EQuIPRubricforLessons&Units:Science

Version3.0
Introduction:

TheEducatorsEvaluatingtheQualityofInstructionalProducts(EQuIP)Rubricforscienceprovidescriteriabywhichtomeasurethealignmentandoverallqualityoflessonsand
unitswithrespecttotheNextGenerationScienceStandards(NGSS).Thepurposesoftherubricandreviewprocessareto:(1)reviewexistinglessonsandunitstodetermine
whatrevisionsareneeded;(2)provideconstructivecriterionbasedfeedbackandsuggestionsforimprovementtodevelopers;(3)identifyexemplars/modelsforteachersuse
withinandacrossstates;and(4)toinformthedevelopmentofnewlessonsandunits.

Toeffectivelyapplythisrubric,anunderstandingoftheNationalResearchCouncilsAFrameworkforK12ScienceEducationandtheNextGenerationScienceStandards,
includingtheNGSSshifts(AppendixAoftheNGSS),isneeded.UnlikeintheEQuIPRubricsformathematicsandELA,thereisnotacategoryinthesciencerubricforshifts.Over
thecourseoftherubricdevelopment,writersandreviewersnotedthattheshiftsfitnaturallyintotheotherthreecategories.Forexample,theblendingofthethree
dimensions,orthreedimensionallearning,isaddressedineachofthethreecategories;coherenceisaddressedinthefirsttwocategories;connectionstotheCommonCore
StateStandardsisaddressedinthefirstcategory;etc.Eachcategoryincludescriteriabywhichtoevaluatetheintegrationofengineering,whenincludedinalessonorunit,
throughpracticesordisciplinarycoreideas.AnotherdifferencebetweentheEQuIPRubricsfrommathematicsandELAisinthenameofthecategories;therubricforscience
referstothemsimplyascategories,whereasthemathandELArubricsrefertothecategoriesasdimensions.ThisdistinctionwasmadebecausetheNextGenerationScience
Standardsalreadyusesthetermdimensionstorefertopractices,disciplinarycoreideas,andcrosscuttingconcepts.

ThearchitectureoftheNGSSissignificantlydifferentfromothersetsofstandards.Thethreedimensions,craftedintoperformanceexpectations,describewhatistobeassessed
followinginstructionandthereforearethemeasureofproficiency.Alessonorunitmayprovideopportunitiesforstudentstodemonstrateperformanceofpracticesconnected
withtheirunderstandingofcoreideasandcrosscuttingconceptsasfoundationalpieces.Thisthreedimensionallearningleadstowardeventualmasteryofperformance
expectations.Inthisscenario,qualitymaterialsshouldclearlydescribeorshowhowthelessonorunitworkscoherentlywithpreviousandfollowinglessonsorunitstohelpbuild
towardeventualmasteryofperformanceexpectations.Thetermelementisusedintherubrictorepresenttherelevant,bulletedpractices,disciplinarycoreideas,and
crosscuttingconceptsthatarearticulatedinthefoundationboxesofthestandardsandinK12gradebandedprogressionsandtheNGSSAppendices.Giventheunderstanding
thatlessonsandunitsshouldintegratethepractices,disciplinarycoreideas,andcrosscuttingconceptsinwaysthatmakesenseinstructionallyandnotreplicatetheexact
integrationintheperformanceexpectations,thenewtermelementsisneededtodescribethesesmallerunitsofthethreedimensions.Althoughitisunlikelythatasinglelesson
wouldprovideadequateopportunitiesforastudenttodemonstrateproficiencyonanentireperformanceexpectation,highqualityunitsaremorelikelytoprovidethese
opportunitiestodemonstrateproficiencyononeormoreperformancesexpectations.

ThereisarecognitionamongeducatorsthatcurriculumandinstructionwillneedtoshiftwiththeadoptionoftheNGSS,butitiscurrentlydifficulttofindinstructionalmaterials
designedfortheNGSS.Thepoweroftherubricisinthefeedbackandsuggestionsforimprovementitprovidescurriculumdevelopersandtheproductiveconversationsinwhich
educatorsengagewhileevaluatingmaterialsusingthequalityreviewprocess.Forcurriculumdevelopers,therubricandreviewprocessprovideevidenceofthequalityandthe
degreetowhichthelessonorunitisdesignedfortheNGSS.Additionally,therubricandreviewprocessgeneratesuggestionsforimprovementonhowmaterialscanbefurther
improvedandbetterdesignedtomatchupwiththevisonoftheFrameworkandtheNGSS.

Version3.0publishedSeptember2016
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Educatorsmayuseoradapt.Ifmodified,pleaseattributeEQuIPandretitle.

