EQuIP Peer Review Panel Seeking Members Through New Online Portal

AchieveEQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative of the American Diploma Project (ADP) Network designed to identify high-quality materials aligned to the Common Core State Standards (CCSS). Achieve is very excited to announce the selection of a new round of EQuIP Peer Review Panel members. Below is a link to the online application portal. Please pass this along to any candidate you think would be qualified and interested.


EQuIP Peer Reviewers have subject matter expertise in designated grade spans and demonstrated ability in making consistent and accurate judgments using the EQuIP rubrics and quality review process. The EQuIP Peer Review Panel configuration ensures that at least three EQuIP Peer Reviewers review each submitted lesson/unit in a given grade band and discipline.

EQuIP Peer Reviewer Commitment

EQuIP Peer Reviewers will commit up to 12 days of service each year of their term, through a combination of in-person and virtual convenings, as well as time spent independently reviewing collections. Each peer reviewer will be required to complete a quality review for a minimum of 10 collections each year and submit written, criterion-based feedback in a timely manner. The EQuIP Peer Reviewer Panel will convene in person twice each year, starting with a mandatory EQuIP Peer Review.

EQuIP Peer Reviewers Application Process

Prospective peer reviewers must complete the application using the online application portal. After completing the application, prospective peer reviewers will receive two demonstration lessons in a specific content area along with the EQuIP Rubric Electronic Feedback Form. Prospective peer reviewers will need to complete an EQuIP Rubric Electronic Feedback Form for each lesson and submit for criterion-based feedback and rating. For panelist consideration, both completed EQuIP Rubric Electronic Feedback Forms must be uploaded to the EQuIP Peer Review Panel application portal by November 8, 2013.

Important Dates

–Completed Application Forms and EQuIP Rubric Electronic Feedback Forms due: November 8, 2013

–Applicants notified: December 2, 2013

–Selected EQuIP Peer Reviewers confirm their commitment and interest: December 6, 2013

— EQuIP Peer Review Panel Training: January 22-24, 2014 in Washington, DC

— Please do not hesitate to let Cristina Marks [cmarks@achieve.org or 202-419-1583] know if you have any questions about the EQuIP Peer Review Panel or application process.

If you are interested in submitting lessons or units to be reviewed by the EQuIP Review Panel please visit www.achieve.org/equip for more information regarding the submission process.


Risk and Rigor in the Classroom

goingdeepTNTP, a nonprofit organization working to ensure that all students get excellent teachers, recently released the latest in its one-of-a-kind series of essays on effective teaching written by and for practicing teachers.

Titled “Going Deep: Empowering Students to Take Risks, Make Mistakes and Master Difficult Material,” the new paper was written by some of the nation’s best teachers, who are also this year’s winners of TNTP’s $25,000 Fishman Prize for Superlative Classroom Practice.

“Going Deep” focuses on a common challenge many teachers face: How can teachers encourage students to take the intellectual risks necessary to master rigorous academic content? At a time when teachers nationwide are striving to achieve the increased instructional rigor required under new Common Core standards, it’s a crucial topic.

This is not just another teacher guidebook. In the essays, practicing teachers share their expertise in their own voices, writing vividly about their own students and classrooms. Collectively, they offer a range of strategies that are helping students succeed in some of the nation’s most challenging school settings, including:

  • Javier Velazquez, a 6th grade math teacher in Chicago, Ill., walks readers through the in-depth questioning method that he uses to help students experience the joy and challenge inherent in the problem-solving process.
  • Jennifer Corroy, an 11th-12th grade English teacher in Donna, Texas, describes how she uses children’s books and college-level literary theory to introduce her high school students to sophisticated analysis
  • Josalyn Tresvant, a K-5th grade special education teacher in Memphis, Tenn., illustrates how she meticulously guides her special education students through a process of reflection and goal-tracking, which helps them take ownership of the behaviors and academic objectives that will steer them toward their college goals.
  • Keith Robinson, a 9th grade Algebra teacher and co-founder of People’s Prep Academy in Newark, N.J., writes about forging a classroom culture that values hard work over natural ability-by putting an international soccer star at its center.

“Even excellent teachers often struggle to help students master challenging concepts,” said TNTP President Timothy Daly. “Yet it’s rare to hear them describe that process in their own words. These essays give us a glimpse into the classrooms of four incredible teachers who faced those same struggles and found ingenious ways to overcome them. It’s a chance to see into the process of the very best teachers we have.”

