September 19, 2025 • 26 mins
Twenty years ago, we researched cutting-edge schools across the country to find the perfect mix of best practices with one goal: to graduate students ready for life.
Our curriculum for grades 9-12 is rigorous and relevant to the modern world. Furthermore, career-mapping, workforce skills literacy and mentored internships ensure our students graduate tech-savvy, college and career ready.
Today, this unique educational model continues to prove itself. With free* laptops, year-round classes, a low student/teacher ratio, and focus on college and career readiness, City High averages a 94% graduation rate – across all demographic groups.
Our curriculum for grades 9-12 is rigorous and relevant to the modern world. Furthermore, career-mapping, workforce skills literacy and mentored internships ensure our students graduate tech-savvy, college and career ready.
Today, this unique educational model continues to prove itself. With free* laptops, year-round classes, a low student/teacher ratio, and focus on college and career readiness, City High averages a 94% graduation rate – across all demographic groups.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:04):
Hey, welcome in. This is a public affairs program shedding
the light on the interest and the issues and the
concerns of the greater Pittsburgh Areia. Good morning. My name
is Johnny Hartwell your host. My guest in studio this
morning is doctor Dara Allen, CEO and principal of City
Charter High School. Good to see you again. How are you.
Speaker 2 (00:20):
It's great to see you two again, John.
Speaker 1 (00:22):
You look fabulous. You go way. You don't have to
get dressed up for radio. You look fabulous.
Speaker 2 (00:28):
Thank you, Thank you.
Speaker 1 (00:29):
You're only dressing up for me, and that's I'm honored.
So for the people who aren't familiar with the Charter school,
tell us everything we need to know about City Charter.
Speaker 3 (00:38):
Well, City High's a special place. Obviously I'm biased, but
we think that others share that vision.
Speaker 1 (00:44):
Well, you know, I met you about a year ago
and I was so impressed with everything that your school does.
So you don't have to be modest here. You can
brack about it because you have a lot of things
going for your school. So again, I'm sorry, I didn't
mean to interrupt you. So tell us everything we need
to know about.
Speaker 3 (00:59):
Thank you for you know, those kind words I share
in the excitement went other people also share the love
that we have of our school. We've been around now
close to twenty twenty three years. We've been situated downtown,
and that's on purpose, you know, so that our students
get access to different experiences that they may not get
(01:20):
settled into, you know, their neighborhoods. And it also allows
us to draw from neighborhoods throughout the city and surrounding county,
which provides a great opportunity for students to get exposure
maybe to students that they wouldn't normally. And so what's
special about our school? And there are a number of
things that could highlight, but we are different in the
fact that we have a year round schedule and within
(01:42):
the past handful of years, we actually have been testing
out a four day schedule that we call four plus,
which gives students an option to have some flexibility and
advocacy for how they are agency, i should say, for
how they spend you know that that fifth day. And
we all so are excited about the opportunity to be
able to attract and retain teachers who want to work
(02:05):
at our school because they have autonomy to be able
to teach their curriculum, but also you know, an opportunity
to breathe and relax by having you know, this four
day schedule even though we go year round.
Speaker 1 (02:18):
Now what Yeah, that's what I wanted to address, is
why did you choose to go year round and what's
the advantage?
Speaker 3 (02:25):
Yes, and so going year round allows us to have
more time you know, with students and within a traditional district.
Usually during the summer there's something called a summer melt
where students sometimes can forget, you know, what they have
learned during the year, and there's more catch up when
they come back. And so by going year round, we're
(02:46):
on a trimester schedule, so roughly three months on one
month off. It's long enough to refuel and refresh and
during a break, but not so long that you have
to you know, remember you know, what you may have
forgotten within a longer break.
Speaker 2 (03:01):
And then that you know, together.
Speaker 3 (03:03):
With the fact that our teachers actually stay with students
all four years, we call that looping. We basically have
been adding on different design elements that allow us to
have more growth in learning by the time the students
spin from the time the students spend with us, the
relationships that are developed and students learning, teachers, teachers learning
(03:24):
students not having to relearn each year, together with modeling
what the real world looks like, and also having people
that really want to be at our school care about
our students, really allows us to make the most out
of our educational experience.
Speaker 1 (03:42):
All right, I have more questions about looping, but I
don't want to get too far without mentioning that you
have an open house coming up in just a couple
of days actually, so let's address that. So we'll remind
people throughout our conversation about the open house, but tell
us everything we need to know.
Speaker 2 (03:57):
Thank you.
Speaker 3 (03:58):
So that is for new students to come to prospective
new students to come and see City High, tour the building,
talk to students, also talk to teachers that will be
on site. It's Saturday, October fourth, from ten to twelve, and.
Speaker 1 (04:15):
I can't believe October is going to be here.
Speaker 2 (04:16):
I know.
Speaker 3 (04:17):
I was just talking to another one of your colleagues
when I came in. I'm like, we're already, you know,
at the end of September, but we're excited to be
able to welcome prospective families and we want them to
be able to see the school, have a chance to
talk with students and staff before making a decison.
Speaker 1 (04:30):
Do we have to sign up beforehand or do we outwork.
Speaker 3 (04:33):
It's profitable if they do sign up, and they can
go on our website info, you know, at cityhigh dot
org and then they will be registered.
Speaker 2 (04:40):
But we will take walkings as well.
Speaker 1 (04:42):
And what are some of the things that you are
offering at the open house? What are some things that
the perspective students might see.
Speaker 3 (04:48):
They'll actually get to see classrooms, talk to teachers who
teach in those content areas. They'll get a chance to
tour the full building, get a sense of like how
our school schedule works, and then they can ask any
questions that they want of students. And I always encourage
people to talk to the students because they tell the
unfiltered version of what it's like, you.
Speaker 2 (05:09):
Know, to be a student there.
Speaker 3 (05:11):
Usually the students who are helping with the tours have
been with us, you know, either in tenth grade, eleventh grade,
or twelfth grade, and so they have had a year
under their belt and are knowledgeable about what families might
be interested in.