LessonsandunitsdesignedfortheNGSSincludeclearandcompellingevidenceofthefollowing:
I.NGSS3DDesign
Thelesson/unitisdesignedsostudentsmakesenseof
phenomenaand/ordesignsolutionstoproblemsbyengaging
instudentperformancesthatintegratethethreedimensions
oftheNGSS.
A. ExplainingPhenomena/DesigningSolutions:Making
senseofphenomenaand/ordesigningsolutionstoa
problemdrivestudentlearning.
i. Studentquestionsandpriorexperiencesrelatedto
thephenomenonorproblemmotivatesensemaking
and/orproblemsolving.
ii. Thefocusofthelessonistosupportstudentsin
makingsenseofphenomenaand/ordesigning
solutionstoproblems.
iii. Whenengineeringisalearningfocus,itisintegrated
withdevelopingdisciplinarycoreideasfromphysical,
life,and/orearthandspacesciences.
B. ThreeDimensions:Buildsunderstandingofmultiple
gradeappropriateelementsofthescienceand
engineeringpractices(SEPs),disciplinarycoreideas(DCIs), C. BuildingProgressions:Identifiesandbuildsonstudentspriorlearninginall
andcrosscuttingconcepts(CCCs)thataredeliberately
selectedtoaidstudentsensemakingofphenomena
and/ordesigningofsolutions.
i. Providesopportunitiestodevelopandusespecific
elementsoftheSEP(s).
ii. Providesopportunitiestodevelopandusespecific
elementsoftheDCI(s).
iii. Providesopportunitiestodevelopandusespecific
elementsoftheCCC(s).
C. IntegratingtheThreeDimensions:Studentsensemaking
ofphenomenaand/ordesigningofsolutionsrequires
studentperformancesthatintegrateelementsofthe
SEPs,CCCs,andDCIs.
EQuIPRubricforLessons&Units:Science(Version3.0)
EQuIPRubricforLessons&Units:Science
II.NGSSInstructionalSupports III.MonitoringNGSSStudentProgress
Thelesson/unitsupportsthreedimensionalteachingandlearningforALL Thelesson/unitsupportsmonitoringstudentprogress
studentsbyplacingthelessoninasequenceoflearningforallthreedimensions inallthreedimensionsoftheNGSSasstudentsmake
andprovidingsupportforteacherstoengageallstudents. senseofphenomenaand/ordesignsolutionsto
problems.
A. RelevanceandAuthenticity:Engagesstudentsinauthenticandmeaningful A. Monitoring3Dstudentperformances:Elicits
scenariosthatreflectthepracticeofscienceandengineeringas direct,observableevidenceofthreedimensional
experiencedintherealworld. learning;studentsareusingpracticeswithcore
i. Studentsexperiencephenomenaordesignproblemsasdirectlyas ideasandcrosscuttingconceptstomakesenseof
possible(firsthandorthroughmediarepresentations). phenomenaand/ortodesignsolutions.
ii. Includessuggestionsforhowtoconnectinstructiontothestudents'
home,neighborhood,communityand/orcultureasappropriate. B. Formative:Embedsformativeassessment
iii. Providesopportunitiesforstudentstoconnecttheirexplanationofa processesthroughoutthatevaluatestudent
phenomenonand/ortheirdesignsolutiontoaproblemtoquestions learningtoinforminstruction.
fromtheirownexperience.
C. Scoringguidance:Includesalignedrubricsand
B. StudentIdeas:Providesopportunitiesforstudentstoexpress,clarify, scoringguidelinesthatprovideguidancefor
justify,interpret,andrepresenttheirideasandtorespondtopeerand interpretingstudentperformancealongthethree
teacherfeedbackorallyand/orinwrittenformasappropriate. dimensionstosupportteachersin(a)planning
instructionand(b)providingongoingfeedbackto
students.
threedimensions,includingprovidingthefollowingsupporttoteachers:
i. Explicitlyidentifyingpriorstudentlearningexpectedforallthree D. Unbiasedtasks/items:Assessesstudent
dimensions proficiencyusingmethods,vocabulary,
ii. Clearlyexplaininghowthepriorlearningwillbebuiltupon representations,andexamplesthatareaccessible
andunbiasedforallstudents.
D. ScientificAccuracy:Usesscientificallyaccurateandgradeappropriate
scientificinformation,phenomena,andrepresentationstosupport
studentsthreedimensionallearning.
E. DifferentiatedInstruction:Providesguidanceforteacherstosupport
differentiatedinstructionbyincluding:
i. Appropriatereading,writing,listening,and/orspeakingalternatives
(e.g.,translations,picturesupport,graphicorganizers,etc.)forstudents
whoareEnglishlanguagelearners,havespecialneeds,orreadwell
belowthegradelevel.
ii. Extrasupport(e.g.,phenomena,representations,tasks)forstudents
whoarestrugglingtomeetthetargetedexpectations.
iii. Extensionsforstudentswithhighinterestorwhohavealreadymetthe
performanceexpectationstodevelopdeeperunderstandingofthe
practices,disciplinarycoreideas,andcrosscuttingconcepts.
2

