerla ln Lhe dlmenslon, as explalned ln
crlLerlon-based observaLlons.
5: 6--#'3%G"(; 88,, TB34"&7 I meeLs many crlLerla buL wlll beneflL from revlslon ln oLhers, as suggesLed ln
.: !$0$4'-"(; &'13#@ 88,, TB34"&7 I needs slgnlflcanL revlslon, as suggesLed ln crlLerlon-based
observaLlons.
K: D'& #$-#$)$(&"(; 88,, TB34"&7 I does noL address Lhe crlLerla ln Lhe dlmenslon.
!$)%#"-&'# H'# ?0$#344 /3&"(;)*
O* OE$9-4"H"$) 88,, TB34"&7 ! Allgned and exempllfles Lhe quallLy sLandard and exempllfles mosL of Lhe crlLerla across ulmenslons ll, lll, lv of
Lhe rubrlc.
OM:* 6--#'3%G"(; 88,, TB34"&7 ! Allgned and exempllfles Lhe quallLy sLandard ln some dlmenslons buL wlll beneflL from some revlslon ln
oLhers.
/* !$0$4'-"(; &'13#@ 88,, TB34"&7 ! Allgned parLlally and approaches Lhe quallLy sLandard ln some dlmenslons and needs slgnlflcanL revlslon
ln oLhers.
D* D'& #$-#$)$(&"(; 88,, TB34"&7 - noL allgned and does noL address crlLerla.
III-23
EQuIP Rubric for Lessons & Units: ELA/Literacy Grades K-2
Grade: Literacy Lesson/Unit Title: Overall Rating:

I. A||gnment to the Depth of the CCSS II. key Sh|fts |n the CCSS III. Instruct|ona| Supports IV. Assessment
1be lessoo/oolt ollqos wltb tbe lettet ooJ spltlt of tbe
cc55.
1argeLs a seL of k-2 LLA/LlLeracy CCSS for
Leachlng and learnlng.
lncludes a clear and expllclL purpose for
lnsLrucLlon.
SelecLs quallLy LexL(s) LhaL allgn wlLh Lhe
requlremenLs ouLllned ln Lhe sLandards, presenLs
characLerlsLlcs slmllar Lo CCSS k-2 exemplars
(Appendlx 8), and are of sufflclenL scope for Lhe
sLaLed purpose.
rovldes opporLunlLles for sLudenLs Lo presenL
ldeas and lnformaLlon Lhrough wrlLlng and/or
drawlng and speaklng experlences.
Lmphaslze Lhe expllclL, sysLemaLlc developmenL of
foundaLlonal llLeracy skllls (concepLs of prlnL,
phonologlcal awareness, Lhe alphabeLlc prlnclpal,
hlgh frequency slghL words, and phonlcs).
8egularly lnclude speclflc fluency-bulldlng
Lechnlques supporLed by research (e.g., monlLored
parLner readlng, choral readlng, repeaLed readlngs
wlLh LexL, followlng along ln Lhe LexL when Leacher
or oLher fluenL reader ls readlng aloud, shorL
Llmed pracLlce LhaL ls sllghLly challenglng Lo Lhe
reader).
lnLegraLe readlng, wrlLlng, speaklng and llsLenlng
so LhaL sLudenLs apply and synLheslze advanclng
llLeracy skllls.
!"#$% '("%)*('+ ,-*()*( .*-/$)%0) #n soclal
sLudles, Lhe arLs, sclence or Lechnlcal sub[ecLs
Lhrough a coherenL sequence of LexLs and serles of
quesLlons LhaL bulld knowledge wlLhln a Loplc.
1be lessoo/oolt oJJtesses key sblfts lo tbe cc55.
kead|ng 1ext C|ose|y: Makes readlng LexL(s)
closely (lncludlng read alouds) a cenLral focus of
lnsLrucLlon and lncludes regular opporLunlLles
for sLudenLs Lo ask and answer LexL-dependenL
quesLlons.
1ext-8ased Lv|dence: laclllLaLes rlch LexL-based
dlscusslons and wrlLlng Lhrough speclflc,
LhoughL-provoklng quesLlons abouL common
LexLs (lncludlng read alouds and, when
appllcable, lllusLraLlons, audlo/vldeo and oLher
medla).
Academ|c Vocabu|ary: locuses on expllclLly
1"#$%#*0 '("%)*('+ academlc vocabulary and
concepLs of synLax LhroughouL lnsLrucLlon.
Grade-Leve| kead|ng: lnclude a progresslon of
LexLs as sLudenLs learn Lo read (e.g., addlLlonal
phonlc paLLerns are lnLroduced, lncreaslng
senLence lengLh). rovldes LexL-cenLered
learnlng LhaL ls sequenced, scaffolded and
supporLed Lo advance sLudenLs Loward
lndependenL grade-level readlng.
8a|ance of 1exts: locus lnsLrucLlon equally on
llLerary and lnformaLlonal LexLs as sLlpulaLed ln
Lhe CCSS (p.3) and lndlcaLed by lnsLrucLlonal
Llme (moy be mote oppllcoble octoss o yeot ot
sevetol oolts).
8a|ance of Wr|t|ng: lnclude promlnenL and
varled wrlLlng opporLunlLles for sLudenLs LhaL
balance communlcaLlng Lhlnklng and answerlng
quesLlons wlLh self-expresslon and exploraLlon.
CulLlvaLes sLudenL lnLeresL and engagemenL ln readlng, wrlLlng and speaklng
abouL LexLs.
Addresses lnsLrucLlonal expecLaLlons and ls easy Lo undersLand and use for
Leachers (e.g., clear dlrecLlons, sample proflclenL sLudenL responses, secLlons
LhaL bulld Leacher undersLandlng of Lhe whys and how of Lhe maLerlal).
lnLegraLes LargeLed lnsLrucLlon ln mulLlple areas such as grammar and synLax,
wrlLlng sLraLegles, dlscusslon rules and aspecLs of foundaLlonal readlng.
rovldes subsLanLlal maLerlals Lo supporL sLudenLs who need more Llme and
aLLenLlon Lo achleve auLomaLlclLy wlLh decodlng, phonemlc awareness, fluency
and/or vocabulary acqulslLlon.
rovldes oll sLudenLs (lncludlng emergenL and beglnnlng readers) wlLh exLenslve
opporLunlLles Lo engage wlLh grade-level LexLs and read alouds LhaL are aL hlgh
levels of complexlLy lncludlng approprlaLe scaffoldlng so LhaL sLudenLs dlrecLly
experlence Lhe complexlLy of LexL.
locuses on secLlons of rlch LexL(s) (lncludlng read alouds) LhaL presenL Lhe
greaLesL challenge, provldes dlscusslon quesLlons and oLher supporLs Lo
promoLe sLudenL engagemenL, undersLandlng and progress Loward
lndependence.
lnLegraLes approprlaLe, exLenslve and easlly lmplemenLed supporLs for sLudenLs
who are LLL, have dlsablllLles and/or read or wrlLe below grade level.
rovldes exLenslons and/or more advanced LexL for sLudenLs who read or wrlLe
above grade level.
lnclude a progresslon of learnlng where concepLs, knowledge and skllls advance
and deepen over Llme (moy be mote oppllcoble octoss tbe yeot ot sevetol oolts).
Cradually remove supporLs, allowlng sLudenLs Lo demonsLraLe Lhelr lndependenL
capaclLles (moy be mote oppllcoble octoss tbe yeot ot sevetol oolts).
