Competency-based Progress Reporting CARROLL MAGNET MIDDLE SCHOOL Elizabeth MacWilliams, Proud Principal & Lead Innovator June 4, 2018 1 Vision: Profile of a Graduate Carroll student leaders will enter high school as happy, healthy, resilient problem-solvers. An Open-Mind Resilient ● Establish and display confident and positive behaviors to relate to others and be tolerant of diverse populations ● Advocate for self and others ● Show empathy ● Show compassion ● Establish and display confident and positive behaviors to relate to others and be tolerant of diverse populations ● Advocate for self and others ● Show empathy ● Show compassion Globally Aware ● Socially consciousness and involved ● Culturally sensitive ● Tolerant Communicators & Collaborators ● Listen, comprehend and critique ● Communicate effectively by adapting to diverse audiences, tasks, and disciplines ● Use multiple media to demonstrate their thinking and justify reasoning ● All graduates should have the ability to work effectively in teams by sharing ideas, sharing responsibilities, and considering multiple perspectives to achieve goals Core Knowledge ● ● ● ● ● ● Foreign Language History English Mathematics Sciences Performing and/or Visual Arts ● Technological tools and innovations ● Financial Literacy ● Information Literacy ● Civic Literacy Creative Critical Thinkers ● Demonstrate innovative problem solving ● Take intellectual risks while overcoming challenges ● Clearly and precisely identify inquiry questions related to a task ● Analyze and evaluate information, evidence, arguments, claims, and beliefs ● Synthesize information ● Demonstrate metacognition 2 Why is a shift to competencies necessary? 1 WHAT DO WE WANT STUDENTS To KNOW AND BE ABLE TO Students will be successful communicators, collaborators, creative and critical thinkers who have mastered the WAKE COUNTY NC State Standards and 4C5. This will make them ready to graduate as productive citizens and for success in PUBLIC SCHOOL SYSTEM higher education and careers. Every student is uniquely capable and deserves to be challenged and engaged in relevant, rigorous, and meaningful learning each day. #2 Every student is expected to learn, grow, and succeed while we will eliminate the ability to predict achievement based on EQUI I I IN socioeconomic status, race, and EDUCATION 9th Multi-Tiered System of supports (MTSS) Leadership . Building the Capacity for Implementation . Collaboration and Communication - Data-based Problem Solving - Three-tiered Instructional Model . Data Evaluation How will we help students to achieve How will we know students are learning How will we respond when students How will we respond when students the Standards/4C5? the Standards/4C5? don?t learn the Standards/4C5? already know the Standards/4C5? 9 NC State Standards and 4C5 By 2020, will annually graduate at least 95% of its students ready for productive citizenship as well as higher education or a career. WHAT WAKE COUNTY v- HERE - PUBLIC SCHOOL SYSTEM START CHANGE EYERYTHING. 3 How will Carroll develop competencies? ACHIEVETHECORE.ORG BE FROOCUVC ~15. 1 .3 :21. 3f ETD . ,2 WT HRST was HRST I damn}? - . 889K PIRSB LO men 130 Be SW: E3126 .. INVESTOGATE WHAT WAKE COUNTY HERE- IN PUBLIC SCHOOL SYSTEM STARTS HANG 4 Moving from Standards to Competencies “When learning outcomes are defined in terms of the application of skills or the synthesis and creation of new knowledge, we’re then talking about a much more sophisticated assessment type. This is what is distinctive about the implication of competencies for assessment systems. Just as in the world, competence is about successful application of skills and knowledge to achieve a particular purpose, not simply to show basic levels of understanding. It is also assumed that you can successfully apply your skills multiple times, in multiple contexts. Would you board a plane with a pilot who can only land a plane if there is a tailwind, or safely landed only 65% of the time?” What is the Difference Between Competencies and Standards. reDesign, 2016, https://www.redesignu.org/what-difference-between-competencies-and-standards. Accessed 25 May 2018. 