RĂŞve Academy Curriculum
B U S I N E SS BY D E SIGN
Business By Design
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
B U S IN E SS BY D E S IG N
rêveacademy.org
RĂŞve Academy Curriculum
BUSI NESS BY DESI GN Some sort of intro text here? To lead into the curriculum? Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam eu venenatis dolor. Duis commodo, sapien quis euismod dictum, lacus arcu egestas lorem, sed efficitur odio dui et nibh. Suspendisse in nibh in enim efficitur interdum nec at nunc. Aliquam dignissim vel tellus vitae aliquet.
OUTCOME 1
p 2-5
Observing Your World & Devloping Empathy OUTCOME 2
P2
Defining The Need OUTCOME 3
P2
OUTCOME 4
P2
OUTCOME 5
P2
OUTCOME 6
P2
OUTCOME 7
P2
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Curriculum Key Quick Guide for Visuals in this Book Rêve curriculum is designed to include visual indicators throughout so that all presented content is efficient and effective to use. The visuals for the main section that occure repeatedly throughout Rêve courses are captures below with a corresponding explanation.
CONCEPTUAL FRAMEWORK
Each Rêve Academy course includes the CONCEPTUAL FRAMEWORK used for curriculum design. This organization structure contextualized lessons within the larger picture
Rêve Academy courses are divided into SECTIONS. Sections are differentiated by a striped page. The corresponding outcomes for each section will be listed on the following pages.
OUTCOME
Each section is subdivided into instructional sequences. Each instructional sequence has been developed to help learners achieve a particular OUTCOME. Each sequence is indicated by the number outcome it addresses.
MATERIALS NEEDED 1 2
If there are any additional MATERIALS NEEDED, it will be noted at the beginning of each outcome section. B U S IN E SS BY D E S IG N
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Rêve Academy Curriculum
B USI NESS BY D ESI GN
Because Rêve Academy encourages instructional practices that increase equity of access to content for all students, the curriculum is designed to include instructional strategies that acknowledge and support learner modalities. Suggestions for ATTENDING TO LEARNING DIFFERENCES through differentiation of instruction are provided next to the note icon thorughout the course.
Throughout Rêve Academy curriculum, the LESSON RATIONAL for partciular instructional sequences will be provided. This is done so the instructor can understand the intention behind the instructional design.
Rêve Academy curriculum inlcudes INSTRUCTIONAL CONSIDERATIONS at various point of the instructional sequence. This is provided as a way ensure academic rigor and to support high expectations for learners.
BIG IDEAS ESSENTIAL QUESTIONS
Rêve Avademy has developed BIG IDEAS AND ESSENTIAL QUESTIONS related to technology education. Each course in the Academy is structured around student understanding of the Big Ideas. Additonally, students should be able to answer the related Essential Questions by the completion of the course.
Rêve Avademy believes that data should drive instruciton; therefore, regular collection of student data is imperative. Opportunities for FORMATIVE OR SUMMATIVE ASSESSMENTS are indicated throughout the course and are intentionally designed to check student comprehension and engagement.
In order to solidify or extend their learning, students are given regular opportunities for RÊVE REVIEW & REFLECTIONS — a chance to journal in response to a lesson, a space for summarizing the instructional activities, or a prompting to consider possible ways to extend or apply new learning to their education or to how the interact with the worl as a whole. rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Work Place Compentecies Student Resource Sheet We use the results of the Work Place Compentecies to hire students for our Rêve Retail and Rêve Dev teams. Students must receive 3’s or 4’s in each category to be considered for our employment team.
CATEGORY
What it looks like:
Empathy
• You try to feel what someone else is feeling • You provide non-verbal feedback when listening • You are able to look at something from another point of view
Authenticity
• Be you (genuine) • Be honest in what you have or haven’t done • Know your strengths and use them; know your weaknesses and try to grow
Collaboration
• You maintain eye contact with whoever is speaking • You work well with others • You share your ideas AND listen to the ideas of others
Achievement
• Your work is done well and you meet all deadlines • You consistently ask for feedback so you can continue to achieve at an even higher level • At times, you look for other work that needs to be done
Ingenuity
• You find interesting solutions • You work beyond obvious answers to find unusual answers • You are a creative thinker
B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
CATEGORY
Possible sentence stems:
Empathy
“I heard you say __________.” “Your experience is important. Thank you for sharing it.” “Would you be open to telling me more about __________?” “I’ve looked at this one way; now, how can I look at it from someone else’s point of view?”
