USCSD Mission SCHOOL BOARD MEETING REPORT UPPER ST. …

USC Student

Customized Learning

Sound Economics

Community Engagement

USCSD Mission

SCHOOL BOARD MEETING REPORT UPPER ST. CLAIR SCHOOL DISTRICT

June 28, 2010

READING OF THE MISSION Mrs. Stern read the following School District Mission Statement: Developing lifelong and responsible citizens for a global society is the mission of the Upper St. Clair

School District, served by a responsive and innovative staff who in partnership with the community provides learning experiences that nurture the uniqueness of each child and promote happiness and success.

RECOGNITION OF WORLD FINALIST ODYSSEY OF THE MIND TEAMS (Alison Hess) Dr. O’Toole congratulated the following Odyssey of the Mind teams for taking top honors among the 800+ teams from 30 countries in the World Finals. USC High School - Discovered Treasures 1st Place and Ranatra Fusca This team has had a perfect season by achieving 1st Place and the prestigious Ranatra Fusca award at all three levels of competition - Regionals, States and Worlds, bringing their Ranatra Fusca tally up to an outstanding six. Congratulations to Paul Austin, Riyana Bilimoria, Bridget Hubbard, Abby Massaro, Molly Patterson, Peter Rosati, and Rachel Simmons, along with Coaches Reid Simmons and Gwen Patterson. Boyce - Return to the Gift of Flight and Nature Trail'R 3rd Place for Return to the Gift of Flight This team of 5th Graders achieved 3rd Place with their Return to the Gift of Flight solution - an extremely impressive result for their first trip to the World Finals. They had the additional challenge of performing a second solution for the Nature Trail'R problem - an unprecedented feat for a USC Odyssey Team. Congratulations to Brendan Allen, Connor Byrnes, Liam Carse, Arushi Kewalramani, Piol-Ha Massé, Abigail Shoemaker, and Vicki Wang, along with Coach Sharon Byrnes. USC High School - Column Structure Balsa structure held 555 pounds This team of High School and Fort Couch students returned to the World Finals for a second year in a row. During their performance, their column structure held an awesome 555 pounds placing them amongst the best balsa builders in the world. Congratulations to Kyle Austin, Maura Boston, Robert Burke, Brenna Carse, Rebecca Knapp, Josh Simmons, and Syndey Turnwald, along with Coaches Michelle Turnwald and Geralyn Austin.

SCHOOL BOARD MEETING REPORT – 6-28-10 2

Coach Reid Simmons thanked the Board for their support of the Odyssey of the Mind teams and explained the process involved in a team preparing and participating in the various levels of competition. He noted that the Runatra Fusca award that was submitted can be viewed on YouTube. Mrs. Billerbeck congratulated the teams on behalf of the Board. MIDDLE SCHOOLS RENOVATION PROJECT & FACILITY UPDATES APPROVAL OF BID AWARD FOR RESEALING HIGH SCHOOL GYMNASIUM SKYLIGHTS The Board awarded the bid for Resealing High School Gymnasium Skylights to Jottan-Jorel, Inc. at a price

not to exceed $12,630.73. APPROVAL OF CHANGES ORDER The Board ratified change orders totaling the following amount for the Middle Schools Renovation Project: Change School Order No. Vendor Amount Fort Couch B-2 Gurtner Construction Company, Inc. $166,171.00 APPROVAL TO DEVELOP CONSTRUCTION DOCUMENTS FOR BOYCE AND FORT COUCH

ATHLETIC FIELD CAPITAL PROJECTS The Board authorized the School District to develop construction documents with Graves & McLean in the

amount of $53,573 for the Boyce and Fort Couch Athletic Field Capital Projects and begin the process of approval from the Township Planning Commission.

APPROVAL TO SUBMIT PLAN CON PART I FOR ADDITIONS AND RENOVATIONS TO

BOYCE MIDDLE SCHOOL

The Board authorized the School District to submit PlanCon Part I to the Pennsylvania Department of Education for Additions and Renovations to Boyce Middle School.

APPROVAL TO SUBMIT PLAN CON PART I FOR ADDITIONS AND RENOVATIONS TO

FORT COUCH MIDDLE SCHOOL

The Board authorized the School District to submit PlanCon Part I to the Pennsylvania Department of Education for Additions and Renovations to Fort Couch Middle School.

SUPERINTENDENT’S REPORT (O’Toole) COMMENDATIONS & RECOGNITIONS – ATTACHED The Board approved the Commendations & Recognitions AS ATTACHED. APPROVAL OF ACT 93 AGREEMENT FOR ADMINISTRATORS The Board approved the Act 93 Agreement with the Administrators effective July 1, 2010 through

June 30, 2015.


APPROVAL OF ACT 93 AGREEMENT FOR CURRICULUM LEADERS The Board approved the Act 93 Agreement with the Curriculum Leaders effective July 1, 2010 through June 30, 2015.

APPROVAL OF RESOLUTION REGARDING STAFFING The Board approved the following: The District staff be decreased by the following position: 1.0 Department Chair Elementary Special Education The District staff be increased by the following position: 1.0 Special Education Curriculum Leader DISCUSSION REGARDING BUDGET REVIEW AND PSERS UPDATE – BUDGET PRESENTATION ATTACHED Ms. Cordisco shared a PowerPoint presentation regarding the proposed budget and explained the differences between a budget with a .4 mill increase and with a .678 mill increase. She reviewed the tax increase for each $200,000 of assessed value, fund balance, PSERS employer contribution rates projections from PSERS and using HB2497 rates, and the capital budget. Ms. Cordisco responded to questions and comments of Board members. Mrs. Billerbeck stated that she spoke with Senator Pippy’s office and was informed that since HB2497 passed overwhelmingly in the House that it would most likely do so in the Senate also.

ADOPTION OF 2010-11 OPERATING & CAPITAL BUDGETS

The Board unanimously approved the following resolution adopting the budget for levying of school tax for

the 2010-11 school year: RESOLVED, that the budget of the School District of the Township of Upper St. Clair, Allegheny County, Pennsylvania, in the amount of $58,341,887, including $83,606.84 for bid supplies, after due public notice, be and the same hereby, is finally adopted as the annual budget of the School District of the Township of Upper St. Clair, Allegheny County, Pennsylvania, for the fiscal year beginning the first day of July 2010. BE IT FURTHER RESOLVED, that the Board of School Directors of the School District of the Township of Upper St. Clair, Allegheny County, Pennsylvania hereby authorizes the appropriation of expenditure of funds as itemized in said budget during the fiscal year beginning the first day of July 2010. The necessary revenue for the same period for the fiscal year beginning July 1, 2010, shall be provided by a Real Estate Transfer Tax adopted May 29, 1953, as amended and supplemented by resolution of June 8, 1987; and Earned Income Tax adopted May, 1954, a Mercantile Tax adopted in May, 1968; and a School Tax on Real Estate, which is hereby levied and assessed a the rate of 23.77 mills on the dollar on the total amount of the assessed valuation of all property taxable for school purposes in the School District of the Township of Upper St. Clair, Allegheny County, Pennsylvania, or at the rate of $2.377 on each $100 of assessed valuation of taxable property. Of said millage, 3.92 mills are levied for general purpose and 19.85 mills are levied pursuant to the authority vested in Section 672 of the Public School Code of 1949, as amended, to pay, in part, the minimum salaries and increments of the teaching and supervisory staff and to pay interest and principal on indebtedness incurred pursuant to the “Local Government Unit Debt Act,” as amended.