UnitsdesignedfortheNGSSwillalsoincludeclearandcompellingevidenceofthefollowingadditionalcriteria:
I.NGSS3DDesign
D. UnitCoherence:Lessonsfittogethertotargetasetof F. TeacherSupportforUnitCoherence:Supportsteachersinfacilitating
performanceexpectations.
i. Eachlessonbuildsonpriorlessonsbyaddressing
questionsraisedinthoselessons,cultivatingnew
questionsthatbuildonwhatstudentsfiguredout,or
cultivatingnewquestionsfromrelatedphenomena,
problems,andpriorstudentexperiences.
ii. Thelessonshelpstudentsdeveloptowardproficiency
inatargetedsetofperformanceexpectations.
E. MultipleScienceDomains:Whenappropriate,linksare
madeacrossthesciencedomainsoflifescience,physical
scienceandEarthandspacescience.
i. Disciplinarycoreideasfromdifferentdisciplinesare
usedtogethertoexplainphenomena.
ii. Theusefulnessofcrosscuttingconceptstomakesense
ofphenomenaordesignsolutionstoproblemsacross
sciencedomainsishighlighted.
F. MathandELA:Providesgradeappropriateconnection(s)
totheCommonCoreStateStandardsinMathematics
and/orEnglishLanguageArts&LiteracyinHistory/Social
Studies,ScienceandTechnicalSubjects.
EQuIPRubricforLessons&Units:Science(Version3.0)
EQuIPRubricforLessons&Units:Science
II.NGSSInstructionalSupports III.MonitoringNGSSStudentProgress
E. CoherentAssessmentsystem:Includespre,
coherentstudentlearningexperiencesovertimeby: formative,summative,andselfassessment
i. Providingstrategiesforlinkingstudentengagementacrosslessons(e.g. measuresthatassessthreedimensionallearning.
cultivatingnewstudentquestionsattheendofalessoninawaythat
leadstofuturelessons,helpingstudentsconnectrelatedproblemsand F. Opportunitytolearn:Providesmultiple
phenomenaacrosslessons,etc.). opportunitiesforstudentstodemonstrate
ii. Providingstrategiesforensuringstudentsensemakingand/or performanceofpracticesconnectedwiththeir
problemsolvingislinkedtolearninginallthreedimensions. understandingofdisciplinarycoreideasand
crosscuttingconceptsandreceivefeedback.
G. Scaffoldeddifferentiationovertime:Providessupportstohelpstudents
engageinthepracticesasneededandgraduallyadjustssupportsovertime
sothatstudentsareincreasinglyresponsibleformakingsenseof
phenomenaand/ordesigningsolutionstoproblems.
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UsingtheEQuIPRubricforLessons&Units:Science

Thefirststepinthereviewprocessistobecomefamiliarwiththerubric,thelessonorunit,andthepractices,disciplinarycoreideas,andcrosscuttingconceptstargetedinthe
lessonorunit.Thethreecategoriesintherubricare:NGSS3DDesign,NGSSInstructionalSupports,andMonitoringNGSSStudentProgress.Eachcriterionwithineachcategory
shouldbeconsideredseparatelyaspartofthecompletereviewprocessandareusedtoprovidesufficientinformationfordeterminationofoverallqualityofthelessonorunit.

Forthepurposesofusingtherubric,alessonisdefinedas:asetofinstructionalactivitiesandassessmentsthatmayextendoverseveralclassperiodsordays;itismorethana
singleactivity.Aunitisdefinedas:asetoflessonsthatextendoveralongerperiodoftime.Ifyouarereviewingalesson,youwilluseonlythefirstsectionoftherubric(page
2).Ifyouarereviewinganinstructionalunit,youapplyallofthecriteriaoftherubric(pages2and3)acrosstheunit.Youllnoticethatthedefinitionofaunitisintentionally
broadhere.Ifyouarereviewinginstructionalmaterialsthatcovermorethanafewdaysofinstruction,usethefullunitlistofcriteria.

Alsoimportanttothereviewprocessisfeedbackandsuggestionsforimprovementtothedeveloperoftheresource.Forthispurpose,asetofresponseformsisincludedsothat
thereviewercaneffectivelyprovidecriterionbasedfeedbackandsuggestionsforimprovementforeachcategory.Theresponseformscorrespondtothecriteriaoftherubric.
Evidenceforeachcriterionmustbeidentifiedanddocumentedandcriterionbasedfeedbackandsuggestionsforimprovementshouldbegiventohelpimprovethelessonor
unit.

Whileitispossiblefortherubrictobeappliedbyanindividual,thequalityreviewprocessworksbestwithateamofreviewers,asacollaborativeprocess,withtheindividuals
recordingtheirthoughtsandthendiscussingwithotherteammembersbeforefinalizingtheirfeedbackandsuggestionsforimprovement.Discussionsshouldfocuson
understandingallreviewersinterpretationsofthecriteriaandtheevidencetheyhavefound.Withprofessionallearningsupportforthegroup,thisprocesswillprovidehigher
qualityfeedbackaboutthelessonsandalsocalibrateresponsesacrossreviewersinawaythatmovesthemtowardagreementaboutqualitywithrespecttotheNGSS.
Commentaryneedstobeconstructive,withalllessonsorunitsconsideredworksinprogress.Reviewersmustberespectfulofteammembersandtheresourcecontributor.
Contributorsshouldseethereviewprocessasanopportunitytogatherfeedbackandsuggestionsforimprovementratherthantoadvocatefortheirwork.Allfeedbackand
suggestionsforimprovementshouldbecriterionbasedandhavesupportingevidencefromthelessonorunitcited.

Inordertoapplytherubricwithreliabilityandwithfidelitytoitsintent,itisrecommendedthatthoseapplyingtherubrictolessonsandunitsbesupportedtoattendEQuIP
professionallearningbasedontheEQuIPFacilitatorsGuide.ThereisguidancewithintherubricbelowandintheFacilitatorsGuide,butapplicationoftherubricismuchmore
successfulwiththesupportofprofessionallearning.Itisdifficulttodevelopproficiencyatusingtherubricwithoutatleasttwodaysofhighqualityprofessionallearningthat
engagesparticipantsinevaluatinglessonsandunits.