Authenticity
“I don’t understand __________. Can I get some clarification?” “One thing I did well was __________.” “Something I’d like to improve would be __________.”
Collaboration
“Our group has decided __________.” “I understand what you’re trying to do/say. Have you considered __________?” “__________, I’d love to hear your thoughts on ___________.” “Yes, and...”
Achievement
“How can I break down my tasks so I can meet the deadline?” “What can I prepare now that will set me up for success next time?” “Can you provide feedback on my work, please?” “Thank you for your feedback. Next time, I’ll try __________.”
Ingenuity
“I’d like to share an interesting possibility for __________.” “I’ve thought of these ideas. Now, which one may be the most interesting solution?” “__________, that is a really unique idea! Thanks for sharing it!” © 2015 Rêve Academy. All rights reserved. Not for duplication or distribution without written permission.
rêveacademy.org
B U SI NESS BY DESI GN
OUTCOME ONE
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lessons in this outcome include: — LESSON 1
P2
FINDING YOUR MISSION LESSON 2
P2
DEVELOPING EMPATHY LESSON 3
P2
THE INTERVIEW
B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
Observing Your World & Developing Empathy One Instructional Hour rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 1: Finding Your Mission Introductory Content
B U S IN E SS BY D E S IG N
rêveacademy.org
AT A G L A N C E Rêve Academy Curriculum DESIGN
BUSINESS
TECHNOLOGY
Rêve Design Thinking
EMPATHIZE
DEFINE
IDEATE
Rêve Business Plan
PROTOTYPE
VALUE
Rêve Digital Techology Foundations
SOFT SKILLS
CUSTOMER
WEBSITE
B USI NESS BY D ESI GN REFINE
TEST
MARKETING
REVENUE
ACTIVITIES
RESOURCES
GIVING & RECEIVING FEEDBACK
PARTNERS
COST
SOFT SKILLS
PITCH
Economics Mathematics Writing
6.5.4.4, 6.7.2.2, 6.7.4.4, 6.7.7.7
Reading
6.4.10.10
Organize information; write informative text; produce clear and coherent writing; write, reflect and revise writing for a purpose Support thinking with evidence
Speaking, Listening, Media
6.9.8.8, 6.9.1.1
Use technology to share my work; prepare and participate effectively in conversations
Visual Arts
L E S S O N R AT I O N A L E
• Learners learn about Rêve Academy’s history and mission • Learners are introduced to a strategy that provides them extra “think time” as well as peer support for language
M AT E R I A L S N E E D E D
Inside/Outside 1 Conversation Worksheet 2 Chart Paper and/or White Board 3 Work Place Competentcy Rubric
rêveacademy.org
B U SI NESS BY DESI GN
WORK PLACE COMPETENCIES USED IN THIS LESSON
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 1 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
Equipping yourself PRIOR to instruction: Use The Strategy The details for “Think/Pair/Share” as a strategic partner strategy can be found in the Rêve Academy Instructional Tool Kit. This strategy is used here as a way to provide thinktime for students, followed by a time to “rehearse” their answers with a peer. Since students have been given that think and rehearsal time, call on random students to share their answers. This serves as an accountability measure when using this strategy in the future. Students will take greater ownership of the think/pair time if, at the least, they know they’re preparing to possibly be called on. Strategic discussion about starting a business (partners and whole group)
B U S IN E SS BY D E S IG N
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Rêve Academy Curriculum
B USI NESS BY D ESI GN
Finding Your Mission THE CHOREOGRAPHY
Welcome Welcome students to Rêve Academy’s foundational course, Business by Design
Strategy Instruction/Rehearsal Introduce (or review) the instructional strategy of Think/Pair/Share. Let students know that when you say “think”, the room should be silent. Then, when you say “pair”, the students turn to the person next to them and discuss their answers. Set expectations for focused conversations, eye contact and professional body language. Finally, when “share” is spoken, the whole class should fall silent again. Select students at random to share with the whole group and remind them they should be prepared to share given their partner time (this, in turn, becomes student accountability for on task behaviors during that partner time).
