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What Results?

After a module's instructional plan is taught and students’ final products (their responses to the teaching task) are collected, teachers score the work using LDC rubrics that are focused on key CCRS-aligned features as well as on the disciplinary knowledge shown in each piece. Visit the Rubric page for more information.

Because each LDC rubric is designed for use in multiple subjects and grade ranges, teachers can easily collaborate on scoring and discussing the instructional implications of the work students submit. Powerful professional development can emerge from that shared engagement around concrete examples of how students have performed and where they need further support.

Sample student anchor papers for each writing type are available on the right side of this page along with corresponding annotated LDC rubrics. These and other materials created by our partners at Measured Progress provide teachers with the resources they need to score LDC student work effectively. The full package of the Measured Progress scorers' training materials can be found on our LDC Coaches' page.

In a completed LDC module, the results section is amended post-teaching to append and share (anonymized) sample student pieces along with copies of the rubric annotated to show how each piece was scored. Teacher authors select the pieces and provide the annotations so that other teachers who may wish to use, modify, or adapt this module have teacher-informed guidance on student expectations.

The What Results? section also includes an opportunity for teachers to create a summative assessment using the same template task as the module. Using the skills they have developed throughout the module, students complete this assessment over a few classroom periods. This provides teachers with another source of information about what skills students are developing and beginning to use independently.

Finally, the student results from a LDC module shape the teacher's next round of work, providing insights that can be used to revise that module, begin the design of a new module, or select stand-alone mini-tasks to address specific student needs identified in the scoring process.


What are some best practices I can use to reflect on my LDC module so I can revise it for future use?

Reflection upon lesson design and implementation is critical to the continual improvement process of instruction. Planning, teaching, formative evidence, and teacher learning all make up the instructional planning and thinking cycle and LDC is integral to each stage of this process. Part of the process of improving instruction and contributing to the wider community of practice is module revision.

Module revision usually works best when done during and immediately after implementation of the module when results and revisions are freshest. Teachers also revise when they prepare to teach a module again with a different cohort of students with different literacy skill needs.

Reflection is often both a collaborative and a solitary venture. Collaborative practices that support reflection on LDC module development and implementation include working together with colleagues throughout the process and using protocols for “looking at student work,” formative assessment, lesson study, or instructional reflection and revision. 

Solitary practices that support module revision include journaling, writing reflective memoranda, taking implementation notes and using them to make detailed module revisions, and uploading scored student work into CoreTools. 

If I provide student work samples in my module, how will student information be protected?

Student work should be uploaded into CoreTools without student identifiers. Because teachers remove identifying information prior to its being shared, student identification and information is protected and students remain anonymous.