Step1ReviewMaterials
Thefirststepinthereviewprocessistobecomefamiliarwiththerubricandthelessonorunitthatisbeingevaluated.
Reviewtherubricandrecordthegradeandtitleofthelessonorunitontheresponseform.
Scanthelesson/unittoseewhatitsabout;identifywhatpractices,disciplinarycoreideas,andcrosscuttingconceptsaretargeted;anddeterminehowitisorganized.
Readkeymaterialsrelatedtoinstruction,assessment,andteacherguidance.
Readthedefinitionsoflessonandunitnearthetopofthispageanddecideasagroupwhetheryouwillbeusingtheshorterlistofcriteriaforalesson,orthelongerlist
ofcriteriathatapplytoaunit.

Step2ApplyCriteriainCategoryI:NGSS3DDesign
Evaluatethelessonorunitusingthecriteriainthefirstcategory,firstindividuallyandthenasateam.
Closelyexaminethelessonorunitthroughthelensofeachcriterioninthefirstcategory.
Foreachcriterion,recordwhereyoufinditinthelesson/unit(theevidence)andwhy/howthisevidenceisanindicatorthecriterionisbeingmet(thereasoning)
Asindividuals,checktheboxforeachcriterionontheresponseformthatindicatesthedegreetowhichevidencecouldbeidentified.
Identifyandrecordinputonspecificimprovementsthatmightbemadetomeetcriteriaorstrengthenalignment.
EQuIPRubricforLessons&Units:Science(Version3.0) 4

Lookacrossthecriteriaofthecategory(ACforalessonandAFforaunit),evaluatethedegreetowhichtheyaremet,andenteryour03ratingforCategoryI:NGSS3DDesign
(seescaledescriptionbelow)
Asateam,discusscriteriaforwhichclearandsubstantialevidenceisfound,aswellascriterionbasedsuggestionsforspecificimprovementsthatmightbeneededtomeet
criteria.Asateam,enteryour03ratingforDimensionI:NGSS3DDesign.
Iftherubricisbeingusedtoapproveorvetresourcesandthelessonorunitdoesnotscoreatleasta2inCategoryI:NGSS3DDesigned,thereviewshouldstopandfeedback
shouldbeprovidedtothelessondeveloper(s)toguiderevisions.Iftherubricisbeingusedlocallyforrevisingandbuildinglessons,professionaljudgmentshouldguidewhetherto
continuereviewingthelesson.CategoriesIIandIIImaybetimeconsumingtoevaluateifCategoryIhasnotbeenmetandthefeedbackmaynotbeusefulifsignificantrevisions
areneededinCategoryI,butevaluatingthesecriteriainagroupmaysupportdeeperandmorecommonunderstandingofthecriteriainthesecategoriesandmorecomplete
feedbacktothelessondeveloper(iftheyarenotintheroom)sothatCategoriesIIandIIIaremorelikelytobemetwithfewercyclesofrevision.

Step3ApplyCriteriainCategoriesIIandIII:InstructionalSupportsandMonitoringStudentProgress
Thethirdstepistoevaluatethelessonorunitusingthecriteriainthesecondandthirdcategories,firstindividuallyandthenasagroup.
Closelyexaminethelessonorunitthroughthelensofeachcriterioninthesecondandthirdcategoriesoftheresponseform.
Foreachcriterion,recordwhereyoufinditinthelesson/unit(theevidence)andwhy/howthisevidenceisanindicatorthecriterionisbeingmet(thereasoning)
Individuallychecktheboxforeachcriterionontheresponseformthatindicatesthedegreetowhichevidencecouldbeidentified.
Recordanysuggestionsforimprovementandthenrateeachcategoryusingthe03ratingscaleintheformsbelow.
Whenworkinginagroup,teamsmaychoosetocompareratingsaftereachcategoryordelayconversationuntileachpersonhasratedandrecordedinputforbothCategoriesII
andIII.Completeconsensusamongteammembersisnotrequiredbutdiscussionisakeycomponentofthereviewprocessthatmovesthegrouptoabetterunderstandingofthe
criteria.

Step4ApplyanOverallRatingandProvideSummaryComments
ReviewratingsforCategoriesIIII,adding/clarifyingcommentsasneeded.
Writesummarycommentsforyouroverallratingonyourrecordingsheet.
Totalcategoryratings,reflectontheoverallqualityofthelessonorunit,andrecordtheoverallratingofE,E/I,R,orN.
Ifworkinginagroup,individualsshouldrecordtheiroverallratingpriortoconversation.

Step5CompareOverallRatingsandRecommendNextSteps
Notetheevidencecitedtoarriveatfinalratings,summarycommentsandsimilaritiesanddifferencesamongraters.Recommendnextstepsforthelesson/unitandprovide
recommendationsforimprovementand/orratingstodevelopers/teachers.

