Benchmarks – Discrete and measurable learning objectives by which a student demonstrates competency. Designed to build academic confidence, strengthen student skills and provide opportunity for advanced level work.
Capstone – Capstone is the name of the last trimester a student spends at BDEA. During that trimester, a student works with the technology teacher on an individual project which is framed around an essential question of personal interest and importance to the student. When the project is completed, it is presented in a public forum, including teachers, classmates, family, friends and staff.
Competencies – A group of defined skills and content that allow BDEA students to demonstrate proficiency.
Exhibition – A public forum in which students present their work to their peers, teachers, and community. The exhibition can take the form of an oral presentation, a project, or a display.
Narrative Report Card – Given out twice per year, these reports provide detailed information about the courses the students are taking, course requirements, and the student’s performance.
Habits of Mind – The Habits of Mind are comprised of six elements which define specific aspects of understanding, and which are interwoven throughout BDEA’s curriculum structure and assessment process. These habits inform our teaching practice, our school culture, and our behaviors. They include:
- Reflection: Understanding what one believes, the reason for those beliefs, and recognizing that there are different ways to express oneself, along with the ability to effectively communicate one’s vision to others in different ways;
- Connections: Understanding why things are the way they are and developing the ability to see how seemingly separate parts of society, the world and life affect each other;
- Evidence: The ability to determine the difference between fact and opinion, and knowing where to find information and how to understand it;
- Possibilities: Recognizing that few things are inevitable. The ability to understand and evaluate complex ideas and issues and to understand that for any given situation, there could be multiple outcomes;
- Perspectives: Understanding the presence of bias in various forms of communication, recognizing the effect of these biases, and knowing how to discern the truth; and
- Relevance: Understanding the importance of different events, issues, ideas, and systems in one’s own life and committing to using this awareness to make informed choices.
Habits of Success – Habits of Success are the qualities that keep students engaged, focused, and involved in improving themselves and their community. These habits are built into the fabric of the school and are especially relevant to Career Readiness and Exploration courses–as part of both Post-graduate Planning and Capstone curriculum–where they are an integral part of the competency rubrics.
- Vision: I set goals, and make a plan for achieving them. I have direction, and am optimistic.
- Perseverance: When faced with an obstacle, I push thorugh by asking for help and refocusing. I am able to acknowledge my successes.
- Curiosity: I am not afraid to ask questions. I ask them with the goal of learning something new, and not necessarily to validate my own position. I am open-minded and believe that learning is ongoing.
- Social Intelligence: I am able to communicate effectively and comfortably with friends, family, peers, colleagues, acquaintances, and people I have just met. I am professional and appropriate in my conversations and I understand the perspectives of others, even when they clash with my own beliefs and opinions.
- Self Regulation:I am self-aware, and can advocate for positions in which I believe strongly. I regularly assess my own social and emotional health and recognize when I may need to ask for help. I am comfortable with myself, can trust my own council, and have integrity.
Portfolio – A purposeful collection of their own work put together by the student that demonstrates his/her growth over a period of time.
Post-graduate Planning – BDEA offers post graduate planning services to students from the time they arrive at our school through years after graduation. Services include college and career planning, speakers, and tours; financial aid planning; career readiness preparation; and internship opportunities.
Project Month – All BDEA students participate in an experiential learning project from late November through December. Teachers team up and create co-curricular projects that approach our coursework in creative ways. Project examples include, Yoga and Your Health, BDEA does HGTV, The Physics of Welding, and Coding & Robots. These projects dive deep into a single topic and provide students the opportunity to earn benchmarks while learning in a new, interesting way.
Roadmap – Visualization of a student’s progress at BDEA.
Rubric – A way of rating student work (portfolio, exhibition, written work, etc.) using a defined set of criteria that spell out the expectations of what is considered competent, highly competent and not yet competent.
Student Centered – According to the Nellie Mae Education Foundation’s current definition, student-centered learning has four key elements:
- Curriculum, instruction and assessment embrace the skills and knowledge needed for success.
- Community assets are harnessed to support and deepen learning experiences.
- Time is used flexibly and includes learning opportunities outside the traditional school day and year.
- Mastery-based strategies are employed to allow for pacing based on proficiency in skills and knowledge.
Student Support – The Student Support Team (SST) assists students, parents, and teachers with services that foster a healthy and positive school community. The goal of SST is to alleviate our students’ personal, social, and emotional challenges that act as impediments to their academic and personal success.
Trauma Sensitive –
Trimester – 11-12 week units that BDEA uses to organize the academic school year.