Non-Negotiables & Content Standards

Development

What every deliverable needs

Before anything ships, it has to meet these requirements. No exceptions, no “we’ll fix it later.”

Naming convention

Every deliverable uses the prefix system: GLAB, KBA, SBA, ALAB, PA, DISC, CS, FG, etc. Format is always Prefix Module.Lesson.Number (e.g., GLAB 301.1.1). Graded items get an R- in front (e.g., R-ALAB 301.2.1).

Required for every course

• UCI (Unique Course Identifier) — four-digit number with version control (1001, 1001.1, 1001.2). New UCI when the client, business line, or hours/modules/outcomes change.
• Course blueprint — aggregates all module blueprints into one index for the delivery team.
• Change logs — every facilitator guide, every revision. Use Product Change Guidelines.

Required for every module

• Module blueprint — links every resource (slides, labs, assessments, FG) in one place. Without it, instructors can’t find materials and the delivery team can’t build Canvas.
• Facilitator Guide (FG) — content breakdown, materials list, instructional tips, troubleshooting, closure. Each FG gets its own change log.
• QA review — module-level and course-level. No skipping, no shortcuts. See the QA process.
• Simulation framing — every module targets a real job role with scenarios, tickets, and team structures. If it doesn’t have simulation context, it’s not done.

Process rules

• Exit criteria before moving on — each phase has a gate. Don’t start the next phase until the current one is met. See the quickstart.
• Content matches the approved outline — objectives from kickoff drive everything. Don’t add, remove, or change objectives without approval.

Naming prefix reference

Graded items always get the R- prefix (e.g., R-ALAB, R-KBA).

Assessments

Assessment rhythm

Assessments follow a fixed pattern. This isn’t optional — it’s how we make sure learners are actually learning, not just sitting through content.

Formative assessments (ongoing, low-stakes)

These are about feedback, not grades. They tell you and the learner whether the material is landing.

• Daily: warm-up activities and exit tickets
• Per lesson: Practice Assignments (PA) and Guided Labs (GLAB) — step-by-step, not graded
• Weekly: 2-3 labs reinforcing that week’s skills, at least one graded

Summative assessments (end-of-unit, graded)

These measure mastery. Learners prove they can do the thing, not just recall it.

• End of module: KBA (25-30 questions, New Quiz format) and/or SBA
• End of course: Capstone Project
• Weekly quizzes: short, always graded

What’s graded vs. not graded

Assessment-specific rules

• KBAs: 25-30 questions. New Quiz format only (no Classic). Item banks named after the quiz. Mix basic recall with higher-order thinking.
• Guided Labs: must include title, 2-3 objectives, requirements, scenario/instructions, named steps with subtasks, and a reflection question.
• SBAs: minimal guidance — the learner demonstrates the skill independently. Include a documentation or KB article expectation.
• Rubrics: required for every graded assessment. Criteria, proficiency levels (Exemplary / Proficient / Needs Improvement), point values. Accessible to both instructors and learners.

Content Quality

What makes content good here

The biggest problem we see: developers default to “slides then lab then quiz” for every module. That’s the bare minimum, and it’s not enough.

What qualifies as a lesson

• One topic per lesson. If your slide deck covers three concepts, that’s three lessons, not one.
• Every lesson must spend at least 75% of time in activated learning (learners doing something, not watching you talk).
• A lesson isn’t just the slides. It’s the slides + the labs/activities that go with it + the assessments tied to it.
• If you can’t explain why this topic needs its own lesson instead of being merged with another, it probably doesn’t.

Content formats to use

Stop defaulting to slides. Here’s what actually works:

Scenario-driven labs — Frame every lab as a real workplace problem. Not “configure a firewall” but “Client ticket #4472: the network is showing suspicious outbound traffic. Investigate and resolve.” The IDPDF says content should provide “robust problem-solving opportunities” tied to what learners will face on the job.

Video walkthroughs — For complex setups or tools, a 5-10 minute screencast beats 20 slides. Use Canvas Studio. Keep them short and reusable.

Case studies — The CS prefix exists but almost nobody uses it. A case study gives learners a real scenario to analyze — they research, evaluate, and make a judgment call. It pushes them past rote lab steps into thinking.

Discussions — The DISC prefix also exists. Use it. “Your team just resolved a subnetting issue. Post: what was your troubleshooting process and what would you do differently?” That’s peer learning, and it sticks.

Interactive elements — Embedded quizzes, code sandboxes, click-through demos. The Prompt Builder can generate simulation scenarios. Don’t just describe things — let learners interact with them.

What a strong module looks like

A good module has variety. It doesn’t repeat the same format over and over. Here’s the mix to aim for:

1. Short, focused slide decks (one topic each, 15 slides max)
2. A guided lab for first exposure (step-by-step, low stakes)
3. An independent, scenario-driven lab (client ticket or workplace problem framing)
4. A discussion or case study for analysis and peer learning
5. Formative checks throughout (warm-ups, exit tickets, practice)
6. Summative assessment at the end (KBA + SBA)

If you look at your module and it’s just “slides, lab, quiz” — go back and add a scenario, a discussion, or a case study.

Bad vs. good at a glance

The pattern is always the same regardless of domain: focused scope, workplace framing, format variety, mixed assessments, and active collaboration.

Delivery & Quality

How we deliver

These rules apply to everyone involved in delivery — developers building the content and instructors running it.

Class time

• 75% activated learning, minimum. Every lesson. Learners should be doing things (labs, scenarios, discussions, stand-ups), not watching lectures. Lectures fill the remaining 25% max.
• 10 hours/week max self-study. Hard cap on homework and pre-work. Be intentional about what you assign for outside class.

Workplace Simulation

• Simulation is the default. Not optional. Every class runs as a simulation with job roles, teams, and real scenarios.
• Canvas Groups set up before Day 1. Simulation Teams (manual assignment) and Collaboration Groups (learner self-signup) must be configured.
• Daily stand-ups required. Every team, every day. Team lead rotates weekly.
• ICP tracked and enforced. In-Class Participation is how we hold learners accountable for pre-work and engagement.

Canvas setup

• Canvas must be complete before instructor handoff. Modules, assessments, groups, discussions, rubrics, due dates, permissions — all configured before delivery starts.

Quality & compliance

Accessibility

Every piece of content must be accessible:

• Alt text on all images
• Captions and transcripts on all video
• High contrast and keyboard accessibility
• Content available in multiple formats
• Clear instructions with scaffolding for complex tasks

Style and formatting

• All content follows the Per Scholas Style Guide and Job Aid (grammar, punctuation, referencing, formatting).

Permissions and copyright

• Default to open source and Creative Commons.
• Fair Use (Section 107) applies for teaching purposes.
• Any copyrighted material requires a permissions spreadsheet entry.

Approved software

No unapproved tools. If you want to use something not on this list, get approval first.