1. “Unpacking” our modules-building modules that meet LDC criteria
Tools you will need:
Your Module
LDC Task/Module Scoring Guide
Sample Module

2. Two Scoring Guides… Task Scoring Guide Module Scoring Guide
Goal=“Good to Go”
If the Task isn’t “Good to Go,” then that must be fixed FIRST.
Looking at Scoring Guide…highlight key words that describe or provide detail of what is expected

3. Task: Clarity and Coherence
Template task is filled in correctly (in the correct mode-Argumentation, Explanatory, Narrative) without modification and task is worded clearly.
Prompt wording follows through on answering the essential question (if posed) and is aligned with content, texts, and student product (a "good fit").
Question and prompt are unbiased and leave room for diverse responses.
Task is text dependent (hardwires the use of evidence of text in response).
Background creates a frame for teaching task.
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4. Task: Content
Addresses substantive content central to the discipline, requires students to build strong content knowledge.
Engages students in a range of analytic reading and thinking skills, e.g., analysis, comparison, synthesis, evaluation, cause-effect, problem-solution.
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5. Task: Text(s)
Is (are) intellectually challenging but accessible to all students.
Require students to apply literacy skills to comprehend and analyze content.
Are useful for providing content and evidence to be used in addressing the task.
Do not bias students toward a particular response (support competing views).
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6. Task: Student Product
Is aligned to rhetorical mode and appropriate for content and challenge of the task.
Provides sufficient opportunity for diverse students to demonstrate their achievement.
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7. Task: Extension (if applicable)
Authentically engages students and targets realistic audiences
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8. Holistic Score for LDC Teaching Task
Good to Go-Task is coherent, all components are aligned. Has clear, specific and detailed elements overall; addresses relevant content (topic, theme, concept, issue, or idea); employs relevant text(s); creates academic contexts for engaging in reading and writing skills and task content added is aligned to KCAS.
Needs Revision-based on notes/comments you have made
Not scored-does not meet basic LDC Criteria
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9. If Teaching Task is Good to Go….
Move forward with LDC Module Scoring Guide

10. What Task?
Teaching task received a “good to go” score on task rubric

11. What Skills? Skills are relevant to teaching task
Skills are clustered and sequenced to support the teaching task
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12. What Instruction? Mini-tasks and scoring guides relate to skills list
Instructional strategies support the mini tasks and move students on the pathway to success on the teaching task (intentional scaffolding)
Instructional plan is realistically paced
Lists materials, references, and supports students and teachers will need to complete the instruction (this module will be SHARED, is it in a shareable form?)
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13. What Results?
Scored student work samples (2 samples per level if available) and annotated scoring rubrics are included (once the module is taught)
If included, the optional classroom assessment is connected to teaching task.
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14. Holistic Score for LDC Module
Exemplar-highly coherent, strategic and tightly aligned to the teaching task and appropriate in rigor to the course. Strong relevance to the discipline. Universal and broadly applicable. Is polished with attention to the needs of a wide educator audience.
Good to Go-module is coherent and aligned. Supports teaching task with a well planned instructional sequence in which mini tasks lead to the final product’s completion. Provides sufficient detail so that others might use it.
Needs Revision-based on comments
Not Scored-Does not meet LDC criteria
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15. Next Steps Make revisions as you have noted Teach module
Bring completed module and student work to January meeting
Need two samples of student work for each performance level
Remove names and identifying information