RatingScales
RatingforCategoryI:NGSS3DDesignedisnonnegotiableandrequiresaratingof2or3.Ifratingis0or1thenareviewforresourceapprovaldoesnotcontinue.
RatingScaleforCategoriesI,II,&III: OverallRatingfortheLesson/Unit:
Ratingscalesaredifferentforeachcategoryandcanbefoundafter E:ExampleofhighqualityNGSSdesignHighqualitydesignfortheNGSSacrossallthreecategoriesoftherubric;
eachcategoryintherubric. alessonorunitwiththisratingwillstillneedadjustmentsforaspecificclassroom,butthesupportistheretomake
thispossible;exemplifiesmostcriteriaacrossCategoriesI,II,&IIIoftherubric.(totalscore~89)
DescriptorsforCategoriesI,II,&III: E/I:ExampleofhighqualityNGSSdesignifImprovedAdequatedesignfortheNGSS,butwouldbenefitfrom
3:ExemplifiesNGSSQualitymeetsthestandarddescribedby someimprovementinoneormorecategories;mostcriteriahaveatleastadequateevidence(totalscore~67)
criteriainthecategory,asexplainedincriterionbasedobservations. R:RevisionneededPartiallydesignedfortheNGSS,butneedssignificantrevisioninoneormorecategories
2:ApproachingNGSSQualitymeetsmanycriteriabutwillbenefit (total~35)
fromrevisioninothers,assuggestedincriterionbasedobservations. N:NotreadytoreviewNotdesignedfortheNGSS;doesnotmeetcriteria(total02)
1:DevelopingtowardNGSSQualityneedssignificantrevision,as
suggestedincriterionbasedobservations.
0:NotrepresentingNGSSQualitydoesnotaddressthecriteriain
thecategory.
EQuIPRubricforLessons&Units:Science(Version3.0) 5


EQuIPRubricforLessons&Units:Science(Version3.0)

ReviewerNameorID:_______________________________ Grade:__________ Lesson/UnitTitle:_________________________________________

CategoryI:NGSS3DDesign(lessonsandunits):Thelesson/unitisdesignedsostudentsmakesenseofphenomenaand/ordesignsolutionstoproblemsbyengaginginstudent
performancesthatintegratethethreedimensionsoftheNGSS.
Specificevidencefrommaterials
LessonandUnitCriteria (whathappened/wheredidithappen) Evidenceof Suggestionsfor
LessonsandunitsdesignedfortheNGSSincludeclearandcompelling andreviewersreasoning Quality? improvement
evidenceofthefollowing: (how/whyisthisevidence)
A. ExplainingPhenomena/DesigningSolutions:Makingsenseof
phenomenaand/ordesigningsolutionstoaproblemdrivestudent
learning.
i. Studentquestionsandpriorexperiencesrelatedtothe None
phenomenonorproblemmotivatesensemakingand/or Inadequate
problemsolving.
ii. Thefocusofthelessonistosupportstudentsinmakingsense Adequate
ofphenomenaand/ordesigningsolutionstoproblems. Extensive
iii. Whenengineeringisalearningfocus,itisintegratedwith
developingdisciplinarycoreideasfromphysical,life,and/or
earthandspacesciences.
B. ThreeDimensions:Buildsunderstandingofmultiplegrade
appropriateelementsofthescienceandengineeringpractices
(SEPs),disciplinarycoreideas(DCIs),andcrosscuttingconcepts
(CCCs)thataredeliberatelyselectedtoaidstudentsensemaking Documentevidenceandreasoning,andevaluate
ofphenomenaand/ordesigningofsolutions. whetherornotthereissufficientevidenceofqualityfor Evidenceof
eachdimensionseparately Quality?
None
i. Providesopportunitiestodevelopandusespecificelementsof i. None
Inadequate Inadequate
theSEP(s).
Adequate Adequate
Extensive
Extensive

ii. Providesopportunitiestodevelopandusespecificelementsof ii. None
(All3dimensions
theDCI(s). Inadequate
mustberatedat
Adequate
leastadequateto
Extensive markadequate
overall)
iii. Providesopportunitiestodevelopandusespecificelementsof iii. None
theCCC(s). Inadequate
Adequate
Extensive
Evidenceneedstobeattheelementlevelofthedimensions(see
rubricintroductionforadescriptionofwhatismeantbyelement)

EQuIPRubricforLessons&Units:Science(Version3.0) 6

C. IntegratingtheThreeDimensions:Studentsensemakingof
phenomenaand/ordesigningofsolutionsrequiresstudent
performancesthatintegrateelementsoftheSEPs,CCCs,andDCIs.
None
Inadequate
Adequate
Extensive

RatingforCategoryI.NGSS3DDesignlessons LessonRatingscaleforCategoryI(CriteriaAConly):
Select Rating
Aftercarefullyweighingtheevidence,reasoning,andsuggestionsfor 3:Extensiveevidencetomeetatleasttwocriteria
improvement,ratethedegreetowhichthereisenoughevidenceto (andatleastadequateevidenceforthethird)
supportaclaimthatthelessonmeetsthesecriteria. 2:Adequateevidencetomeetallthreecriteriainthecategory
1:Adequateevidencetomeetatleastonecriterioninthecategory,
0123
Ifyouareevaluatinganinstructionalunitratherthanasinglelesson, butinsufficientevidenceforatleastoneothercriterion
continueontoevaluatecriteriaDFandrateCategoryIoverall 0:Inadequate(orno)evidencetomeetanyofthecriteriainthecategory Afterratingthelesson,read
below. belowfornextsteps