Course Introduction Lesson Hook: “Today, we are going to take Rêve Academy’s mission and discuss one way we might dream with directionSM. What do you think it means to dream with directionSM?” Use Think/Pair/Share to Solicit Answers
THINK – 3 minutes
Ask the Lesson Hook Question and allow think time
PAIR – 3 minutes
Discuss your thoughts with a partner
SHARE – 4 minutes
Whole group
rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 1 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
30
Developing A Personal Mission Statement
B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
Finding Your Mission THE CHOREOGRAPHY
Rêve Academy “Rêve is a French word that means ‘Dream’ and is pronounced Rev. Brad and Kristin, the co-founders of Rêve Academy built the program with the goal of giving students the tools they need to be competitive in the field of digital marketing and to dream with direction. In this course, you will meet the following objectives: o Learn about and practice empathy o Receive a Design Challenge o Develop your own business o Design a Website Once you’ve learned these objectives, and if this kind of work interests you, you will have an opportunity to apply for one of Rêve Academy’s paid internships where you’d participate in a student run business. Keep that in mind as you learn.
Mini-Lesson: Mission Statement “A mission statement is the goals and values of a business, organization or individual. You’ve just heard one mission statement: Rêve’s. Can anyone remember what it is? Helping students dream with directionSM. Now, I’d like all of you to design your own mission statements as a student here at (your school). I am going to allow you some time to talk through this process before you have to decide on your mission statement. Beyond that, the important thing to remember is that we will return to your mission statements (so you don’t need it to be perfect). Also, mission statements “evolve” over time, too, and it’s important to continue to look back on them.”
rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 1 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
While students are engaged in paired conversations, write the following sentences where students can use them as resources for the RESPOND portion of the strategy: 1. WHAT will you do? 2. WHO would receive the value of what you do?
3. HOW will you do it?
B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
Finding Your Mission THE CHOREOGRAPHY
Use This Strategy Ask students to think about what their mission could be. How do they want to make a difference?
THINK – 5 minutes
Start students off with some individual think time. Let them write notes or close their eyes or draw pictures or whatever they need to do to focus on this task
PAIR – 10 minutes
Let students discuss their ideas with each other
RESPOND – writing 10 minutes
Following the discussion, ask them to develop their specific, inspirational ideas through the following lenses:
- WHAT will you do?
- WHO would receive the value of what you do?
- HOW will you do it?
Rêver Review and Reflection What did you think about the process of developing a mission statement?
rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 2: Developing Empathy Introductory Content
B U S IN E SS BY D E S IG N
rêveacademy.org
AT A G L A N C E Rêve Academy Curriculum DESIGN
BUSINESS
TECHNOLOGY
Rêve Design Thinking
EMPATHIZE
DEFINE
IDEATE
Rêve Business Plan
PROTOTYPE
VALUE
Rêve Digital Techology Foundations
SOFT SKILLS
CUSTOMER
WEBSITE
B USI NESS BY D ESI GN REFINE
TEST
MARKETING
REVENUE
ACTIVITIES
RESOURCES
GIVING & RECEIVING FEEDBACK
PARTNERS
COST
SOFT SKILLS
PITCH
Economics Mathematics Writing
6.5.4.4, 6.7.2.2, 6.7.4.4, 6.7.7.7
Reading
6.4.10.10
Organize information; write informative text; produce clear and coherent writing; write, reflect and revise writing for a purpose Support thinking with evidence
Speaking, Listening, Media
6.9.8.8, 6.9.1.1
Use technology to share my work; prepare and participate effectively in conversations
Visual Arts
L E S S O N R AT I O N A L E
• Learners learn about Rêve Academy’s history and mission • Learners are introduced to a strategy that provides them extra “think time” as well as peer support for language
M AT E R I A L S N E E D E D
Inside/Outside 1 Conversation Worksheet 2 Chart Paper and/or White Board 3 Work Place Competentcy Rubric
rêveacademy.org
B U SI NESS BY DESI GN
WORK PLACE COMPETENCIES USED IN THIS LESSON
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 2 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
Equipping yourself PRIOR to instruction: https://www.youtube.com/watch?v=1Evwgu369Jw *Teacher Note: Watch the 3-minute video to prepare for the mini-lesson in this instructional sequence. The video is pretty high level (so not necessarily accessible to students) but will be informative for you.
Whole group discussion about starting a business
10 15 B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
Developing Empathy THE CHOREOGRAPHY
Opening Discussion using Think/Pair/Share: “Has anyone ever wanted to start their own business? If so, what kind of business would you start? We are going to use Think/Pair/Share to start thinking about this question.”
