2. Mission Statement: Teach IT, a technology based, charter high school located in Center City Philadelphia, is committed to offering a rigorous, technology- centered curriculum for those students who are interested in careers in IT or other technology fields post high school. We offer a safe, student-centered environment where students are molded into lifelong learners. Co-ops with professionals from technology fields supplement the standard academic courses, along with life skill classes, to help create well rounded and complete high achievers who are prepared to take on the multitude of issues facing the generations of the 21 st Century.

3. Enrollment Enrollment is open to anyone, but based upon previous academic grades in grade school. Enrollment is open to anyone, but based upon previous academic grades in grade school. City environment – accessible through public transportation for both suburban and urban students. City environment – accessible through public transportation for both suburban and urban students. There is a test for enrollment, must have a certain score or score in a certain percent to be considered. There is a test for enrollment, must have a certain score or score in a certain percent to be considered. Interview is used to see if student is truly interested and displays desired characteristics for a student of Teach IT. Interview is used to see if student is truly interested and displays desired characteristics for a student of Teach IT. –Parent or guardian is interviewed as well. Parents are held at certain expectations to help educate student. Parents are held at certain expectations to help educate student. –Teach IT alone needs parental involvement and support –Parents need to be tech. savvy as well  Teach IT can provide tutorials for parents throughout the year.

4. Community Served Urban setting located in Center City Urban setting located in Center City –This offers easy access to public transportation. –It also takes advantage of the cities culture.  Historic Philadelphia  Museums –Franklin Institute, Art Museum, Academy of natural Science –Center City is booming with businesses

5. Non Academic Features After School Activities After School Activities Sports Sports –Various Intramural Sports  Mandatory for all students Online courses Online courses Summer courses offered Summer courses offered Music, culinary, and “life-skill” classes offered. Music, culinary, and “life-skill” classes offered.

6. Day Schedule School year: Trimesters School year: Trimesters –This will allow for students to take on various courses. Length of the day: 9 A.M. – 3 P.M. Length of the day: 9 A.M. – 3 P.M. –Starting before 9 could impose arrival time difficulties that increase tardiness. –Due to the many areas that the students will be coming from, more time is allotted for the morning arrival.

7. Distinguished Curriculum/Model Characteristics School uniforms/dress code mandatory School uniforms/dress code mandatory Courses offered in information technology Courses offered in information technology –Networking –Database administration –Web Programming –Application/Software Programming –Systems design –Reporting Tools –Graphic Arts

8. School Uniforms “All our schools should teach character education. And if it means teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniforms.”

9. Arguments Against School Uniforms Infringements on students’ First Amendment rights Infringements on students’ First Amendment rights Administrators overuse school uniforms as a power tool Administrators overuse school uniforms as a power tool Economic hardship for parents Economic hardship for parents Non deterrence of gang activity Non deterrence of gang activity No effect of social differentiation No effect of social differentiation Eliminates warning signs Eliminates warning signs

10. Benefits of School Uniforms Promotes school safety Promotes school safety Fostering school unity Fostering school unity Reducing social pressures Reducing social pressures Increasing student self-esteem and motivation Increasing student self-esteem and motivation Reducing costs Reducing costs Improving attendance Improving attendance Improving academic achievement Improving academic achievement Reducing distractions Reducing distractions Eliminate competition Eliminate competition

11. Legal Issues Tinker v. Des Moines Independent Community School District (1969) “public school students do not shed their right to free speech at the schoolhouse gate” Kelley v. Johnson (1976) Reversed the notion that hair length regulation could be rejected because of free speech Hazelwood School district v. Kuhlmer (1988) School officials may impose reasonable restrictions on free speech