Speaker 1 (05:23):
We're talking with Dara Allen of City Charter school. We
started talking about looping and this is an opportunity for
teachers and students to really have a deep relationship, like
a really involved relationship. These teachers really get to know
their students in a way that maybe a public school
(05:45):
doesn't have the opportunity to do.
Speaker 3 (05:48):
That is correct, and we are a public school too,
but we're not a traditional public school.
Speaker 2 (05:53):
But being a chart.
Speaker 1 (05:54):
Yeah, there's nothing traditional about your school. Yes, in all
the great way.
Speaker 3 (06:00):
Yeah, a traditional school. And that's what our founders really
set out. They wanted to reimagine what high school could
be while also trying to have students understand, like what
are real world expectations in having a chance to have
exposure to that to help them be to get a
leg up when they are leaving us to be you know,
more integrated within the workplace culture is getting started on
(06:24):
a career going to a college or school. You know
that they know that they are interested in going and
having like some real experiences from our high school experience
that informed their decision to be able to be successful
when they leave us.
Speaker 1 (06:37):
All right, for City High what grades do you offer?
When does it start?
Speaker 3 (06:41):
So we are ninth through twelfth grade and students, can
you know also transfer in Usually the students are coming
in ninth grade, we will also take students in tenth grade.
Speaker 1 (06:51):
All right, so we were talking about looping kind of
digging the relationships.
Speaker 3 (06:55):
Yes, thank you. I did not talk that much about looping.
And it really is our secret sauce in terms of
like everything kind of layers, you know, on that foundation,
because we believe in what we have seen is that,
like you said, the deep involvement of teachers and students
relating together, learning each other. You know, with each year
(07:17):
that they're at our school, they also have a great
level principle that also loops with them as well. They
are developing relationships together with you know, the year round
model of your teacher that's teaching you, you know, your
introductory course in ninth grade is also the person is
teaching your more advanced course in twelfth grade, and so
they know that that student as a learner, and the
(07:38):
student also knows that that teacher. There's an additional layer
too with advisors. So teachers who are looping also serve
as an advisor. So they have a small cohort or
a cohort of students. Around fifteen eighteen students, and so
the students as they have each other as peers and
they have that trusted adult that they're going to be with,
(07:59):
you know, throughout, and so the relationship allows students to
be able to approach a teacher or vice versa if
something's not going right, or them to notice, you know,
if something they want to talk to about they want
to talk more deeply about, but maybe you know, nervous
if they were maybe in a different setting that they
didn't know that teacher, those conversations happened much easier. We
(08:22):
also are able to make those connections with our wellness
department and they also have relationships with students you know,
all throughout, you know, the the nine through the twelfth
grade year, which makes a difference of students being able
to proactively be able to show up as their authentic selves,
not just as a learner, but as a student.
Speaker 1 (08:43):
So there's a level of comfort.
Speaker 3 (08:45):
There's a level of comfort we and I think they
feel that caring, you know, from the adults that are
in the building. We try to make it to where
there's at least one adult that they you know, can't
connect to, like what.
Speaker 1 (08:55):
The advisors almost a family atmosphere I.
Speaker 3 (08:57):
Would say it is many times our student our families
who will send who will send their their subsequent children
in terms of like siblings making referrals. That really is
our biggest source of recruitment.
Speaker 4 (09:12):
Uh.
Speaker 3 (09:13):
People have a good experience, they feel that sense of comfort,
they feel that they're treated as a part of a family.
And even though we have a number of efforts of
trying to get our name out where people will know
learn about us and and hopefully either partner with us
and or send their kids, but it's through that that
(09:34):
caring and relationship aspect of our school.
Speaker 1 (09:36):
What kind of students do you find that are coming
to City High and why are they interested? What? What
what makes them interested in City High? What can you
can you explain that?
Speaker 2 (09:48):
That's a great question.
Speaker 3 (09:50):
So we have a range of students being that we
draw from the city of Pittsburgh and surrounding counties. Students come,
you know, from good word of mouth where they know
somebody who goes to our school. Many students also come
from our internship component and career development component which I
didn't touch on, where every students where every student will
(10:14):
get exposure to a career interest and we build that
from their ninth grade year where they have career classes,
they're having various speakers come in, they have field experiences,
and so for their internship, it is all about what
they are interested in pursuing, and so they have a
it's usually between one hundred and one hundred and twenty
(10:36):
hour internship during their JI the latter part of their
junior year the beginning of their senior year, and that
helps provide a lot of information about whether they want
to pursue that. It also allows them to make connections
with a business mentor or a professional mentor. Many times
that extends beyond their high school experience. So students come
(10:57):
for that, they come for our four day schedule. They
come for the relationships. In terms of particularly students that
may have an IEP where many folks will call that,
you know, reference that as special education. They are fully
included so they feel a part of, you know, the
fabric of the school and not in a way that
(11:19):
stigmatizes them. There's team teaching, so learning support teachers together
with sometimes with content teachers are a part of our
model that we're able to differentiate within the classroom that
students get what they need and they do get some
individualized attention while being a part of the fabric of
the school and the school wide community.
Speaker 1 (11:40):
Now, we talked a little bit about the difference between
Ceiti High and other schools, but you're still a public school.
But the advantages, all those things that make you different
all tie in. For example, you go year round, you
go four days a week, which allows a little more time.
So if somebody wants, we're like on my list, we're
(12:01):
going to talk about the internships and some of the
mentoring things that you guys provide. That four day school
week allows them to go out and do internships on
that extra days that they don't have to go to school.
Speaker 3 (12:16):
They definitely are allowed to get additional hours on the Monday.
We call that our four plus Monday mean Personalized Learning
for Universal Success, but we just say four plus that's
our acronym. So students are going, you know, four days
a week, but the first Monday of every month is
a day that they can actually come into the building.