The paper is the second in an annual series from TNTP, written each year by a new cohort of Fishman Prize winners on a topic related to best classroom practices. The application period for the 2014 Fishman Prize will open in mid-November.

To download the full paper or request a print copy, visit: http://tntp.org/fishman-prize/fishman-prize-essays?key-issues/view/fishman-prize/fishman-prize-essays


Studies Cast Doubt on Race to the Top

ClickHandler.ashxTwo recent studies have shown that Race to the Top, the Obama Administration’s signature education initiative to help states close achievement gaps, has not lived up to its billing.

The first, by Elaine Weiss of the Broader, Bolder Approach to Education, argues that a lack of time, resources, and tools to address opportunity gaps puts the goals of the states out of reach. The report, Mismatches in Race to the Top Limit Educational Improvement, focuses in particular on what has proven to be a major challenge for many states: the development and implementation of new teacher and leader evaluation systems.

This assessment draws three main conclusions about Race to the Top after three years:

  • States made unrealistic and impossible promises
  • RTTT policies fall short on teacher improvement and fail to address core drivers of opportunity gaps
  • RTTT shortcomings have spurred state–district and union–management conflicts that hinder progress

Overall, this assessment finds that a key tenet of Race to the Top—that a state hold teachers and schools accountable before helping them establish foundations for success—is deeply flawed. The push to do too much too quickly with too few resources has led teachers, principals, and superintendents to express frustration and stress. Most critical, many of the major problems limiting student and school success remain unaddressed.

For more information, please visit: http://www.epi.org/publication/race-to-the-top-goals/

Another study, this one by the Government Accountability Office, argues that by the 2012-2013 school year, 6 out of 12 Race to the Top states fully implemented their evaluation systems for teachers and principals. But even those states that have implemented the changes have had a varied success. Three of these states met their target date while three did not for various reasons, such as needing more time to develop student academic growth measures. The six states that did not fully implement either piloted or partially implemented. The scope of pilots varied. One state piloted to about 14 percent of teachers and principals while another piloted to about 30 percent of teachers. State or district officials in four of the six states expressed some concerns about their readiness for full implementation.

Officials in most RTTT states cited challenges related to developing and using evaluation measures, addressing teacher concerns, and building capacity and sustainability. State officials said it was difficult to design and implement rigorous student learning objectives–an alternate measure of student academic growth. In 6 states, officials said they had difficulty ensuring that principals conducted evaluations consistently. Officials in 11 states said teacher concerns about the scale of change, such as the use of student academic growth data and consequences attached to evaluations, challenged state efforts. State and district officials also discussed capacity challenges, such as too few staff or limited staff expertise and prioritizing evaluation reform amid multiple educational initiatives. Officials in 10 states had concerns about sustaining their evaluation systems.

For more information about this report, please visit: http://1.usa.gov/16gcP8U


Are Personalized Learning Environments the Next Wave of K-12 Education Reform?

AIRRttTD Issue paperThe first of the U.S. Department of Education’s Race to the Top District grantees proposed reforms for personalized learning environments that challenge every aspect of the traditional school culture, including what is taught, how it is taught, and where it is taught.

Now, as the Department of Education invites districts to apply for a portion of the $120 million Race to the Top fund for a second time, the first grantees’ plans will inform policymakers and researchers about opportunities, promises, and pitfalls in the design and the development of personalized learning environments.

Are Personalized Learning Environments the Next Wave of K-12 Education Reform?is the first issue paper in a new series from American Institutes for Research. This issue paper examines 16 successful applications from the first round of Race to the Top District awards and identifies trends and lessons learned from these pioneering grantees’ efforts to implement and scale teaching and learning innovations.

AIR’s analysis of opportunities, promises, and pitfalls in the design and development of personalized learning environments is structured around four main activities that emerged as central components of the 16 RTT-D grant applications:

  1. Creating and implementing blended learning environments
  2. Developing and using individualized college and career readiness learning plans
  3. Implementing competency-based models to support and accelerate students’ progress through their learning plans
  4. Engaging and empowering key stakeholder groups, including teachers, parents, and the broader community in the process of ensuring student success

For more information and a link to the full report, please visit: http://www.air.org/reports-products/index.cfm?fa=viewContent&content_id=2721


Kennedy Center Announces the 2013 Inspirational Teacher Award

kennedycenterDid you have a teacher who inspired you? One who changed your life? Is there a teacher you credit with helping you become the person you are today? Do you remember a specific interaction with your teacher that proved to be a moment of inspiration and transformation? Share your story.