BE IT FURTHER RESOLVED, that all taxpayers required to pay the tax on real estate imposed by the School District, pursuant to the foregoing resolution within two months after the date of tax notice, shall be entitled to a discount of two percent (2%) on the amount of such taxes; and all taxpayers who shall fail to make payment of any such taxes charged against them for four months after the date of the tax notice, shall be charged a penalty in the amount of ten percent (10%) of such taxes which will be added to the taxes by the tax collector and collected by him or her; or in the alternative, of otherwise-eligible taxpayers elect to pay such taxes in installments, payments shall be in accordance with the Resolution Providing an Option to Eligible Taxpayers for Installment Payment of Real Estate Taxes on Approved Homestead and Farmstead Property Pursuant to the Taxpayer Relief Act (Act 1 of 2006), adopted by the District Board of School Directors on May 21, 2007.

BE IT FURTHER RESOLVED, that the 2010-11 Capital Budget in the amount of $108,781 be approved AS ATTACHED TO THE PERMANENT RECORD OF THE MINUTES OF THIS MEETING.

APPROVAL TO SOLICIT PROPOSALS FOR DISTRICT ADVANCEMENT FUNCTION

The Board authorized the School District to advertise for a District Advancement Officer and to solicit proposals for a District Advancement Function.

MATTERS OF INFORMATION Dr. O’Toole stated that a Board/Administrative Retreat and Board Goals Workshop are scheduled in

August and requested Board members to place the following dates on their calendar: Board Administrative Retreat – August 17 (full-day workshop focusing on customized learning for students and ways to use new technologies for individual learners) Board Goals Workshop – August 30 (evening workshop to discuss Board goals)

ADMINISTRATORS’ REPORTS APPROVAL OF 2010-11 CURRICULUM RECOMMENDATIONS – ATTACHED The Board approved the 2010-11 Curriculum Recommendations AS ATTACHED. BUSINESS & FINANCE APPROVAL TO DECLARE EQUIPMENT SURPLUS In accordance with Policy #3006 – Sales of Surplus Furniture, Equipment and Other Tangible Personal

Property, the Board declared the following items surplus, and the administration was authorized to bid the sale of the items, donate the items, dispose of the items as appropriate, or advertise via public Internet Auction.

Type of Asset Description

Furniture 72 science tables at Fort Couch Furniture 36 science tables at Boyce CONSENT AGENDA The Board approved the following Consent Agenda items:


a. APPROVAL OF APPOINTMENTS AND RE-APPOINTMENTS TO YOUTH STEERING COMMITTEE Approve the following appointments and re-appointments to the Youth Steering Committee:

Appointments:

Lisa Schrott - 4 Years Tina Seech - 4 Years Re-Appointments: Amy Billerbeck - 4 Years Angela Petersen - 4 Years Celia Evans - 2 Years Ed Kavo - 4 Years b. APPROVAL OF STUDENT ENROLLMENT AGREEMENT WITH WESLEY

SPECTRUM ACADEMY FOR 2009-10 SCHOOL YEAR Approve the Student Enrollment Agreement with Wesley Spectrum Academy for the second semester of the 2009-10 school year.

c. APPROVAL OF EDUCATIONAL SERVICES AGREEMENT WITH ALLEGHENY

INTERMEDIATE UNIT Approve the Educational Services Agreement with the Allegheny Intermediate Unit for the 2010-11 school year.

d. APPROVAL OF CONTRACT WITH PEDIATRIC THERAPY SPECIALISTS Approve the Contractual Agreements with Pediatric Therapy Specialists for occupational and

physical therapy services for the 2010-11 school year. e. APPROVAL OF CONTRACT WITH PHYSICAL REHAB, INC. Approve the Agreement with Physical Rehab, Inc. for the 2010-11 school year for physical

therapy services. f. APPROVAL OF CONTRACT WITH INTERIM HEALTHCARE Approve the Health Care Services Contract with Interim Healthcare Services, Inc. for the

2010-11 school year for skilled nursing services.

g. APPROVAL OF CONTRACT WITH CROSSROADS SPEECH & HEARING Approve the Agreement for Provision of Speech Pathology and Audiology Services with

Crossroads Speech & Hearing, Inc. h. APPROVAL OF CONTRACT WITH WATSON INSTITUTE BEHAVIOR SUPPORT

ACADEMY Approve two agreements for student services with The Watson Institute Behavior Support Academy for the 2010-11 school year in the amount of $41,000 each.

i. APPROVAL OF CONTRACT WITH THE WATSON INSTITUTE TRAINING &

CONSULTATION SERVICES Approve the Service Agreement with The Watson Institute Training & Consultation Services autism/behavior consultation and/or community-based instruction for the 2010-11 school year.


j. APPROVAL OF CONTRACT WITH ACHIEVA Approve the Contracted Services Agreement for student services with ACHIEVA Support for

the 2010-11 school year.

k. APPROVAL OF CONTRACT WITH MAXIMUS CONSULTING, INC. Approve the Maintenance Agreement with MAXIMUS Consulting to provide support services

and maintenance for TIENET software for the 2010-11 school year.

l. APPROVAL OF CONTRACT WITH MONARCH TEACHING TECHNOLOGIES Approval of Purchase Agreement for VizZle software with Monarch Teaching Technologies, Inc.

m. APPROVAL OF NON-PUBLIC TITLE I CONTRACT WITH ALLEGHENY INTERMEDIATE UNIT Approve the Non-Public Title I Contract with the Allegheny Intermediate Unit for four students.

n. APPROVAL OF TREASURER’S REPORT - INCLUDING SUPPLEMENTAL REPORT

Approve the Treasurer’s Report, including budget transfers, if known, and approved total of the Bill List and Check File Listings as follows: Fund 10 (General Fund) - $1,962,614.15 Fund 31 (Capital Reserve Fund) - $3,060.80 Fund 36 (Middle School Project Fund) - $4,683,138.41

o. APPROVAL OF JULY EXPENSES TO BE RATIFIED AT AUGUST BOARD MEETING

Authorize the normal, customary and regular payments of salaries benefits, and other expenses - including construction related payments during July 2010 with items considered for approval/ratification at the August 23, 2010 Board Meeting.

p. APPROVAL OF SCHOOL BUS TIRE BIDS Award the bid for School Bus Tires to Wingfoot Commercial Tire System and Bob Sumerel Tire

Company depending on the type of tire needed during the 2010-11 school year. q. APPROVAL OF PERSONNEL LISTINGS – ATTACHED Approve the Personnel Listings, pending receipt of all paperwork, AS ATTACHED. r. APPROVAL OF 2010-11 ADMINISTRATIVE BUDGET OF SOUTH CENTRAL AREA

SPECIAL SCHOOLS JOINTURE Approve the South Central Area Special Schools Committee 2010-2011 Administrative Budget.

s. APPROVAL OF HOMESTEAD/FARMSTEAD EXCLUSION RESOLUTION –

ATTACHED

Approve the Homestead and Farmstead Exclusion Resolution AS ATTACHED.


t. APPROVAL OF RENEWAL OF INSURANCE POLICIES & STUDENT ACCIDENT INSURANCE Approve the renewal of the following insurance policies effective July 1, 2010:

Type of Coverage Carrier Premium Amount

Commercial Package, Energy System & Auto

PSBA/ACE $122,302

School Leaders Policy & Cyber Chartis (AIG) $ 30,363

Workers’ Compensation PSBA/SBIC $246,689

Umbrella Policy PSBA/SBIC $ 24,688

Life and AD&D Assurant/Fortis $ 44,476

Disability Assurant/Fortis $ 10,102

Voluntary Student Accident Life Insurance Company of North America

$30 for coverage during school hours; $115 for 24x7 coverage

Voluntary Life and AD&D Lincoln Financial

u. APPROVAL OF ELECTION OF TREASURER Re-elect Rebecca Berquist as Treasurer of the School District effective July 1, 2010 through

June 30, 2011. v. APPROVAL OF LEASE WITH ALLEGHENY INTERMEDIATE UNIT FOR DART

PROGRAM Authorize the School District to enter into a lease with the Allegheny Intermediate Unit for one classroom at Baker Elementary School at the rate of $850/month for the 2010-11 school year .

w. APPROVAL OF TEMPORARY CONTRACT ASSISTANCE WITH ACCOUNTEMPS Authorize the School District to use a contracted service through Accountemps at a rate of no more than $30.00 per hour for the accounts payable/payroll support position for up to a six- month period.

x. APPROVAL OF ENGAGEMENT LETTER WITH TUCKER ARENSBERG FOR

PERFORMANCE OF TAX ASSESSMENT/TAX COLLECTION SERVICES Approve the Engagement Letter with Tucker Arensberg for Performance of Tax Assessment/Tax Collection Services.

y. APPROVAL OF ENGAGEMENT LETTER WITH ANDREWS & PRICE FOR SPECIAL EDUCATION AND OTHER STUDENT MATTERS Approve the Engagement Letter with Andrews & Price for Special Education and Other Related Matters.