rovlde for auLhenLlc learnlng, appllcaLlon of llLeracy skllls and/or sLudenL-
dlrecLed lnqulry.
lndlcaLe how sLudenLs are accounLable for lndependenL engaged readlng based
on sLudenL cholce and lnLeresL Lo bulld sLamlna, confldence and moLlvaLlon
(moy be mote oppllcoble octoss tbe yeot ot sevetol oolts).
use Lechnology and medla Lo deepen learnlng and draw aLLenLlon Lo evldence
and LexLs as approprlaLe.
1be lessoo/oolt teqolotly
ossesses wbetbet stoJeots
ote Jeveloploq stooJotJs-
boseJ skllls.
LllclLs dlrecL, observable
evldence of Lhe degree Lo
whlch a sLudenL can
lndependenLly
demonsLraLe foundaLlonal
skllls and LargeLed grade
level llLeracy CCSS (e.g.,
readlng, wrlLlng, speaklng
and llsLenlng and/or
language).
Assesses sLudenL
proflclency uslng meLhods
LhaL are unblased and
accesslble Lo all sLudenLs.
lncludes allgned rubrlcs or
assessmenL guldellnes LhaL
provlde sufflclenL guldance
for lnLerpreLlng sLudenL
performance and
respondlng Lo areas where
sLudenLs are noL yeL
meeLlng sLandards.
use varled modes of
assessmenL, lncludlng a
range of pre-, formaLlve,
summaLlve and self-
assessmenL measures.
kat|ng: 3 2 1 0 kat|ng: 3 2 1 0 kat|ng: 3 2 1 0 kat|ng: 3 2 1 0
III-24
EQuIP Rubric for Lessons & Units: ELA/Literacy Grades K-2
!"#$%&"'()* 1he CuallLy 8evlew 8ubrlc provldes crlLerla Lo deLermlne Lhe quallLy and allgnmenL of lessons and unlLs Lo Lhe Common Core SLaLe SLandards (CCSS) ln order Lo: (1) ldenLlfy exemplars/ models for Leachers' use
wlLhln and across sLaLes, (2) provlde consLrucLlve crlLerla-based feedback Lo developers, and (3) revlew exlsLlng lnsLrucLlonal maLerlals Lo deLermlne whaL revlslons are needed.
,&$- . ! /$0"$1 23&$#"34)
SLudy and measure Lhe LexL(s) LhaL serves as Lhe cenLerplece for Lhe lesson/unlL, analyzlng LexL complexlLy, quallLy, scope, and relaLlonshlp Lo lnsLrucLlon.
,&$- 5 ! 6--47 8#"&$#"3 "( !"9$()"'( :* 64";(9$(&
LnLer your raLlng 0 - 3 for ulmenslon l: AllgnmenL
!"#$% '()$*+("* , (+ *"*-*$."#(/01$2 ,* "34$3 5"3 #6$ 3$7($8 #" 9"*#(*:$; / 3/#(*. "5 < "3 = (+ 3$>:(3$42 ,5 #6$ 3$7($8 (+ 4(+9"*#(*:$4; 9"*+(4$3 .$*$3/1 5$$40/9? #6/# )(.6# 0$ .(7$* #" 4$7$1"@$3+A#$/96$3+ 3$./34(*. *$B# +#$@+2
,&$- < ! 6--47 8#"&$#"3 "( !"9$()"'() :: ! :=
C6$* 8"3?(*. (* / .3":@; (*4(7(4:/1+ )/D 96""+$ #" 9")@/3$ 3/#(*.+ /5#$3 $/96 4()$*+("* "3 4$1/D 9"*7$3+/#("* :*#(1 $/96 @$3+"* 6/+ 3/#$4 /*4 3$9"34$4 #6$(3 (*@:# 5"3 #6$ 3$)/(*(*. '()$*+("*+ ,, ! ,E2
,&$- > ! 6--47 3( ?0$#344 /3&"(; 3(@ A#'0"@$ ,B993#7 8'99$(&)
,5 8"3?(*. (* / .3":@; (*4(7(4:/1+ +6":14 3$9"34 #6$(3 "7$3/11 3/#(*. @3("3 #" 9"*7$3+/#("*2
,&$- C ! 8'9-3#$ ?0$#344 /3&"(;) 3(@ !$&$#9"($ D$E& ,&$-)
noLe Lhe evldence clLed Lo arrlve aL flnal raLlngs, summary commenLs and slmllarlLles and dlfferences among raLers. 8ecommend nexL sLeps for Lhe lesson/unlL and provlde recommendaLlons for lmprovemenL and/or
raLlngs Lo developers/Leachers.
6@@"&"'(34 FB"@3(%$ G'# HI6JI"&$#3%7 ! When selecLlng LexL(s) LhaL measure wlLhln Lhe grade-level or LexL complexlLy band and are of sufflclenL quallLy and scope for Lhe sLaLed purpose, see F6$ G"))"* G"3$ H#/#$ H#/*4/34+
(* I*.1(+6 J/*.:/.$ K3#+AJ(#$3/9D aL www.coresLandards.org/LLA-LlLeracy, and Lhe H:@@1$)$*# 5"3 K@@$*4(B K% !$8 L$+$/396 "* F$B# G")@1$B(#D /+ 8$11 /+ M:/*#(#/#(7$ /*4 M:/1(#/#(7$ N$/+:3$+ aL
www.achleveLhecore.org/sLeal-Lhese-Lools/LexL-complexlLy. See "#$ &'()*+#$,+- .,*/$,*/ for Crades k-2 and Lhe same for Crades 3-12 aL www.achleveLhecore.org/sLeal-Lhese-Lools.
/3&"(; ,%34$)
!"#$% L/#(*. 5"3 '()$*+("* ,% K1(.*)$*# (+ *"*-*$."#(/01$ /*4 3$>:(3$+ / 3/#(*. "5 < "3 =2 ,5 3/#(*. (+ O "3 P #6$* #6$ 3$7($8 4"$+ *"# 9"*#(*:$2
/3&"(; ,%34$ G'# !"9$()"'() :K ::K :::K :=*
<* MeeLs mosL Lo all of Lhe crlLerla ln Lhe dlmenslon
5* MeeLs many of Lhe crlLerla ln Lhe dlmenslon
.* MeeLs some of Lhe crlLerla ln Lhe dlmenslon
L* uoes noL meeL Lhe crlLerla ln Lhe dlmenslon
?0$#344 /3&"(; G'# &M$ I$))'(JN("&*
H* HE$9-43# ! Allgned and meeLs mosL Lo all of Lhe crlLerla ln dlmenslons ll, lll, lv O&'&34 .. ! .5P
HJ:* HE$9-43# :9-#'0$@ ! Allgned and needs some lmprovemenL ln one or more dlmenslons O&'&34 Q ! .LP
/* /$0")"'( D$$@$@ - Allgned parLlally and needs slgnlflcanL revlslon ln one or more dlmenslons O&'&34 < ! RP
D* D'& /$3@7 &' /$0"$1 ! noL allgned and does noL meeL crlLerla O&'&34 L ! 5P
!$)%#"-&'#) G'# !"9$()"'() :K ::K :::K :=*
<* HE$9-4"G"$) 88,, SB34"&7 ! meeLs Lhe sLandard descrlbed by crlLerla ln Lhe dlmenslon, as explalned ln
5* 6--#'3%M"(; 88,, SB34"&7 ! meeLs many crlLerla buL wlll beneflL from revlslon ln oLhers, as suggesLed ln
.* !$0$4'-"(; &'13#@ 88,, SB34"&7 ! needs slgnlflcanL revlslon, as suggesLed ln crlLerlon-based
observaLlons.
L* D'& #$-#$)$(&"(; 88,, SB34"&7 ! does noL address Lhe crlLerla ln Lhe dlmenslon.
!$)%#"-&'#) G'# ?0$#344 /3&"(;*
H* HE$9-4"G"$) 88,, SB34"&7 ! Allgned and exempllfles Lhe quallLy sLandard and exempllfles mosL of Lhe crlLerla across ulmenslons ll, lll, lv of
Lhe rubrlc.
HJ:* 6--#'3%M"(; 88,, SB34"&7 ! Allgned and exempllfles Lhe quallLy sLandard ln some dlmenslons buL wlll beneflL from some revlslon ln
oLhers.
/* !$0$4'-"(; &'13#@ 88,, SB34"&7 ! Allgned parLlally and approaches Lhe quallLy sLandard ln some dlmenslons and needs slgnlflcanL revlslon
ln oLhers.
D* D'& #$-#$)$(&"(; 88,, SB34"&7 ! noL allgned and does noL address crlLerla.
III-25
EQuIP Rubric for Lessons & Units: ELA/Literacy (Grades 3-5) and ELA (Grades 6-12)
Grade: Literacy Lesson/Unit Title: Overall Rating:

I. A||gnment to the Depth of the CCSS II. key Sh|fts |n the CCSS III. Instruct|ona| Supports IV. Assessment
1be lessoo/oolt ollqos wltb tbe lettet ooJ
spltlt of tbe cc55.
1argeLs a seL of grade-level CCSS
LLA/LlLeracy sLandards.
lncludes a clear and expllclL purpose
for lnsLrucLlon.
SelecLs LexL(s) LhaL measure wlLhln
Lhe grade-level LexL complexlLy band
and are of sufflclenL quallLy and scope
for Lhe sLaLed purpose
(e.g., presenLs vocabulary, synLax, LexL
sLrucLures, levels of
meanlng/purpose, and oLher
quallLaLlve characLerlsLlcs slmllar Lo
CCSS grade-level exemplars ln
Appendlces A & 8).
lnLegraLe readlng, wrlLlng, speaklng
and llsLenlng so LhaL sLudenLs apply
and synLheslze advanclng llLeracy
skllls.
(Crades 3-3) !"#$% '("%)*('+ ,-*()*(
knowledge and Lhelr undersLandlng of
readlng and wrlLlng ln soclal sLudles,
Lhe arLs, sclence or Lechnlcal sub[ecLs
Lhrough Lhe coherenL selecLlon of
LexLs.
1be lessoo/oolt oJJtesses key sblfts lo tbe cc55.
kead|ng 1ext C|ose|y: Makes readlng LexL(s) closely, examlnlng
LexLual evldence, and dlscernlng deep meanlng a cenLral focus of
lnsLrucLlon.
1ext-8ased Lv|dence: laclllLaLes rlch and rlgorous evldence-based
dlscusslons and wrlLlng abouL common LexLs Lhrough a sequence of
speclflc, LhoughL-provoklng, and LexL-dependenL quesLlons
(lncludlng, when appllcable, quesLlons abouL lllusLraLlons, charLs,
dlagrams, audlo/vldeo, and medla).
Wr|t|ng from Sources: 8ouLlnely expecLs LhaL sLudenLs draw
evldence from LexLs Lo produce clear and coherenL wrlLlng LhaL
lnforms, explalns, or makes an argumenL ln varlous wrlLLen forms
(e.g., noLes, summarles, shorL responses, or formal essays).
Academ|c Vocabu|ary: .-,"')' -* /"#$%#*0 '("%)*('+ 1,1%)2#,
vocabulary ln conLexL LhroughouL lnsLrucLlon.
Increas|ng 1ext Comp|ex|ty: locus sLudenLs on readlng a progresslon
of complex LexLs drawn from Lhe grade-level band. rovlde LexL-
cenLered learnlng LhaL ls sequenced, scaffolded and supporLed Lo
advance sLudenLs Loward lndependenL readlng of complex LexLs aL
Lhe CC8 level.
8u||d|ng D|sc|p||nary know|edge: rovlde opporLunlLles for sLudenLs
Lo bulld knowledge abouL a Loplc or sub[ecL Lhrough analysls of a
coherenL selecLlon of sLraLeglcally sequenced, dlsclpllne-speclflc
LexLs.
8a|ance of 1exts: WlLhln a collecLlon of grade-level unlLs a balance of
lnformaLlonal and llLerary LexLs ls lncluded accordlng Lo guldellnes ln
Lhe CCSS (p. 3).
8a|ance of Wr|t|ng: lnclude a balance of on-demand and process
wrlLlng (e.g., mulLlple drafLs and revlslons over Llme) and shorL,
focused research pro[ecLs, lncorporaLlng dlglLal LexLs where
approprlaLe.
CulLlvaLes sLudenL lnLeresL and engagemenL ln readlng, wrlLlng and
speaklng abouL LexLs.
Addresses lnsLrucLlonal expecLaLlons and ls easy Lo undersLand and use.
rovldes oll sLudenLs wlLh mulLlple opporLunlLles Lo engage wlLh LexL of
approprlaLe complexlLy for Lhe grade level, lncludes approprlaLe
scaffoldlng so LhaL sLudenLs dlrecLly experlence Lhe complexlLy of Lhe
LexL.
locuses on challenglng secLlons of LexL(s) and engages sLudenLs ln a
producLlve sLruggle Lhrough dlscusslon quesLlons and oLher supporLs LhaL
bulld Loward lndependence.
lnLegraLes approprlaLe supporLs ln readlng, wrlLlng, llsLenlng and speaklng
for sLudenLs who are LLL, have dlsablllLles, or read well below Lhe grade
level LexL band.
rovldes exLenslons and/or more advanced LexL for sLudenLs who read well
above Lhe grade level LexL band.
lnclude a progresslon of learnlng where concepLs and skllls advance and
deepen over Llme (moy be mote oppllcoble octoss tbe yeot ot sevetol
oolts).
Cradually remove supporLs, requlrlng sLudenLs Lo demonsLraLe Lhelr
lndependenL capaclLles (moy be mote oppllcoble octoss tbe yeot ot sevetol
oolts).
rovlde for auLhenLlc learnlng, appllcaLlon of llLeracy skllls, sLudenL-
dlrecLed lnqulry, analysls, evaluaLlon and/or reflecLlon.
lnLegraLe LargeLed lnsLrucLlon ln such areas as grammar and convenLlons,
wrlLlng sLraLegles, dlscusslon rules and all aspecLs of foundaLlonal readlng
for grades 3-3.
lndlcaLe how sLudenLs are accounLable for lndependenL readlng based on
sLudenL cholce and lnLeresL Lo bulld sLamlna, confldence and moLlvaLlon
(moy be mote oppllcoble octoss tbe yeot ot sevetol oolts).
use Lechnology and medla Lo deepen learnlng and draw aLLenLlon Lo
evldence and LexLs as approprlaLe.
1be lessoo/oolt teqolotly
ossesses wbetbet stoJeots
ote mostetloq stooJotJs-
boseJ cooteot ooJ skllls.
LllclLs dlrecL, observable
evldence of Lhe degree
Lo whlch a sLudenL can
lndependenLly
demonsLraLe Lhe ma[or
LargeLed grade-level
CCSS sLandards wlLh
approprlaLely complex
LexL(s).
Assesses sLudenL
proflclency uslng
meLhods LhaL are
unblased and accesslble
Lo all sLudenLs.
lncludes allgned rubrlcs
or assessmenL guldellnes
LhaL provlde sufflclenL
guldance for lnLerpreLlng
sLudenL performance.
A oolt ot looqet lessoo
sboolJ.
use varled modes of
assessmenL, lncludlng a
range of pre-, formaLlve,
summaLlve and self-
assessmenL measures.
kat|ng: 3 2 1 0 kat|ng: 3 2 1 0 kat|ng: 3 2 1 0 kat|ng: 3 2 1 0
III-26
EQuIP Rubric for Lessons & Units: ELA/Literacy (Grades 3-5) and ELA (Grades 6-12)
!"#$%&"'()* 1he CuallLy 8evlew 8ubrlc provldes crlLerla Lo deLermlne Lhe quallLy and allgnmenL of lessons and unlLs Lo Lhe Common Core SLaLe SLandards (CCSS) ln order Lo: (1) ldenLlfy exemplars/ models for Leachers' use
wlLhln and across sLaLes, (2) provlde consLrucLlve crlLerla-based feedback Lo developers, and (3) revlew exlsLlng lnsLrucLlonal maLerlals Lo deLermlne whaL revlslons are needed.
,&$- . ! /$0"$1 23&$#"34)
SLudy and measure Lhe LexL(s) LhaL serves as Lhe cenLerplece for Lhe lesson/unlL, analyzlng LexL complexlLy, quallLy, scope, and relaLlonshlp Lo lnsLrucLlon.
,&$- 5 ! 6--47 8#"&$#"3 "( !"9$()"'( :* 64";(9$(&
LnLer your raLlng 0 - 3 for ulmenslon l: AllgnmenL
!"#$% '()$*+("* , (+ *"*-*$."#(/01$2 ,* "34$3 5"3 #6$ 3$7($8 #" 9"*#(*:$; / 3/#(*. "5 < "3 = (+ 3$>:(3$42 ,5 #6$ 3$7($8 (+ 4(+9"*#(*:$4; 9"*+(4$3 .$*$3/1 5$$40/9? #6/# )(.6# 0$ .(7$* #" 4$7$1"@$3+A#$/96$3+ 3$./34(*. *$B# +#$@+2
,&$- < ! 6--47 8#"&$#"3 "( !"9$()"'() :: ! :=
C6$* 8"3?(*. (* / .3":@; (*4(7(4:/1+ )/D 96""+$ #" 9")@/3$ 3/#(*.+ /5#$3 $/96 4()$*+("* "3 4$1/D 9"*7$3+/#("* :*#(1 $/96 @$3+"* 6/+ 3/#$4 /*4 3$9"34$4 #6$(3 (*@:# 5"3 #6$ 3$)/(*(*. '()$*+("*+ ,, ! ,E2
,&$- > ! 6--47 3( ?0$#344 /3&"(; 3(@ A#'0"@$ ,B993#7 8'99$(&)
,5 8"3?(*. (* / .3":@; (*4(7(4:/1+ +6":14 3$9"34 #6$(3 "7$3/11 3/#(*. @3("3 #" 9"*7$3+/#("*2
,&$- C ! 8'9-3#$ ?0$#344 /3&"(;) 3(@ !$&$#9"($ D$E& ,&$-)
noLe Lhe evldence clLed Lo arrlve aL flnal raLlngs, summary commenLs and slmllarlLles and dlfferences among raLers. 8ecommend nexL sLeps for Lhe lesson/unlL and provlde recommendaLlons for lmprovemenL and/or
raLlngs Lo developers/Leachers.
6@@"&"'(34 FB"@3(%$ G'# HI6JI"&$#3%7 ! When selecLlng LexL(s) LhaL measure wlLhln Lhe grade-level LexL complexlLy band and are of sufflclenL quallLy and scope for Lhe sLaLed purpose, see F6$ G"))"* G"3$ H#/#$ H#/*4/34+ (*
I*.1(+6 J/*.:/.$ K3#+AJ(#$3/9D aL www.coresLandards.org/LLA-LlLeracy, and Lhe H:@@1$)$*# 5"3 K@@$*4(B K% !$8 L$+$/396 "* F$B# G")@1$B(#D /+ 8$11 /+ M:/*#(#/#(7$ /*4 M:/1(#/#(7$ N$/+:3$+ aL
www.achleveLhecore.org/sLeal-Lhese-Lools/LexL-complexlLy. See F6$ "#$%&'()*'+ -*&.)3(/ for Crades k-2 and Lhe same for Crades 3-12 aL www.achleveLhecore.org/sLeal-Lhese-Lools.
/3&"(; ,%34$)
!"#$% L/#(*. 5"3 '()$*+("* ,% K1(.*)$*# (+ *"*-*$."#(/01$ /*4 3$>:(3$+ / 3/#(*. "5 < "3 =2 ,5 3/#(*. (+ O "3 P #6$* #6$ 3$7($8 4"$+ *"# 9"*#(*:$2
/3&"(; ,%34$ G'# !"9$()"'() :K ::K :::K :=*
<* MeeLs mosL Lo all of Lhe crlLerla ln Lhe dlmenslon
5* MeeLs many of Lhe crlLerla ln Lhe dlmenslon
.* MeeLs some of Lhe crlLerla ln Lhe dlmenslon
L* uoes noL meeL Lhe crlLerla ln Lhe dlmenslon
?0$#344 /3&"(; G'# &M$ I$))'(JN("&*
H* HE$9-43# ! Allgned and meeLs mosL Lo all of Lhe crlLerla ln dlmenslons ll, lll, lv O&'&34 .. ! .5P
HJ:* HE$9-43# :9-#'0$@ ! Allgned and needs some lmprovemenL ln one or more dlmenslons O&'&34 Q ! .LP
/* /$0")"'( D$$@$@ - Allgned parLlally and needs slgnlflcanL revlslon ln one or more dlmenslons O&'&34 < ! RP
D* D'& /$3@7 &' /$0"$1 ! noL allgned and does noL meeL crlLerla O&'&34 L ! 5P
!$)%#"-&'#) G'# !"9$()"'() :K ::K :::K :=*
<* HE$9-4"G"$) 88,, SB34"&7 ! meeLs Lhe sLandard descrlbed by crlLerla ln Lhe dlmenslon, as explalned ln
5* 6--#'3%M"(; 88,, SB34"&7 ! meeLs many crlLerla buL wlll beneflL from revlslon ln oLhers, as suggesLed ln
.* !$0$4'-"(; &'13#@ 88,, SB34"&7 ! needs slgnlflcanL revlslon, as suggesLed ln crlLerlon-based
observaLlons.
L* D'& #$-#$)$(&"(; 88,, SB34"&7 ! does noL address Lhe crlLerla ln Lhe dlmenslon.
!$)%#"-&'#) G'# ?0$#344 /3&"(;*
H* HE$9-4"G"$) 88,, SB34"&7 ! Allgned and exempllfles Lhe quallLy sLandard and exempllfles mosL of Lhe crlLerla across ulmenslons ll, lll, lv of
Lhe rubrlc.
HJ:* 6--#'3%M"(; 88,, SB34"&7 ! Allgned and exempllfles Lhe quallLy sLandard ln some dlmenslons buL wlll beneflL from some revlslon ln
oLhers.
/* !$0$4'-"(; &'13#@ 88,, SB34"&7 ! Allgned parLlally and approaches Lhe quallLy sLandard ln some dlmenslons and needs slgnlflcanL revlslon
ln oLhers.
D* D'& #$-#$)$(&"(; 88,, SB34"&7 ! noL allgned and does noL address crlLerla.
TOOLKIT
Assessment Evaluation
Tool (AET)
Assessment
Evaluation Tool (AET)
Mathematics, Grades KHS ....................................................................................................................... III-27
English Language Arts/Literacy, Grades 312 ............................................................................................... III-34

