ITC Teachers Prepare for Advanced and AP Courses

As the first class of students at the Institute of Technology at Syracuse Central (ITC) advance from 10th grade to 11th grade they have proven to be focused and very hard working. Our school's scores on state regents exams are significantly higher than those of the other four high schools. The staff at ITC feel honored to be able to guide the learning of such fine students. We also understand our students need rigorous and challenging courses to prepare them for success. To meet this demand teachers are spending their summer working with the Collage Board and regional Universities to develop advanced and accredited upper level courses. Here is what our staff has been working on:

• Mr. Cosgrove had been working with the Collage Board on developing an Advance Placement World History Course.
• Ms. Crawford had been working with the Collage Board on developing an Advance Placement Environmental Studies Course. She has also been working with AVID to develop programs to infuse power learning strategies into all classrooms.
• Mr. Piraino has been working with Johns Hopkins University on our "Talent Development" program. He is also Working with the Collage Board to develop an Advanced Placement U.S. History course. This course will be offered this fall.
• Mr. Kunnath has been working the the Collage Board to develop an Advanced Placement Statistics Course.
• Ms. List had been working with the Georgia Tech. and Texas A & M to developing programming that brings Science, Technology, Engineering and Mathematics (STEM) enrichment in to the school's curricula. He is also working with the College Board on developing an Advance Placement Chemistry and Physics courses.

Local collages, universities, and Technology Centered Institutions have increased their support of our schools programming. We are currently developing unique learning experiences for this school year with support from:

• Syracuse University
• LeMoyne College
• SUNY-ESF
• Upstate University
• Upstate Freshwater Institute

School Development Model

One insight we have developed as we worked through our first year is that our school have three spheres that guide our growth and serve as a basis for how the entire school community is evaluated. These interlocking spheres are:

1. Our School's Programming - the actives, interactions, and experiences used to facilitate learning. We have identified two critical factors that drive achievement within this sphere. They are the RELATIONSHIPS that are developed with in our school community and the RESPONSIBILITIES expected by the school community for all members performance.
2. Our School's Climate - the actives, interactions, and experiences used to develop personal character and habits of the mind. The two essential factors essential in this sphere are the REASON individuals apply to their actions and the RISK TAKING skills helping members step from their comfort zone to explore new learning.
3. Our Schools Performance Outcomes - the actives, interactions, and experiences used to assess what learners know and are able to do. The two essential factors essential in this sphere are the RIGOR through which individuals perform and the RELEVANCE these outcome have to students lives and the expectations our our world.
   

Second Year at IT Central

The Institute of Technology at Syracuse Central opened its door for it second year this September. I addition to the 85 students returning as Sophomores we welcomed 130 Freshmen. Our goal is to grow our population to four classes (grades 9 through 12) to 130 each for a total population between 500 and 600 students. Our school opened under a cloud as lawmakers struggle to find funding for the school's renovation. The focus of the staff has shifted away from the development of the physical structure to the development of a world class Career and Technical Education program where students will excel within our current facilities.

The bright spot was the achievement of our sophomores. During our first year all students received at least 3 credits toward graduation and passed at least one regents examination. 78% of our students received at least 6.5 credits and passed at least 2 regents examinations needed for graduation. 28% of our students have earned at least 13.5 credits and have passed at least three regents examinations. This means that over a quarter of our students have Junior standing. Our freshman programming follows the Johns Hopkins Talent Development Model. Through this program students take three Regents Level courses needed to meet New York State Performance Standards. These courses are Algebra, US. History and Government, and Living Environment of Earth Science. Our students out performed all others in the Syracuse City School District.

Losing some students.

My mechanic, John, is one of the hardest working honest people I know. His business is highly productive and I think he makes more money than I do. He also dropped out of High School. He hated school and to hear him talk school hated him. Growing up in the early 70’s he had many other opportunities for “career-path” employment. He made the best of them and has a successful business with healthy and happy children and grandchildren. Mechanics fascinated John, English and Social Studies did not. He realizes how luck he was to be able to run from school and still be a “success”. John is angry that his “bone-headed” grandson, who seems to be following in his footsteps, will be unemployable if he drops out.

We have a couple of students like John in our school. In spite of our great environment, see below, they are making every effort to be kicked out. School does not interest them. We are missing the last best chance to reach these kids. I feel we need to develop experiences for some students (10%of our population) where they engage the career first and then the academics. As our school and its resources grow we should consider developing programming for “at-risk-students” with a focus on the trade first and build in academic standards once the child has become invested in a future.