Whatsnextifthelessonratingislessthana2?
Iftherubricisbeingusedtoapproveorvetresourcesandthelessonorunitdoesnotscoreatleasta2inCategoryI:NGSS3DDesigned,the
reviewshouldstopandfeedbackshouldbeprovidedtothelessondeveloper(s)toguiderevisions.Iftherubricisbeingusedlocallyforrevisingand
buildinglessons,professionaljudgmentshouldguidewhethertocontinuereviewingthelesson.CategoriesIIandIIImaybetimeconsumingto
evaluateifCategoryIhasnotbeenmetandthefeedbackmaynotbeusefulifsignificantrevisionsareneededinCategoryI,butevaluatingthese
criteriainagroupmaysupportdeeperandmorecommonunderstandingofthecriteriainthesecategoriesandmorecompletefeedbacktothe
lessondeveloper(iftheyarenotintheroom)sothatCategoriesIIandIIIaremorelikelytobemetwithfewercyclesofrevision.

Whatsnextifthelessonratingisa2or3?
Ifyouareevaluatingalessonthatshowssufficientevidenceofqualitytowarrantaratingofeithera2ora3forCategoryI,proceedtoCategoryII:
NGSSInstructionalSupports

EQuIPRubricforLessons&Units:Science(Version3.0) 7

CategoryI:NGSS3DDesign(additionalcriteriaforunitsonly):
Ifyouareevaluatingalesson,itisnotnecessarytoevaluatecriteriaDF.Pleaseenteryourratingforasinglelessonabove(afterC).

UnitCriteria Specificevidencefrommaterials Evidence Suggestionsfor

AunitorlongerlessondesignedfortheNGSSwillalso
includeclearandcompellingevidenceofthefollowing: andreviewersreasoning ofQuality? improvement
D. UnitCoherence:Lessonsfittogethertotargetasetof
performanceexpectations.
i. Eachlessonbuildsonpriorlessonsbyaddressing
questionsraisedinthoselessons,cultivatingnew None
questionsthatbuildonwhatstudentsfiguredout,or Inadequate
cultivatingnewquestionsfromrelatedphenomena,
problems,andpriorstudentexperiences. Adequate
Extensive
ii. Thelessonshelpstudentsdeveloptoward
proficiencyinatargetedsetofperformance
expectations.
E. MultipleScienceDomains:Whenappropriate,linksare
madeacrossthesciencedomainsoflifescience,physical None
scienceandEarthandspacescience.
Inadequate
i. Disciplinarycoreideasfromdifferentdisciplinesare
usedtogethertoexplainphenomena. Adequate
ii. Theusefulnessofcrosscuttingconceptstomake
Extensive
senseofphenomenaordesignsolutionstoproblems
acrosssciencedomainsishighlighted.
F. MathandELA:Providesgradeappropriateconnection(s)
totheCommonCoreStateStandardsinMathematics None
and/orEnglishLanguageArts&LiteracyinHistory/Social Inadequate

Studies,ScienceandTechnicalSubjects.
Adequate
Extensive

RatingforCategoryI.NGSS3DDesignedunits UnitRatingScaleforCategoryI(CriteriaAF):
Aftercarefullyweighingtheevidence,reasoning,and
Select Rating
3:Atleastadequateevidenceforalloftheunitcriteriainthecategory;extensive
suggestionsforimprovement,ratethedegreetowhichthe evidenceforcriteriaAC
criteriaaremetacrosstheunit. 2:AtleastsomeevidenceforallunitcriteriainCategoryI(AF);
adequateevidenceforcriteriaAC 0123
1:AdequateevidenceforsomecriteriainCategoryI,butinadequate/noevidenceforatleast
onecriterionAC
0:Inadequate(orno)evidencetomeetanycriteriainCategoryI(AF)

Iftherubricisbeingusedtoapproveorvetresourcesandtheunitdoesnotscoreatleasta2overallinCategoryI:NGSS3DDesign,thereviewshouldstophereand
feedbackshouldbeprovidedtotheunitdeveloper(s)toguiderevisions.Iftherubricisbeingusedlocallyforrevisingandbuildingunits,professionaljudgmentshouldbe
usedonwhetherornottocontinuereviewingtheunit.Forexample,aunitthatisweakinoneaspectofcriterionA,butthatthereviewersthinkiseasytofix,might
warrantcontinuedreviewtoprovidemorecompletefeedbacktotheunitdeveloper(s).
EQuIPRubricforLessons&Units:Science(Version3.0) 8

CategoryII:NGSSInstructionalSupports(lessonsandunits):Thelesson/unitsupportsthreedimensionalteachingandlearningforALLstudentsbyplacingthelessonina
sequenceoflearningforallthreedimensionsandprovidingsupportforteacherstoengageallstudents.

LessonandUnitCriteria Specificevidencefrommaterialsandreviewers Evidence Suggestionsfor
LessonsandunitsdesignedfortheNGSSincludeclearand reasoning ofQuality? improvement
compellingevidenceofthefollowing:
A. RelevanceandAuthenticity:Engagesstudentsinauthentic
andmeaningfulscenariosthatreflectthepracticeofscience
andengineeringasexperiencedintherealworld.
i. Studentsexperiencephenomenaordesignproblemsas
directlyaspossible(firsthandorthroughmedia
representations). None
ii. Includessuggestionsforhowtoconnectinstructiontothe Inadequate
students'home,neighborhood,communityand/orculture Adequate
asappropriate.
Extensive
iii. Providesopportunitiesforstudentstoconnecttheir
explanationofaphenomenonand/ortheirdesignsolution
toaproblemtoquestionsfromtheirownexperience.