So we will have college speakers, we will have tours,
(12:39):
will have field trips. Students from across every grade level
will are able to come in. They're able to get
more personalized academic support from any one of their teachers
or a behavioral counseling you know session with one of
our counselors, and we provide you know, a meal for
them and their activities that students sign up for. And initially,
(13:00):
you know, we had some starts and stops, but now
we are we have a wait you know, not a
wait list, but like all the activities are, the slots
are filled. You know, the students you know, want to
come because they are able to have like a system
agency about like what they choose to do, you know,
on that day and then on the other days when
we are not when it's not a four plus Monday.
(13:22):
In terms of the activities, students can choose to to
work more hours. They can choose to get more internship hours,
particularly you know, since most of their internship hours are
Tuesday through Friday. There's some things that happen in an
organization that only happen on Mondays, so they can do that.
Speaker 2 (13:37):
Some of many.
Speaker 3 (13:38):
Families have told us that they make a lot of
their doctor's appointments or if they have counseling appointments, they
do that, you know, on Monday, they can catch up
on work. And I mean we do have sometimes students
who will just say, hey, I need a day of
rest because we go year round and so that provides
some flexibility for students to be refreshed, ready to come
to school and learn Tuesday.
Speaker 1 (13:58):
I have more questions, but let's kind of address the
open house that is coming up on October fourth. Tell
us everything we needed ben house.
Speaker 3 (14:05):
We're hoping that we're gonna have a number of people
that show up for our open house because it really
is a great opportunity to be able to talk to
teachers and students.
Speaker 1 (14:16):
And that you're looking for eighth graders may be interested
for next year, or maybe ninth graders that would start
in tenth grade next year.
Speaker 3 (14:23):
Thank you Johnny for that For that question is we
are looking at rising we're eighth graders that will be
ninth graders next year, and if there are students who
are in ninth grade who want to transfer into school
or that will be tenth graders the following year.
Speaker 1 (14:41):
Okay, And what are some of the things that you
provide for the open house? What are some things that happen?
Speaker 3 (14:46):
So two hours, just a couple of hours. People can
stay as short or as long as they want. They
really are provided the opportunity to talk with teachers. Teachers
are coming in you know, on Saturday to talk about,
you know, what they do in their classroom, building questions
at a new prospective family might want to know. We
(15:07):
want people to feel comfortable about, you know, their decision
to come to City High. We want them to feel
excited about their decision to come to City High. And
we've found that those that come to our open house
when they apply, those are the students who are most
likely to come to us and have a really good experience.
Speaker 1 (15:25):
And if I have a child who's in eighth grade
who's interested in the open house, how do I sign
him or her up?
Speaker 2 (15:31):
You would send an email to info at city High
dot org.
Speaker 3 (15:35):
You can go to our website also cityhigh dot org
as well, and or you could show up. We're to
a one Stanwick Street downtown and ten to twelve on Saturday,
October fourth.
Speaker 1 (15:47):
Okay, let's say I have a child who's going into
ninth grade next year. Yes, kind of give give me
an example of what happens. All right, So I go
through the open house, I'm interested, How do I sign up?
What can I expect when I when my child starts
ninth grade next year, and what's going to happen through
their their high school career at City.
Speaker 2 (16:09):
High There that was a lot there.
Speaker 3 (16:11):
That's all right, you stop me if I need to
go there.
Speaker 1 (16:16):
This is your time, all right.
Speaker 3 (16:18):
So when students come to the open house, you know,
and they apply, there's no enrollment criteria, so the process
is pretty simple. There are follow up you know documents
that you know, we do public school, so it's yeah,
it's it's.
Speaker 1 (16:33):
Just like any other regular high school.
Speaker 3 (16:35):
Yes, first certificate immunization. That is the first step for
completing an application, and application that is pretty streamlined, and
and then we stay in touch with those that actually
complete the application, making them aware of you know, activities
that are going to be happening and potentially that they
can come to. We had a community festival called Summerfest
(16:55):
in the summer.
Speaker 2 (16:55):
That was the first time we did that.
Speaker 3 (16:57):
We were able to invite some of our our prospective
families and they got to see you know, kind of
like the energy all grade levels organizations that we partner with,
you know, within one setting to say like.
Speaker 2 (17:12):
Hey, I think I made the right choice, you know,
kind of a thing.
Speaker 3 (17:15):
We send a welcome T shirt to students that come
little things that help them feel, we hope, a part
of our community and that they are making a good
choice and that you know, we are going to put
our arms around them.
Speaker 1 (17:28):
I got a question for you. So let's say they're
at another public school and their school ends in June,
the beginning of June. Yes, when do they start with
City High? Do they start almost right away?
Speaker 3 (17:41):
So that's a great question, being that we go year round,
so no, they would start when our new school year begins,
which is the end of August.
Speaker 1 (17:47):
Got it? Okay?
Speaker 2 (17:48):
Yes?
Speaker 3 (17:49):
And you know, once a student you know, comes you know,
to City High, we were asking like, what can they
expect they are going to be with you know, lots
of other you know, students. They're going to get their advisor,
They're going to meet with them.
Speaker 2 (18:05):
You know.
Speaker 3 (18:06):
Actually, we have advisory two times a week and then
we alternate with midday clubs. So that's something too we
don't talk as much about. But it also provides like
another way for students to connect, you know, with other students,
and it also provides, you know, with an intense schedule
of going year round, we have a slightly longer day.
It provides an opportunity for students to engage with teachers
(18:29):
and students in a more informal way, so they participate
in clubs on any topic. We have a fall fantasy club,
we have a walking club, Kindness, you know Spanish, there
are you name it.
Speaker 2 (18:43):
I I continue.
Speaker 1 (18:44):
To to I'm too old to en.
Speaker 3 (18:48):
It's funny when students tell me when I'll ask them,
you know, informally, because I you know, I'll participate in
lunch coverage. You know a great students in the morning
and you know, sending them off at the end of
the day out front, and I'll ask them, you know,
how their club is going, how advisory, how they're in general,
their experience is going.
Speaker 2 (19:05):
When they tell me some of their club.