The Kennedy Center seeks nominations for Kennedy Center/Stephen Sondheim Inspirational Teacher Awards.  Awards of $10,000 will be presented to K-12 teachers and college or university instructors in the U.S.  in recognition of their outstanding impact on the lives of students.

The awards are presented each year on Sondheim’s birthday, March 22, to a handful of teachers, kindergarten through college, who are nominated via the Kennedy Center website.  To be eligible, nominees must be legal residents of the U.S. Nomination must be based on experience as a full-time classroom teacher in a K-12 school in the U.S. or as a college or university instructor in the U.S.  In addition, nominators must be at least 18 years of age and have been a student of the nominee.  Nominations for teachers by peers, parents, relatives or other individuals based on non-teacher-student interactions will not be reviewed.

Complete program information and the online nomination form are available at the Kennedy Center website.  The deadline to apply is December 15, 2013.



Education Department seeks Applications for Student Test Fee Waivers

edThe Department is currently seeking applications for the Advanced Placement (AP) Test Fee Program and the Minority Science and Engineering Improvement Program.

The AP Test Free Program awards grants to states to enable them to pay all or a portion of AP test fees on behalf of low-income students.  Applications are due June 3.  The grants can also apply to International Baccalaureate (IB) tests.

The Department makes awards to State educational agencies to enable them to cover part or all of the cost of test fees of low-income students who are enrolled in an Advanced Placement class and plan to take an Advanced Placement test. Funds from the Advanced Placement Test Fee program subsidize test fees for low-income students to encourage them to take Advanced Placement tests and obtain college credit for high school courses, reducing the time and cost required to complete a postsecondary degree. In determining the amount of the grant awarded to a State for a fiscal year, the Secretary considers the number of children eligible to be counted under the ESEA Title I Basic Grants programs.

The Minority Science and Engineering Improvement Program, which awards four types of grants, is designed to effect long-range improvement in science and engineering education at predominantly minority institutions and to increase the flow of underrepresented ethnic minorities, particularly minority women, into scientific and technological careers. Applications for this program are due May 31.

This program assists predominantly minority institutions in effecting long-range improvement in science and engineering education programs and increasing the flow of underrepresented ethnic minorities, particularly minority women, into science and engineering careers.

The program funds are generally used to implement design projects, institutional projects, and cooperative projects. The program also supports special projects designed to provide or improve support to accredited nonprofit colleges, universities, and professional scientific organizations for a broad range of activities that address specific barriers that eliminate or reduce the entry of minorities into science and technology fields.

For more information, please visit:




ED Launches 2013 i3 Competition

edThe U.S. Department of Education announced the start of the $150 million 2013 Investing in Innovation (i3) grant competition with the release of the program’s invitation for pre-applications for the i3 “Development” grant category and the notice of final priorities for the i3 program overall. The announcement incorporates several improvements the Department has made to the grant competition in its efforts to support school districts and nonprofit organizations in partnership with schools to pursue innovative ideas that increase student success.

“Over the past three years, we have seen a lot of promising projects from the field. At the same time, we need to continue to build a broad and deep portfolio of solutions that address persistent challenges in education, particularly for disadvantaged students,” said U.S. Assistant Deputy Secretary for Innovation and Improvement Jim Shelton. “As we begin the fourth i3 grant competition, we look forward to supporting innovative practices in communities across the country that improve student learning.”

The i3 program aims to develop and expand practices that accelerate student achievement and prepare every student to succeed in college and in their careers. The i3 program includes three grant categories: Development, Validation and Scale-up. The Department plans to announce applications for the Validation and Scale-up categories later this spring.

This year’s notice of final priorities for the i3 program reflects the Department’s continued commitment to improving education for all students. While the Department continues to focus on broad priorities for the i3 program, the 2013 i3 competition, for the first time, includes subparts under each priority that target specific areas of need. This approach enables the i3 program to build a portfolio of solutions that addresses specific challenges in education. This year’s priorities for the Development grant category are: Improving the Effectiveness of Teachers or Principals; Improving Low-Performing Schools; Improving Science, Technology, Engineering and Mathematics (STEM) Education; Improving Academic Outcomes for Students with Disabilities; Improving Academic Outcomes for English Learners (ELs); Improving Parent and Family Engagement; Effective Use of Technology; and Serving Rural Communities. The Department has also revised the program’s evidence standards and definitions so that applicants can better understand i3’s evidence requirements.