B. StudentIdeas:Providesopportunitiesforstudentstoexpress,
clarify,justify,interpret,andrepresenttheirideasandrespond
topeerandteacherfeedbackorallyand/orinwrittenformas
appropriate.
None
Inadequate
Adequate
Extensive

C. BuildingProgressions:Identifiesandbuildsonstudentsprior
learninginallthreedimensions,includingprovidingthe
followingsupporttoteachers:
i. Explicitlyidentifyingpriorstudentlearningexpectedforall
threedimensions None
ii. Clearlyexplaininghowthepriorlearningwillbebuiltupon. Inadequate
Adequate
Extensive

EQuIPRubricforLessons&Units:Science(Version3.0) 9

D. ScientificAccuracy:Usesscientificallyaccurateandgrade
appropriatescientificinformation,phenomena,and
representationstosupportstudentsthreedimensional
learning.
None
Inadequate
Adequate
Extensive

E. DifferentiatedInstruction:Providesguidanceforteachersto
supportdifferentiatedinstructionbyincluding:
i. Appropriatereading,writing,listening,and/orspeaking
alternatives(e.g.,translations,picturesupport,graphic
organizers,etc.)forstudentswhoareEnglishlanguage
None
learners,havespecialneeds,orreadwellbelowthegrade
level. Inadequate
ii. Extrasupport(e.g.,phenomena,representations,tasks)for Adequate
studentswhoarestrugglingtomeetthetargeted Extensive
expectations.
iii. Extensionsforstudentswithhighinterestorwhohave
alreadymettheperformanceexpectationstodevelop
deeperunderstandingofthepractices,disciplinarycore
ideas,andcrosscuttingconcepts.
RatingforCategoryII:InstructionalSupportslessons
Aftercarefullyweighingtheevidence,reasoning,andsuggestions
LessonRatingscaleforCategoryII(CriteriaAEonly):
3:Atleastadequateevidenceforallcriteriainthecategory;extensiveevidenceforat
Select Rati ng
forimprovement,ratethedegreetowhichthelessonmetthis leastonecriterion
category. 2:Someevidenceforallcriteriainthecategoryandadequateevidenceforatleastfour
criteria,includingA
0123
Ifyouareevaluatinganinstructionalunitratherthanasingle 1:Adequateevidenceofqualityforatleasttwocriteriainthecategory
lesson,continueontoevaluatecriteriaFGandrateCategoryII 0:Adequateevidenceofqualityfornomorethanonecriterioninthecategory
overallbelow.

EQuIPRubricforLessons&Units:Science(Version3.0) 10

CategoryII:NGSSInstructionalSupports(additionalcriteriaforunitsonly)
Ifyouareevaluatingalesson,itisnotnecessarytoevaluatecriteriaFG.Pleaseenteryourratingforalessonabove(afterE).

UnitCriteria Specificevidencefrommaterialsandreviewers Evidence Suggestionsfor

AunitorlongerlessondesignedfortheNGSSwillalsoinclude reasoning ofQuality? improvement
clearandcompellingevidenceofthefollowing:
F. TeacherSupportforUnitCoherence:Supportsteachersin
facilitatingcoherentstudentlearningexperiencesovertimeby:
i. Providingstrategiesforlinkingstudentengagementacross

lessons(e.g.cultivatingnewstudentquestionsattheend
ofalessoninawaythatleadstofuturelessons,helping None
studentsconnectrelatedproblemsandphenomenaacross Inadequate
lessons,etc.). Adequate
ii. Providingstrategiesforensuringstudentsensemaking
and/orproblemsolvingislinkedtolearninginallthree Extensive
dimensions.

G. Scaffoldeddifferentiationovertime:Providessupportstohelp
studentsengageinthepracticesasneededandgradually
adjustssupportsovertimesothatstudentsareincreasingly

responsibleformakingsenseofphenomenaand/ordesigning
solutionstoproblems. None
Inadequate
Adequate
Extensive

RatingforCategoryII:NGSSInstructionalSupportsunits
Aftercarefullyweighingtheevidence,reasoning,andsuggestions
forimprovement,ratethedegreetowhichthecriteriaaremet
acrosstheunit.
UnitratingscaleforCategoryII(CriteriaAG):
3:Atleastadequateevidenceforallcriteriainthecategory;extensiveevidence
SelectRating
foratleasttwocriteria
2:Someevidenceforallcriteriainthecategoryandadequateevidenceforatleast
fivecriteria,includingA
0123
1:Adequateevidenceforatleastthreecriteriainthecategory
0:Adequateevidencefornomorethantwocriteriainthecategory

EQuIPRubricforLessons&Units:Science(Version3.0) 11
 CategoryIII:MonitoringNGSSStudentProgress(lessonsandunits)Thelesson/unitsupportsmonitoringstudentprogressinallthreedimensionsoftheNGSSasstudentsmakesense
ofphenomenaand/ordesignsolutionstoproblems.
LessonandUnitCriteria Specificevidencefrommaterialsandreviewers Evidence Suggestionsfor
LessonsandunitsdesignedfortheNGSSincludeclearandcompelling
evidenceofthefollowing:
reasoning ofQuality? improvement
A. Monitoring3Dstudentperformances:Elicitsdirect,observable
evidenceofthreedimensionallearning;studentsareusingpractices
withcoreideasandcrosscuttingconceptstomakesenseof None
phenomenaand/ortodesignsolutions. Inadequate
Adequate
Extensive