5 It?s not about what our students know. It?s about what they can do with what they know. It! WAKECOUNTY 6 The Risk of Muscle Memory “If the principles of competency-based education are unable to reshape the system itself- time and scheduling, grading systems, promotion and crediting policies, credentialing and human capital strategies, and most importantly, a deficit orientation toward children and learners-- it is likely that students will continue to be sorted by, and shuffled through, an education system that is designed for efficiency, not equity.” What is the Difference Between Competencies and Standards. reDesign, 2016, https://www.redesignu.org/what-difference-between-competencies-and-standards. Accessed 25 May 2018. 7 We know the outcomes that our current system yields. We can do better. WHAT WAKE COUNTY v- HERE - PUBLIC SCHOOL SYSTEM STARTS HANG EYERYTHING. Preparing for the Shift to Competencies Carroll Magnet Middle School 2015-2016 2016-2017 2017-2018 Challenge-based Learning Progress Monitoring Informed Instructional Planning Power Standards Professional Learning Teams Backward Design (UbD) Power of Feedback Restart Designation Positivity Project Principal’s Advisory Council 6-8 Expeditionary Learning 6-8 Open-Up Resources Mastery Passes My Learning Advisory Digital Portfolios Grading Bridge Year Student-led Conferences 2018-2019 Competency-based Learning Model 9 A School on the Move My Learning and Wildly Important Goals Julie Cline, Magnet Coordinator Mastery Passes April King, AIG Teacher 10 It?s not about what our students know. It?s about what they can do with what they know. WHAT WAKE COUNTY HERE - PUBLIC SCHOOL SYSTEM STARTS HANG EYERYTHING- 1 1 Sample Competencies and Progress Report Competencies Progress Report Carroll Progress Report I: a Competency Based Progress I File Edit view Insert Format Data Tools Add-ens Help All onanoes saved in Drive File Edit View Insert Format Data Tools Add-ons Help Last edit was7day?gg hnr- Arial . 12 v. .10 E-r' V- I ?El 2 Carroll Magnet Middle School Progress Report fV Forces and Motion [Carroll Report -- Wake County Schools 1 2 June 11.2019 Eizabeth Machlliams, Principal 2 COWETENCY IStudent canlnter'pret and present Information using diverse media to compare properties of waves and novella energy. 3 3 1 Elizabeth 12345678 Carroll Magnet Middle School -- - -- 5 GradeG 45208ixForksRoad 4 6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound. 6 ?mm",um' 0, Ram. NC 27509 5 6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight. 7 Elizabeth Alison MaoNabo (919) 881-1370 6 6.P.1.3 Explain the relationship among the rate of vibration. the medium through which vibrations travel, sound and hearing Holly Springs. NC 27540 200?. "It?Md. 7 SL.6.2 Interpret information presented in diverse media and formats Visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 10 8 SL6.5 Include multimedia components graphics, images, music, sound) and visual displays in presentations to clarify information. 1, mmemms 9 12 10 Student can write emlandiory compare the structure, classilcatlons.? and properties ofmatter. ?3 ?n and "umCOMPETENCY: 12 6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements. 16 mummy. 5mm an om, mom, numb? m, apply m?m?d m.m_ 13 6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase. 17 14 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility ?5 comma?: "aw" ?m 6.P.2.3 the amount of matter present to include volume. mass and weight. ?9 15 WHST6-8.2 Write informative/explanatory texts, including the narration of historical events. scienti?c procedures/ experiments, or technical processes :3 comma?: 8mm" a" mm? "mm and ?lum? 16 . . 22 COMPETENCY: Student can recognise. sunmariu and describe statistical variability and data distributions. 17 Student can effectively discuss and present the characteristics and Interactions of matter and energyENGIJSH-LANGUAGEARTS 19 6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction. radiation and convection and the effects that may result. 25 . . 2'5 COMPETENCY: Student can write to examine a topic and convey ideas. concepts and information. 20 6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature. 