Speaker 3 (19:07):
Options, like I wish I had that a week, I
could do that movie club, and then like like niche movies.
Speaker 2 (19:13):
There's a variety of ways.
Speaker 3 (19:15):
That students get I think, to show up as there
are authentic self and I feel like our school does
a really good job of embracing that and prioritizing that
as a as a cultural norm that we want students
to feel like they can show up and be themselves.
And I feel that students realize that because we have
(19:37):
a range of personalities of you know, what students are
interested in in, what they're what they can contribute to
our school because we're drawing from a wide variety of
areas within the city, surrounding counties, and they feel I
feel like they that they are embraced for who they
are and we try to provide these opportunities for that
(19:58):
to show up. Like I said, club an advisory for
some of these smaller conversations, but activities where they get
to have this element within the school day that's you know,
beyond the academics which we do and and press upon
students that we take very seriously. This become kind of
becomes an opportunity for students kind of let their hair
down or relax and be in school. But again, know
(20:22):
that we're trying to address them holistically.
Speaker 1 (20:25):
There's so many things that are different. You go year round,
a four day school week. Yeah, you have looping, which
is you know they're staying with their.
Speaker 2 (20:36):
What's your teacher and the incredible principles and.
Speaker 1 (20:40):
Four years, but ultimately you want you want to see
results and what kind of results the city high what
what do you have and say yeah, this is what
we're doing and this is this is why we do it.
Speaker 3 (20:55):
Yes, learning growth is something that we feel the proudest
of is a student that comes to us because we
get students, like I said, from so many different areas
because we don't have like a feeder school. Is when
a student comes in ninth grade, we want them to
make learning growth according to like who they are as individuals,
(21:17):
and we track that. We we have you know, we
try not to you know, overtest students, but we want
to get like a baseline of where students are in
certain areas and we're able to track that over time
in terms of like the growth and gains that students make.
And so that has been something that has been a
successful outcome of our model that shows up in student results,
(21:39):
in student growth. We want students to be civically minded.
We want them to also because to feel that it's
the responsibility to be a lifelong learner. And so we
try to what's your graduation rate? Our graduation rate is
not is usually between ninety four and ninety six percent.
It's currently ninety six percent, and that's across demographic backgrounds.
(22:02):
You know, students can compare that to other public schools yes,
So there's that commitment again, you know, of we we
know the students. The students know that we're pulling for them.
They also know that we have high expectations of them.
So students earn you know, their graduations actually in our
squad and mention it. You know, d's and e's are
considered failing. A student has to earn a SE or
better in order to pass a class. And so students
(22:25):
with ips across racial economic backgrounds or are graduating at
those rates with Harley any difference you know, across the
demographic groups.
Speaker 1 (22:36):
Now, graduation City High doesn't end at graduation because you're
pulling for them through their life because that's what you
do with the with the mentorship and the internship. So
we're running out of time, so briefly address that.
Speaker 3 (22:50):
So we do have a liaison in our POS High
School planning office that basically serves a point of contact
for students when they leave.
Speaker 2 (22:58):
Even those students come back all the time.
Speaker 3 (23:00):
And visit us that they basically can reach out for resources,
you know, after they've graduated, give us updates and most recently,
you know, over the past I canful of years now
that we've crossed a twenty year mark. We are getting
our former alumni children that are part of our school,
(23:22):
and then also they're volunteering, you know, for some of
our capstone projects. Students have to do a graduation presentation
to the community and smaller groups. And we have alumni
who are working in their various fields of profession and
coming back and serving as panelists and judges, you know
(23:42):
for student projects. So they're engaged, and that Liais line
is a way of you know, being able to recruit
them for current activities that they can participate in the
resources that they may need, and also just giving us
feedback on how we can maintain and improve upon our
current model.
Speaker 1 (24:00):
All right, So, if you have a student in eighth grade,
If you have a child in the eighth grade or
ninth grade and is interested in the open house which
is coming out October fourth, tell us everything we need
to know about how to sign up for the for
the open house and what can they expect when they go.
Speaker 3 (24:17):
Yes info at cityhi dot org. That's the email that
they should use. They can also go to on our
to our website cityhi dot org. Open House is featured
on there. They can sign up also online and when
they get to our open house. They also can come
in as you know, a walk in. We just like
to be able to prepare, you know, for our families
(24:37):
that are coming.
Speaker 2 (24:38):
They will be greeted warmly.
Speaker 3 (24:41):
By our staff, our students who also volunteer, which I
think says a lot. They think enough about their school
that they want to welcome new students coming and they
love talking about their experience. So they'll get a chance
to be guided, you know by a student throughout the building,
an opportunity to talk world time with teachers. They can
(25:02):
get a tour during the year, but this will be
the one time that they'll be able to get to
talk to teacher.
Speaker 1 (25:06):
Well, I'm glad you're having our open house because this
time slot is just not enough time to talk about
everything that goes on with Citi High. So they need
to sign up for this open house because if you're interested,
this is a great opportunity. Absolutely absolutely Darah Allen, CEO
and principle of City High. If somebody wants more information,
the website again, Cityhi dot org. That's simple and easy,
(25:27):
citihi dot org. Derek, thank you so much for your time.
Speaker 2 (25:30):
Tonnie, thank you so much.
Speaker 1 (25:32):
As always, if you have any comments, concerns, or an
idea for a future program, please email us from this
radio station's website. I'm Johnny Hartwell, thank you so much
for listening.
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I can even order lunch while doing my homework. But
I can't use my phone while driving. A distracted driver
is one of the leading causes of death in the
United States. So when it comes to driving, please don't
be a multitasker.
Speaker 1 (26:22):
Don't drive distracted.
Speaker 5 (26:24):
A message brought to you by the National Highway Traffic
Safety Administration, Project yellow Light, and the AD Council.
Hey, welcome in. This is a public affairs program shedding
the light on the interest and the issues and the
concerns of the greater Pittsburgh Areia. Good morning. My name
is Johnny Hartwell your host. My guest in studio this
morning is doctor Dara Allen, CEO and principal of City
Charter High School. Good to see you again. How are you.