DIRECTOR OF HUMAN RESOURCES AND AGREEMENT APPROVAL The Board approved the following appointment to the administrative staff, pending receipt of all paperwork and clearances, authorized the name and salary to be added to the Personnel Listing, and approved an Employment Agreement. James Lersch, Director of Human Resources, effective August 1, 2010

RESIGNATION AND RE-ELECTION OF SUPERINTENDENT OF SCHOOLS Mrs. Billerbeck explained that the Board is recommending the reappointment of Dr. Patrick T. O’Toole as Superintendent of Schools. She stated that Dr. O’Toole has made a positive impact on the District with his dedication to the School District and students. Mr. Kunselman echoed Mrs. Billerbeck’s comments and stated that he admired Dr. O’Toole for his patience with the community and the Board working through many challenging circumstances with positive results. Mr. Piconi thanked Dr. O’Toole for looking internally at staff to achieve administrative restructuring and for his visions for the future. Mrs. Bolas stated that Dr. O’Toole is the fifth superintendent with whom she has worked adding that he is an incredible superintendent with a great leadership style. The Board accepted the resignation of Patrick T. O’Toole, Ed.D. as the Superintendent of Schools effective June 30, 2010, and approved the re-election of Patrick T. O’Toole, Ed.D. as the Superintendent of Schools for a term of four years to commence on July 1, 2010, and approved a formal contract. Dr. O’Toole stated that he feels privileged to be the Superintendent in a community that has a generational commitment to excellence and doing what is best for the students so that each child can achieve to their fullest ability. He thanked his staff for their hard work stating that he felt lucky to be their colleague, and thanked the Board for their confidence in him. Dr. O’Toole stated that he is looking forward to the next four years with a vision and creativity to ensure that students continue to achieve and be equipped to lead their own lives, education and careers. Mrs. Billerbeck read a News Release AS ATTACHED. SOLICITOR’S REPORT Mr. Prorok congratulated Dr. O’Toole on his re-election as Superintendent of Schools and stated that he looked forward to continue working with Dr. O’Toole. ANNOUNCEMENT REGARDING EXECUTIVE SESSIONS Mrs. Billerbeck announced that executive sessions were held on the following dates: June 14, 2010 – Litigation, Negotiations & Personnel Matters June 16, 2010 – Personnel Matters June 28, 2010 – Personnel Matters

The agendas for School Board meetings are available on the School District website at www.uscsd.k12.pa.us (District Info - School Board).

Meetings are also videotaped and will be cablecast on

School Access Comcast Channel 19 & Verizon Channel 41.

COMMENDATIONS AND RECOGNITIONS JUNE, 2010

K - 12 We are proud to announce that three Odyssey of the Mind teams from Upper St. Clair took top honors among the 800+ teams from 30 countries in the World Finals. USC High School - Discovered Treasures 1st Place and Ranatra Fusca This team has had a perfect season by achieving 1st Place and the prestigious Ranatra Fusca award at all three levels of competition - Regionals, States and Worlds. This brings their Ranatra Fusca tally up to an outstanding six. Congratulations to these World Champions: Paul Austin Riyana Bilimoria Bridget Hubbard Abby Massaro Molly Patterson Peter Rosati Rachel Simmons, along with Coaches Reid Simmons and Gwen Patterson. Boyce - Return to the Gift of Flight and Nature Trail'R 3rd Place for Return to the Gift of Flight This team of 5th Graders proved that all of their hours of practice were worth it when they came in 3rd Place with their Return to the Gift of Flight solution - an extremely impressive result for their first trip to the World Finals. They had the additional challenge of performing a second solution for the Nature Trail'R problem - an unprecedented feat for a USC Odyssey Team. Congratulations to these World Champions: Brendan Allen Connor Byrnes Liam Carse Arushi Kewalramani Piol-Ha Massé Abigail Shoemaker Vicki Wang, along with Coach Sharon Byrnes.

USC High School - Column Structure Balsa structure held 555 pounds This team of High School and Fort Couch students returned to the World Finals for a second year in a row. During their performance, their column structure held an awesome 555 pounds placing them amongst the best balsa builders in the world. Congratulations to these World Finalists: Kyle Austin Maura Boston Robert Burke Brenna Carse Rebecca Knapp Josh Simmons Syndey Turnwald, along with Coaches Michelle Turnwald and Geralyn Austin. High School/Fort Couch Congratulations to the students that participated in the Pittsburgh Regional Science and Engineering Fair held at the Carnegie Science Center on March 26 – 27. Following are the award winners from that competition: From the high school: Sasank Chundi Avisha Shah Matt Vernacchia Vinay Viswanathan From Fort Couch: Sindhu Sekaran Middle School Six students from Fort Couch and Boyce participated in the Mathematics Council of Western Pennsylvania Algebra I competition on Saturday, April 10, 2010 at Baldwin Senior High School. The Allegheny County Results are as follows: Tony Wang – 1st Place Ananya Cleetus – 2nd Place Hunter Lantzman – 3rd Place Michael Piroli – 4th Place Brian Kaplan – 7th Place Morgan Cook – 11th Place

All six of the Upper St Clair students who participated at the county level moved on to the Regional Competition which was held on Saturday, May 15, 2010 at Derry Area Middle School. Following are the final results of the regional competition: Tony Wang - 1st place Ananya Cleetus - 2nd place Brian Kaplan - 3rd place

Upper St Clair School DistrictUpper St Clair School DistrictUpper St. Clair School DistrictUpper St. Clair School District

Final Budget

2010-11 General Fund Budget

June 28, 2010

11

Upper St. Clair School DistrictUpper St. Clair School District

Actual 2006-07

Actual 2007-08

Actual 2008-09

Budget 2009-10

Preliminary Budget 2010-11

with .4 mill Increase $ Increase

% Increase

yBudget 2010-11

with full 2.9% Act 1 Index

increase of .678 mills2009-10 Millage = 23.37 mills

RevenuesLocal Revenues $43,699,870 $43,632,034 $42,850,845 $43,932,370 $44,945,843 $1,013,473 2.3% $45,397,489State Revenues $8,874,166 $9,640,741 $10,555,992 $10,684,060 $11,516,456 $832,396 7.8% $11,516,456Federal Revenues $1,239,297 $1,316,168 $1,413,801 $1,837,136 $1,879,589 $42,453 2.3% $1,879,589Other Funding Sources $315,854 $121,577 $292,608 $0 $0 $0 $0

Total Revenues $54,129,187 $54,710,519 $55,113,246 $56,453,565 $58,341,887 $1,888,322 3.3% $58,793,533

