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|About the District |About the Schools | District Map | |
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District
Profile Croton-Harmon
High School
The small, personal atmosphere of Croton-Harmon High School provides a learning environment in which there is continuous attention given to individual student needs. The faculty develops curriculum and approaches instruction to ensure that every graduate is an effective communicator, researcher and problem-solver. As a long-time affiliate of the Coalition of Essential Schools, an association that strives to enhance the educational experiences of students, CHHS is dedicated to the belief that all students can learn, and that their minds are best stimulated when they become active learners. Among the unique aspects of this school is the modified block schedule, which gives students and teachers an opportunity to pursue projects in larger time blocks and to work together on interdisciplinary activities. All students’ needs are taken into account in primarily heterogeneous classes, those with special needs and those requiring an extra challenge. For example, students in ninth and tenth grade English classes who earn cumulative averages of 95 or above in English, and who earn 90 on three advanced essays, will receive an Honors designation on their transcripts. The advanced essays are not additional course work, but, rather, they are more challenging options for assignments.
Students at CHHS have access to a wide variety of courses, including twelve Advanced Placement classes in biology, chemistry, physics, American history, English literature, macroeconomics, calculus, statistics, studio art, Spanish, French, and environmental science. Foreign language options include a fifth year in Spanish and French and foreign exchange programs in which students live with families in Spain or France, and host students from those same communities when they visit Croton on alternate years. Those interested in vocational training spend a part of their school day at BOCES Tech Center in Yorktown. A three-year Science Research course offers students an opportunity to develop research skills to design and carry out long-term study in the fields of mathematics, life sciences, physical science or social sciences. In the first year, students learn how to locate research in journals, read and analyze scientific papers, and formulate a hypothesis for investigation. Students also look for a researcher or scientist who will act as their mentor. In the spring semester, selected students present their work at competitions. In the second year, pupils develop their projects with their mentor and carry out the research. Each year students present their work to parents and the community at a district Science Research Symposium. The program culminates in the third year when student finish gathering the data and focus on analysis and a written paper. Students have gone as far as winning finalist status in the Intel Science Talent Search. In math and science, writing and teamwork are emphasized as well as individual performance. The English department plans yearly school wide writing experiences, including the publication of a literary journal and student participation in outside competitions. The English and social studies departments collaborate in benchmark projects for ninth and tenth graders and a research requirement for students in the eleventh grade. Technology
is integrated into all classes at CHHS and is taught in the context of
the subject class. Two labs are available to students, as well as a mobile,
wireless lab that can be brought into the classroom. The school newspaper,
Tiger Pause, is published both in print and electronically. Art classes
include a computer graphics course. A music video production course is
offered utilizing the latest programs in editing.
To evaluate the knowledge students have acquired, both traditional (standardized tests and written classroom examinations) and non-traditional assessments (portfolios, exhibitions and presentations) are used. During the last 10 weeks of their senior year, most students participate in CHOOSE, an interest-driven internship program. Seniors select an area of interest that they might want to pursue as a career and the school makes a match with a business, professional, artisan or not-for-profit agency. Through the internship, students gain hands-on experience, and learn about teamwork and responsibility. The project, which also includes reading and creating an annotated bibliography, as well as keeping a journal, concludes with a one-hour presentation on the internship experience before an evaluation committee of peers, faculty and community members. CHHS is also a pilot school in the School-to-Careers project, and is developing curriculum and career folders. The school sponsors “career conversations” for juniors and seniors each year to help students make better career choices. To graduate from CHHS all students must complete at least 25 hours of community service. Many exceed that number and become committed to the importance of meaningful volunteerism. The dedicated faculty works closely with students in many areas. The Student-Faculty Congress consists of 28 students and 10 faculty members, and discusses real issues that affect the school and seeks solutions to school wide topics such as academic eligibility and school culture. The faculty continues its own growth by attending meetings and conferences, taking courses and working together to develop curriculum and review student work. They are encouraged to take technology courses and to use technology when it supports learning. Many teachers meet regularly with their peers in a Critical Friends Group, where they participate in a variety of protocols looking at student work and lesson design. In addition to academic endeavors, the high school offers a variety of other activities to its students: a large interscholastic athletic program, National Honor Society, theater productions, the school newspaper, the yearbook a Federal Reserve Challenge Team, a SADD chapter, an Alliance for Equality, and a Human Rights Task Force. CHHS’ graduates
are successful, with 95% going on to post-secondary education, many to
prestigious colleges and universities. |
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