Speaker 2 (00:20):
It's great to see you two again, John.
Speaker 1 (00:22):
You look fabulous. You go way. You don't have to
get dressed up for radio. You look fabulous.
Speaker 2 (00:28):
Thank you, Thank you.
Speaker 1 (00:29):
You're only dressing up for me, and that's I'm honored.
So for the people who aren't familiar with the Charter school,
tell us everything we need to know about City Charter.
Speaker 3 (00:38):
Well, City High's a special place. Obviously I'm biased, but
we think that others share that vision.
Speaker 1 (00:44):
Well, you know, I met you about a year ago
and I was so impressed with everything that your school does.
So you don't have to be modest here. You can
brack about it because you have a lot of things
going for your school. So again, I'm sorry, I didn't
mean to interrupt you. So tell us everything we need
to know about.
Speaker 3 (00:59):
Thank you for you know, those kind words I share
in the excitement went other people also share the love
that we have of our school. We've been around now
close to twenty twenty three years. We've been situated downtown,
and that's on purpose, you know, so that our students
get access to different experiences that they may not get
(01:20):
settled into, you know, their neighborhoods. And it also allows
us to draw from neighborhoods throughout the city and surrounding county,
which provides a great opportunity for students to get exposure
maybe to students that they wouldn't normally. And so what's
special about our school? And there are a number of
things that could highlight, but we are different in the
fact that we have a year round schedule and within
(01:42):
the past handful of years, we actually have been testing
out a four day schedule that we call four plus,
which gives students an option to have some flexibility and
advocacy for how they are agency, i should say, for
how they spend you know that that fifth day. And
we all so are excited about the opportunity to be
able to attract and retain teachers who want to work
(02:05):
at our school because they have autonomy to be able
to teach their curriculum, but also you know, an opportunity
to breathe and relax by having you know, this four
day schedule even though we go year round.
Speaker 1 (02:18):
Now what Yeah, that's what I wanted to address, is
why did you choose to go year round and what's
the advantage?
Speaker 3 (02:25):
Yes, and so going year round allows us to have
more time you know, with students and within a traditional district.
Usually during the summer there's something called a summer melt
where students sometimes can forget, you know, what they have
learned during the year, and there's more catch up when
they come back. And so by going year round, we're
(02:46):
on a trimester schedule, so roughly three months on one
month off. It's long enough to refuel and refresh and
during a break, but not so long that you have
to you know, remember you know, what you may have
forgotten within a longer break.
Speaker 2 (03:01):
And then that you know, together.
Speaker 3 (03:03):
With the fact that our teachers actually stay with students
all four years, we call that looping. We basically have
been adding on different design elements that allow us to
have more growth in learning by the time the students
spin from the time the students spend with us, the
relationships that are developed and students learning, teachers, teachers learning
(03:24):
students not having to relearn each year, together with modeling
what the real world looks like, and also having people
that really want to be at our school care about
our students, really allows us to make the most out
of our educational experience.
Speaker 1 (03:42):
All right, I have more questions about looping, but I
don't want to get too far without mentioning that you
have an open house coming up in just a couple
of days actually, so let's address that. So we'll remind
people throughout our conversation about the open house, but tell
us everything we need to know.
Speaker 2 (03:57):
Thank you.
Speaker 3 (03:58):
So that is for new students to come to prospective
new students to come and see City High, tour the building,
talk to students, also talk to teachers that will be
on site. It's Saturday, October fourth, from ten to twelve, and.
Speaker 1 (04:15):
I can't believe October is going to be here.
Speaker 2 (04:16):
I know.
Speaker 3 (04:17):
I was just talking to another one of your colleagues
when I came in. I'm like, we're already, you know,
at the end of September, but we're excited to be
able to welcome prospective families and we want them to
be able to see the school, have a chance to
talk with students and staff before making a decison.
Speaker 1 (04:30):
Do we have to sign up beforehand or do we outwork.
Speaker 3 (04:33):
It's profitable if they do sign up, and they can
go on our website info, you know, at cityhigh dot
org and then they will be registered.
Speaker 2 (04:40):
But we will take walkings as well.
Speaker 1 (04:42):
And what are some of the things that you are
offering at the open house? What are some things that
the perspective students might see.
Speaker 3 (04:48):
They'll actually get to see classrooms, talk to teachers who
teach in those content areas. They'll get a chance to
tour the full building, get a sense of like how
our school schedule works, and then they can ask any
questions that they want of students. And I always encourage
people to talk to the students because they tell the
unfiltered version of what it's like, you.
Speaker 2 (05:09):
Know, to be a student there.
Speaker 3 (05:11):
Usually the students who are helping with the tours have
been with us, you know, either in tenth grade, eleventh grade,
or twelfth grade, and so they have had a year
under their belt and are knowledgeable about what families might
be interested in.
Speaker 1 (05:23):
We're talking with Dara Allen of City Charter school. We
started talking about looping and this is an opportunity for
teachers and students to really have a deep relationship, like
a really involved relationship. These teachers really get to know
their students in a way that maybe a public school
(05:45):
doesn't have the opportunity to do.
Speaker 3 (05:48):
That is correct, and we are a public school too,
but we're not a traditional public school.
Speaker 2 (05:53):
But being a chart.
Speaker 1 (05:54):
Yeah, there's nothing traditional about your school. Yes, in all
the great way.
Speaker 3 (06:00):
Yeah, a traditional school. And that's what our founders really
set out. They wanted to reimagine what high school could
be while also trying to have students understand, like what
are real world expectations in having a chance to have
exposure to that to help them be to get a
leg up when they are leaving us to be you know,
more integrated within the workplace culture is getting started on
(06:24):
a career going to a college or school. You know
that they know that they are interested in going and
having like some real experiences from our high school experience
that informed their decision to be able to be successful
when they leave us.
Speaker 1 (06:37):
All right, for City High what grades do you offer?