Expenses1100 Total Regular Education $23,799,315 $24,932,548 $24,780,104 $24,899,009 $25,825,520 $926,512 3.7% $25,825,5201200 Total Special ED $5,890,234 $6,364,979 $6,764,338 $6,971,176 $7,255,760 $284,584 4.1% $7,255,7601300 Vocational ED $92,353 $124,326 $140,814 $215,993 $208,915 ($7,078) -3.3% $208,9151400 Total Other Instructional Programs $166,970 $145,829 $152,486 $173,682 $162,780 ($10,903) -6.3% $162,7802100 Total Instructional Support Services $1,497,106 $1,478,512 $1,508,121 $1,583,402 $1,750,144 $166,742 10.5% $1,750,1442200 Total Support Services ‐ Instructional Staff $2,584,369 $2,649,146 $2,851,021 $2,852,932 $2,887,015 $34,083 1.2% $2,887,0152300 Total Administration $2,940,937 $2,902,719 $3,090,489 $3,247,905 $3,448,156 $200,251 6.2% $3,448,1562400 Total Pupil Health $473,025 $486,827 $470,726 $524,226 $512,826 ($11,400) -2.2% $512,8262500 Total Business Services $472,006 $453,165 $503,785 $517,270 $554,732 $37,462 7.2% $554,7322540 Duplicating Services $0 $0 $3 $217,300 $184,383 ($32,917) -15.1% $184,3832600 Total Operations and Maintenance $5,552,022 $5,412,713 $5,940,016 $6,026,350 $6,230,001 $203,651 3.4% $6,230,0012700 Transportation $2,526,517 $2,799,636 $3,212,523 $2,965,474 $2,957,057 ($8,417) -0.3% $2,957,057p $ , , $ , , $ , , $ , , $ , , ($ , ) $ , ,2800 Central Support Services $604,480 $349,597 $366,140 $394,270 $367,472 ($26,798) -6.8% $367,4722900 Other Support Services $68,578 $71,003 $72,094 $73,481 $72,094 ($1,386) -1.9% $72,0942990 Pass Through $186,451 $260,537 $447,995 $200,000 $200,000 $0 0.0% $200,0003200 Total Student Activities $1,153,079 $1,112,642 $1,159,455 $1,131,381 $1,257,529 $126,148 11.1% $1,257,5295110 Debt Service $4,158,337 $4,019,076 $4,223,434 $4,223,791 $4,232,503 $8,712 0.2% $4,232,5035230 Fund Transfers $116,734 $175,423 $60,262 $35,000 $35,000 $0 0.0% $35,0005900 Budgetary Reserve $0 $0 $0 $200 000 $200 000 $0 0 0% $200 000

2

5900 Budgetary Reserve $0 $0 $0 $200,000 $200,000 $0 0.0% $200,000Total Expenses $52,282,512 $53,738,678 $55,743,807 $56,452,642 $58,341,887 $1,889,246 3.3% $58,341,887

Budget Surplus (Deficit) $1,846,675 $971,841 ($630,562) $924 $0 ($924) $451,646


T I

Incremental Annual

R

Annual Tax Increase/$200,000 A d V lTax Increase Revenues Assessed Value

.4 mills $650,500 $80

.68 mills $1,100,000 $136

33

Upper St. Clair School DistrictUpper St. Clair School DistrictFund BalanceFund BalanceFund BalanceFund Balance

Ending Budget

Year Ended June 30 Revenues%

Change Expenditures%

ChangeChange to Fund

BalanceUndesignated Fund Balance % of Budget

1998 $35,801,821 $36,300,285 ($498,464) $4,191,667 11.3%1999 $36,372,004 1.6% $37,428,150 3.1% ($1,056,146) $2,962,817 7.7%2000 $38,768,245 6.6% $39,464,134 5.4% ($695,889) $1,813,028 4.5%2001 $39,349,003 1.5% $39,002,390 -1.2% $346,613 $2,681,313 6.7%, , , , , , ,2002 $41,241,998 4.8% $41,028,995 5.2% $213,003 $3,425,973 8.2%2003 $41,980,116 1.8% $42,763,110 4.2% ($782,994) $3,473,035 8.1%2004 $45,147,011 7.5% $46,224,740 8.1% ($1,077,729) $2,799,225 5.9%2005 $48,524,357 7.5% $48,656,917 5.3% ($132,560) $2,794,928 5.7%2006 $50,486,955 4.0% $50,510,909 3.8% ($23,954) $4,367,612 8.7%

2007 * $51 991 227 3 0% $51 594 851 2 1% $396 376 $4 015 153 7 7%2007 $51,991,227 3.0% $51,594,851 2.1% $396,376 $4,015,153 7.7%2008 ** $54,710,519 5.2% $53,738,678 4.2% $971,841 $4,586,994 8.5%

2009 $53,989,621 -1.3% $55,252,569 2.8% ($1,262,948) $3,114,715 5.6%2010 *** $56,453,565 4.6% $56,452,642 2.2% $924 $3,114,715 5.5%

2011 wi .4 mill increase $58,341,887 3.3% $58,341,887 3.3% $0 $3,114,715 5.3%

*** $720,000 PSERS credit applied.

* Ending Fund Balance reduced by the Designated Funds for PSERS Buyback, bus purchases and capital expenditures.** Ending Fund Balance reduced by the Designated Funds for Retiree Payouts.

44


55

Upper St Clair School DistrictUpper St Clair School DistrictUpper St. Clair School DistrictUpper St. Clair School DistrictIncremental Annual Amount

Required to Fund PSERS EmployerRequired to Fund PSERS Employer Requirement (Net of

Reimbursement)Current Reserve 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

PSERS Reserve with .4 mill Increase $400,000 $700,000 $900,000 $974,077 $535,150 ($130,183) ($856,729)$200,000 of Contingency each year +

$100 000 Unused Development$100,000 Unused Development Dollars in 2009-10 only $300,000 $200,000 $200,000 $200,000 $200,000 $200,000

PSERS Reserve .678 mill Increase $400,000 $700,000 $1,351,646 $1,425,723 $986,796 $321,463 ($405,083)$200,000 of Contingency each year +

$100,000 Unused Development Dollars in 2009-10 only $300,000 $200,000 $200,000 $200,000 $200,000 $200,000

Full Act 1 Index, if approved $451,646

House Bill 2497 $125,923 $638,927 $865,333 $926,546Required Millage to Fund Only PSERS 23.77 23.85 24.22 24.73 25.28Increase in Millage 0.40 0.07 0.38 0.51 0.54% Increase in Millage 1.7% 0.3% 1.6% 2.1% 2.2%

Millage Impact per $200,000 of Assessed Value $80 $14 $76 $102 $108

66

Upper St. Clair School DistrictUpper St. Clair School DistrictCompetitive

Bids Required

Location Capital Project List Description 2010-11District

Concrete on-going repairs $9,000Asphalt on-going repairs $5,000

TOTAL DISTRICT-WIDE $14 000TOTAL DISTRICT WIDE $14,000

High SchoolHS Gym roof reseal all sky lights $16,000HS Maintenance door replace frame and door $1,800HS Maintenance awning cover entrance and keep from swelling shut in the sun $1,600HS Bleachers preform repairs noted in inspections $8,500HS gym floor adding 2 coats of finish to new floors $9,300HS Pool Diving board repairs replace board supports $1,800

TOTAL HIGH SCHOOL $39,000

MIDDLE SCHOOLS:Boyce Batting cage concrete pad $6,500Boyce Hip Hop practice area wall mirrors/reflective panels behind the blacks (curtains) $3 850Boyce Hip Hop practice area wall mirrors/reflective panels behind the blacks (curtains). $3,850

TOTAL MIDDLE SCHOOLS $10,350

ELEMENTARY SCHOOLS:ELEMENTARY Phase 2 - Elementary Cameras Purchased through state contracts $24,331

Streams PLAYGROUND CHIPS We need to have additional chips added to our playground for the spring. $1,000

The Spanish classroom lacks a PA system which creates an unsafe situation in theStreams PA System in Room 100

The Spanish classroom lacks a PA system which creates an unsafe situation in the event of an emergency. This classroom space was converted from a closet. $1,000

Streams Carpet Replacement Office and potentially other high traffic areas $2,800Streams playground entrance surface pave entrance near playground $5,000

Streams Catch basin replacement Replace two remaining brick basins $3,200Eisenhower Swale Extend swale $1,800Eisenhower Field Repair field surface $3,800

7

Eisenhower Field Repair field surface $3,800Eisenhower Gym floor refinish refinish gymnasium $2,500

TOTAL ELEMENTARY SCHOOLS $45,431

GRAND TOTAL $108,781

TO: Board of School Directors DATE: June 1, 2010 FROM: Dr. Sharon Suritsky SUBJECT: 2010 Curriculum Recommendations Dr. Judith Bulazo Requires Board Approval For Your Information All Areas 1. Adopt the curriculum management system by Rubicon Atlas.