III-27
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III-28
SLC1ICN I ML1kICS
Non-Negot|ab|e 1. ICCUS CN
MAICk WCkk: 1he |arge ma[or|ty of
po|nts |n each grade k-8 are devoted
to the ma[or work of the grade, and
the ma[or|ty of po|nts |n each n|gh
Schoo| course are devoted to w|de|y
app||cab|e prerequ|s|tes.
1

1bls ctltetloo opplles to flxeJ fotm ot
cA1 ossessmeots, wbetbet sommotlve
ossessmeots ot o set of
lotetlm/beocbmotk ossessmeots.
ltem books olso sboolJ teflect tbe
ptopottloos lo tbe mettlcs.

Ior grades k-8, each grade/course's assessmenLs meeL or exceed Lhe followlng score-polnL dlsLrlbuLlons for Lhe ma[or
work of Lhe grade.
83 of Lhe LoLal polnLs ln grades k-2 allgn excluslvely Lo Lhe ma[or work of Lhe grade.
73 of Lhe LoLal polnLs ln grades 3-3 allgn excluslvely Lo Lhe ma[or work of Lhe grade.
63 of Lhe LoLal polnLs ln grades 6-8 allgn excluslvely Lo Lhe ma[or work of Lhe grade.

Ior h|gh schoo|, allgned assessmenLs or seLs of assessmenLs meeL or exceed Lhe followlng score-polnL dlsLrlbuLlon:
30 of Lhe LoLal polnLs ln hlgh school allgn Lo wldely appllcable prerequlslLes for posLsecondary work.

Non-Negot|ab|e 1. ICCUS CN
MAICk WCkk
1o be ollqoeJ to tbe cc55M, eocb
qtoJe/cootses ossessmeots sboolJ
meet ot exceeJ tbe scote-polot
Jlsttlbotloos lo tbe mettlcs.
Meet (]N)

Iust|f|cat|on ] Comments

1
8efer also Lo crlLerlon #1 ln Lhe k-8 ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013) and crlLerlon #1 ln Lhe Plgh School ubllshers'
CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013).
!
!
III-29
SLC1ICN I ML1kICS
Non-Negot|ab|e 2. ICCUS IN k-8:
No |tem assesses top|cs d|rect|y or
|nd|rect|y before they are |ntroduced
|n the CCSSM.
3

cA1 ossessmeots, wbetbet o
sommotlve ossessmeot ot o set of
lotetlm/beocbmotk ossessmeots. All
ltems olso sboolJ teflect tbe mettlc.
100 of lLems on an assessmenL do noL assess knowledge of Loplcs before Lhe grade level Lhey are lnLroduced ln Lhe
CCSSM.
Commonly mlsallgned Loplcs lnclude, buL are noL llmlLed Lo:
robab|||ty, lncludlng chance, llkely ouLcomes, probablllLy models. (lnLroduced ln Lhe CCSSM ln grade 7)

Stat|st|ca| d|str|but|ons, lncludlng cenLer, varlaLlon, clumplng, ouLllers, mean, medlan, mode, range, quarLlles, and
stat|st|ca| assoc|at|on or trends, lncludlng Lwo-way Lables, blvarlaLe measuremenL daLa, scaLLer ploLs, Lrend llne,
llne of besL flL, correlaLlon. (lnLroduced ln Lhe CCSSM ln grades 6-8, see CCSSM for speclflc expecLaLlons by grade
level.)
S|m||ar|ty, congruence, or geometr|c transformat|ons. (lnLroduced ln Lhe CCSSM ln grade 8)
Symmetry of shapes, lncludlng llne/reflecLlon symmeLry, roLaLlonal symmeLry. (lnLroduced ln Lhe CCSSM ln grade
4)

Non-Negot|ab|e 2. ICCUS IN k-8:
qtoJe/cootses ossessmeots Jo oot
ossess toplcs Jltectly ot loJltectly
befote tbey ote lottoJoceJ lo tbe
cc55M.
Meet (]N)


3
8efer also Lo crlLerlon #2 ln Lhe K-8 Publisheis' Ciiteiia foi the Common Coie State Stanuaius foi Nathematics (Spiing 2u1S).
III-30
SLC1ICN I ML1kICS
Non-Negot|ab|e 3. kIGCk AND
8ALANCL: Lach grade]course's
assessments ref|ect the ba|ances |n
the Standards and he|p students
meet the Standards' r|gorous
expectat|ons by he|p|ng students
deve|op conceptua| understand|ng,
procedura| sk||| and f|uency, and
app||cat|on.
4

lotetlm/beocbmotk ossessmeots. ltem
books olso sboolJ teflect tbe
ptopottloos lo tbe mettlcs.
lor conceptuo/ understondinq:
k-niqh 5choo/: AL leasL 20 of Lhe LoLal score-polnLs on Lhe assessmenL(s) for each grade or course expllclLly
requlre sLudenLs Lo demonsLraLe concepLual undersLandlng of key maLhemaLlcal concepLs, especlally where called
for ln speclflc conLenL sLandards or clusLer headlngs.
lor Proceduro/ 5ki// ond l/uency:
k-: AL leasL 20 of Lhe score-polnLs on Lhe assessmenL(s) for each grade expllclLly assess procedural sklll and
fluency requlremenLs ln Lhe SLandards.
7-8 ond niqh 5choo/: AL leasL 20 of Lhe score-polnLs on Lhe assessmenL(s) for each grade or course expllclLly
assess procedural sklll and fluency.
lor 4pp/icotions
k-5: AL leasL 20 of Lhe LoLal score-polnLs on Lhe assessmenL(s) for each grade expllclLly assess solvlng slngle- or
mulLl-sLep word problems.
-8: AL leasL 23 of Lhe LoLal score polnLs on Lhe assessmenL(s) for each grade expllclLly assess solvlng slngle- and
mulLl-sLep word problems and slmple models.
niqh 5choo/: AL leasL 30 of Lhe LoLal score-polnLs on Lhe assessmenL(s) for each hlgh school course expllclLly
assess slngle- and mulLl-sLep word problems, slmple models, and subsLanLlal modellng/appllcaLlon problems.