When does it start?
Speaker 3 (06:41):
So we are ninth through twelfth grade and students, can
you know also transfer in Usually the students are coming
in ninth grade, we will also take students in tenth grade.
Speaker 1 (06:51):
All right, so we were talking about looping kind of
digging the relationships.
Speaker 3 (06:55):
Yes, thank you. I did not talk that much about looping.
And it really is our secret sauce in terms of
like everything kind of layers, you know, on that foundation,
because we believe in what we have seen is that,
like you said, the deep involvement of teachers and students
relating together, learning each other. You know, with each year
(07:17):
that they're at our school, they also have a great
level principle that also loops with them as well. They
are developing relationships together with you know, the year round
model of your teacher that's teaching you, you know, your
introductory course in ninth grade is also the person is
teaching your more advanced course in twelfth grade, and so
they know that that student as a learner, and the
(07:38):
student also knows that that teacher. There's an additional layer
too with advisors. So teachers who are looping also serve
as an advisor. So they have a small cohort or
a cohort of students. Around fifteen eighteen students, and so
the students as they have each other as peers and
they have that trusted adult that they're going to be with,
(07:59):
you know, throughout, and so the relationship allows students to
be able to approach a teacher or vice versa if
something's not going right, or them to notice, you know,
if something they want to talk to about they want
to talk more deeply about, but maybe you know, nervous
if they were maybe in a different setting that they
didn't know that teacher, those conversations happened much easier. We
(08:22):
also are able to make those connections with our wellness
department and they also have relationships with students you know,
all throughout, you know, the the nine through the twelfth
grade year, which makes a difference of students being able
to proactively be able to show up as their authentic selves,
not just as a learner, but as a student.
Speaker 1 (08:43):
So there's a level of comfort.
Speaker 3 (08:45):
There's a level of comfort we and I think they
feel that caring, you know, from the adults that are
in the building. We try to make it to where
there's at least one adult that they you know, can't
connect to, like what.
Speaker 1 (08:55):
The advisors almost a family atmosphere I.
Speaker 3 (08:57):
Would say it is many times our student our families
who will send who will send their their subsequent children
in terms of like siblings making referrals. That really is
our biggest source of recruitment.
Speaker 4 (09:12):
Uh.
Speaker 3 (09:13):
People have a good experience, they feel that sense of comfort,
they feel that they're treated as a part of a family.
And even though we have a number of efforts of
trying to get our name out where people will know
learn about us and and hopefully either partner with us
and or send their kids, but it's through that that
(09:34):
caring and relationship aspect of our school.
Speaker 1 (09:36):
What kind of students do you find that are coming
to City High and why are they interested? What? What
what makes them interested in City High? What can you
can you explain that?
Speaker 2 (09:48):
That's a great question.
Speaker 3 (09:50):
So we have a range of students being that we
draw from the city of Pittsburgh and surrounding counties. Students come,
you know, from good word of mouth where they know
somebody who goes to our school. Many students also come
from our internship component and career development component which I
didn't touch on, where every students where every student will
(10:14):
get exposure to a career interest and we build that
from their ninth grade year where they have career classes,
they're having various speakers come in, they have field experiences,
and so for their internship, it is all about what
they are interested in pursuing, and so they have a
it's usually between one hundred and one hundred and twenty
(10:36):
hour internship during their JI the latter part of their
junior year the beginning of their senior year, and that
helps provide a lot of information about whether they want
to pursue that. It also allows them to make connections
with a business mentor or a professional mentor. Many times
that extends beyond their high school experience. So students come
(10:57):
for that, they come for our four day schedule. They
come for the relationships. In terms of particularly students that
may have an IEP where many folks will call that,
you know, reference that as special education. They are fully
included so they feel a part of, you know, the
fabric of the school and not in a way that
(11:19):
stigmatizes them. There's team teaching, so learning support teachers together
with sometimes with content teachers are a part of our
model that we're able to differentiate within the classroom that
students get what they need and they do get some
individualized attention while being a part of the fabric of
the school and the school wide community.
Speaker 1 (11:40):
Now, we talked a little bit about the difference between
Ceiti High and other schools, but you're still a public school.
But the advantages, all those things that make you different
all tie in. For example, you go year round, you
go four days a week, which allows a little more time.
So if somebody wants, we're like on my list, we're
(12:01):
going to talk about the internships and some of the
mentoring things that you guys provide. That four day school
week allows them to go out and do internships on
that extra days that they don't have to go to school.
Speaker 3 (12:16):
They definitely are allowed to get additional hours on the Monday.
We call that our four plus Monday mean Personalized Learning
for Universal Success, but we just say four plus that's
our acronym. So students are going, you know, four days
a week, but the first Monday of every month is
a day that they can actually come into the building.
So we will have college speakers, we will have tours,
(12:39):
will have field trips. Students from across every grade level
will are able to come in. They're able to get
more personalized academic support from any one of their teachers
or a behavioral counseling you know session with one of
our counselors, and we provide you know, a meal for
them and their activities that students sign up for. And initially,
(13:00):
you know, we had some starts and stops, but now
we are we have a wait you know, not a
wait list, but like all the activities are, the slots
are filled. You know, the students you know, want to
come because they are able to have like a system
agency about like what they choose to do, you know,
on that day and then on the other days when
we are not when it's not a four plus Monday.
(13:22):
In terms of the activities, students can choose to to
work more hours. They can choose to get more internship hours,
particularly you know, since most of their internship hours are
Tuesday through Friday. There's some things that happen in an
organization that only happen on Mondays, so they can do that.
Speaker 2 (13:37):
Some of many.
Speaker 3 (13:38):
Families have told us that they make a lot of
their doctor's appointments or if they have counseling appointments, they
do that, you know, on Monday, they can catch up
on work. And I mean we do have sometimes students
who will just say, hey, I need a day of
rest because we go year round and so that provides
some flexibility for students to be refreshed, ready to come
to school and learn Tuesday.