2, 21 6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion. and contraction) and electrical energ za commy; gm Wm um u, wooed analysis. mm". mm?, 22 Engage effectively in a range of collaborative discussions (one-on-one, in groups. and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building 29 SL.6.1 their own clearly. so Student can conduct short research projects to write well-structured arguments and narratives. MyLeamingv Math6v Math?v Math8' ELABV Science6' Science7' Sciencer SocialStudiesSv SocialSt 4 . WHAT WAKE COUNTY - HERE- PUBLIC SCHOOL SYSTEM START CHANGE EYERYTHING- 12 Sample Competencies and Progress Report Competency Based Progress Monitoring-Indicators I File Edit View Insert Format Data Tools Add-ons Help Last edit was?days egg Arial .10 .- Forces and Motion I . . 2 Wale-MW and 9310.29.89? media 92 0' WM- I 4 6.P.1.1 Compare the properties of waves?to the wavelike property of energy in earthquaI?(es, light and sound. A .- I 5 6.P.1.2 Explain the relationship among visible light, the electromagnetic spectmm, and sight. 6 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing I I et i 7 SL.6.2 Interpret information presented in diverse media and formats visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 8 SL6.5 Include multimedia components graphics, images, music, sound) and visual displays in presentations to clarify information. I . 1o Student can write ?planner-y compare the structure, cless?lcetlons,? sn'd physIceI propertles otmetter6.P.2.1 ?Recognize that all, matter is made-up ofatoms and atoms of mesa-meele?ment areall alike, from the atoms of other elements. 13 6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase. 14 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility 6.P.2.3 the amount of matter present to include volume, mass and weight. 15 WHST6-8.2 Write informativelexplanatory texts, including the narration of historical events, scienti?c procedures] experiments, or technical processes 16 17 I Student can effectively discuss and present the characteristics and Interactions of matter and energy. 13. . 19 6.P.3.1 Illustrate the transfer of heat energy from warmer objects to. cooler ones using examples of conduction, radiation and convection and the effects that may result. 20 6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature. 21 6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energ 22 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics texts, and issues, building SL.6.1 their own clearly. MyLeaming Maths Math? Math8 ELA6 ELA7 ELA8 Science6 .. Science? Science8 Social StudiesG Social St- 4 WHAT WAKE COUNTY HERE- IN PUBLIC SCHOOL SYSTEM START CHANGE 13 Sample Competencies and Progress Report Competency Based Progress Monitoring--lndicators I File Edit View Insert Format Data Tools Add-ons Help Last edit was7days agg ivl-IHV/v c-Sumv.z .10 fx Social Emotional A 1 2 ?999mm In mm. Newt. 9:9?qu 3 Student demonstrates social-emotional learning through setting and achieving goals and displaying con?dent behaviors to relate to others. I 4 Student can seek involvement and engagement in non-academic activities. 0 te I 5 Student knows how to speak. write, read. and listen, and will have the skills to work well with others. 6 Student can communicate his or her top character traits and understand, appreciate and exemplify the character of others. . - 7 bIt-l etenCIES . 9 mt an FM techw to?? an ?We '0'0 ?who. '6than ?snowman MW in Wot when? 90* 10 Student can exhibit digital learning through use of technology resources. 11 Student can learn to gather evidence of his or her learning and present it in a digital portfolio. 12 Student can leverage technology to take an active role in choosing, achieving and demonstrating competency in his or her Ieaming goals. informed by the Ieaming sciences. 13 Student can recognize the rights. responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical 14 Student can critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful Ieaming experiences for themselves and others. 15 Student can use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. 16 Student can develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 17 Student can communicate clearly and express him or herself creatively for a variety of purposes using the platforms, tools, styles. formats and digital media appropriate to his or her goals. 