Non-Negot|ab|e 3. kIGCk AND
8ALANCL
qtoJe/cootses ossessmeots meet ot
exceeJ tbe petceotoqes lo tbe mettlcs.
Meet (]N)


4
8efer also Lo crlLerlon #4 ln Lhe k-8 ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013) and crlLerlon #2 ln Lhe Plgh School ubllshers'
CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013).
III-31
SLC1ICN I ML1kICS
Non-Negot|ab|e 4. kAC1ICL-
CCN1LN1 CCNNLC1ICNS: Lach
grade]course's assessments |nc|ude
|tems that mean|ngfu||y connect the
Standards for Mathemat|ca| Content
and Standards for Mathemat|ca|
ract|ce. nowever, not a|| |tems need
to a||gn to a Standard for
Mathemat|ca| ract|ce. And there |s
no requ|rement to have an equa|
ba|ance among the Standards for
Mathemat|ca| ract|ce |n any set of
|tems or test forms.
S

lotetlm/beocbmotk ossessmeots. ltem
books olso sboolJ teflect tbe mettlcs.
All assessmenLs or seLs of assessmenLs lnclude accompanylng analysls, almed aL evaluaLors, whlch shows how Lhe
SLandards for MaLhemaLlcal racLlce are meanlngfully connecLed Lo Lhe SLandards for MaLhemaLlcal ConLenL assessed.
racLlce demands are grade-approprlaLe, beglnnlng ln an elemenLary way ln grades k-3 and showlng an arc of growlng
sophlsLlcaLlon across Lhe grades.
Non-Negot|ab|e 4. kAC1ICL-
CCN1LN1 CCNNLC1ICNS
1o be ollqoeJ to tbe cc55M, o
qtoJe/cootses ossessmeots most
meooloqfolly coooect tbe 5tooJotJs
fot Motbemotlcol ltoctlce ooJ tbe
5tooJotJs fot Motbemotlcol cooteot
ooJ locloJe o oottotlve tbot Jesctlbes
bow tbey ote meooloqfolly coooecteJ.

Meet (]N) Iust|f|cat|on ] Comments

3
8efer also Lo crlLerlon #7 ln Lhe k-8 ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013) and crlLerla #3 Plgh School ubllshers' CrlLerla for
Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013).
III-32
SLC1ICN I ML1kICS
Non-Negot|ab|e S. ALIGNMLN1 CI
1LS1 I1LMS: 1est |tems e||c|t d|rect,
observab|e ev|dence of the degree to
wh|ch a student can |ndependent|y
demonstrate the targeted
standard(s), adher|ng to the fu||
|ntent of the CCSSM.

lotetlm/beocbmotk ossessmeots. All
ltems ooJ/ot sets of ltems sboolJ
teflect tbe mettlc.
Metr|cs for Non-Negot|ab|e S:
100 of lLems and/or seLs of lLems exhlblL allgnmenL Lo Lhe full lnLenL of Lhe CCSSM for LhaL grade or course
67
:
ulrecLly reflecLlng Lhe language of lndlvldual sLandards.
o lor example, 6.LL.3 puLs Lhe emphasls on applylng properLles of operaLlons and generaLlng
equlvalenL expresslons, noL [usL mechanlcally slmpllfylng.
o MosL lLems allgned Lo a slngle sLandard should assess Lhe cenLral concern of Lhe sLandard ln
quesLlon.
8eflecLlng Lhe progresslons ln Lhe SLandards.
o lor example, mulLlpllcaLlon and dlvlslon lLems ln grade 3 emphaslze equal groups, wlLh no raLe
problems (grade 6 ln CCSS).
Assesslng all levels of Lhe conLenL hlerarchy.
o lor example, by lncludlng some lLems LhaL assess clusLers.
uslng Lhe number sysLem approprlaLe Lo Lhe grade level.
o lor example, ln grade 3 Lhere are some lLems lnvolvlng fracLlons greaLer Lhan 1, ln Lhe mlddle grades,
arlLhmeLlc and algebra use Lhe raLlonal number sysLem, noL [usL Lhe lnLegers.

Non-Negot|ab|e S. ALIGNMLN1 CI
1LS1 I1LMS
1o be ollqoeJ wltb tbe cc55M, eocb
qtoJe/cootses ossessmeots ooly
locloJe ltems tbot ollqo wltb tbe
cc55M.
Meet (]N) Iust|f|cat|on ] Comments

Lach grade]course's assessments must meet a|| f|ve of
the non-negot|ab|e cr|ter|a to be a||gned to the CCSS
and to cont|nue to the eva|uat|on |n Sect|on II.
# Cr|ter|a Met:

6
8efer also Lo Lhe k-8 ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013) and Lhe Plgh School ubllshers' CrlLerla for Lhe Common Core
SLaLe SLandards for MaLhemaLlcs (Sprlng 2013).
7
See Lhe CuallLy CrlLerla CheckllsL for MaLhemaLlcs lLems creaLed by SLudenL AchlevemenL arLners:
http://www.ccssitemdevelopment.org/downloads/Quality%20Criteria%20Checklists%20for%20Items.pdf
III-33
SLC1ICN II: INDICA1CkS CI UALI1
Lach grade/course's assessmenLs musL meeL all flve of Lhe non-negoLlable crlLerla Lo be allgned Lo Lhe CCSS and Lo conLlnue Lo Lhe evaluaLlon ln SecLlon ll.
SecLlon 2 lncludes lndlcaLors of quallLy. loJlcotots of poollty ote scoteJ Jlffeteotly ftom tbe ooo-oeqotloble ctltetlo, o blqbet scote lo 5ectloo 2 loJlcotes tbot
ossessmeots ote mote closely ollqoeJ.
Conslder Lhls guldance when evaluaLlng:
2 - (meeLs crlLerla): A score of 2 means LhaL Lhe assessmenLs meeL Lhe full lnLenLlon of Lhe crlLerlon ln a grade/course.
1 - (parLlally meeLs crlLerla): A score of 1 means LhaL Lhe assessmenLs meeL Lhe crlLerlon ln many aspecLs buL noL Lhe full lnLenL of Lhe crlLerlon.
0 - (does noL meeL crlLerla): A score of 0 means LhaL Lhe maLerlals do noL meeL many aspecLs of Lhe crlLerlon.

SLC1ICN II INDICA1CkS CI UALI1 SCCkL IUS1IIICA1ICN]NC1LS
1. Assess|ng Support|ng Content. AssessmenL of supporLlng conLenL enhances focus and
coherence slmulLaneously by engaglng sLudenLs ln Lhe ma[or work of Lhe grade or course.
8

2 1 0

2. Address|ng Lvery Standard for Mathemat|ca| ract|ce. Lvery SLandard for
MaLhemaLlcal racLlce ls represenLed on Lhe assessmenL(s) for each grade or course.
2 1 0

3. Lxpress|ng Mathemat|ca| keason|ng. 1here are sufflclenLly many polnLs on Lhe
assessmenL(s) for each grade or course LhaL expllclLly assess expresslng and/or
communlcaLlng maLhemaLlcal reasonlng.
2 1 0

4. Construct|ng Iorms W|thout Cue|ng So|ut|on rocesses. lLem sequences do noL cue Lhe
sLudenL Lo use a cerLaln soluLlon process durlng problem solvlng and assessmenLs lnclude
problems requlrlng dlfferenL Lypes of soluLlon processes wlLhln Lhe same secLlon.
2 1 0

S. Ca|||ng for Var|ety |n Student Work. lLems requlre a varleLy ln whaL sLudenLs produce.
lor example, lLems requlre sLudenLs Lo produce answers and soluLlons, buL also, ln a
grade-approprlaLe way, argumenLs and explanaLlons, dlagrams, maLhemaLlcal models,
eLc.
9

2 1 0

6. ua||ty Mater|a|s. 1he assessmenL lLems, answer keys, and documenLaLlon are free
from maLhemaLlcal errors.
2 1 0

ADD U 1C1AL CIN1S LAkNLD 1ota|________ Notes]Iust|f|cat|on:

8
9
8efer also Lo crlLerlon #9 ln Lhe k-8 ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards for MaLhemaLlcs (Sprlng 2013) and crlLerla #7 Plgh School ubllshers' CrlLerla for
Lhe CCSSM (Sprlng 2013).
III-34

