BPA is committed to providing an intimate, friendly academic environment that recognizes and values a student's unique learning profile, defines clear expectations, sets appropriate yet challenging goals, and celebrates the achievement of these goals. BPA believes that students who are actively involved in their educational program develop self-direction and thus become lifelong learners who are productive global citizens. BPA will strive to prepare students to become responsible citizens in the 21st century, a world of cultural diversity and rapid technological change.
They will be held to the highest academic standards, yet given the nurturing required to reach those standards. Students will learn in an integrated, multi-disciplinary environment that incorporates computer technology and real life cooperative experiences. At the foundation of our program is a partnership between students, parents and teachers. To this extent, parents will be encouraged to contribute 25 hours per school year in support of BPA. Our high expectations and individualized choices will encourage students to become actively engaged, passionate learners. Graduates will be prepared to successfully compete in the workforce, to attend the colleges of their choice, to communicate across gender, race, and socioeconomic complexities, and to value service to others in society. Serving students in grades K-12, BPA will be dedicated to assisting our youth in becoming adults who are competent, confident, productive, and adaptable, with the skills and attitudes to enable them to successfully contribute to society. BPA will utilize a blended learning station-rotation model to educate its students. To facilitate this, students will participate in a rigorous, relevant, college-prep curriculum with cutting-edge educational technology that is based on Common Core/State Standards and supports BPA’s mission statement and School-wide Learner Outcomes. Time will be spent between working independently and in daily small group instruction. All high school core courses will be a-g approved. The blended learning model will allow for personalized educational plans. Even though a challenging curriculum and program can be very powerful, BPA’s instructional staff will be the key component to the success of student achievement. BPA will understand that students are individuals and treat each student as such. All teachers will be encouraged to use innovative instructional methods.
Kindergarten through Fifth Grades:
K-5 students will participate in learning and instruction in a variety of ways including: whole group direct instruction, small group instruction, and independent learning tasks. A key component of the K-5 program will be to foster teacher-student-parent relationships where: student learning goals are established, communication is fluid, and a strong community supports the student in becoming a lifelong learner. Kindergarten will operate on a half-day schedule, with a focus on language arts and math. The instructional day for grades 1 through 5 will start with a two-hour Language Arts block each morning. Students will then have a 15-minute recess and return to their classroom for 90 minutes of mathematics instruction. After a 30-minute lunch, all elementary students will participate in Drop Everything And Read (DEAR). Afternoons will be designated for social studies, science, fine arts, and physical education. Teachers at the 4th and 5th grade levels will have the opportunity to work collaboratively and co-teach for science and social studies.
All elementary teachers will present academically challenging lessons that integrate California Common Core State Standards. Houghton Mifflin’s Journeys will be the heart of the English Language Arts program, supplemented with Evan Moor Common Core Mastery and a leveled reading program such as Renaissance Learning’s Accelerated Reader or Scholastic Reading Counts. Zoo Phonics will be utilized in grades K-2 to teach and reinforce phonics and phonemic awareness skills. Students in all grade levels will be exposed to a wide range of literature and informational texts to develop their analytical and critical thinking skills. BPA’s English Language Arts program is designed to ensure that all students will engage daily in reading, writing, speaking and listening activities to become fluent readers who comprehend and value literature, and are competent writers, articulate speakers, and thoughtful listeners who can communicate effectively.
Houghton Mifflin Go Math! will be adopted for the elementary grades. This California Common Core-based curriculum focuses on student engagement and development of vocabulary and problem solving skills, and provides support for teachers to differentiate instruction at each grade level. The program includes an online feature that engages students in learning and reinforcing math concepts via a visual component, rather than relying on reading skills to master the material. Teachers will also differentiate instruction using ST Math, Khan Academy, or other online curriculum. Students’ math knowledge will be reinforced with a daily warm-up activity that applies previously learned skills to problem solving The goal of the math program is to make students fluent with numbers, to build mathematical reasoning skills, to develop a strong math vocabulary, and to apply these concepts in problem solving.
BPA’s science curriculum will implement the Next Generation Science Standards. Inquiry based science lessons will emphasize learning through exploration and will follow the scientific method of predicting, observing, recording data, and reaching a conclusion. Students will be provided with hands-on investigations, laboratory experiences, and projects to demonstrate mastery of grade level standards.
