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BDEA Seminar Building a community of success and achievement presented by Beatriz M. Zapater, Co-Head of School Boston Day and Evening Academy, 20 Kearsarge.

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Presentation on theme: "BDEA Seminar Building a community of success and achievement presented by Beatriz M. Zapater, Co-Head of School Boston Day and Evening Academy, 20 Kearsarge."— Presentation transcript:

1 BDEA Seminar Building a community of success and achievement presented by Beatriz M. Zapater, Co-Head of School Boston Day and Evening Academy, 20 Kearsarge Ave., Roxbury, MA

2 Agenda ► About BDEA ► Dare to look at Data ► Now what? ► Seminar goals ► Components ► Examples ► Ongoing reflection ► How will we reach our goals? ► How will we measure progress? ► Faces of Seminar ► Student Work ► Q&A

3 About BDEA ► BDEA serves overage students in three different programs: Day, Evening, and Distance Learning. ► All programs are based on BDEA’s competency-based curriculum, and progress is assessed using a variety of methods, both quantitative and qualitative, including written and oral exams, research projects, internships and field work. ► Students generally enroll in the Day program directly from 8th grade, the majority at the age of 16 or 17. There are currently about 200 students in this program. ► Evening program students have already attended high school, and are either transferring, or returning after having dropped out of other high schools. Many of these students are employed either full or part-time, and attend BDEA in the afternoon and evening. The Evening program maintains an enrollment of 100 students. ► Distance Learning students all have responsibilities or health issues that prevent them from attending school on a regular basis, and through project-based holistic learning, demonstrate competency and stay connected with their teachers through appointments, blogs, and s. There are about 50 students in the Distance Learning program. ► BDEA offers a competency-based curriculum, which does not include traditional grade levels or Carnegie units for grading, but meets each student “wherever they are” in their education using assessment tools including over 300 benchmarks, portfolio review, and capstone projects. Through small class sizes, differentiated instruction, and significant one-on-one time, each student can complete their individual path to graduation while demonstrating academic competency. ► 3 graduations per year: June (55 students); September (7 students); December (about 25)

4 Why Seminar?

5 The result of our data collection, as well as anecdotal evidence collected from students through a grant funded by an anonymous foundation and administrated through the Project for School Innovation (PSI) shows that students who do not feel “connected” with the school lose interest, or lose the inspiration to persevere through difficult circumstances and continue coming to school. Students who are frustrated as a result of reading at a lower level than the class material also tend to see themselves in another school environment that has set them up to fail. This frustration causes them to lose confidence in themselves as scholars, and in BDEA as a school that can give them another chance at success. BDEA recognizes the need for additional services for new students, which will address literacy issues, as well as get students to “buy in” to BDEA’s culture as soon as they are enrolled and to prevent the disconnect that leads to withdrawal. In response to this challenge, BDEA has developed “BDEA Seminar”, a new program that will acquaint students with school culture, allow them time and guidance to transition to a new curriculum and new school culture, provide extra support in literacy, and offer individualized wrap-around services to help the student to feel ownership in the school.

6 Goals The overarching goal of the BDEA Seminar is to get students ready for high school, thereby, having an overall positive effect on the school’s culture. In order to achieve this, BDEA Seminar will create multiple and immediate opportunities for engagement and participation for all new students at the school. BDEA Seminar exists to support students in transitioning toward ownership of learning, connection to community, and growth in the behaviors of success. Seminar will: ► Do a comprehensive assessment of what students bring in terms of skills, experiences, and behaviors ► Acculturate students by establishing a common language, set of practices, and beliefs so that they become positive and productive members of the BDEA Community ► Guide students to reflect on their educational experiences, and the ways that they learn ► Get to know themselves, the school, and their pathway to success at BDEA

7 Curriculum Buckets

8 BDEA-Speak Assessment/Assessment Week Assess out Competent Rubric-Proficient… Comments vs. letter grade “Fail” Competency/Benchmark (Language of Benchmarks) Show what you know-What does it take to get diploma? Participation/Attendance- “Seat time” Evidence Habits of Mind Symposium ILP Capstone Portfolio Student Support Reflection CES Principles Achievement-Effort-Input Humanities Priorities Peoples’ names and titles -Students first- Academic language for each discipline Trimester Modules Transcripts-GPA, SAT, MCAS TABE, GRADE, GMADE Day, Evening, DL Exhibitions Literary Celebrations Advisor, Advisory Morning Meeting/Town Meeting BASE (Before/After School Enrichment) program Essential Question Experiential Ed Short term/Long term goal setting Specialty Sheet-Carney, Voc, College (2-4) Interdisciplinary Community

9 Ongoing reflection on progress… Mid year outcome will be assessed using: student attendance data from powerschool. student success. Are they earning benchmarks while they are here? attendance pattern when joined with the general population second trimester. Year end outcome: 70% of the student body attending 70% of the time (case study: seminar students)

10 How will we reach our goals? ► focusing on building BDEA culture. ► advisory community building. ► interdisciplinary work. ► making classes engaging. ► forming a cohesive group. ► maintaining communication amongst teachers and SST.

11 How will we measure progress? ► Qualitative and quantitative data ► Document student comments throughout the trimester ► Examine how new students impact the culture of BDEA ► Student presentations ► Student success in earning benchmarks ► Referrals to student support

12 The faces of Seminar Students ► NOTE: Pictures removed from presentation before posting to ESE website.


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