Authentic Assessment - The measurement of intellectual accomplishments that are worthwhile, significant, and meaningful, as compared to multiple choice standardized tests. Authentic Assessment can be devised by the teacher, or in collaboration with the student by engaging student voice. When applying Authentic Assessment to student learning and achievement, a teacher applies criteria related to construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.
Blended and Personalized Learning – An educational experience that combines effective virtual learning (often done at home in form of a video "lecture" or something similar) with a more robust and interactive experience with a qualified educator who can better personalize instruction and support for each student. This is most effectively facilitated in a "one-to-one" computing environment where every student has access to a mobile device to allow for individualized work using independent computing power and internet access. Students learn through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised location away from home.
Common Core State Standards (CCSS) - A national education initiative to align state education standards. CCSS was sponsored by the National Governors Association and the Council of Chief State School Officers and adopted by 46 states, including California, which intends to implement CCSS in 2014-2015. Generally most educators are optimistic about CCSS as it offers a robust and real world curriculum that aligns with the District's vision of providing learning experiences that promote the development of academics, problem solving and critical thinking skills necessary for success in a global world.
Environmental Stewardship (Sustainability) - Taking action to promote sustainability in our schools and community and delving into science-based health and environmental issues will positively impact the whole person and community over time.
Global Curriculum - A curriculum that recognizes the interconnected nature of the world and focus on a greater understanding of world history, culture, foreign language, civics, and politics.
Health/Wellness - Educating students on how to interact with the people around them and how to make well-informed decisions with regard to nutrition, physical fitness, interpersonal relations and conflict resolution, and social and emotional well-being leads to healthy and productive lives.
Professional Learning Communities (PLC) - An extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to
Project-Based Learning - Students learn by engaging in rigorous projects (usually in teams) that are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century skills, and create high-quality, authentic products and presentations. Students are often the catalysts for project ideas and design.
Single Plan for Student Achievement (SPSA) - A document that represents a school’s cycle of continuous improvement of student performance. The annual process of developing, reviewing, and updating the SPSA includes a comprehensive review of data and the development of actions necessary to achieve school goals. The plan also addresses funding and proposed expenditures related to state and federal categorical programs.
STEM - Students learn Science, Technology, Engineering, and Mathematics in sequences that build upon each other and can be used with real-world applications and projects promoting creativity and innovation.
Whole Child - The notion that learning needs to go significantly beyond the traditional basic subjects and cover areas such as music and the arts (fine arts, theater, etc.); sustainability; physical, social, emotional wellness; leadership skills and community involvement; and communication and collaboration skills. Students are encouraged to examine their own thoughts and actions and be sensitive to others' feelings and needs. Within the context of guided activities and peer feedback, children acquire the tools to be successful within the interpersonal domain, as well as to develop personal resiliency and awareness in the intrapersonal domain.