Irondequoit students demonstrate biliteracy, civic capstones and CTE pathways at board study session

WEST IRONDEQUOIT — Students and teachers from Irondequoit High School presented projects tied to the district's Portrait of a Graduate on March 6, offering board members a look at language, civic and career-technical programs and a statewide assessment pilot that the district is helping shape.

The presentations included student work tied to the New York State Seal of Biliteracy, the Seal of Civic Readiness capstone, career-technical education (CTE) pathways and specially designed instruction for students with disabilities. Miss Renee Bosco, the world language contact teacher at the high school, said the Seal of Biliteracy recognizes students proficient in two or more languages and "promotes cultural competence" while helping students on college applications.

"Last year, 60 seniors from Irondequoit High School earned the prestigious New York State Seal of Biliteracy, marking the highest number of recipients in Monroe County," Miss Bosco said. "This outstanding achievement not only reflects the dedication and hard work of our students, but also underscores Irondequoit High School's commitment to fostering bilingualism and cultural competency."

Students described hands-on CTE experiences in robotics, auto, cosmetology and a New Visions medical program at Saint Anne's. "I'm planning on majoring in mechanical engineering," said Lucas Scott, describing how robotics and introductory computer-integrated manufacturing work prepare him for his intended field. "I feel like this is gonna help me in my field, because a lot of the things mechanical engineers do, it's a lot of programming and a lot of things that I'm learning in robotics right now."

Teachers and co-teachers discussed instructional shifts tied to the district's graduate profile. A co-teacher said specially designed instruction allowed teams to be "more specific and mindful" of grouping, prompts and debriefing strategies that helped students create SMART goals. Panelists told the board the approach had increased engagement and accountability.

Presenters also described the district's role in a New York State piloted alternative to regents-style assessment. The pilot, described to board members as a statewide effort organized through a consortium of participating schools, will collect qualitative and quantitative feedback from participating students and districts to help shape future assessment models. District staff said they applied to the pilot and will submit data and observations but did not offer specifics about the state's consultant process during the study session.

Board members praised student presentations for demonstrating growth across academic, social-emotional and career readiness measures. "It was amazing," said Doctor Johnson, the superintendent. "The way that you described that they're internalizing this and processing. We talk about identity, and making sense of self and society. It's just a really comfortable fit with where we've been heading."

Students and staff highlighted efforts to increase attendance and belonging at the high school, including an expanded IST (Instructional Support Team) process, an SEL curriculum in ninth-grade core classes and building-level family conferences intended to involve parents in attendance interventions.

The presentation closed with board members thanking students and staff for the demonstration of work; the meeting then continued with the evening's business agenda.