The Development category, which funds grantees with promising but relatively untested ideas, has been the most popular of the three grant categories throughout the previous three i3 competitions. Last year, the Department used a pre-application to reduce the burden on potential applicants and encourage a wider range of applications. Following the positive response from last year’s process-in which more than 650 potential grantees submitted a pre-application, the Department is once again using the simplified process.

In addition, this year the Department has modified the competition to assist grantees in building meaningful private-sector support. The i3 competition requires all grantees to secure private-sector matching funds; i3 Development grantees must secure a private-sector match comprising 15 percent of their budget. Each highest-rated applicant, as identified by the Department following peer review of the full applications, must submit evidence of 50 percent of the required private-sector match prior to the awarding of an i3 grant by the end of the year. The i3 grantees must then provide evidence of the remaining 50 percent of the required private-sector match no later than six months after the project start date.

The deadline for the pre-application is April 26, 2013. Following the peer review process, the Department will announce a list of the highly rated pre-applications. These entities will then be invited to apply for the Development competition and given additional time to complete their full application.

To learn more about the i3 grant program and the pre-application process, please visit the i3 site:



Spencer Foundation: “Evidence for the Classroom” Request for Proposals

mission_-about-us_-spencer-foundationThe Spencer Foundation, an organization that investigates “ways in which education, broadly conceived, can be improved around the world,” is seeking research studies to inform the current push for data-based educational reforms.

Here is more from the press release:

We announce a second-round Request for Proposals (RFP) to promote research that examines the assumptions underlying these reforms by investigating whether, when, and how student performance data informs instruction in K-8 classrooms.  In an educational environment in which all kinds of decisions are expected to be “driven” by data, we are eager to learn more about how K-8 teachers use student performance data for instructional decisions and how organizational and individual factors affect that use.  We take a broad view of the types of student performance data that could form the basis of fundable studies, and we think that a collection of well-designed research studies can advance current conceptions of the role data can play in efforts to improve education.  In our first round of funding under this call, we awarded grants to five projects; project summaries can be found here.  We plan to fund up to five more projects in this round.

The Spencer Foundation has always “been dedicated to the belief that research is necessary to  improvement in education. The Foundation is thus committed to supporting high-quality investigation of education through its research programs and to strengthening and renewing the educational research community through its fellowship and training programs and related activities.”

Currently, the Spencer Foundation is accepting preliminary proposals for the second round of the “Evidence for the Classroom” project. The deadline is June 11, 2013.

The current Evidence for the Classroom RFP includes information on eligibility criteria and how to apply. For remaining questions on the RFP or for other Data Use related questions, please email datause@spencer.org.

For investigators interested in data use questions that fall outside the scope of the RFP, the Foundation continues to welcome proposals within the broader focus area, Organizational Learning in Schools, School Systems, and Higher Education Institutions.

Further information about the RFP and the process to apply can be found at:



$10K Music Educator Award Nominations Open

canvasThe GRAMMY Foundation and The Recording Academy are partnering to present their first-ever Music Educator Award.  The award is open to U.S.-based music teachers from kindergarten through college, in public and private schools.  Anyone can nominate a teacher, and teachers may nominate themselves. Nominated teachers will be notified and invited to complete an application.
April 15, 2013 is the deadline for nominations.

Here are more details from the press release:

Nominate your favorite music teacher today!

For every performer who makes it to the GRAMMY stage, there was a teacher who played a critical role in getting them there. And really, that’s true for all of us who are making music today. Maybe they introduced you to your first instrument. Or they showed you how to get over your stage fright. Or maybe they just inspired you to have the confidence to go for it when you were ready to give up.

It’s time to say thank you to ALL of those teachers who put in ALL of those hours to make sure that ALL of us love and play music today! And who better to do that than the people who bring you the GRAMMY Awards?

We’ll select 10 finalists including one winner each year to be recognized for their remarkable impact. The winner will be flown to Los Angeles to accept the Award and attend the GRAMMYs, plus pick up a $10,000 honorarium. All finalists will receive a $1,000 honorarium as well.

