2014-14+CARP+Meeting+Notes

** MINUTES: ** **Questions:**   What does "identify and address inconsistencies or gaps" mean? Brad explained: How does the next level curriculum dovetail with the previous level? What happens between 4th and 5th, 8th and 9th? How do we communicate with the grade above and below? Judy: We need to communicate what expectations are at every level. What are the expected skills coming in to the grade? What are the upcoming skills for next grade? Carolyn: If anything is changed at a grade level, it needs to be run by the department so that we can ensure it's appropriate in linear progression and not overlap or duplication. Kelly: LS wants to work on creating a clear scope and sequence based upon Daily 5/CAFE and Common Core. Brad: 5th and 6th grade is in the midst of an overhaul to a more workshop approach that carries Daily 5/CAFE forward. Hannah: We hope that in 7th and 8th grade, after working with the scheduling guru, we will have block scheduling and will be able to do more workshop. Kathy: Consistency in the vocabulary, editing marks, etc. across the grade levels.
 * Year Opening CARP Meeting -- Tuesday 8/27/13 **

**Ideas for Goals:** Drew: PBL. Work on projects across divisions during CARP. Brad: Seconds Drew. Moving in an innovative direction to address our "exposed flank" as discussed by Laura in her opening remarks. Hannah: Innovation and PBL seems aligned with strategic planning.

**Goal:** Rethinking the way we utilize CARP time so as to be more in alignment with PBL. Focus more across disciplines instead of discipline-specific.
 * Collaboration as the centerpiece of our goal.
 * Working on collaborating on scope and sequence and new curriculum within grade levels and with the grades before and next.
 * Working on collaborating on projects across grade levels, disciplines, and divisions.
 * Wish list for new schedule. As we are looking ahead at PBL, here is what we need in the schedule.
 * We want to utilize CARP time as check-ins with large groups and then break-out time in small groups.

We think USM will need to rethink and reconsider what CARP is and what CARP looks like now that we're moving forward into PBL.

//**WE NEED TO DETERMINE HOW WE WANT TO WORD OUR GOAL.**//

**Information for Meeting:** AGENDA: 1. Introductions  2. Review of the Self Study Report’s “Strengths,” “Challenges,” and "Recommendations” list  3. Time for comments/reflections on the report   4. Brainstorm a cross-divisional topic (last year we developed a list of the traits of effective writers and that list is now posted in each classroom)   5. Take a final vote on the selected topic of investigation   6. Some discussion time on how best to investigate the topic

1. The English/Language Arts curriculum is student-centered and allows for differentiated instruction. 2. The English/Language Arts curriculum provides extensive instruction and practice in reading a wide array of genres, composition for a variety of purposes, and shared inquiry-discussions. 3. The English Department actively works to integrate technology effectively. 4. The English Department maximizes opportunities for professional development.
 * STRENGTHS**

1. Finding time within the school day to share and collaborate with other teachers. 2. Providing cohesive, comprehensive instruction within and between grade levels.
 * CHALLENGES**

1. Identify and address inconsistencies or gaps that impede smooth transitions between grade levels. Cr Create additional formal and informal opportunities for project-based learning and interdisciplinary teaching and learning.
 * RECOMMENDATIONS**