Art 2. Adopt the Kindergarten fine motor skills programs at all elementary buildings.

International Baccalaureate 3. Review and revise the Primary Years Program of Inquiry in grades 1-4.

Language Arts 4. Adopt Handwriting Without Tears in grade 2.

5. Implement research-based strategies and materials for nonfiction text as a part of the Balanced Literacy approach in grades 1 and 2.

6. Review and refine the 6 + 1 Traits of Writing curriculum to align with local and state standards.

7. Continue investigation of best practices in middle level instruction and make recommendations for grades 5 and 6.

8. Evaluate and update novel lists by grade level in grades 5-8.

7. Review and rewrite the grades 7 and 8 objectives and assessments.

8. Adopt A Long Way Gone in Honors English 9 and MYP Honors English 9.

9. Continue to study contemporary novel selections for future adoption in Academic English 12.

10. Conduct a study of local authors and works for possible inclusion in Academic English 11.

TO: Board of School Directors DATE: June 1, 2010 FROM: Dr. Sharon Suritsky SUBJECT: 2010 Curriculum Recommendations Dr. Judith Bulazo Requires Board Approval For Your Information Language Arts/Mathematics 11. Remove the spring courses for PSSA Proficiency so that PSSA Proficiency courses are during the fall semester only.

Library 12. Continue to update the curriculum after examining new standards for the 21st Century Learner and new technology standards published by AASL and ISTE.

Mathematics 13. Pilot the latest edition of enVision and Investigations programs at the elementary level.

14. Pilot enVision Math for grade 5.

15. Update the current accelerated math qualification tests and the chapter pre-tests.

16. Pilot a Cognitive Tutor Algebra I course for grade 8.

Pupil Services 17. Update the course names and grading practices for ESL at the high school.

Science 18. Continue to pilot the science module “Motion and Design” in fourth grade.

19. Develop locally designed summative assessment for grade 1 science units New Plants and Organisms.

20. Develop locally designed summative assessment for grade 1 science units Chemical Tests and Rocks and Minerals.

TO: Board of School Directors DATE: June 1, 2010 FROM: Dr. Sharon Suritsky SUBJECT: 2010 Curriculum Recommendations Dr. Judith Bulazo Requires Board Approval For Your Information Social Studies 21. Develop common local assessment for the Geography, Cultural Geography, and History Unit on Pittsburgh at grade 3.

22. Revise and update the grade 3 History and Civics & Government Unit.

23. Revise and update the social studies units at grade 4.

24. Study the geography and economics units at grade 2.

25. Develop new strategies and research materials for teaching reading in the social studies.

26. Revise the administration and construction of post-tests for grades 5 and 6.

27. Conduct a study of resources to replace the current Honors Geography textbook.

Special Education 28. Pilot VizZle, a new web-based visual language software.

Technology 29. Redesign the K – 12 technology curriculum framework.

30. Pilot the use of Blended Schools for students in the elementary gifted program.

31. Restructure and pilot Keyboarding Instruction via “Type to Learn” in grades 3 through 6.

World Language 32. Develop a plan to increase global knowledge of students and staff.

33. Explore ways to increase global content in the curriculum by connecting with other disciplines.

34. Adopt the textbook Deutsch Aktuell for grades 5 through 8 German.

TO: Board of School Directors DATE: June 1, 2010 FROM: Dr. Sharon Suritsky SUBJECT: 2010 Curriculum Recommendations Dr. Judith Bulazo Requires Board Approval For Your Information 35. Research and incorporate more technology into the FLES curriculum.

Curriculum Recommendations Reason(s) for Recommendation Implementation Steps and Costs Administrative Reaction

Curriculum Leader Area School Level DateKaren Brown/Judy Bulazo All Areas K - 12 June 1, 2010

UPPER ST. CLAIR SCHOOL DISTRICT CURRICULUM RECOMMENDATIONS FOR 2010-2011

1. Adopt the curriculum managementsystem by Rubicon Atlas for theorganization of curriculum, instructionalplanning, assessment and instructionalresources.

1. Our curriculum is currently organizedand stored in a database that relies ontechnology that is rapidly becomingoutdated and has limited features to assistwith curriculum analysis. As technologyhas evolved, vastly improved systemshave become available and can betterfacilitate curriculum development, access,and analysis.

2. Clear articulation of a K-12 curriculumis a critical component of effectiveprogramming and instructional delivery.Electronic curriculum managementsystems meet this need effectively.

3. The District's Strategic Planrecommends examination of the needs ofour District related to a curriculummanagement system that would providethe following: an updated organizationalframework, easy access to information,improved analysis capabilities, potentiallinks to instructional strategies, improvedarticulation and communication features.The management system beingrecommended meets each of theserequirements to a high degree.

4. This tool will provide all staff witheasy access to courses, content, resourcesand assessments and will provide theability to see the skill and processes thatoccur before and after any point instudent's course of studies. This will assistin a smooth programming for all students. (Cont'd.)

1. Administrative approval.

2. Purchase the curriculummanagement system.

3. Conduct sessions withadministrators and curriculum leadersto: a. explore product capabilities in more depth;

b. define District goals for how the system will be used and the needs that it will serve;

c. explore and determine customization;

d. inform a training and implementation plan.

4. With administrative and curriculumleader input, work with Mission TeamTwo to develop a detailedimplementation and training plan.

Approved.


Curriculum Leader Area School Level DateKaren Brown/Judy Bulazo All Areas K - 12 June 1, 2010


1. Cont'd.5. The Rubican Atlas curriculummanagement tool provides curriculum andinstructional templates that have beensupported by research as effective ways todesign curriculum and instruction.

6. The potential for organizing andreporting content to students and parents isan available option in this system. Beingable to provide this information in a clearand succinct way is an advantage to ourfamilies and has become an expectation ofour community.

7. The new system will provide a methodto plan lessons and record 21st centurylessons to be shared among the staff.


Curriculum Leader Area School Level DateMichele L. Scureman Fine Arts K-4 June 1, 2010


1. Adopt the Kindergarten fine motorskills program in all the elementarybuilding.

1. Teachers have observed that morestudents entering Kindergarten seem toneed the basic fine motor skills. There isan increased need for the development ofthese skills such as proper pencil holding,scissors handling and usage, and grossmotor skills to strengthen the upper armsand shoulders. Simple strengtheningexercises using fingers, hands, arms andshoulders help with handwriting, coloringand eye-hand coordination.

2. Fine motor development also impactsother instructional learning.

3. Currently, Eisenhower has beenpiloting the fine motor program forKindergarten students for the past twoyears. (Streams began this year which wassuccessful.)

4. All of the elementary teachers weretrained in fine motor skills by a certifiedoccupational therapist and by attendingHandwriting Without Tears workshops.

5. After piloting this program for the firstyear, teachers have observed that thecurrent first graders are more proficient intheir handwriting, cutting, coloring andeven painting skills. There were fewer firstgraders who had a need for re-teachingthese fine motor skills.

(Cont'd.)

1. Administration approval.

2. Share the developed kindergartenfine motor program with the otherelementary art teachers. Collaborate onthe skills and exercises that work bestand revise those that can be improved.

3. Establish a meeting with theprincipal and art teacher in Mayregarding the scheduling and lessoncontent to be taught in the fall.