Use The Strategy
THINK – 3 minutes
Ask the Lesson Hook Question and allow think time
PAIR – 3 minutes
Discuss your thoughts with a partner
SHARE – 4 minutes
Whole group
“Now, don’t forget about the possibility to create your own business. You’ll learn to do that in this course! Now I need to have you think about this question: ‘How might we make your school day better?’ Think about all possibilities before, during or after school. What are some difficult areas for you or your friends or family? I’m going to give you time to write down some of your ideas and then we are going to collaborate with others to add to your thoughts. rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 2 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
Use The Strategy The “Think/Pair/Respond” strategy is also found in the Instructional Tool Kit, and has been adapted for this “Work/ Pair/Respond” activity as you guide students through the process of reflecting on possible solutions to improve their school experience. As students write their initial responses, it’s an opportunity to glance at work and affirm answers that are authentic (and maybe even vulnerable) as it often encourages increased vulnerability and authenticity. Then, as you listen to students converse in pairs, affirm their use of Workplace Competencies as they talk respectfully, as their body language shows they’re listening, etc. When this is celebrated, others will rush to follow suit.
15 B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
Developing Empathy THE CHOREOGRAPHY
Use The Strategy
WORK – 5 minutes
Individually, students write their thoughts to the challenge
PAIR – 2 minutes
Partner and discuss some of their thinking
RESPOND – 2 minutes
Add ideas from the partner conversation
Empathy Mini-Lesson: Lead a discussion about the experience of walking in someone’s shoes versus watching them walk in their own shoes. Explain the following empathy points to students (taken from the video): -Perspective-taking -Refraining from judgment -Recognizing emotion in other people -Communicating that recognition
rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 2 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
The adapted K/W/L Chart is an opportunity to assess whether students understand the concept of empathy. Keep this posted in the classroom and invite students to update it with new learning as they move through the course.
15
This color-coded worksheet is designed to support visual learners
5 This lesson closure is your opportunity to solidify new learning by asking students to use a “reading” strategy to predict the work for the next lesson.
B U S IN E SS BY D E S IG N
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Rêve Academy Curriculum
B USI NESS BY D ESI GN
Developing Empathy THE CHOREOGRAPHY
Adapted K/W/L Chart: EMPATHY Ask: “What is Empathy?” List accurate perceptions in the KNOW section and misperceptions in the WANT TO KNOW section as a question.
KNOW
WANT
Emotion
Is it judgment?
LEARN
Worksheet Walk Through Walk through directions o Section #1: Fill out during interview o Sections #2-#3: Fill out after both interviews are done o Use a student volunteer to model how to take notes and demonstrate that it’s not necessary to write every word
Lesson Wrap Up Frontload tomorrow’s work of conducting interviews by asking this question: Ask students to predict what the next lesson will be given everything they did today.
rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 3: The Interview Introductory Content
B U S IN E SS BY D E S IG N
rêveacademy.org
AT A G L A N C E Rêve Academy Curriculum DESIGN
BUSINESS
TECHNOLOGY
Rêve Design Thinking
EMPATHIZE
DEFINE
IDEATE
PROTOTYPE
Rêve Business Plan
VALUE
Rêve Digital Techology Foundations
SOFT SKILLS
CUSTOMER
WEBSITE
B USI NESS BY D ESI GN REFINE
TEST
MARKETING
REVENUE
ACTIVITIES
GIVING & RECEIVING FEEDBACK
RESOURCES
PARTNERS
COST
SOFT SKILLS
PITCH
Economics Mathematics Writing
6.5.4.4, 6.7.2.2, 6.7.4.4, 6.7.7.7
Reading
6.4.10.10
Organize information; write informative text; produce clear and coherent writing; write, reflect and revise writing for a purpose Support thinking with evidence
Speaking, Listening, Media
6.9.8.8, 6.9.1.1
Use technology to share my work; prepare and participate effectively in conversations
Visual Arts
L E S S O N R AT I O N A L E
• Learners will take their theoretical understandings of empathy into applied practice • Learners will acquire basic interviewing skills
M AT E R I A L S N E E D E D
1 2
Previous lesson’s K/W/L Chart
3
Chart paper and/or white board
4
Work Place Competentcy Rubric
5
Conversation Role cards
rêveacademy.org
Inside/Outside Conversation Worksheet
B U SI NESS BY DESI GN
WORK PLACE COMPETENCIES USED IN THIS LESSON
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 3 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
15 Use The Strategy This strategy is used here as a way to provide think-time for students, followed by a time to “rehearse” their answers with a peer. Since students have been given that think and rehearsal time, call on random students to share their answers. This serves as an accountability measure when using this strategy in the future. Students will take greater ownership of the think/pair time if, at the least, they know they’re preparing to possibly be called on.