Assessment Lva|uat|on 1oo| for CCSS A||gnment |n LLA]L|teracy Grades 3-12 (AL1) - Student Ach|evement artners
1o evaluaLe a seL of assessmenLs for allgnmenL wlLh Lhe Common Core SLaLe SLandards (CCSS), analyze Lhe assessmenLs agalnsL Lhe non-negoLlable
crlLerla ln Lhe Lable below. AssessmenLs and lLem banks musL meeL all of Lhe relevanL non-negoLlable crlLerla and Lhe proporLlons ln Lhe meLrlcs Lo
allgn wlLh Lhe CCSS. CrlLerla labeled as lndlcaLors of superlor quallLy are dlfferenL from Lhe non-negoLlables: AlLhough Lhe assessmenLs may be allgned
wlLhouL meeLlng Lhe lndlcaLors of superlor quallLy, assessmenLs LhaL do reflecL Lhese lndlcaLors are beLLer allgned.
8LlC8L ?Cu 8LCln . . .
LvaluaLors of assessmenLs should be aware LhaL aL Lhe hearL of Lhe Common Core SLaLe SLandards Lhere are subsLanLlal shlfLs ln LLA/LlLeracy LhaL
requlre Lhe followlng:
1. Comp|ex|ty: 8egular pracLlce wlLh complex LexL and lLs academlc language
2. Lv|dence: 8eadlng, wrlLlng, and speaklng grounded ln evldence from LexL, boLh llLerary and lnformaLlonal
3. know|edge: 8ulldlng knowledge Lhrough conLenL-rlch non-flcLlon
LvaluaLors should be well versed ln Lhe sLandards for Lhe grade level(s) of Lhe assessmenLs belng revlewed. lL ls also recommended LhaL evaluaLors
refer Lo Lhe ubllshers' CrlLerla for Lhe Common Core SLaLe SLandards ln LLA/llLeracy grades 3-12 and Lhe SupplemenL Lo Appendlx A of Lhe Common
Core SLaLe SLandards for LLA/LlLeracy: new 8esearch on 1exL ComplexlLy.
NCN-NLGC1IA8LL
CkI1LkIA ICk ALIGNMLN1
1C 1nL CCMMCN CCkL
ML1kICS
MLL1S
ML1kICS?
(]N)
IUS1IIICA1ICN ]
CCMMLN1S
I. 1exts and Cther St|mu||
Non-Negot|ab|e 1.
CCMLLkI1 CI 1Lk1S:
kead|ng texts have the
appropr|ate |eve| of
comp|ex|ty for the
grade, accord|ng to both
quant|tat|ve measures
and qua||tat|ve ana|ys|s
of text comp|ex|ty.
1A) 100 of LexLs on readlng assessmenLs or ln an lLem bank are accompanled by speclflc
evldence LhaL Lhey have been analyzed wlLh aL leasL one research-based quanLlLaLlve measure
for grade-band placemenL.
loJlcotot of 5opetlot Ooollty. keoJloq texts bove beeo ooolyzeJ by ot mote teseotcb-
boseJ poootltotlve meosotes, totbet tboo jost ooe.
18) 100 of LexLs on an assessmenL or ln an lLem bank are accompanled by speclflc evldence
LhaL Lhey have been analyzed wlLh a quallLaLlve measure lndlcaLlng a speclflc grade-level
placemenL.
1C) All, or nearly all, of Lhe readlng LexLs are placed wlLhln Lhe grade band lndlcaLed by Lhe
quanLlLaLlve analysls. 8are excepLlons (ln whlch Lhe quallLaLlve measure has Lrumped Lhe
quanLlLaLlve measures and placed Lhe LexL ouLslde Lhe grade band) are usually reserved for
llLerary LexLs ln Lhe upper grades.
1D) ln a seL of readlng assessmenLs, Lhe complexlLy of readlng LexLs lncreases durlng each year
and year by year. LlsLenlng LexLs follow Lhe same Lrend, alLhough Lhey may have greaLer
varlablllLy because llsLenlng skllls ln elemenLary school generally ouLpace readlng skllls.
loJlcotot of 5opetlot Ooollty. lo ossessmeots ooJ ltem books, texts voty lo leoqtb, stoJeots
ote cbolleoqeJ by complex texts octoss o tooqe of wotJ cooots.

III-35

NCN-NLGC1IA8LL
1C 1nL CCMMCN CCkL
ML1kICS
MLL1S
ML1kICS?
(]N)
IUS1IIICA1ICN ]
CCMMLN1S
Non-Negot|ab|e 2.
kANGL CI 1Lk1S:
LLA]||teracy
assessments ref|ect the
d|str|but|on of text types
and genres requ|red by
the standards.
2A) 1exLs on readlng assessmenLs or ln an lLem bank meeL Lhe followlng dlsLrlbuLlons of LexL
Lypes:
Crades 3-3: 30 llLeraLure / 30 lnformaLlonal LexL
Crades 6-8: 43 llLeraLure / 33 lnformaLlonal LexL
Plgh School: 30 llLeraLure / 70 lnformaLlonal LexL
28) ln grades 6-12, lnformaLlonal LexLs on readlng assessmenLs or ln an lLem bank reflecL a
balance of llLerary nonflcLlon, hlsLory/soclal sLudles, and sclence/Lechnlcal sub[ecLs:
LlLerary nonflcLlon 20 - 40
PlsLory/Soclal Sclence 20 - 40
Sclence/1echnlcal 20 - 40
2C) 100 of Lhe LexLs used on readlng assessmenLs or ln an lLem bank represenL Lhe genres
and LexL characLerlsLlcs LhaL are speclflcally requlred by Lhe sLandards aL each grade level.
2D) 1he vasL ma[orlLy of score polnLs on a readlng assessmenL relaLe Lo slngle LexLs, wlLh Lhe
selecLlon of palred or mulLlple LexL seLs governed by Lhe sLandards aL each grade.
loJlcotot of 5opetlot Ooollty. wbeo teseotcb slmolotloo tosks ote locloJeJ oo oo
ossessmeot, tbe set of texts locloJes ot leost two texts, ooe of wblcb ls oo oocbot text, ooJ
oses o votlety of texts ooJ text leoqtbs.

Non-Negot|ab|e 3.
UALI1 CI 1Lk1S:
1he qua||ty of texts and
other st|mu|| |s h|gh--
they are worth read|ng
c|ose|y and exh|b|t
except|ona| craft and
thought and]or prov|de
usefu| |nformat|on.
3A) 100 of passages are LexLs worLh readlng, Lhey are conLenL rlch and well crafLed,
represenLlng Lhe besL avallable wrlLlng ln Lhelr genre and sub[ecL maLLer. nearly all LexLs and
oLher sLlmull Lhus are prevlously publlshed raLher Lhan commlssloned."
loJlcotot of 5opetlot Ooollty. lf ooy commlsslooeJ texts ote oseJ, evlJeoce ls ptovlJeJ tbot
tbese texts bove beeo tevleweJ ooJ eJlteJ by ptofessloool pobllcotloo eJltots lo oJJltloo to
ossessmeot eJltots.
38) 100 of hlsLory/soclal sLudles and sclence/Lechnlcal LexLs, speclflcally, reflecL Lhe quallLy
of wrlLlng LhaL ls produced by auLhorlLles ln Lhe parLlcular academlc dlsclpllne and enable
sLudenLs Lo develop rlch conLenL knowledge.
3C) 30 or more of lnformaLlonal LexLs use lnformaLlonal LexL sLrucLures raLher Lhan a
narraLlve sLrucLure, whlle sLlll followlng Lhe dlsLrlbuLlon of sub[ecL maLLer ln non-negoLlable 2.
MosL lnformaLlonal LexLs wlLh a narraLlve sLrucLure are found ln hlsLory and llLerary
nonflcLlon.

III-36

NCN-NLGC1IA8LL
1C 1nL CCMMCN CCkL
ML1kICS
MLL1S
ML1kICS?
(]N)
IUS1IIICA1ICN ]
CCMMLN1S
II. kead|ng 1est uest|ons
Non Negot|ab|e 4. 1Lk1-
DLLNDLN1 AND 1Lk1-
SLCIIIC ULS1ICNS:
1est quest|ons are text-
dependent and text-
spec|f|c: 1hey requ|re
students to read c|ose|y,
f|nd the answers w|th|n
the text(s), and use
textua| ev|dence to
support the|r responses.
4A) 100 of Lhe quesLlons on readlng assessmenLs are LexL-dependenL: 1he quesLlons arlse
from and requlre close readlng and analysls of Lhe LexL(s), Lhey can be answered correcLly
wlLhouL prlor knowledge, and Lhey are llnked Lo a LexL (l.e., noL sLand alone").
48) A large ma[orlLy of quesLlons are LexL speclflc (l.e., noL generlc" quesLlons).
4C) A large ma[orlLy of lLems on a readlng assessmenL reflecL Lhe requlremenLs of 8eadlng
SLandard 1 by requlrlng sLudenLs Lo dlrecLly selecL or provlde evldence from Lhe LexL Lo
supporL Lhelr answers.
4D) 8eadlng assessmenLs rely on a varleLy of Lypes of LesL quesLlons, lncludlng when posslble
Lechnology-enhanced and consLrucLed-response formaLs, Lo approach Lhe LexLs ln ways
unlquely approprlaLe Lo each LexL.