3. Update USC·USC to reflect the newcurriculum for Kindergarten.

4. Provide summer flex and /orworkshop time inservice the teachers.

Approved.A set of 10Kumon

WorkbookPreK-Kdg---beginnerbooks oncutting,pasting,coloring,drawing,

etc.@$6.95

ea.=$69.50summer

workshopdays(2 flex)or 6 hours

per 2teachers

@$27.50=$330.00


Curriculum Leader Area School Level DateMichele L. Scureman Fine Arts K-4 June 1, 2010


1. Cont'd. 6. The curriculum was developed to meshfine motor skills with basic art techniques.This develops a cross curriculum processbetween the arts and occupational therapyprograms.


Curriculum Leader Area School Level DateClaire Miller / Nancy Trau PYP Primary Years Program Elementary June 1, 2010


1. Review and revise the IBO-USCPrimary Years Program of Inquiry ingrades 1-4.

1. The current Program of Inquiry for thePrimary Years Program is comprised ofsix planners at each grade level. Over thelast three years, time has been spent inrevising the planners to meet the newformat identified by InternationalBaccalaureate Organization (IBO).Attention now needs to be given to areview of the Program of Inquiry with afocus on vertical articulation betweengrade levels to assure alignment with theessential USC curriculum, as well asmaximum integration of interdisciplinarycore content themes andinternational-mindedness.

2. Refinements to the Upper St. Clair corecontent units have also occurred at eachgrade level. It is now necessary to revisitthe connections that are being made withinthe Program of Inquiry to the USC corecontent areas, in order to ensure that thebest possible alignment is in place.

3. International-mindedness is a strongfocus of both the Program of Inquiry andour school district. Reviewing the PYPProgram of Inquiry for more opportunitiesto include student-centered inquiry willstrengthen the level of conceptualunderstanding for the students and supportthe mission of both PYP and the District.

(Cont'd.)


2. Review verticular alignment of thecurrent planners from the Program ofInquiry (grades 1 - 4), as well asalignment with USC curriculum andidentify those planners in need ofrevision or replacement.

3. Include curriculum leaders andspecial subject area teachers in order toidentify connections to internationalresources, as well as special subjectarea connections..4. Write any new Planners that areidentified and revise the Program ofInquiry matrix.

5. Identify materials that may need tobe purchased to support the revisions.(i.e. read aloud books, special subjectmaterials, technology supports).

6. Implement new planners as they arecompleted.

Approved.3 summerwork days

for 12teachers x 3

days x$28.70 hr =$6,199.20)3 summerwork days

for the PYPcoordinator, 3 days x

$28.70 hr =$516.60

1 summerwork dayfor special

subject areateachersmusic,

Spanish,art, library,

gym. 5teachers x 1

day x$28.70 HR= $861.00.Possible

materials,not toexceed

$500.00 pergrade level,or a total of$2,000.00


Curriculum Leader Area School Level DateClaire Miller / Nancy Trau PYP Primary Years Program Elementary June 1, 2010


1. Cont'd. 4. Special subject connections need to bestrengthened. Inclusion of both thecurriculum leaders and special subject areateachers is important in this process, dueto their expertise in both the content aswell as in delivery of the Program ofInquiry.


Curriculum Leader Area School Level DateMary Quinn Reading and Language Arts Elementary June 1, 2010


1. Adopt Handwriting Without Tears ingrade 2 classrooms.

1. The pilot at the second grade level wassuccessful in providing a sequential anddevelopmentally appropriate handwritingcurriculum that allowed all students tocontinue to learn correct letter formationand handwriting behaviors, includingappropriate writing size, pencil grip andposture.

2. Primary grade teachers have identifiedfine motor difficulties as a significantissue that impedes individual studentprogress. Students who lack handwritingskills draw letters in inefficient orinconsistent ways and sacrifice speed andneatness. Students who struggle withhandwriting often have limited energy toexpress thoughts consistently on paper dueto the effort expended on forming theirletters.

3. Research indicates that achievement inhandwriting is significantly increased withmulti-sensory instruction. TheHandwriting Without Tears programutilizes visual, auditory, tactile andkinesthetic modalities, in addition tohands-on manipulatives that complimentall learning styles of students.

4. Extensive research over the past decadeidentifies the Handwriting Without Tearsprogram as effective for all learners.

(Cont'd.)


2. Purchase ongoing consumablematerials to support the program at thekindergarten, first and second gradelevels.

3. Provide classroom teachers with anopportunity for additional trainingand/or consultation to refresh andenhance skills at the kindergarten, firstand second grade levels.

Approved.

$12,000

$500




1. Cont'd. 5. The Handwriting Without Tearsprogram is structured,developmentally-based, and designed tomeet the needs of all students.

6. The Handwriting Without Tearsprogram can be taught in a few minutes aday and is easily incorporated into otherclassroom activities.

7. The Handwriting Without Tearsprogram is cost-effective, with limitedconsumable expenses associated with theprogram.




2. Implement research-based strategiesand use of materials for nonfiction text asa component of the Upper St. ClairBalanced Literacy approach at the firstand second grade level.

1. A systematic and well articulated planfor explicit instruction in nonfiction textstrategies exists at the kindergarten, thirdand fourth grade levels. A similar planshould be developed to bridge and furtherdevelop the nonfiction experiencesbetween the kindergarten and theintermediate grade levels.

2. First and second grade teachers haveexpressed an interest in using morenonfiction text, citing the greater emphasison nonfiction text in both classroom andreal-world experiences. An articulatedplan would ensure that explicit wholegroup lessons as well as small guidedreading group lessons and materials atstudents' instruction levels would beutilized.

3. First and second grade teachers havepiloted several explicit nonfiction strategylessons in conjunction with the 2009-2010nonfiction recommendation for third andfourth grade. An opportunity to discussthe efficacy of the lessons and determinefuture lessons and materials should beconsidered.

4. Pennsylvania State Standards andcommon core standards for Readingspecify a high level of facility withnonfiction text. This will ensure that thestandards are being fully addressed withinthe first and second grade curriculum.

(Cont'd.)


2. Provide summer workshop time forteachers to discuss current strategiesand create a plan for materials andlesson implementation for the2010-2011 school year.

3. Purchase additional materials tosupport nonfiction instruction in theclassroom.

4. Provide training to 1st and 2ndgrade teachers as part of inservice timeduring the 2010-2011 school year onlesson sequence and use of newmaterials.

Approved.It is commendable to see the use ofnon-fiction text being addressed in theK-12 programming.

Up to 4teachers for

2 days @$28.70

workshoprate =

$1377.60

Up to$3000

($500 pergrade level

perbuilding)




2. Cont'd. 5. Eligible content for the Reading PSSA,as well as the Science PSSA, includes aconsiderable amount of nonfiction text.Preparation for these tests should includeongoing study of these types of materials.




3. Review and refine current 6+1 Traitsof Writing curriculum to ensurealignment with local and state standards.

1. 6+1 Traits of Writing is not a program,but a framework that encompasses allaspects of writing. Now that teachers arecomfortable with this framework,additional attention should be given toassure that additional components andwriting genres are included in the writinginstructional block.

2. There has been a large staff turnover ata number of grade levels since theadoption of the 6+1 Traits of Writing in2006. A review of current practices wouldconfirm cohesion between grade levelsand identify where training and materialneeds exist.

3. Articulation with the middle school isneeded to ascertain continuity of writingexperiences between the elementary andmiddle grades.

4. The ultimate goal of writing instructionshould be the ability to independentlyproduce complete and coherent pieces oftext in a variety of genres. Time devoteddaily to writing instruction, practice, andproduction is needed to accomplish this.A study of current writing practices in theclassroom will allow curricular changes tobe made that support a comprehensivewriting instructional component.


2. Survey each grade level team in thespring of 2010 to determine whatcurrent practices and materials areworking well and what challenges stillexist.