12. U.S. Department of Education Recommendations Parental involvement Parental involvement Protect students’ religious expression Protect students’ religious expression Protect students’ other rights of expression Protect students’ other rights of expression Determine whether to have a voluntary or mandatory school uniform Determine whether to have a voluntary or mandatory school uniform When a mandatory policy is adopted, determine whether to have an opt-out provision When a mandatory policy is adopted, determine whether to have an opt-out provision Do not require students to wear a message Do not require students to wear a message Assist families that need financial help Assist families that need financial help Treat school uniforms as part of the overall safety program Treat school uniforms as part of the overall safety program

13. Effects of Alternative Scheduling on Student Performance

14. Overall Research Findings The schedule of the school day and/or school year has little to no effect on student performance The schedule of the school day and/or school year has little to no effect on student performance Studies show that initial performance gains are lost over time Studies show that initial performance gains are lost over time There are positives in areas other than grades, found mostly in block schedule schools, and possible negative results from alternative schedules There are positives in areas other than grades, found mostly in block schedule schools, and possible negative results from alternative schedules

15. Positives Increased levels of overall student attendance Increased levels of overall student attendance Decreased incidences of tardiness Decreased incidences of tardiness Decreased discipline problems Decreased discipline problems Increased student interest in subjects Increased student interest in subjects Increased student enrollment in a variety of classes Increased student enrollment in a variety of classes

16. Negatives Longer school day means less teacher prep time Longer school day means less teacher prep time Longer school year means less of a break for teachers (burnout) Longer school year means less of a break for teachers (burnout) Longer day and/or year creates a further drain on already thin resources in many areas Longer day and/or year creates a further drain on already thin resources in many areas

17. What Does it all Mean? Block scheduling seems to create a more relaxed school atmosphere and greater student interest, but it does not translate into better grades. Block scheduling seems to create a more relaxed school atmosphere and greater student interest, but it does not translate into better grades. The overall school schedule does not affect student performance in the long term when it comes to grading. The overall school schedule does not affect student performance in the long term when it comes to grading.

18. Special Education at Teach IT Studies show that students with special needs, especially those with behavioral and emotional disorders, are more successful and more likely to attend school if enrolled at a vocational high school. Studies show that students with special needs, especially those with behavioral and emotional disorders, are more successful and more likely to attend school if enrolled at a vocational high school. Transition programs for post secondary education and/or careers has become crucial in the success of graduates. Transition programs for post secondary education and/or careers has become crucial in the success of graduates. Social, Academic and Vocational education is necessary for the success of students with special needs and Teach IT provides opportunity to thrive in all three concentrations. Social, Academic and Vocational education is necessary for the success of students with special needs and Teach IT provides opportunity to thrive in all three concentrations.

19. Charter Schools and Special Education Pennsylvania law requires the residential school districts of students attending a charter school to pay per pupil the amount allotted for non-special education and a larger amount for those pupils needing special services. Pennsylvania law requires the residential school districts of students attending a charter school to pay per pupil the amount allotted for non-special education and a larger amount for those pupils needing special services. Charter schools may use Intermediate Unit services needed to aid students with special needs. Charter schools may use Intermediate Unit services needed to aid students with special needs. Students with IEPs must receive proper and least restrictive education while attending a charter school. Students who do not have IEPs before entering the school but require an IEP while attending will be provided due services and accommodations. Students with IEPs must receive proper and least restrictive education while attending a charter school. Students who do not have IEPs before entering the school but require an IEP while attending will be provided due services and accommodations.

20. Teach IT and Special Education In conjunction with IEPs, students should have ITPs (Individualized Transition Programs). In order for students to make a smooth transition from secondary to post secondary endeavors, proper consideration to these programs is necessary. In conjunction with IEPs, students should have ITPs (Individualized Transition Programs). In order for students to make a smooth transition from secondary to post secondary endeavors, proper consideration to these programs is necessary. Teach IT is dedicated to transitioning students from secondary to post secondary life. Having co-op program and field experience in place for non-special education makes for an opportunity to blend special education transition programs as part of this movement. Teach IT is dedicated to transitioning students from secondary to post secondary life. Having co-op program and field experience in place for non-special education makes for an opportunity to blend special education transition programs as part of this movement.