Accessing and Evaluating High-Quality and Equitable Resources

Created Feb. 6, 2024 by Amy Renzelmann, Jane Doll, Jim Renzelmann, Julia Leeson, Jennifer Zalewski, Tina Thone, Andrea Daun, Tamara Damrow, Megan Neitzke, Mary Dust

Learning Goals/Objectives:

a) Develop a common understanding of High Quality resources with a focus on equity as measured by aligning our vision with the definition in EdReports and Equity research.

b) Design a protocol for assessing resources in Reading and Writing as measured by the development of a protocol (tools and procedures for assessing the quality of instructional resources) to analyze the quality of a resource and the analysis of multiple OER resources using that tool.

c) Implement high-quality and standards-aligned instructional materials as measured by a common rubric.


Materials

Materials

SASD Blank Tool- (When opening, you will be asked to make a copy)

SASD Evaluation Tool- (PDF version and editable if downloaded)

SASD Sample Assessment- (ELA team used our tool to evaluate an OER)


Materials used for further evaluation of materials

EdReports Rubric- EdReports uses this tool to evaluate comprehensive curricular resources.

IMET Tool- Instructional Materials Evaluation Tool, ELA Literacy grades 3-12

DOK Tool for Writing-  Karin K. Hess (2009, updated 2013). Linking research with practice: A local assessment toolkit to guide school leaders.

Text Complexity Tools

Text Complexity Tools- from Achieve the Core.

Text Complexity Rubrics- Available for download at resources.corwin.com/HessToolkit and www.karin-hess.com/free-resources © Hess & Hervey (2010). Tools for Examining Text Complexity, in Hess, K. (2013). Linking research with practice: A local assessment toolkit to guide school leaders.

Analyzing Qualitative Features of Text- Available for download at resources.corwin.com/HessToolkit and www.karin-hess.com/free-resources © Hess & Hervey (2010). Tools for Examining Text Complexity, in Hess, K. (2013). Linking research with practice: A local assessment toolkit to guide school leaders.


Materials used for professional development in high-quality instruction and equity

Materials Matter

Navigating Complex Texts- variety of resources to help understand and evaluate text complexity

5 Charges- Unbounded.org blog discussing the 5 charges of high-quality, equitable curriculum.

  • Aligned Curriculum- Video from Kate Gershon (unbounded.org) describing the importance of charge 1, Aligned Curriculum

The Opportunity Myth- The New Teacher Project page with information on equity in education.

Unbound Ed- OER page with 4K-12 open educational resources

Wisconsin Department of Instruction Educational Equity page



Procedure for Using the Tool

Process of Evaluation (Link to Google Doc of Procedure)

Download: SASD_Evaluation_Tool_for_Writing_Resources_Editable_3.pdf


Procedure:

Prior to evaluating resources, team members should have a common, shared understanding of:

  • Grade level expectations of the standards
  • The importance of high-quality instructional materials
  • The WI DPI definition of Equity:
  • “Educational equity means that every student has access to the resources and educational rigor they need at the right moment in their education, across race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income.”

Process to Evaluate Resources:

1. Distribute copies of the evaluation tool to the evaluation team.

SASD Blank Tool- (When opening, you will be asked to make a copy)

SASD Evaluation Tool- (PDF version and editable if downloaded)

2. Review page 1- Overview as a group to develop an understanding of the three tiers of evaluation.

*Pay close attention to:

  • The idea that a resource must meet or partially meet Tiers 1 and 2 for further consideration in Tier 3.
  • The score in column 2 identifies the benchmarks for each Tier.
  • Open up the discussion to the group for clarification of the terms or the essential questions.

3. Review the rubric as a group to understand how the tool will be used.

a. Review the “Ideals” and “Descriptors” on:

    • page 2- Use of High Quality Texts and Evidence- Based Discussion and Writing,
    • page 4-Building Knowledge
    • page 6&7- Access for All Students and Access for All Teachers

b. Review the Evidence section on pages 3, 5, 6, 8, 9. In this section evaluators will list evidence to support their ranking which can be used to share with others who may use the resource.

*Be sure to note: Some criteria are weighted differently.

*Evaluators will circle a rating (or click when using the pdf) indicating if the resource Fully Meets the statement (4 or 2 score), Partially meets the statement (2 or 1 score), and Does Not Meet the statement (0).  

4. Evaluate the resource. (Facilitator should determine if the resources will be evaluated as a group or individually/small groups first)

a. Individual Evaluation:

    1. All members of the group should have access to the resource being evaluated.
    2. Individuals evaluate the tool in Tier 1 and identify evidence to support their score.
    3. Individuals evaluate the tool in Tier 2 and identify evidence to support their score.
    4. Discuss, as a group, each individual rating and determine one consensus score for each rating in Tier 1 and Tier 2.
    5. If the resource meets or partially meets the criteria of Tier 1 move on to Tier 2. If the resource does not meet the criteria for Tier 1, do not move on; determine this resource is not “high-quality”.
    6. If the resource meets or partially meets the criteria of Tier 2 move on to Tier 3. If the resource does not meet the criteria for Tier 2, do not move on; determine this resource is not “high-quality”.
    7. Individuals evaluate the tool in Tier 3 and identify evidence to support their score.
    8. Discuss, as a group, each individual rating and determine one consensus score for each rating in Tier 3.

b. Group Evaluation:

    1. All members of the group should have access to the resource being evaluated.
    2. Evaluate the tool in Tier 1, determining consensus on the score and identifying evidence to support your score.
    3. If the resource meets or partially meets the criteria of Tier 1 move on to Tier 2. If the resource does not meet the criteria for Tier 1, do not move on; determine this resource is not “high-quality”.
    4. Evaluate the tool in Tier 2, determining consensus on the score and identifying evidence to support your score.
    5. If the resource meets or partially meets the criteria of Tier 2 move on to Tier 3. If the resource does not meet the criteria for Tier 2, do not move on; determine this resource is not “high-quality”.
    6. Evaluate the tool in Tier 3, determining consensus on the score and identifying evidence to support your score.

5. Final Summary

a. Use page 10 for the team to complete the “Final Recommendation”.

    1. Identify the overall score for all Tiers.
    2. Use evidence to share Strengths and Weaknesses of the resource.
    3. Share your team’s suggestions on how to use the product.

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