Speaker 1 (13:58):
I have more questions, but let's kind of address the
open house that is coming up on October fourth. Tell
us everything we needed ben house.
Speaker 3 (14:05):
We're hoping that we're gonna have a number of people
that show up for our open house because it really
is a great opportunity to be able to talk to
teachers and students.
Speaker 1 (14:16):
And that you're looking for eighth graders may be interested
for next year, or maybe ninth graders that would start
in tenth grade next year.
Speaker 3 (14:23):
Thank you Johnny for that For that question is we
are looking at rising we're eighth graders that will be
ninth graders next year, and if there are students who
are in ninth grade who want to transfer into school
or that will be tenth graders the following year.
Speaker 1 (14:41):
Okay, And what are some of the things that you
provide for the open house? What are some things that happen?
Speaker 3 (14:46):
So two hours, just a couple of hours. People can
stay as short or as long as they want. They
really are provided the opportunity to talk with teachers. Teachers
are coming in you know, on Saturday to talk about,
you know, what they do in their classroom, building questions
at a new prospective family might want to know. We
(15:07):
want people to feel comfortable about, you know, their decision
to come to City High. We want them to feel
excited about their decision to come to City High. And
we've found that those that come to our open house
when they apply, those are the students who are most
likely to come to us and have a really good experience.
Speaker 1 (15:25):
And if I have a child who's in eighth grade
who's interested in the open house, how do I sign
him or her up?
Speaker 2 (15:31):
You would send an email to info at city High
dot org.
Speaker 3 (15:35):
You can go to our website also cityhigh dot org
as well, and or you could show up. We're to
a one Stanwick Street downtown and ten to twelve on Saturday,
October fourth.
Speaker 1 (15:47):
Okay, let's say I have a child who's going into
ninth grade next year. Yes, kind of give give me
an example of what happens. All right, So I go
through the open house, I'm interested, How do I sign up?
What can I expect when I when my child starts
ninth grade next year, and what's going to happen through
their their high school career at City.
Speaker 2 (16:09):
High There that was a lot there.
Speaker 3 (16:11):
That's all right, you stop me if I need to
go there.
Speaker 1 (16:16):
This is your time, all right.
Speaker 3 (16:18):
So when students come to the open house, you know,
and they apply, there's no enrollment criteria, so the process
is pretty simple. There are follow up you know documents
that you know, we do public school, so it's yeah,
it's it's.
Speaker 1 (16:33):
Just like any other regular high school.
Speaker 3 (16:35):
Yes, first certificate immunization. That is the first step for
completing an application, and application that is pretty streamlined, and
and then we stay in touch with those that actually
complete the application, making them aware of you know, activities
that are going to be happening and potentially that they
can come to. We had a community festival called Summerfest
(16:55):
in the summer.
Speaker 2 (16:55):
That was the first time we did that.
Speaker 3 (16:57):
We were able to invite some of our our prospective
families and they got to see you know, kind of
like the energy all grade levels organizations that we partner with,
you know, within one setting to say like.
Speaker 2 (17:12):
Hey, I think I made the right choice, you know,
kind of a thing.
Speaker 3 (17:15):
We send a welcome T shirt to students that come
little things that help them feel, we hope, a part
of our community and that they are making a good
choice and that you know, we are going to put
our arms around them.
Speaker 1 (17:28):
I got a question for you. So let's say they're
at another public school and their school ends in June,
the beginning of June. Yes, when do they start with
City High? Do they start almost right away?
Speaker 3 (17:41):
So that's a great question, being that we go year round,
so no, they would start when our new school year begins,
which is the end of August.
Speaker 1 (17:47):
Got it? Okay?
Speaker 2 (17:48):
Yes?
Speaker 3 (17:49):
And you know, once a student you know, comes you know,
to City High, we were asking like, what can they
expect they are going to be with you know, lots
of other you know, students. They're going to get their advisor,
They're going to meet with them.
Speaker 2 (18:05):
You know.
Speaker 3 (18:06):
Actually, we have advisory two times a week and then
we alternate with midday clubs. So that's something too we
don't talk as much about. But it also provides like
another way for students to connect, you know, with other students,
and it also provides, you know, with an intense schedule
of going year round, we have a slightly longer day.
It provides an opportunity for students to engage with teachers
(18:29):
and students in a more informal way, so they participate
in clubs on any topic. We have a fall fantasy club,
we have a walking club, Kindness, you know Spanish, there
are you name it.
Speaker 2 (18:43):
I I continue.
Speaker 1 (18:44):
To to I'm too old to en.
Speaker 3 (18:48):
It's funny when students tell me when I'll ask them,
you know, informally, because I you know, I'll participate in
lunch coverage. You know a great students in the morning
and you know, sending them off at the end of
the day out front, and I'll ask them, you know,
how their club is going, how advisory, how they're in general,
their experience is going.
Speaker 2 (19:05):
When they tell me some of their club.
Speaker 3 (19:07):
Options, like I wish I had that a week, I
could do that movie club, and then like like niche movies.
Speaker 2 (19:13):
There's a variety of ways.
Speaker 3 (19:15):
That students get I think, to show up as there
are authentic self and I feel like our school does
a really good job of embracing that and prioritizing that
as a as a cultural norm that we want students
to feel like they can show up and be themselves.
And I feel that students realize that because we have
(19:37):
a range of personalities of you know, what students are
interested in in, what they're what they can contribute to
our school because we're drawing from a wide variety of
areas within the city, surrounding counties, and they feel I
feel like they that they are embraced for who they
are and we try to provide these opportunities for that
(19:58):
to show up. Like I said, club an advisory for
some of these smaller conversations, but activities where they get
to have this element within the school day that's you know,
beyond the academics which we do and and press upon
students that we take very seriously. This become kind of
becomes an opportunity for students kind of let their hair
down or relax and be in school. But again, know
(20:22):
that we're trying to address them holistically.
Speaker 1 (20:25):
There's so many things that are different. You go year round,
a four day school week. Yeah, you have looping, which
is you know they're staying with their.