18 19 'ics (coat-scrum Commutation. Critical Writing, Cna?vly) 20 COMPETENCY: Student can use digital tools to broaden his or her perspectives, creatively solve problems, and enrich Ieaming by working effectively In teams. 21 Student can use the 4Cs to solve complex problems. 22 Student can express his or her understanding of the standards and the 4CS 23 Student can communicate obstacles in his or her Ieaming path when they arise. 24 Student can access his or her voice to communicate what Ieaming supports they desire or need. iMyLeaming' Matth Math7v Math8v Science6v Science'lv Scienceav SocialStudies6v SocialStudiee WHAT WAKE COUNTY HERE- IN PUBLIC SCHOOL SYSTEM START CHANGE 14 Sample Competencies and Progress Report Carroll Progress Report (A a File Edit View Insert Format Data Tools Add-ons Help All changes saved in Drive Arial . 12 ?r Carroll Magnet Middle School Progress Report I A - 8 I 1 I'LCarroll Magnet Middle School Progress Report Wake County Schools 2 .June 11.2019 Eizabeth Macerliams. Principal 3 4 I-MacWIIllarns. Elizabeth 12345678 Carroll Magnet Middle School 5 Grades 4520 Six ForksRoad rOg Fess epOr . 7 ElizabethAlison MacNabb (919)881-1370 8 413AventMeadows Lane b't C- BPRC I I a FD 10 11 lwmrewmcs ?3 COMPETENCY: Student can use ratio concepts and reasoning to solve problems. 15 Student can divide fractions by fractions and compute ?uently with multi-digit numbers. ?6 COMPETENCY: Student can order rational numbers and apply to red-world contexts. ?5 COMPETENCY: Student can reason about and solve one-variable equations and Inequalities. 20 COMPETENCY: Student can solve real-world and mathematical problems involving area. surface area. and 22 COMPETENCY: Student can recognize. summarize and describe statistical variability and data distributions. 2? . ENGIJSH-LANGUAGE ARTS 2?5 WY: Student can conceptsand lntonnatlon. 25 COWEWY: Student can draw evidence from texts to support analysis. re?ection. and research. 30 OOWETENCY: Student can conduct short research projects to write ?rel-structured argunents and narratives. WHAT WAKE COUNTY v- HERE - PUBLIC SCHOOL SYSTEM START CHANGE EYERYTHING. 15 Community Engagement • Principal’s Advisory Council Work Sessions; Parents, Students, & Teachers • 2017 - February, March, April, September, and October • 2018 - January, February, March, April (Remote), and May • Carroll Community Meetings; Faculty and Staff • 2017 - February, March, April, May, June, September, October, December • 2018 - January, February, March, April, May • District-level Sessions • 2018 - March, April, May • Community Survey; Carroll Families • 2018 - May Feedback from Principal’s Advisory Council “Grades seem more static, competencies seem more fluid to keep students moving forward.” “Shows more information about a student, rather than a specific skill in a specific subject-more about the whole student.” “This will be difficult for some competitive people to understand; Getting through the fact that a child is learning the same information, but recording of that achievement will be different.” “Like how it incorporates leadership and helps teach students to self advocate.” 16 Parent Survey Monday, May 28, 2018 Competency-based Progress Reporting Are you interested in knowing speci?cally what your child is learning about each and every day at school? Have you ever wondered exactly what he/she can do with that knowledge? Do you sometimes feel like your child's schooling is very general, and you would like to ensure that he/she has access to personalized learning experiences? Does middle school just confuse you? We understand. At Carroll, #TeamKidsFirst is always looking for ways to strengthen our students' learning experiences. We are concerned that our current model of reporting out percentages by subject area is not effectively communicating what our students are able to do with what they are expected to know in each of their courses. We want our progress reports to communicate actual progress, based on our students' individual gains so that we as teachers and parents can collaborate more e??ectively to support our students as individual learners. Some of you are de?nitely thinking, "Oh, no. We just moved on from the elementary report card." Don't worry, we are not looking to replace our current system with a standards-based report card. Our goal is communicate speci?cally around what your child can do with his/her learning via competencies; learning behaviors. Currently, our report card gives a percentage by discipline. i.e. Science 76%. On a standards-based report card, you would see a standard. i.e. Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound. On a competency-based progress report, you would see what your child can do with what he/she has learned. i.e. Student can interpret and present information using diverse media to compare properties of waves and wavelike energy. Shared information around what our students can do will allow us to work more closely with them, and you, to design instruction that meets their speci?c needs. Please take a look at the following resources: 0 What IS the difference between competencies and standards? 0 Three Reasons Non-Traditional Grading Won?t Negatively Affect College Acceptance 0 Turning the Tide; How New Report Could Revolutionize College A CARROLL MAGNET MIDDLE SCHOOL Leadership in Technology Follow the Chronicle by Email. IEmail :i Ms. MacWIllIams, 8: Lead Learner 0 mm Mum-e m- cw Follow 95 View my complete po?le Important Links 0 Carroll Magnet Middle School Website 0 Principal's Advisory Council Minutes . Won 0 Grading Policy I) #WeareCarroll Tweets by 9 CT f" 1?33?) i: is e. In ElizabethMacWilliams Retweeted . #teachergoals . @teachergoals Compliment each kid, especially the difficult ones. That might be the only positive thing they hear all day. {Hourgherrgonls 71 w. WAKE COUNTY PUBLIC SCHOOL SYSTEM WHAT EVERYTHING. Competency-Based Progress Reporting at Carroll Magnet Middle School Required Name: Your answer Grade(s): Your answer What do you hope to be able to achieve as parent through competency-based progress reporting at Carroll? YOUF answer What questions do you have about competency-based progress reporting? Your answer What support would assist parents in understanding competency-based progress reporting at Carroll? Your answer Suggestions based on what you know thus far: Your answer 17 Community Input s e i c n e t e p om c n e h w t a h t s i r e t h g n u i a s d u y c o m f r e o r f o t n n m o a s t i d r e o e s r p u e m c h i t o t f s, o e o t d Mos a y r a g w f o s i d e a h e t s s , n n d i o e i d t s i e a d s b d u a y e c r n a . In e t g e n i p n r m a o e c l a d l e e z i e l f a I u e d d u i r n t a r , e s indiv h e f d o a r g g n i t d c n e f a r t e rs p e s g d e n n i i c v u n e i n e h t a c e n a i p a m g o r c e g h n i p l s e u e l h t l b a l i a h r t w u k s m n a i e e t h t m I , sys a o f s l o A m . r s fo al o e d g h n t l a a n i n n e o s i l t e a a w o t c g e b s t edu n u o p i t s c d e r n a n d o n c a t e s h f t o e d e a s h o t t i r w instea e i s i s t a i e n s a i h t t I o t . l n l i s o t i k t n s a a r c i l w o p p er t a h d g l action r u o a d w l y a m e r , e d c n n a a l t l i s in r t o a F h . w action/sk m e e t n i s y m r s e t d e e d s a n b a n c s o e g h n s i s d u n c a standard o , F y . a o d s e o n d o h t o i y t r w r e e k s t d a r n b o e d in u t d s e r own a d o f e l e a i n ic e f r e a n s o e e d b i I c y ( l n l . e a s t i e c e i e c p n s e t e comp e e p b m d o l c u o s c a s s l e I i a c o d n g n e t a P e , E p I D m D e / I m co h a t r i f w u s o t l y u f i d s a d s d i e n h e t a n s l s i a d i i w c k o e h th i , sp . w g . n e o i t s l a a t l o u g s n P o E c I r h o t i i v w s n o beha i t a r t s u r f r a e h y l t ). ? e f i l l frequen a e r n i m i h p l e y e v r going to h u S d e s a B l o o h c S , t n e d u t S e d a r G h 7t f o t n e r a P To be hones t, I wo report uld el that is imina Englis above te any h. You a 6 th gra word "comp might de lev from t etenc e v en co h e e l . y" bec progre N know o n s j a i d r a what gon, p er find ss u s e s i t mea ome p l i thing. a n i g n a n n a o s, and A kid r t ents w her w shoul Mayb g ord fo ive up ill see d be a e sho r t o h n a b w t u le to r w n summ samp d e r s ead it tandin ord, not er and les of and k g the re you've see if t he wh n p o t o w got