10 Conversation Role Cards are a way to scaffold/ structure student conversations. On the front of each card are expectations for the role; on the back, learners are provided with sentence stems for meeting those expectations
B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
The Interview THE CHOREOGRAPHY
Use The Strategy Ask learners: “When do interviews happen in the real world?” Encourage students to look beyond just interviewing for a job; rather, maybe they can start to see conversations as informal interviews as they seek to know someone deeply Use Think/Pair/Share to Solicit Answers
THINK – 3 minutes
Ask the Lesson Hook Question and allow think time
PAIR – 3 minutes
Discuss your thoughts with a partner
SHARE – 4 minutes
Whole group
Review Worksheet Walk Through Ask learners to take out their Inside/Outside worksheet from the previous lesson and walk through the directions again: o Section #1: Fill out during interview o Sections #2-#3: Fill out after both interviews are done Let learners either pick their partner or assign them a partner for their interviewing activity. Once they’ve moved into their partnerships, let students know there are high expectations for the time of interviewing BUT they are provided with tools to help them. Pass role card set to each partner group. rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 3 DIRECTORS NOTES
S TA G I N G B E H I N D T H E S C E N E S
20 This is an opportunity to circulate among the students to provide feedback on their interviewing skills as well as to ensure on-task behavior.
15 B U S IN E SS BY D E S IG N
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Rêve Academy Curriculum
B USI NESS BY D ESI GN
The Interview THE CHOREOGRAPHY
Worksheet: Outside In Direct learners to use Section #1 of their worksheet. Let learners know that they are going to be “looking from the outside” to determine what their partner’s “inner” experience is: Outside In! The focus of interviewing is on LISTENING to the journeys of others and building empathy (for things that may be frustrating or motivating or painful or exciting) and not jump to trying to solve the problem. Learners will spend about 5-8 minutes per interview to answer talk about the question that was asked at the beginning of the course: “How might we make your school day better?” As the Listener hears what the Speaker is saying, the Listener should take notes on their own worksheet in Section #1. If the room gets quiet during these conversations, ask Listeners to follow the emotions of the Speaker. If the Speaker seemed excited or concerned, ask the Listener to follow those emotions by asking for more details.
Worksheet: Inside Out For sections #2 and #3 of the worksheet, learners will reflect on the conversations they just had and use their imaginations to put themselves “inside” the Speaker’s mind as a way to look “out” at their partner’s experiences: Inside Out! Ask learners to use empathy as they fill out sections #2 and #3.
rêveacademy.org
B U SI NESS BY DESI GN
OUTCOME TWO
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lessons in this outcome include: — LESSON 4
P2
REFLECT ON THE INTERVIEW LESSON 5
P2
DEFINE THE NEED
B U S IN E SS BY D E S IG N
rêveacademy.org
Rêve Academy Curriculum
B USI NESS BY D ESI GN
Defining the Need One Instructional Hour
rêveacademy.org
B U SI NESS BY DESI GN
Rêve Academy Curriculum
BUSIN ESS BY D ESI G N
Lesson 4: Reflect on the Interview Introductory Content
B U S IN E SS BY D E S IG N
rêveacademy.org
AT A G L A N C E Rêve Academy Curriculum DESIGN
BUSINESS
TECHNOLOGY
Rêve Design Thinking
EMPATHIZE
DEFINE
IDEATE
Rêve Business Plan
PROTOTYPE
VALUE
Rêve Digital Techology Foundations
SOFT SKILLS
CUSTOMER
WEBSITE
B USI NESS BY D ESI GN REFINE
TEST
MARKETING
REVENUE
ACTIVITIES
RESOURCES
GIVING & RECEIVING FEEDBACK
PARTNERS
COST
SOFT SKILLS
PITCH
Economics Mathematics Writing
6.5.4.4, 6.7.2.2, 6.7.4.4, 6.7.7.7
Reading
6.4.10.10
Organize information; write informative text; produce clear and coherent writing; write, reflect and revise writing for a purpose Support thinking with evidence
Speaking, Listening, Media
6.9.8.8, 6.9.1.1
Use technology to share my work; prepare and participate effectively in conversations
Visual Arts
L E S S O N R AT I O N A L E
• Learners learn about Rêve Academy’s history and mission • Learners are introduced to a strategy that provides them extra “think time” as well as peer support for language
M AT E R I A L S N E E D E D
Inside/Outside 1 Conversation Worksheet 2 Chart Paper and/or White Board 3 Work Place Competentcy Rubric
rêveacademy.org
B U SI NESS BY DESI GN
WORK PLACE COMPETENCIES USED IN THIS LESSON