Speaker 2 (20:36):
What's your teacher and the incredible principles and.
Speaker 1 (20:40):
Four years, but ultimately you want you want to see
results and what kind of results the city high what
what do you have and say yeah, this is what
we're doing and this is this is why we do it.
Speaker 3 (20:55):
Yes, learning growth is something that we feel the proudest
of is a student that comes to us because we
get students, like I said, from so many different areas
because we don't have like a feeder school. Is when
a student comes in ninth grade, we want them to
make learning growth according to like who they are as individuals,
(21:17):
and we track that. We we have you know, we
try not to you know, overtest students, but we want
to get like a baseline of where students are in
certain areas and we're able to track that over time
in terms of like the growth and gains that students make.
And so that has been something that has been a
successful outcome of our model that shows up in student results,
(21:39):
in student growth. We want students to be civically minded.
We want them to also because to feel that it's
the responsibility to be a lifelong learner. And so we
try to what's your graduation rate? Our graduation rate is
not is usually between ninety four and ninety six percent.
It's currently ninety six percent, and that's across demographic backgrounds.
(22:02):
You know, students can compare that to other public schools yes,
So there's that commitment again, you know, of we we
know the students. The students know that we're pulling for them.
They also know that we have high expectations of them.
So students earn you know, their graduations actually in our
squad and mention it. You know, d's and e's are
considered failing. A student has to earn a SE or
better in order to pass a class. And so students
(22:25):
with ips across racial economic backgrounds or are graduating at
those rates with Harley any difference you know, across the
demographic groups.
Speaker 1 (22:36):
Now, graduation City High doesn't end at graduation because you're
pulling for them through their life because that's what you
do with the with the mentorship and the internship. So
we're running out of time, so briefly address that.
Speaker 3 (22:50):
So we do have a liaison in our POS High
School planning office that basically serves a point of contact
for students when they leave.
Speaker 2 (22:58):
Even those students come back all the time.
Speaker 3 (23:00):
And visit us that they basically can reach out for resources,
you know, after they've graduated, give us updates and most recently,
you know, over the past I canful of years now
that we've crossed a twenty year mark. We are getting
our former alumni children that are part of our school,
(23:22):
and then also they're volunteering, you know, for some of
our capstone projects. Students have to do a graduation presentation
to the community and smaller groups. And we have alumni
who are working in their various fields of profession and
coming back and serving as panelists and judges, you know
(23:42):
for student projects. So they're engaged, and that Liais line
is a way of you know, being able to recruit
them for current activities that they can participate in the
resources that they may need, and also just giving us
feedback on how we can maintain and improve upon our
current model.
Speaker 1 (24:00):
All right, So, if you have a student in eighth grade,
If you have a child in the eighth grade or
ninth grade and is interested in the open house which
is coming out October fourth, tell us everything we need
to know about how to sign up for the for
the open house and what can they expect when they go.
Speaker 3 (24:17):
Yes info at cityhi dot org. That's the email that
they should use. They can also go to on our
to our website cityhi dot org. Open House is featured
on there. They can sign up also online and when
they get to our open house. They also can come
in as you know, a walk in. We just like
to be able to prepare, you know, for our families
(24:37):
that are coming.
Speaker 2 (24:38):
They will be greeted warmly.
Speaker 3 (24:41):
By our staff, our students who also volunteer, which I
think says a lot. They think enough about their school
that they want to welcome new students coming and they
love talking about their experience. So they'll get a chance
to be guided, you know by a student throughout the building,
an opportunity to talk world time with teachers. They can
(25:02):
get a tour during the year, but this will be
the one time that they'll be able to get to
talk to teacher.
Speaker 1 (25:06):
Well, I'm glad you're having our open house because this
time slot is just not enough time to talk about
everything that goes on with Citi High. So they need
to sign up for this open house because if you're interested,
this is a great opportunity. Absolutely absolutely Darah Allen, CEO
and principle of City High. If somebody wants more information,
the website again, Cityhi dot org. That's simple and easy,
(25:27):
citihi dot org. Derek, thank you so much for your time.
Speaker 2 (25:30):
Tonnie, thank you so much.
Speaker 1 (25:32):
As always, if you have any comments, concerns, or an
idea for a future program, please email us from this
radio station's website. I'm Johnny Hartwell, thank you so much
for listening.
Speaker 5 (25:40):
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which led to a pack a day. Then you met
that special someone, which led to starting a life for them,
which led to wanting to live longer if you smoked,
Get scanned, talk to your doctor and learn more at
Saved bythscan dot org. Brought to you by the American
Lung Association and the AD Council.
Speaker 4 (26:02):
I'm a pretty great multitasker. I can wash dishes and
do laundry. I can roller skate while walking my dogs.
I can even order lunch while doing my homework. But
I can't use my phone while driving. A distracted driver
is one of the leading causes of death in the
United States. So when it comes to driving, please don't
be a multitasker.
Speaker 1 (26:22):
Don't drive distracted.
Speaker 5 (26:24):
A message brought to you by the National Highway Traffic
Safety Administration, Project yellow Light, and the AD Council.
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My Favorite Murder is a true crime comedy podcast hosted by Karen Kilgariff and Georgia Hardstark. Each week, Karen and Georgia share compelling true crimes and hometown stories from friends and listeners. Since MFM launched in January of 2016, Karen and Georgia have shared their lifelong interest in true crime and have covered stories of infamous serial killers like the Night Stalker, mysterious cold cases, captivating cults, incredible survivor stories and important events from history like the Tulsa race massacre of 1921. My Favorite Murder is part of the Exactly Right podcast network that provides a platform for bold, creative voices to bring to life provocative, entertaining and relatable stories for audiences everywhere. The Exactly Right roster of podcasts covers a variety of topics including historic true crime, comedic interviews and news, science, pop culture and more. Podcasts on the network include Buried Bones with Kate Winkler Dawson and Paul Holes, That's Messed Up: An SVU Podcast, This Podcast Will Kill You, Bananas and more.
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Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com