{"id":12228,"date":"2018-03-14T14:35:42","date_gmt":"2018-03-14T14:35:42","guid":{"rendered":"http:\/\/bdea.com\/2020\/?page_id=12228"},"modified":"2019-01-23T16:08:16","modified_gmt":"2019-01-23T16:08:16","slug":"glossary-of-terms","status":"publish","type":"page","link":"https:\/\/bdea.com\/2020\/glossary-of-terms\/","title":{"rendered":"Glossary of Terms"},"content":{"rendered":"

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Benchmarks \u2013\u00a0<\/strong>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.<\/p>\n

Capstone \u2013\u00a0<\/strong>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.<\/p>\n

Competencies \u2013<\/strong> A group of defined skills and content that allow BDEA students to demonstrate proficiency.<\/p>\n

Exhibition \u2013 <\/strong>\u00a0A 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.<\/p>\n

Narrative Report Card \u2013 <\/strong>\u00a0Given out twice per year, these reports provide detailed information about the courses the students are taking, course requirements, and the student\u2019s performance.<\/p>\n

Habits of Mind \u2013\u00a0<\/strong>The Habits of Mind are comprised of six elements which define specific aspects of understanding, and which are interwoven throughout BDEA\u2019s curriculum structure and assessment process. These habits inform our teaching practice, our school culture, and our behaviors. They include:<\/p>\n

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  • 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\u2019s vision to others in different ways;<\/li>\n
  • Connections: Understanding why things are the way they are and\u00a0developing the ability to see how seemingly separate parts of society, the world and life affect each other;<\/li>\n
  • Evidence: The ability to determine the difference between fact and opinion,\u00a0and knowing where to find information and how to understand it;<\/li>\n
  • Possibilities: Recognizing that few things are inevitable. The ability to\u00a0understand and evaluate complex ideas and issues and to understand that for any given situation, there could be multiple outcomes;<\/li>\n
  • Perspectives: Understanding the presence of bias in various forms of\u00a0communication, recognizing the effect of these biases, and knowing how to discern the truth; and<\/li>\n
  • Relevance: Understanding the importance of different events, issues, ideas, and systems in one\u2019s own life and committing to using this awareness to make informed choices.<\/li>\n<\/ul>\n

    Habits of Success \u2013\u00a0<\/strong>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\u2013as part of both Post-graduate Planning and Capstone curriculum\u2013where they are an integral part of the competency rubrics.<\/p>\n

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    • Vision:\u00a0I set goals, and make a plan for achieving them. I have direction, and am optimistic.<\/li>\n
    • Perseverance:\u00a0When faced with an obstacle, I push thorugh by asking for help and refocusing. \u00a0I am able to acknowledge my successes.<\/li>\n
    • Curiosity:\u00a0I am not afraid to ask questions. I ask them with the goal of learning something new, and not necessarily to validate my own position. \u00a0I am open-minded and believe that learning is ongoing.<\/li>\n
    • Social Intelligence:\u00a0I am able to communicate effectively and comfortably with friends, family, peers, colleagues, acquaintances, and people I have just met. \u00a0I am professional and appropriate in my conversations and I understand the perspectives of others, even when they clash with my own beliefs and opinions.<\/li>\n
    • 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.<\/li>\n<\/ul>\n

      Portfolio \u2013<\/strong> \u00a0A purposeful collection of their own work put together by the student that demonstrates his\/her growth over a period of time.<\/p>\n

      Post-graduate Planning \u2013\u00a0<\/strong>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.<\/p>\n

      Project Month \u2013\u00a0\u00a0<\/strong>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.<\/p>\n

      Roadmap \u2013\u00a0<\/strong>Visualization of a student\u2019s progress at BDEA.<\/p>\n

      Rubric \u2013<\/strong> 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.<\/p>\n

      Student Centered \u2013\u00a0<\/strong>According to the Nellie Mae Education Foundation\u2019s current definition, student-centered learning has four key elements:<\/p>\n

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      • Curriculum, instruction and assessment embrace the skills and knowledge needed for success.<\/li>\n
      • Community assets are harnessed to support and deepen learning experiences.<\/li>\n
      • Time is used flexibly and includes learning opportunities outside the traditional school day and year.<\/li>\n
      • Mastery-based strategies are employed to allow for pacing based on proficiency in skills and knowledge.<\/li>\n<\/ul>\n

        Student Support \u2013\u00a0<\/strong>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\u2019 personal, social, and emotional challenges that act as impediments to their academic and personal success.<\/p>\n

        Trauma Sensitive \u2013\u00a0<\/strong><\/p>\n

        Trimester \u2013\u00a0<\/strong>11-12 week units that BDEA uses to organize the academic school year.<\/p>\n<\/div>

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