Non-Negot|ab|e S.
ALIGNMLN1 CI 1LS1
ULS1ICNS:
1est quest|ons ref|ect
the r|gor and cogn|t|ve
comp|ex|ty demanded
by the standards, they
assess the depth and
breadth of the standards
at each grade |eve|.
SA) 100 of Lhe quesLlons on readlng assessmenLs and ln an lLem bank are rlgorous and
challenglng, Lhey assess Lhe depLh and complexlLy of Lhe analyLlcal Lhlnklng requlred by Lhe
sLandards.
S8) 100 of Lhe quesLlons on readlng assessmenLs and ln an lLem bank focus on Lhe cenLral
ldeas and lmporLanL parLlculars of Lhe LexL, raLher Lhan superflclal or perlpheral concepLs.
Sequences of lLems bulld sLudenL undersLandlng.
loJlcotot of 5opetlot Ooollty. Mote tboo bolf of tbe poestloos oo teoJloq ossessmeots ot lo
oo ltem book ote sofflcleotly tlcb ooJ complex tbot tbey ollqo to two ot mote stooJotJs lo
oJJltloo to 5tooJotJ 1 (see 4c obove).
SC) 100 of Lhe quesLlons on readlng assessmenLs and ln an lLem bank assess Lhe speclflc
requlremenLs dellneaLed ln Lhe sLandards aL each grade level, l.e., Lhe concepLs, Loplcs, and
LexLs named ln Lhe grade-level sLandards. (Powever, noL every sLandard musL be assessed
wlLh every LexL.)
SD) A vasL ma[orlLy of vocabulary lLems on assessmenLs and ln an lLem bank assess academlc
vocabulary (Ller 2 words).
SL) 100 of vocabulary lLems on assessmenLs and ln an lLem bank assess words LhaL are
lmporLanL Lo Lhe cenLral ldeas of Lhe LexL.

III-37

NCN-NLGC1IA8LL
1C 1nL CCMMCN CCkL
ML1kICS
MLL1S
ML1kICS?
(]N)
IUS1IIICA1ICN ]
CCMMLN1S
SI) vocabulary lLems comprlse a slgnlflcanL percenLage of Lhe LoLal polnLs on a readlng
assessmenL and Lhe LoLal number of readlng lLems ln an lLem bank.
loJlcotot of 5opetlot Ooollty. 5lmoloteJ teseotcb tosks comptlse o slqolflcoot petceotoqe of
tbe totol oombet of polots oo teoJloq ossessmeots.
III. Wr|t|ng to Sources and kesearch
Non-Negot|ab|e 6.
WkI1ING 1C SCUkCLS:
1he ma[or|ty of wr|t|ng
prompts, at a|| grade
|eve|s, are text-
dependent and ref|ect
the wr|t|ng genres
named |n the standards.
6A) A vasL ma[orlLy of wrlLLen Lasks aL all grade levels, lncludlng narraLlve Lasks whenever
posslble, requlre sLudenLs Lo confronL LexL or oLher sLlmull dlrecLly, Lo draw on LexLual
evldence, and Lo supporL valld lnferences from LexL or sLlmull.
68) All wrlLlng Lasks on assessmenLs or ln an lLem bank reflecL Lhe followlng proporLlons.
AlLernaLely, Lhey may reflecL blended forms (e.g. exposlLlon and persuaslon) ln slmllar
proporLlons.
Crades 3-3: exposlLlon 33 persuaslon 30 narraLlve 33
Crades 6-8: exposlLlon 33 argumenL 33 narraLlve 30
Plgh School: exposlLlon 40 argumenL 40 narraLlve 20
6C) 100 of research Lasks lnclude wrlLlng Lo sources.
loJlcotot of 5opetlot Ooollty. Nottotlve ptompts ote locteosloqly text-boseJ os stoJeots ptoqtess
tbtooqb tbe qtoJes, wltb oottotlve Jesctlptloo (text-boseJ, cbtoooloqlcol wtltloq) totbet tboo
lmoqlootlve oottotlves beloq Jomlooot lo tbe 20X of blqb scbool wtltloq tbot ls lo tbe oottotlve
qeote.
loJlcotot of 5opetlot Ooollty. 1ests wbose potpose ls to ossess teoJloq obllltles locloJe btlef ot
exteoJeJ wtltloq tosks os pott of tbe votlety of test poestloos fot eocb possoqe (see 4u).

IV. Speak|ng and L|sten|ng 1est uest|ons
Non-Negot|ab|e 7.
SLAkING AND
LIS1LNING:
Items assess|ng speak|ng
and ||sten|ng ref|ect true
commun|cat|on sk|||s
requ|red for co||ege and
career read|ness.
7A) 100 of Lhe LexLs and oLher sLlmull used ln speaklng and llsLenlng assessmenLs meeL Lhe
crlLerla for complexlLy, range, and quallLy of LexLs (non-negoLlables 1, 2, and 3).
78) ln a seL of llsLenlng assessmenLs, Lhe complexlLy of LexLs lncreases durlng each year and
year by year. 8ecause, however, llsLenlng skllls ln elemenLary school generally ouLpace
readlng skllls, llsLenlng LexLs may exhlblL greaLer varlablllLy ln complexlLy durlng a year.
7C) 100 of assessmenLs focused on speaklng assess sLudenLs' ablllLy Lo engage effecLlvely ln
a range of conversaLlons and collaboraLlons by expresslng well-supporLed ldeas clearly and
problng ldeas under dlscusslon by bulldlng on oLhers' ldeas.
7D) 100 of lLems assesslng llsLenlng permlL Lhe evaluaLlon of acLlve llsLenlng skllls, such as
Laklng noLes on maln ldeas, asklng relevanL quesLlons, and elaboraLlng on remarks of oLhers.
7L) 100 of assessmenLs focused on speaklng lnclude some lLems LhaL measure sLudenLs'
ablllLy Lo marshal evldence Lo orally presenL flndlngs from a research performance Lask.

III-38

NCN-NLGC1IA8LL
1C 1nL CCMMCN CCkL
ML1kICS
MLL1S
ML1kICS?
(]N)
IUS1IIICA1ICN ]
CCMMLN1S
V. Language 1est uest|ons
Non-Negot|ab|e 8.
LANGUAGL:
Items assess|ng
convent|ons and wr|t|ng
strateg|es ref|ect actua|
pract|ce to the extent
poss|b|e.
8A) 1he polnLs awarded on a wrlLlng assessmenL or ln a sysLem of LLA/llLeracy assessmenLs
lnclude a slgnlflcanL number of polnLs devoLed Lo measurlng language skllls. 1he language
polnLs may be obLalned from LesL quesLlons speclflcally deslgned Lo assess language, or Lhe
polnLs may be obLalned from scores on sLudenL wrlLlng. lf Lhe purpose of a glven assessmenL
ls solely Lo measure readlng ablllLles, language quesLlons are noL requlred.
88) A vasL ma[orlLy of lLems assesslng language mlrror real-world acLlvlLy (e.g., acLual edlLlng
or revlslon, acLual wrlLlng).
8C) CuesLlons focused on Lngllsh convenLlons represenL common sLudenL errors and focus on
Lhe convenLlons mosL lmporLanL for college and career readlness.
8D) CuesLlons focused on wrlLlng sLraLegles represenL flaws common Lo sLudenL wrlLlng and
focus on Lhe sLraLegles mosL lmporLanL for college and career readlness.