Make your thanks real by nominating your teacher today!

Who is Eligible?

Current educators in the U.S., who teach music in public or private schools, Kindergarten through College. Teachers in after-school, private studios, or other educational settings are not eligible.

Who can Nominate?

  • Music Teachers
  • School Administrators
  • Students, Parents and Everybody Else
  • Recording Academy Members

Current elected leaders and staff of the Recording Academy and its affiliates are not eligible to apply.

For more information on evaluation criteria and process, please click here.

The facts about the importance of music education don’t lie. Here are a few we think are important:

  1. Students in high-quality school music programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of the school or school district.
  2. Schools that have music programs have significantly higher attendance rates than do those without programs (93.3 percent as compared to 84.9 percent).
  3. Schools that have music programs have significantly higher graduation rates than do those without music programs (90.2 percent as compared to 72.9 percent). In addition, those that rate their programs as “excellent or very good” have an even higher graduation rate (90.9 percent).
  4. The combined results of 30 studies indicate that music instruction is linked to significantly improved reading skills.

The GRAMMY’s Music Educator Award is supported by the NAMM Foundation and the National Association for Music Education.

For more information, please visit:


Education Department Demands more Evidence

USDOEBig changes may be coming in the way the Department of Education selects grant recipients. Last year, the Office of Management and Budget issued a memo to federal agencies requiring them to demonstrate the use of evidence in their fiscal 2014 budget requests. This new requirement signals a shift of emphasis toward the use of “evidence and rigorous evaluation in budget, management and policy decisions.”

The Department of Education has made a number of proposed changes to EDGAR, or the Education Department General Administrative Regulations, which reveal the way in which evidence may play a larger role in education funding.The full text of the proposed changes is available at http://www.gpo.gov/fdsys/pkg/FR-2012-12-14/pdf/2012-29897.pdf

Proposed changes would have the following effects:

  • The extent to which grantees meet performance targets would be considered in making continuation grants.
  • Procurement processes would be simplified to allow for the section of  implementation sites, implementation partners, and evaluation service providers during the preparation of an application.
  • The prohibition on subgrants would be lifted in some cases.
  • New selection criteria would be approved, including two new selection factors  regarding the extent to which the proposed project is supported by evidence of promise or strong theory. In addition, new selection factors would address the extent to which the methods of evaluation would, if well-implemented, produce evidence about the project’s effectiveness that would meet the What Works Clearinghouse Evidence Standards.
  • A priority would be established for projects that can cite and build upon an existing base of strong or moderate evidence of effectiveness. The Secretary could either establish a separate competition or give a competitive preference to applications supported by strong or moderate evidence of effectiveness.
  • A project may be able to receive an extension of the funding period for the purpose of collecting, analyzing, and reporting performance data.
  • The following terms will be defined and integrated into future notices: ‘‘ambitious,’’ ‘‘baseline data,’’ ‘‘evidence of promise,’’ ‘‘large sample,’’ ‘‘logic model,’’ ‘‘moderate evidence of effectiveness,’’ ‘‘multi-site sample,’’ ‘‘national level,’’ ‘‘performance measure,’’ ‘‘performance target,’’ ‘‘randomized controlled trial,’’ ‘‘regional level,’’ ‘‘relevant outcome,’’ ‘‘quasiexperimental study,’’ ‘‘strong evidence of effectiveness,’’ and ‘‘strong theory.’’

So, what does all this mean for grant seekers? For those who seek a portion of the more than $2 billion in competitive, non-formula grants from the Department of Education, it means that evidence will play a much larger role in one’s ability to be funded and keep funding. More of the Department’s grants will take on the flavor of the Investing in Innovation or i3 competition, in which applicants compete in tiers based on the level of evidence supporting their proposed intervention. Only those projects with the most solid evidence basis are eligible to compete for the largest pots of money.

Final EDGAR regulations should be released within the next few months. In the meantime, it’s a good idea to ramp up data collection and begin cultivating a relationship with a project evaluator.

To access the OMB’s memo, see http://www.whitehouse.gov/sites/default/files/omb/memoranda/2012/m-12-14.pdf

For the proposed rulemaking, see http://www.gpo.gov/fdsys/pkg/FR-2012-12-14/pdf/2012-29897.pdf