This is a Great Place

Students at our new school are receiving a wonderful experience. Small classes provide individualized attention that seems to be nurturing students to do their best. We offer tutoring during lunch and after school until 4:30. Our first semester curricula included Freshman Seminar; Strategic Reading; Transition to Advanced Mathematics; Foundations to Technology; and a Regents Science course provided students with a strong foundation to support their high school career. Combined Community Service Days with students from Syracuse University helped to generate a sense of community and appreciation for our area. Staff, parents, and students attend both our boys and girls interscholastic basketball games; which, helps to create a small town atmosphere. We have also hosted dances, bowling trips, and honor role lunches helping to realize how much the community appreciates their efforts. Our clubs and organizations: Ski, Science, Computer, Red Cross, Environmental, Board Games, Student Government, Student to Student, and Year Book, provide students with a wide variety of opportunities to explore their interests. The environment of our school is exciting and engaging. I truly look forward to coming to school every day.

Our students play a huge role in the quality of our school. In choosing to come to IT Central students committed themselves to working hard a taking full advantage of everything we offer. They have done this and more. It is amazing to see students go beyond expectations to push their learning and understanding. I feel we are the best preparatory program in Central New York.

In such a magical place it is easy to loose perspective and focus. It is inspiring to see students actively engaged in learning and truly interested in doing their best. As I strive to develop more challenging lessons, I am tempted to make them more academic. I tend to for get that students are doing well because we offer them the potential to work toward a technical career. Students are doing well in Biology because it is relevant to their desire to become a Cosmetologist or Carpenter. Many times I have made the mistake of adding rigor to my courses for rigor’s sake. I loose my students. I have also been able to perk their curiosity and interest by increasing course rigor through experience that are relevant to students’ career interests. The great thing about this place is that there are many career and technical educators interested in helping me out.

What is our Instructional Focus?

As we have begun to develop and implement programming we find it hard to focus on one identity. Some times we seem to be pulled toward the idea that we are an elite school for the highly motivated and talented. Students did choose to apply to our school and go through the application and interview process; however, they were chosen by interest not aptitude. Other times we are pulled toward a school justice. We do encourage students to become involved in community service; however, students chose the school for its technology programming. We are pulled to focus on advanced science courses; however, the new school is being designed with equipment to apply technology not to do science research.

We are an Institute of Technology therefore our focus and themes for integration must be built on the development, use and application of technology. Our programming needs to connect students to technology. Students need to use technology and study its impact on society now and in the future. I feel we need to develop all programming around technology and technology themes. We are a comprehensive high school and need to prepare students to meet graduation standards and to be successful citizens. We are NOT A TRADITIONAL High School and focus on programs that are unique. We should not dwell on traditional instructional themes and move toward theme unique to the technological future.

Our students chose us because we are the Institute of Technology.

BY: Richard List, Biology Teacher

Our Staff and Programming

Educators for this new school were selected through an application process from tenured middle and senior high teachers. Curricula for courses follows the New York State Regents Standards and those of the Tallent Development Program at Johns Hopkins University. Programming is delivered through Semester based Block Schedules. Science and Physical Education programming is delivered over a full year basis. Staffing for the 2007-2008 School Year are as follows:

• A seasoned, 20+ years of experience, middle school social studies teacher facilitating Freshman Seminar first semester and Regents US History Second Semester.
• A seasoned, 20+ years of experience, middle school mathematics teacher facilitating Transitional Math first semester and Regents Algebra Second Semester
• A very seasoned, 30+ years of experience, high school mathematics and computer science teacher facilitating Transitional Math and Intro to Technology first semester and Regents Algebra Second Semester
• A young, 5+ years of experience, high school science teacher facilitating Regents Earth Science, Freshman Semincal and AVID.
• A very seasoned, 30+ years of experience, high school science teacher facilitating Regents Biology, Strategic Reading, andRegents US History
• A seasoned, 20+ years of experience, middle school English/language arts teacher facilitating Strategic Read first semester and English 9 Second Semester
• A seasoned, 10+ years of experience, high school special education teacher facilitating Resource and Inclusion programming.
• A young, 5+ years of experience, high school special education teacher (half time) facilitating Resource and Inclusion programming.