it! hey u o r t le w c h a a r nders d t it mea to kid tand i s ove n s . t. If th r t h e ey do Paren , you t of 7t know h Gra de Stu dent, Schoo l-Base d Sur vey The school re ally needs on e place paren course inform ts can go to s ation for all th ee e classes so t what's coming hat we may k up so that we now can work with longer term a our children o ssignments. O n ne portal whe assignments re all the are laid out ah ead of time, w scored would ith dates, and be a game ch then anger for pare nts Parent from th e Panorama S urvey 18 Community Input My priority goal fo r my son is to bec ome confident in abilities, further d his academic evelop his indepe ndent working sk learn how to alter ills, and to his ways of comm unicating depend public. Currently, ing on his I don’t know as m uch as I would lik my son is learnin e about what g about at schoo l. It is rare that we assignments and see detailed the rubrics that th ey are measured know that our inv against. I olvement with the ir day to day work at this stage, but starts to drop I feel like he could be a stronger stu more information dent if we had to help support h im at home. I lea Carroll’s Compet rned about ency-based plann ing at the Princip Council Meetings al's Advisory . I believe my chil d will benefit from competency-base d progress report ing. I get concern and mentees whe ed for my child n I see them get wrapped up in nu comparing their w mbers and orth to them. I wo uld rather them m themselves again easure st specific goals w ith real, tangible c their teachers. Th ritiques from ese critiques will provide feedback of competency an on their level d create an unde rstanding of what reach the next le is expected to vel. As a parent, I fully support this path. Parent of 6th Gra de Student, Scho ol-Based Survey r u o h t i w o b m i l l d a e n e o n i t y a e c h u T d . e s r e a t e a l d c n e u u d n i d e n r y a a r e s s t t v n n e e e r e r m a e n P h g i w s s s a e i t t i n s e r r r e v u y i l c n e t s u ' e l n n i p e r d m d e o s c u chil e s r i a t a s h e d w a r e g k i l d w g n o l n a l i o h k f t r e o o t m w t o e n s e m r o a h p d d e n r i a u t q k n r e e r o d w d u t n s s i a r h s o f o d y s clas o t a e y t i l g i n b i i s th n e o m p o s e S r . t t h o u g n u s o a n laid o e w t d a il h h t c k r y o m w e n v o a e p l u I . w e o k l i l l o a f n a c I d n a y l g n i d r o acc . d e t e l p m co y e v r u S a m a r o n a P he t m o r f t n Pare e v a h s e c n e r e f n n o i c e d m e l o t t n l e u f d g u t n i s n e a h e t t m a is y h h r t e d d v n d s a a i t d o l i a s l h h t a c g y d n i m h y l t h l t e a o I woul c m i b o s h s y it h o t p w n t i l p l i o o d h n r e s r n v n a l a o o C i c t a o ev w l h o e r h w a s s t u g n o n i e i r r w p u a o o l c l l p e a e m v r o a t a I de y e d r g n e o l a h o , n s .T h g s c r n i e e t t h e e c e s . m u s tea s e d e s n c o a o h r t s p s o t e s i c t i h o t r f p o e s t h make i t f e e n at e v b o e n h n i t p a e r might o t s e i l i m a y e more f v r u S a m a r o an P e h t m o r f t n Pare 19 Next Steps WAKE COUNTY PUBLIC SCHOOL SYSTEM Competency-based Learning Model Timeline Carroll Magnet Middle School What? When? Who? Competency Socialization Meeting June 11 Carroll Faculty Staff Competency Input Period June 14-19 Middle School Academics Team Fine Arts CTE Magnet PE Foreign Language Collaboration Meeting - Finalize Competencies June 19 Open to all Professional Learning Rubric Design Protocol June 22 Competency Writing Team Meeting - July 17-19 Preparation Contracted Support? Professional Learning Rubric Design Protocol June 28 Competency Writing Team Meeting - July 17-19 Preparation (Finalize) Contracted Support? Rubric Design Sessions July 17-19 Carroll Faculty Staff (Open to all) Program Guide Completion August 3 Elizabeth April Parent Informational Sessions August 7,9,15 Carroll Families CBL Design Sessions August 13-14 15 Carroll Teachers WHAT EVERYTHING. 20 Teacher Input Liz Harrod http://bit.ly/LizHarrodC-bPR Sean Hines http://bit.ly/SeanHinesC-bPR Iris Robinson http://bit.ly/IrisRobinsonC-bPR 21 Questions WHAT WAKE COUNTY PUBLIC SCHOOL SYSTEM 22