B. Formative:Embedsformativeassessmentprocessesthroughoutthat
evaluatestudentlearningtoinforminstruction.
None
Inadequate
Adequate
Extensive

C. Scoringguidance:Includesalignedrubricsandscoringguidelinesthat
provideguidanceforinterpretingstudentperformancealongthethree
dimensionstosupportteachersin(a)planninginstructionand(b) None
providingongoingfeedbacktostudents. Inadequate
Adequate
Extensive

D. Unbiasedtasks/items:Assessesstudentproficiencyusingmethods,
vocabulary,representations,andexamplesthatareaccessibleand
unbiasedforallstudents. None
Inadequate
Adequate
Extensive

RatingforCategoryIII.MonitoringNGSSStudentProgresslessons
Aftercarefullyweighingtheevidence,reasoning,andsuggestionsfor
improvement,ratethedegreetowhichthelessonmetthiscategory.
Ifyouareevaluatinganinstructionalunitratherthanasinglelesson,
continueontoevaluatecriteriaEFandrateCategoryIIIoverallbelow.
LessonRatingscaleforCategoryIII(CriteriaADonly):
3:Atleastadequateevidenceforallcriteriainthecategory;extensiveevidence
Select Rating
foratleastonecriterion
2:Someevidenceforallcriteriainthecategoryandadequateevidenceforatleast
threecriteria,includingA
0123
1:Adequateevidenceforatleasttwocriteriainthecategory
0:Adequateevidencefornomorethanonecriterioninthecategory

EQuIPRubricforLessons&Units:Science(Version3.0) 12
CategoryIII:MonitoringNGSSStudentProgress(additionalcriteriaforunitsonly)
Ifyouareevaluatingalesson,itisnotnecessarytoevaluatecriteriaEF.Pleaseenteryourratingforalessonabove(afterD).

UnitCriteria Specificevidencefrommaterialsandreviewers Evidence Suggestionsfor

AunitorlongerlessondesignedfortheNGSSwillalsoincludeclearand
compellingevidenceofthefollowing: reasoning ofQuality? improvement
E. CoherentAssessmentsystem:Includespre,formative,summative,
andselfassessmentmeasuresthatassessthreedimensionallearning.
None
Inadequate
Adequate
Extensive

F. Opportunitytolearn:Providesmultipleopportunitiesforstudentsto
demonstrateperformanceofpracticesconnectedwiththeir
understandingofdisciplinarycoreideasandcrosscuttingconceptsand
receivefeedback None
Inadequate
Adequate
Extensive

RatingforCategoryIII:MonitoringNGSSStudentProgressunits
Aftercarefullyweighingtheevidence,reasoning,andsuggestionsfor
improvement,ratethedegreetowhichthecriteriaaremetacrossthe
unit.
UnitRatingscaleforCategoryIII(CriteriaAF):
3:Atleastadequateevidenceforallcriteriainthecategory;extensiveevidence
SelectRating
foratleastonecriterion
2:Someevidenceforallcriteriainthecategoryandadequateevidenceforatleast
fivecriteria,includingA
0123
1:Adequateevidenceforatleastthreecriteriainthecategory
0:Adequateevidencefornomorethantwocriteriainthecategory

EQuIPRubricforLessons&Units:Science(Version3.0) 13
CategoryRatings:
Transferyourteamsratingsfromeachcategorytothefollowingchartandaddthescorestogetherfortheoverallscore:
CategoryI:
NGSS3DDesign
0123
Overallratings:
Thescoretotalisan
approximateguideforthe
rating.Reviewersshouldusethe
evidenceofqualityacross
categoriestoguidethefinal
rating.Inotherwords,the
ratingcoulddifferfromthetotal
scorerecommendationsifthe
reviewerhasevidenceto
supportthisvariation.
OverallSummaryComments:
EQuIPRubricforLessons&Units:Science(Version3.0)
Categoryratings
CategoryII: CategoryIII: Total
NGSSInstructionalSupports MonitoringNGSSStudent
Progress Score
0123 0123
E:ExampleofhighqualityNGSSdesignHighqualitydesignfortheNGSSacrossall
threecategoriesoftherubric;alessonorunitwiththisratingwillstillneedadjustments
foraspecificclassroom,butthesupportistheretomakethispossible;exemplifies Select theoverallratingbelow:
mostcriteriaacrossCategoriesI,II,&IIIoftherubric.(totalscore~89)
E/I:ExampleofhighqualityNGSSdesignifImprovedAdequatedesignfortheNGSS,
butwouldbenefitfromsomeimprovementinoneormorecategories;mostcriteria
haveatleastadequateevidence(totalscore~67)
R:RevisionneededPartiallydesignedfortheNGSS,butneedssignificantrevisionin
EE/IRN
oneormorecategories(total~35)
N:NotreadytoreviewNotdesignedfortheNGSS;doesnotmeetcriteria(total02)
14