3. During the summer of 2010, offerworkshop time for teachers tocross-reference state and USCstandards to ensure alignment withcurrent writing curriculum.

4. Examine the USC middle schoolwriting program to ensure alignment.

5. Revise current curriculum as neededto reflect any changes that shouldoccur.

6. Purchase any additional materialsneeded to enhance instruction withinthe classroom.

7. Present revised curriculum duringinservice time or curriculum meetingsduring the 2010-2011 school year toapprise teachers of relevant changes tocurrent practice.

Approved.Reviewing, monitoring and makingadjustments to new programming is apractice that will assure optimalsuccess.

Up to 8teachers for

1 day @$28.70

workshoprate =

$1377.60

Up to $50per teacher

per gradelevel 1-4=

$3000


Curriculum Leader Area School Level DateErin Peterson Language Arts Middle School June 1, 2010


1. Continue investigation of bestpractices in Middle Level Reading andLanguage Arts instruction and evaluateand make recommendations to currentprogramming for grades 5 and 6.

1. A fast-track curriculumrecommendation was approved in the fallof 2009 to delay the decision related to theadoption of a reading anthology. It wasrecommended that research of bestpractices and materials that meet the needsof students at the fifth and sixth gradeneeded to occur to inform decision-makingin this area.

2. Curriculum and professionaldevelopment time have been used for thispurpose. As a result of this preliminaryexamination and related training it hasbeen determined that it is worthwhile andbeneficial to continue this process.


2. Continue research of best practicesin instruction and assessment as well asmaterials that can support thesepractices.

3. Examine and study courseobjectives as they relate to thesefindings and develop and revise relatedobjectives if necessary. Efforts shouldgive strong consideration to theprogramming that occurs in reading andlanguage arts both before and after fifthand sixth grades. Consideration shouldalso be given to incorporating 21stCentury learning skills into objectives.

4. Provide time for development ofinstruction and materials that aresupported by these findings.

5. Examine the time that is devoted toreading and language arts instructionand the ways in which this time isscheduled to assure that it is adequateand used most effectively in meetingthe needs of the students.

6. Examine the use of technology ininstruction and explore ways to betterincorporate technology appropriately.

(Cont’d.)

Approved.This is an important initiative anddeserves the time, attention andresources that are requested.

Up to$3,000training

related tobest

practices




1. Cont’d. 7. Provide training related to thefindings and pilot identified instructionand assessment practices andcorresponding materials.

Budgetwritten toinclude upto $15,000

formaterials as

result offindings




2. Evaluate novels in grades 5-8 basedon reading level, interest level, genre,age appropriateness, andinterdisciplinary connections. Based onevaluations, update novel lists by gradelevel.

1. Additional titles are needed fordifferentiation in the classroom. Inaddition, some teachers have requestedadditional novels of higher interest level orvarying genres..

2. The social studies curriculum hasrecently changed, making currentinterdisciplinary novels no longerapplicable. Additional novels need to bepiloted to make those connections.

3. These changes have led to the requestfor the creation of a formalized list ofapproved novels for these grade levels.


2. Develop criteria for novelconsideration and placement based onresearch.

3. Evaluate current novel titles forreading levels, interest levels, and ageappropriateness based on criteria.Consideration should also be given tonovels that tie to the social studies’curriculum topics.

4. Determine if current novels areplaced appropriately. Begin process ofmoving novels as beneficial for studentlearning and based on novelappropriateness.

5. Update novel placement list foradministrative approval.

6. Read new novel titles and evaluatebased on need and criteria. Summerworkshop/flex time will be needed.

Approved.This may require more than one yearfor completion.

Flex timeand/or

4 teachers x6 hours @28.70 per

hour =$688.80




3. Review, evaluate, revise and/orrewrite, as appropriate, the 7th and 8thgrade objectives and common localassessments in language arts.

1. It is important to periodically reviewobjectives to ensure that they areorganized logically and aligned to stateanchors. It is also important to examinelocal assessments to ensure that they alignwith objectives. Objectives andassessments at this grade level have notbeen reviewed recently, and areas needingimprovement have been noted.

2. Having common objectives isnecessary to ensure that all students arereceiving complete and consistenteducation. Objectives should also beorganized in such a way to maximizelearning. Objectives should be taught in acyclical fashion to reinforce concepts. Inaddition, all topics on PSSA should beintroduced before state testing.

3. Valid and reliable common assessmentsprovide important data for planninginstruction, assessing individual needs,and planning appropriate interventions.Assessments must correspond toobjectives as well.


2. Examine current objectives incomparison with state anchors. (SeeAppendix A.) Determine best order forobjectives throughout the year. Reviewobjectives to fit findings. Considerationshould be given to the social studiescurriculum to allow forinterdisciplinary units. Articultion withthe high school should also occur toensure that all eligible content of thekeystone exams is covered.

3. Examine current local assessmentsin relation to objectives. Revise localassessments to reflect objectives.Assessments should also reflect recentdistrict training in assessment.

4. Summer flex and/or workshop timemay be needed in conjunction withcurriculum time.

Approved.The use of the new curriculummanagement system may help tofacilitate this process.

Flex timeand/or 4

teachers x6 hours @28.70 per

hour =$688.80


Curriculum Leader Area School Level DateMelissa Tungate Language Arts High School June 1, 2010


1. Adopt Ishmael Beah's A Long WayGone as a nonfiction core text, replacingDickens' Great Expectations in theHonors English 9 and MYP HonorsEnglish 9 courses.

1. This recommendation is a result of apreviously approved recommendationfrom 2008-2009 to study the HonorsEnglish 9 curriculum.

2. The current Honors English 9curriculum includes three novels: ToKill a Mockingbird, Lord of the Flies, andGreat Expectations. Students whocontinue on to take Honors English 10 willread Dickens' A Tale of Two Cities.Oliver Twist and Great Expectations areoptions for the research paper in AcademicEnglish 12.

3. The Honors English 9 readingcurriculum currently offers no nonfictionselections in its core reading program.

4. Honors English 9 is a genre course, andnonfiction should be taught as a genre thatrequires discrete reading skills differentfrom those in reading fiction (aligned withPA standard LA 18). These skills are alsoassessed on standardized tests, such asPSSA & SAT.

(Cont'd.)


2. Update USC·USC.

3. Purchase 180 copies of A LongWay Gone.

4. Devote summer workshop time forteachers to design lessons/unit toincorporate A Long Way Gone into thecurriculum.

5. Begin teaching adopted text in2010-2011 school year.

Approved.

180 booksx $15.70

per book =$2,826.00

Up to 12hours of

flex time x2 teachers= 24 hoursand up to

12 hours ofworkshoptime x 2

teachers x$28.70 =$688.80




1. Cont'd. 5. The addition of a nonfiction selectionto the core readings would more closelyalign with the USC and PA Language Artsstandards indicating all students should: a. explain significance of the purpose, structure, and theme of a variety of texts; b. identify and explain the function of the specific literary devices used by the authors in a variety of texts.

6. A Long Way Gone presents issues andthemes closely tied to a core text, Lordof the Flies, allowing for natural tieswithin the curriculum.

7. The critically acclaimed A Long WayGone discusses relevant issues for 21stcentury students and offers opportunitiesfor cross-curricular connections.




2. Continue to study contemporary novelselections for future adoption inAcademic English 12 curriculum.

1. This recommendation is a result of theadministrative reaction to the fast-trackrecommendation to pilot two new texts.The reaction asked for further study.


2. Reconvene Academic English 12committee to continue to study insummer 2010. Follow-up withfast-track recommendation in fall of2010.

Approved.The time and attention that has beendevoted to finding appropriatecontemporary literature isacknowledged. It is hoped that thisthorough study will result in theidentification of engaging texts forstudents in their last semester of highschool.

