SCHOOL INFORMATION

History

History

Columbus Signature Academy New Tech Campus is a Bartholomew Consolidated School Corporation Magnet Program dedicated to educational excellence. Established in 2008, this four-year high school opened with the help and support of local business partners and post secondary institutions. Columbus Signature Academy (CSA) is the first in the nation to establish a K-12 program based on the New Technology model. CSA programs include three separate sites serving, elementary, middle, and high school students. We run a rigorous, college prep, collaborative, integrated, project-based program for high school students. Our students go above and beyond normal graduation expectations, completing requirements in these additional areas: 12 units of college classes; 100 hours of community service, internship in a work environment; four years of mathematics and science. Technology standards and skill development are embedded in our curriculum.

Since every student who attends CSA applied to be here, placement of students in Columbus Signature Academy is strictly voluntary. The CSA New Tech Campus is designed to serve 100 students in each grade level. Students are encouraged to apply in the winter of their eighth grade year. If we exceed 100 applications, we implement a stratified lottery system to ensure a student population consistent with the demographics of Bartholomew Consolidated School Corporation. Prior to the lottery, priority is given to students who successfully completed the CSA middle school program, and to siblings of current students, We attempt to ensure gender equity during the lottery process. Students accepting an invitation to attend CSA should consider the placement a four-year commitment. Transfers are disruptive to school culture and individual academic performance. Students may submit post lottery applications for openings that occur during the school year. Priority placement will be given to students in good, academic standing. Students requesting transfers to CSA: New Tech Campus must also be in good academic standing, including good attendance and discipline reports.

Vision

BCSC VISION

BCSC demonstrates a community commitment to deeper learning for one...and all.

CSA NEW TECH VISION

Columbus Signature Academy is a revolutionary pathway for education.

HIGH EXPECTATION OBJECTIVES

BCSC will ensure a balanced, intentional and forward looking approach to meet the following objectives:

Enable achievement of core academic knowledge and varied levels of critical thinking
Advance a deep community commitment to all learners' health, personal and academic success
Provide multiple pathways that intellectually engage all learners
Promote and support modern, collaborative learning environments
Foster multiple perspectives to develop global citizens
Provide a welcoming and diverse learning culture of respect, fairness and trust
Cultivate a commitment to a life-long learning process for all

Mission

Project Based Learning (PBL)

This is a brief summary of PBL, for more information, check out the Project-Based Learning page under the Academics category on our website!

PBL or project based learning is a revolutionary approach to education that brings real world experiences to the classroom. This educational approach focuses specifically on authenticity of learning, active exploration of topics, application of learning, academic rigor, and making adult connections in the community.

Our students are centered in PBL as the drivers of the learning. Teachers become facilitators, changing the sage on the stage to the guide on the side. By empowering students to take charge of their own learning, PBL encourages students to explore their passions, curiosities, and possibilities. With that, students are also understanding the purpose of their learning, finding real world connections and applications of the content, while also exploring future career possibilities.

Each project centers around a driving question and a problem statement that outlines the direction students need to take in their creative problem solving. We begin with an entry event that introduces students to the main idea, problem, or opportunity, and generating excitement for the project. Then we direct students to consider what they already know about the project and what they will need to know in order to be successful. These knows and need to knows establish the direction the classroom work will go. Using the need to knows, the students and the facilitator create a workshop list, which the facil has already anticipated in the design of the project. But the major difference is that students are requesting these workshops to accomplish their task. This is where the academic rigor steps in and pushes students to not just learn the material for the test, but to learn its application through the doing, setting a deeper understanding of the content and state standards.

From there, students begin to research, experiment, and develop solutions to the challenge presented by the project. Students at CSA have explored the challenge of city planning through designing new downtown spaces and buildings in Columbus, confronted food deserts and sustainability issues with our CSA garden, created a space for our new beehive colony, and criticized societal issues through the writing, directing, and performing of dystopian plays. We have consulted with the Parks Department on the need for teen spaces in Nexus Park and tested water quality at the Lagoons. We have interviewed hometown heroes on their commitment to our country at times of war and hosted our very first CSA Veteran’s Day event this past year. Our students have presented ideas and solutions to the Chamber of Commerce, the Parks Department, Council for Youth Development, BCSC administration, Turning Point, and numerous local businesses.

PBL does not just connect students to community partners, needs, and challenges locally, it also allows for students to participate in regional, state and national projects. A student from CSA was able to have her screenplay turned into a short film after submitting to Project Pigasus, which then allowed more CSA students to have the chance to work on a full production set as they filmed this in Columbus.

Through the use of PBL, CSA has prepared our grads to enter colleges and careers prepared to collaborate, to present their ideas to peers and partners, and to advocate for themselves and their work through a strong sense of community and agency.

Student Outcomes

Our students will:

Know themselves and their talents well, identify areas for personal growth and create and identify paths that will fulfill their own destinies.
Learn through collaboration with family, business, and community.
Possess a strong sense of civic responsibility.
Embrace and celebrate differences and appreciate individuality.
Think critically and practice 21st century skills.
Think creatively to solve authentic, real world problems.
Sustain healthy, trusting relationships that support a safe learning environment.

Core Beliefs

CSA Core Beliefs:

Lincoln Campus * Fodrea Campus * Central Campus * New Tech Campus

The following core beliefs drive our goal setting and guide our decisions. We review them regularly and revise them when necessary.

Culture

We believe in learning-centered communities, in which all members are known, respected and valued,and in which differences are honored and student voice is heard. We celebrate the successes of all learners.

Relationships

We believe students thrive when they experience relationships with peers, staff and families that generate honest, respectful and trusting communication.

Experiences

We believe students learn by actively engaging in relevant, authentic and fl exible project based instruction. Content for learning is immediately applicable and balanced with refl ection. Teachers guide learning in a technology-rich environment which emphasizes 21st century skills.

Habits of Mind

We believe school community members who practice critical thinking and socially engaged intelligence are using their minds well.

Community

We believe community partnerships provide learners with a sense of responsibility, inspiring them to become immersed in the community.

Accountability

We believe learners prioritize, plan and manage their work. Growth and achievement are assessed from many perspectives including performance of real tasks, self and peer critique, projects and portfolios.

Decisions

We believe procedural, curricular, cultural and fi scal decisions refl ect the core beliefs and the voice of the people directly affected by the decisions. All educators are committed to the decision-making process and model participation in a democratic society.