Assessment Passage and
Item Quality Criteria Checklist
Assessment Passage
and Item Quality
Criteria Checklist
TOOLKIT
Mathematics, Grades 3HS ........................................................................................................................ III-39
English Language Arts/Literacy Passages, Grades 312 ................................................................................ III-41
English Language Arts/Literacy Items, Grades 312 ..................................................................................... III-44

III-39

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TOOLKIT
Additional Resources for
Evaluating Alignment of
Additional Resources for
Evaluating Alignment of
Achieve Open Educational Resource Rubrics .................................................................................................. IV-1
Qualitative Measures Rubric for Informational Text and
Qualitative Measures Rubric for Literature ...................................................................................................... IV-1
CCSS Grade Bands and Quantitative Measures ............................................................................................... IV-1
Illustrative Mathematics Task Review Tool ...................................................................................................... IV-1

IV-1
IV. Additional Resources for Evaluating Alignment of
Instructional and Assessment Materials
Achieve Open Educational Resource (OER) Rubrics
Open Educational Resources (OER) are instructional materials,
often in a digital and online format, that contain an open copyright
license that allows educators to share, reuse and edit these
materials. The OER Rubrics can be used in developing or evaluating
OER to help determine the degree of alignment of OER to the
CCSS, and to determine aspects of quality of OER. OER range from
a single lesson or instructional support material (such as a problem
set or game) to a complete unit or set of support materials.
To view and download, please visit:
http://www.achieve.org/oer-rubrics
Qualitative Measures Rubric for Informational Text and Qualitative
Measures Rubric for Literature
Developed by the Council of Chief State School Ofcers English
Language Arts state collaborative to support qualitative analysis of
what makes a given text complex, these qualitative rubrics guide
educators in measuring features of text complexity, such as: text
structure, language clarity and conventions, knowledge demands,
and levels of meaning and purpose.
http://achievethecore.org/ela-literacy-common-core/
text-complexity/qualitative-measures or
www.ccsso.org/textcomplexity (Launching August 2013)
CCSS Grade Bands and Quantitative Measures
A step-by-step guide to accessing free, online tools that identify
the appropriate grade band for a text.
http://achievethecore.org/ela-literacy-common-core/
text-complexity/quantitative-measures
Illustrative Mathematics Task Review Tool
The Illustrative Mathematics task review criteria are used to
evaluate K12 mathematics tasks designed specically to
illustrate the CCSSM and intended for inclusion on the Illustrative
Mathematics website (http://www.illustrativemathematics.org/).
Each task is intended to be part of a highly crafted set that
illustrates the breadth, depth and nuances of each standard, cluster,
domain, grade level, or conceptual category in the standards. In
order to be published at Illustrative Mathematics, a task must meet
all eight criteria described in the review form.
https://docs.google.com/le/
d/0B7UDDaSOTTwkcWRJZjRGNWFWTWs/edit?usp=sharing.

TOOLKIT
Appendix: Publishers Criteria
for the Common Core
State Standards
Appendix: Publishers
Criteria for the Common
Core State Standards
Mathematics, Grades K8 ............................................................................................................................. V-1
Mathematics, High School ........................................................................................................................... V-23
English Language Arts/Literacy, Grades K2 .................................................................................................. V-43
English Language Arts/Literacy, Grades 312 ................................................................................................. V-52

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V-9
1able 1. rogress Lo Algebra ln Crades k-8
age 9 S8lnC 2013 8LLLASL - 04/09/2013
! # $ % & ' ( ) *
know number
names and Lhe
counL sequence

CounL Lo Lell Lhe
number of ob[ecLs

Compare numbers

undersLand
addlLlon as
puLLlng LogeLher
and addlng Lo,
and undersLand
subLracLlon as
Laklng aparL and
Laklng from

Work wlLh
numbers 11-19 Lo
galn foundaLlons
for place value
8epresenL and
solve problems
lnvolvlng addlLlon
and subLracLlon

undersLand and
apply properLles
of operaLlons and
Lhe relaLlonshlp
beLween addlLlon
and subLracLlon

Add and subLracL
wlLhln 20

Work wlLh
addlLlon and
subLracLlon
equaLlons
LxLend Lhe
counLlng
sequence

undersLand place
value

use place value
undersLandlng
and properLles of
operaLlons Lo add
and subLracL
Measure lengLhs
lndlrecLly and by
lLeraLlng lengLh
unlLs
8epresenL and
solve problems
lnvolvlng addlLlon
and subLracLlon

Add and subLracL
wlLhln 20

undersLand place
value

use place value
undersLandlng
and properLles of
operaLlons Lo add
and subLracL
Measure and
esLlmaLe lengLhs
ln sLandard unlLs

8elaLe addlLlon
and subLracLlon Lo
lengLh
8epresenL & solve
problems
lnvolvlng
mulLlpllcaLlon and
dlvlslon

undersLand
properLles of
mulLlpllcaLlon and
Lhe relaLlonshlp
beLween
mulLlpllcaLlon and
dlvlslon

MulLlply & dlvlde
wlLhln 100

Solve problems
lnvolvlng Lhe four
operaLlons, and
ldenLlfy & explaln
paLLerns ln
arlLhmeLlc

uevelop
undersLandlng of
fracLlons as
numbers

Solve problems
lnvolvlng
measuremenL and
esLlmaLlon of
lnLervals of Llme,
llquld volumes, &
masses of ob[ecLs

CeomeLrlc
measuremenL:
undersLand
concepLs of
area and relaLe
area Lo
mulLlpllcaLlon and
Lo addlLlon
use Lhe four
operaLlons wlLh
whole numbers Lo
solve problems

Cenerallze place
value
undersLandlng for
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V-30

age 8 04/09/2013
1able 1. ConLenL lrom CCSSM Wldely Appllcable as rerequlslLes for a 8ange of College Ma[ors, osLsecondary rograms and Careers*
Number and
uant|ty
A|gebra Iunct|ons Geometry
Stat|st|cs and
robab|||ty
App|y|ng key 1akeaways from Grades 6!8**
N-kN, kea|
Numbers: 8oLh
clusLers ln Lhls
domaln conLaln
wldely appllcable
prerequlslLes.

N-
, uant|t|es:
Lvery sLandard ln
Lhls domaln ls a
wldely appllcable
prerequlslLe. noLe,
Lhls domaln ls
especlally lmporLanL
ln Lhe hlgh school
conLenL sLandards
overall as a wldely
appllcable
prerequlslLe.
Lvery doma|n |n
th|s category
conLalns wldely
appllcable
prerequlslLes.
o

noLe, Lhe A-SSL
domaln ls especlally
lmporLanL ln Lhe
hlgh school conLenL
sLandards overall as
a wldely appllcable
prerequlslLe.
I-II, Interpret|ng
Iunct|ons: Lvery
clusLer ln Lhls
domaln conLalns
wldely appllcable
prerequlslLes.
o

AddlLlonally,
sLandards I-8I.1
and
I-LL.1 are relaLlvely
lmporLanL wlLhln
Lhls caLegory as
wldely appllcable
prerequlslLes.
1he fo||ow|ng
standards and
c|usters are
relaLlvely lmporLanL
wlLhln Lhls caLegory
as wldely appllcable
prerequlslLes:
G-CC.1
G-CC.9
G-CC.10
G-Sk1.8
G-Sk1.C

noLe, Lhe above
sLandards ln Lurn
have learnlng
prerequlslLes wlLhln
Lhe CeomeLry
caLegory, lncludlng:
C-CC.A
C-CC.8
C-S81.A
1he fo||ow|ng
standards are
relaLlvely lmporLanL
wlLhln Lhls caLegory
as wldely appllcable
prerequlslLes:
S-ID.2
S-ID.7
S-IC.1

noLe, Lhe above
sLandards ln Lurn
have learnlng
prerequlslLes wlLhln
6-8.S.

So|v|ng prob|ems at a |eve| of soph|st|cat|on
appropr|ate to h|gh schoo| by:

Applylng raLlos and proporLlonal
relaLlonshlps.

Applylng percenLages and unlL
converslons, e.g., ln Lhe conLexL of
compllcaLed measuremenL problems
lnvolvlng quanLlLles wlLh derlved or
compound unlLs (such as mg/mL, kg/m
3
,

acre-feeL, eLc.).

Applylng baslc funcLlon concepLs, e.g., by
lnLerpreLlng Lhe feaLures of a graph ln Lhe
conLexL of an applled problem.

Applylng concepLs and skllls of geomeLrlc
measuremenL e.g., when analyzlng a
dlagram or schemaLlc.

Applylng concepLs and skllls of baslc
sLaLlsLlcs and probablllLy (see 6-8.S).

erformlng raLlonal number arlLhmeLlc
fluenLly.

! #$%& '($)% %*& +$,&-: LeLLer codes (A, 8, C) are used Lo denoLe clusLer headlngs. lor example, C-S81.8 refers Lo Lhe -&+$#, clusLer headlng ln Lhe domaln C-S81, rove Lheorems uslng slmllarlLy" (pp. 77 of CCSSM).

* lnformed by posLsecondary survey daLa ln Conley &% './ (2011), 8eachlng Lhe Coal: 1he AppllcablllLy and lmporLance of Lhe Common Core SLaLe SLandards Lo College and Career 8eadlness,"
hLLp://www.eplconllne.org/publlcaLlons/documenLs/8eachlngLheCoal-lull8eporL.pdf.
** See CCSSM, p. 84: .some of Lhe hlghesL prlorlLy conLenL for college and career readlness comes from Crades 6-8. 1hls body of maLerlal lncludes powerfully useful proflclencles such as applylng raLlo reasonlng ln
real-world and maLhemaLlcal problems, compuLlng fluenLly wlLh poslLlve and negaLlve fracLlons and declmals, and solvlng real-world and maLhemaLlcal problems lnvolvlng angle measure, area, surface area, and
volume."
Modellng sLar (presenL ln CCSSM)

o
Cnly Lhe sLandards wlLhouL a (+) slgn are belng clLed here.
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