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Centennial convenes design retreat and schedules community forum on 'Profile of a Graduate'
Summary
Performance FACT and district leaders reported a two-day design retreat with students, staff and community partners and set a community forum for Jan. 30 to gather wider input on a draft 'profile of a graduate' and related instructional vision.
Performance FACT consultant Lauren Hefty and district staff presented a progress update on Centennial’s Profile of a Graduate work at the Jan. 22 meeting of the Centennial School Board and budget committee. Dr. Katsuda (district administrator overseeing strategic implementation) said the profile — developed during the Roadmap 27 strategic planning process — is a “North Star” for the district’s long-term instructional goals.
Nut graf: The district convened a two-day design retreat with more than 40 participants (students, staff, families and community partners) to draft grade-by-grade progressions and an instructional vision connected to the profile. The district plans a public community forum on Jan. 30 to solicit broader feedback; the forum will be held at Centennial High School’s community room during parent–teacher conferences and will include childcare and translation supports.
What happened at the retreat Lauren Hefty of Performance FACT described work to translate the broad profile into concrete “look-fors” and progressions across grade bands (early grades, upper elementary, middle and high school). Teams including students led table discussions and drafted initial matrices that map how the six profile qualities would develop from pre-K through grade 12.
Hefty said the retreat focused on two tasks: (1) reverse-mapping the profile into grade-level progressions and (2) clarifying instructional implications so teachers can provide consistent opportunities for students to practice and demonstrate the profile competencies. She emphasized the role of student voice in the retreat’s design work: “The students who were participants in the group really grounded and centered the work.”
Key themes emerging from the instructional-vision work included: culturally and linguistically relevant instruction; relationship-centered learning; student voice and ownership; rigorous academic engagement with high expectations; regular reflection and formative feedback; and community-connected learning.
Community forum and next steps District staff said they will present the draft products to school staffs at each campus for feedback and host a public community forum on Jan. 30 from 6–7:30 p.m. in the Centennial High School community room. The district plans childcare and translation support and is publicizing the forum through district channels. Hefty and Dr. Katsuda said additional design work (a third design retreat day and site-level feedback sessions) will continue through February and March, followed by further refinements and a plan for demonstrations-of-learning that let students show growth against the profile.
Why it matters District leaders said the profile work is meant to make expectations consistent across grades and schools and to give students and families clearer, tangible evidence of skills and dispositions that lead to postsecondary and career readiness. Leaders described an instructional shift that moves from teachers “knowing” they teach a competency to students “owning” and being able to demonstrate growth in that competency.
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