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Determine CB improvements and how they will impact Science process for 2 of 2.

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Upskill in assessment authoring (choosing valid test types, aligning with the standards and objectives, determining DOK, considering grade level, and writing of distractor rationale)

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Maximize the use of Jira cards to communicate requests, required fixes, and resolutions. They should include comments and mention the appropriate people to ensure that everyone is aware when fixes have been made.

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Conducting media scoping before authoring will help distribute media allocations more effectively.

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Now that we have a clear picture of the tasks expected for 2 of 2, perhaps we can delegate tasks in advance.

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Have a more effective and efficient way of doing APR. Improve feedback mechanism system.

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Involve APR (ACD) and ID in the media curriculum review.

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Prompt improvements

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1 LO per sprint, but it includes all other assets like FR, UR, and Hybrid activities. Less authoring in stage 2 of 2 of 2, if possible.

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Continuation of the use of subtasks.

Creation of one consolidated guide document including common processes and who to tag regarding the next task/s or ask about specific topics.

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If possible, all curriculum review and finalization comes first before creative finalization.

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Team Tasks Map to check future tasks. For example, I want to know up until when is the authoring stage or when stage 2 will start. Or what my next LOs will be (if possible).

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A designated subject matter expert for a quick look at the concepts' accuracies (for LOs and for media).

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If all assets will be included during the authoring stage (hybrid, FR, UR) it is possible that some harder LOs may take longer than a sprint to finish.

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Review per assets word counts and how strictly it should be followed.

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If there are significant changes to summatives please communicate those changes to make sure that the alignment to the standard is still there.

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Review the summative assessments carefully before authoring your lessons. This ensures our educational goals are effectively aligned and enhances student learning outcomes.

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All media from Shutterstock must be carefully reviewed by ACDs/editors, as not all images provide accurate content.

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Ensure that objectives are finalized (including adding of related standards) before marking them as 'ready for authoring' to prevent the rewriting of learning components.

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Common understanding of the processes (and the changes)

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Common understanding of the processes (and the changes)

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The PH and US team members must be well-informed about the processes and any changes to ensure a common understanding and prevent confusion.

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Continue working with CB prompts to include sentence types and readability.

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Include APR for Unit Exam and Final Exams and Reviews.

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Designate the ACD as a reviewer only during the APR process. This approach will simplify the APR process. The reviewer should not perform any editing. This will help us achieve a clearer designation of accountability between the original author and reviewer.

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1. The author writes the learning components.

2. The reviewer reviews the learning components. No editing.

3. The author reviews the comments and makes changes according to their judgment/expertise.

4. The modified learning components are now ready for CM or editor review.

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Ensure that all members of the creatives team assigned to do Science media are informed of the media processes that the ACDs follow. This will ensure better communication between the ACDs and the creatives staff.

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It is requested that all team members acknowledge messages (comments, questions, clarifications), especially if the Jira message is directly sent to you. This will ensure that the sender is notified that their message has been viewed, received, or acted upon.

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LO1 and LO2 should undergo APR, at the latter part of the authoring stage of 1of 2 LO2 did not undergo APR of an ACD.

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Involve ACDs for media prep. This could also be part of APR just so that there is a second pair of eyes to go over the media request before being forwarded to creatives. That way, less back and forth would occur.

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Consistency in the voice and tone of authored content (including assessments). During the review, there were some content that were above grade level or change in perspectives. Determine what perspectives should all LC have.