Gateway 1

2 points:

• Professional learning provider describes the approach, design principles, and structure/components of the HQIM, and how it supports student achievements of grade-level content, and
• Professional learning provider’s response is accurate, specific, and comprehensive.
• Professional learning provider has a clear process for staying up to date on materials that meet the definition of HQIM and the evaluation process that can impact whether or not materials meet the definition of HQIM.

1 point:

• Professional learning provider describes the approach, design principles, and/or structure/components of the HQIM, and how the HQIM supports student achievement of grade-level content, and professional learning provider has a clear process for staying up to date on materials that meet the definition of HQIM and the evaluation process that can impact whether or not materials meet the definition of HQIM, but
• Professional learning provider’s response contains some inaccuracies about the HQIM and/or is vague and/or scant.

0 points:

• Professional learning provider describes curriculum that is not HQIM (does not Meet Expectations on EdReports)
• Professional learning provider does not describe the approach, design principles, and/or structure/components of the HQIM, and/or how the HQIM supports student achievement of grade-level content, or
• Professional learning provider’s response contains significant inaccuracies.

Evidence Collection

Reviewers look for and record:

• The HQIM in which the professional learning provider claims to have expertise.
• For question 5, a description of a method and clear examples for differentiating session materials for curricula published across multiple platforms (if applicable).
• The extent to which the professional learning provider describes the approach, design principles, and structure/components of the HQIM, and how the HQIM supports student achievement of grade-level content. 
  • Is their response accurate? 
  • Is it specific, or is it vague?
  • Is it comprehensive?

• A specific process for staying up to date on publication formats or content updates to HQIM and updating materials accordingly.

2 points:

• Professional learning provider describes which HQIM are aligned with the ELA and math shifts, math practices, and/or the 3 Dimensions (science), and
• Professional learning provider demonstrates understanding of the role that HQIM plays in bringing the content standards and shifts or 3 Dimensions to light in the classroom, and
• Professional learning provider uses updated and/or recent vetted tools that are used to support materials selection.

1 point:

• Professional learning provider does not describe which HQIM are aligned with the ELA and math shifts, math practices, and/or the 3 Dimensions (science), or
• Professional learning provider does not demonstrate an understanding of the role that HQIM plays in bringing the content standards and shifts or 3 Dimensions to light in the classroom, or
• Professional learning provider does not use updated and/or recent vetted tools to support materials selection.

0 points:

• Professional learning provider does not describe which HQIM are aligned with the ELA and math shifts, math practices, and/or the 3 Dimensions (science), and
• Professional learning provider does not demonstrate an understanding of the role that HQIM plays in bringing the content standards and shifts or 3 Dimensions to light in the classroom and supports the adoption of HQIM that are aligned to the ELA and math shifts, math practices, and/or the 3 Dimensions (science), and 
• Professional learning provider does not use updated and/or vetted tools to support materials selection.

Evidence Collection

Reviewers look for and record:

• Evidence that the professional learning provider understands what constitutes HQIM alignment with the ELA and math shifts, math practices, and/or 3 Dimensions (science). This may include:
  • Coherence and consistency with the standards.
  • Extensive work with grade-level tasks and texts to meet the full intent of grade-level standards.
  • Alignment to expectations for rigor and the mathematical practices.
  • Text quality and complexity.
  • Building knowledge with texts, vocabulary, and tasks.
  • Alignment to standards and research-based practices for foundational reading skills instruction.
  • Design for the NGSS.
• Evidence that the professional learning provider names specific HQIM materials and accurately describes why they align to the standards, shifts, and/or 3 Dimensions (science). This may include information about:
  • The structure and content of the units and/or scope and sequence.
  • The structure and content of the lessons and/or instructional practices.
  • The types of tasks and/or texts included in the HQIM.
• Evidence that the professional learning provider understands which tools and resources are available to measure HQIM alignment to the standards, shifts, and/or 3 Dimensions (science). Tools must be updated and/or recent (less than 10 years old).