Social Studies at the elementary level will include themes such as families, communities, California history and geography, and United States history and geography. Teachers will provide students with access to primary and secondary historical sources, maps, and timelines. The social studies curriculum will be taught with an emphasis on the historical people who particularly impacted their times. Field trips to museums, cultural centers, and community/government facilities will enrich students’ knowledge of their own community while exposing them to new experiences and cultures.
In the classroom setting, the big picture (theme) of the lesson will be introduced, vocabulary instruction will be presented and students will be exposed to what will be taught at a more intensive level to follow in small group instruction. The small group instruction will be presented through the station rotation model where students are placed in small groups (3-5 students) that may be based on similar ability levels, cooperative groupings (mixed abilities), or peer tutoring, This will allow teachers to meet the individual needs of all students. During this rotation, students will be introduced to more detailed concepts than were previously introduced during whole group instruction. The small group instruction will be facilitated by the classroom teacher or an instructional aide. In addition to the small group instruction, students will practice skills independently while still in their assigned groupings. These stations will include technology based learning (i.e. web-based programs, tablet applications), hand-on activities, collaborative projects, and pencil and paper assignments.
Student academic growth will be monitored through the use of formal and informal assessments. Formal assessments will include: NWEA-Measures of Academic Progress (MAP) administered online to students tri-annually, Houghton Mifflin’s online assessment feature, Qualitative Reading Inventory, Ticket to Read, Smarter Balanced Assessments, paper and pencil exams, projects and performance-task assessments. Informal assessments will include daily observation, anecdotal records, work samples, and portfolios.
Sixth through Twelfth Grades:
In grades six through twelve, students will rotate between working independently, in small group instruction and in collaborative cross-curricular projects. The blended learning model offers integration between the subjects during small group instruction. Core subject Content teachers will collaborate across subjects and create projects that span the disciplines. Beginning in middle school and/or high school, a supervising teacher will develop a 4-year individual education plan with the student and parents. At the beginning of each subsequent year, this plan will be reviewed in conjunction with the student’s current course plan as outlined in the academic flow chart of the 4-year educational plan.
Using the computer-based Edgenuity curriculum, students working independently will follow a series of lessons that build on previously learned material. Depending on the assigned course and the teacher evaluation of the student, pretesting and prescriptive testing may occur so that students can bypass subject matter in which they have a solid prior knowledge base in order to spend more time on new material.
The computer-based curriculum, Edgenuity, has many embedded features such as text-to-speech, glossary, e-notes, and lesson transcripts to support the student learning. Lessons include “Online Content” that connects students to websites with information relevant to what they are learning. In the onsite classes/labs and on field trips, students will be asked to gather new information and then practice, apply, and present this new information in a variety of ways such as debates, discussions, papers, projects and presentations.
Students will also be required to expand their technology use beyond the assigned curriculum by conducting internet research, uploading documents to Google Drive, and producing Microsoft Power Point presentations. Students will use Khan Academy and other websites for support in courses, College Board for college research and PSAT/SAT test preparation.
Through the computer-based curriculum, students will have access to an assignment calendar, color coded progress bars, and student planners to use independently. Teachers will be able to review all of the above tools in conjunction with the student flowchart, and student progress spreadsheet to further communicate and determine pacing needs.
Each computer-based course is mapped out for a semester, therefore providing students with access to an Edgenuity assignment calendar showing the amount of work to be completed each day. For example, teachers enter a target date of completion for each course, typically the end of the semester. The Edgenuity program automatically schedules the appropriate amount of work for the student to complete each day in order to finish the course by the target date. The computer-based curriculum also incorporates direct video instruction, text to speech, closed captioning, text-referencing for incorrect responses, and immediate feedback on content understanding.
During the small group instruction, teachers will incorporate a variety of instructional methods, such as direct instruction, small groups, individual discussions, critical thinking projects, games and student activities to assist students in applying the knowledge they have acquired. Teachers will develop activities, projects, and labs that incorporate the Common Core/State Standards, require group collaboration, and encourage cross-curricular engagement in the standards and school-wide learner outcomes. Teachers will collaborate to develop and assign projects that cover multiple subject areas, such as English and Social Studies.
Students will have project time built into their daily schedule, during which they can research subjects and collaborate with other students to compare and analyze information. Students will work both independently and in groups to think, reason, and problem-solve in their courses. Lessons in all courses will encourage problem solving and critical thinking skills.
With the real-time accessibility through the parent portal, parents will have access to the computer-based curriculum that will allow them to be more involved and engaged in their child’s education, as well as have a better understanding of the rigorous college prep curriculum.