Up to 12hours of

flex time x5 teachers= 60 hoursUp to 12hours of

workshoptime x 5

teachers x$28.70 =$1722.00




3. Conduct a study of local authors andworks for possible inclusion in AcademicEnglish 11.

1. Academic English 11 curriculum is astudy of American Literature. Currently,no local authors/works are represented.

2. Local authors/works will deepen thestudy of local color and engage students ina community of writers/readers.


2. Summer workshop time devoted tostudy.

Approved.Up to 12hours of

flex time x2 teachers= 24 hoursand up to

12 hours ofworkshoptime x 2

teachers x$28.70 =$688.80


Curriculum Leader Area School Level DateSteven Miller/Melissa Tungate Mathematics/English High School June 1, 2010


1. Remove spring courses 126 PSSAProficiency for Reading and Writingand 326 PSSA Proficiency forMathematics so that the PSSAproficiency courses are during the fallsemester only.

1. The students in the PSSA Proficiencycourses retake the PSSA in earlyNovember. During the first nine weeksthese students receive specific instructionin their areas of weakness as they prepareto retake the PSSA test. After the exam,each student creates a portfolio of work todemonstrate his/her proficiency in the casethat he/she does not score proficient on theretake. This portfolio can be completed inthe second nine weeks.

2. Students who require more than thefirst semester to demonstrate proficiencywould receive greater attention and furtherdifferentiated instruction in the secondsemester. Those students who demonstrateproficiency in the first semester will not berequired to be in the course the secondsemester.

3. Eliminating the second semester of thePSSA Proficiency course would allowthose teachers to spend more timeremediating juniors who have yet to takethe PSSA as has been done in the past.Giving additional differentiated instructionto juniors who are in danger of not scoringproficient on the PSSA would reduce thenumber of students who need to retake thetest their senior year.


2. Remove spring PSSA Proficiencycourses (126 and 326) from theProgram of Studies.

Approved.Consideration should be given tocontinuing to meet student needs in theareas of math and English outside ofthis course. Data should continue to becollected and evaluated.

None


Curriculum Leader Area School Level DateBarbara Peresie Library K-12 June 1, 2010


1. Continue to update the librarycurriculum after examining the newStandards for the 21st Century Learneras published by AASL (AmericanAssociation of School Librarians) andthe new technology standards publishedby ISTE (International Society forTechnology in Education).

1. The library skills will be enhanced tobest meet the needs of the 21st centurylearner.

2. We must stay current with bestpractices in information literacy.

3. The library skills curriculum must bealigned and support the goals of thedistrict technology strategic plan.

4. The current K-12 library curriculumbenchmarks will be reviewed to make thenecessary changes to reflect newer 21stcentury information technology skills.The benchmarks should follow a logicaland cohesive progression throughout alllevels.


2. Standards for the 21st CenturyLearner in Action published byAmerican Association of SchoolLibrarians were purchased.

3. National Education TechnologyStandards for Teachers and NationalEducational Technology Standards forStudents published by InternationalSociety for Technology Education werepurchased.

4. High school librarians visited PetersTownship High School and contacted anumber of districts regarding theircurriculum.

5. Middle school librarians visitedBridget Belardi at Foster School in Mt.Lebanon.

6. Meet with elementary and middleschool principals to discuss theirexpectations and scheduling concerns.

7. Gather data from Mission Team 2(Development and Data) and MissionTeam 4 (Global, Future, Technology).

8. Plan to continue work duringcurriculum meetings, inservice days,and throughout the summer.

(Cont'd.)

Approved.This recommendation supports thegoals of the strategic plan.


Curriculum Leader Area School Level DateBarbara Peresie Library K-12 June 1, 2010


1. Cont'd. 9. Make recommendations at springcurriculum panel after identifyingchanges.

10. Enter curriculum in Rubicon Atlas.


Curriculum Leader Area School Level DateShannon Dominick Mathematics Elementary June 1, 2010


1. Pilot the latest edition of PearsonLearning/Scott Foresman-AddisonWesley enVision and Investigationsprograms at the elementary level duringthe 2010-2011 school year.

1. Scott Foresman-Addison Wesley 2001edition is currently used by third andfourth grade classrooms. Kindergarten,first and second grade use the 2004 editionof the same publisher.

2. The proposed pilot textbook series wasselected for the following reasons:

a. the series was investigated and researched for the last 2 years. It was determined that these programs most closely support features valued by our USC philosophy of elementary mathematics instruction;

b. these texts align with current Pennsylvania Mathematics Academic Standards, NCTM Principles and Standards, and USC·USC objectives;

c. the United States Department of Education published the Final Report of the National Mathematics Advisory Panel in March 2008. This comprehensive, research-based report identified numerous recommendations for expanding and enhancing excellence in mathematics programs. A blend of these series strengthens our implementation of key recommendations;

(Cont'd.)


2. Identify and select grade level teamsthat will pilot during the 2010 - 2011school year. Streams - Kindergarten Baker - First Grade Eisenhower - Fourth Grade

3. Distribute instructional andsupplemental materials provided to theDistrict by Pearson Learning toidentified grade level teams.

4. Schedule summer and school yeartraining for piloting teachers. Pearson,the Elementary Math CurriculumLeader, and other resources willprovide this training.

5. Determine new pacing needs basedupon the series, PSSA testing window,and the adopted 2010-2011 schoolcalendar for fourth grade team.

6. Develop a plan for entering nextyear's piloting student data into thecurrent OnHands system (or othermanagement system) so that minimalinformation is lost.

7. Conduct textbook evaluations basedon teacher input and studentperformance. Feedback will becollected at monthly math curriculummeetings. (Cont'd.)

Approved.The investigative and conceptualapproach to teaching math is desirableas is the coordination of this pilot withfifth grade.

Approx.$2700 formaterials.




1. Cont'd. d. key elements to be evaluated by piloting a blend of both series will be: - Inquiry-based mathematics instruction - Increased balance of content and process Standards - Strengthening of number sense and place value foundations - Enhanced algebraic instruction at earlier grades - Increased opportunity for alternative thinking and mental math strategies;

e. the USC Strategic Plan specifically outlines educational technology goals and strategies. Both math series provide diverse student and teacher instructional technology resources, which directly support several goals identified within the Strategic Plan;

f. a blend of the two programs will provide increased flexibility for teachers to differentiate and customize instruction. Using both programs will allow for an ever-changing, not static, mathematics curriculum at the elementary level.

(Cont'd.)

8. Monitor Pennsylvania's Departmentof Education agreement to participatein the Common Core State StandardsInitiatives in mathematics and how thismay impact our piloting/adoptiondecision.

9. Evaluation of pilot may produce acurriculum recommendation for thespring of 2011.




1. Cont'd. 3. The Elementary Math CurriculumCommittee and additional elementary staffreviewed the following programs andconcluded that a blend of thePearson/Scott-Forsman enVision andInvestigations programs best met thecriteria established during our explorationphase. The enVision program is the mostcurrent edition of our present mathcurriculum.

a. Math Connects, MacMillon;

b. Investigations in Numbers, Data, and Space, Pearson/Scott Foresman;

c. enVision, Pearson/Scott Foresman;

d. HSP Math, Harcourt/Houghton Mifflin;

e. Math in Focus (Amer. Singapore), Great Source/Houghton Mifflin/Harcourt;

f. Math Out of the Box, ASSET;

g. Everyday Math, Wright Group;

h. Math Trailblazers, Kendell Hunt.


Curriculum Leader Area School Level DateAndrew Lucas Mathematics Middle School June 1, 2010


1. Pilot the following text for possibleadoption for 5th grade mathematics:

a. Scott-Forsman-Addison Wesley, enVision Math. Upper Saddle River, New Jersey; Pearson, 2011.

1. Although the current textbook meetsthe USC objectives, PSSA assessmentanchors, and NCTM standards, the currenttextbook is outdated and provides veryfew resources for differentiatinginstruction or for interventions. Inaddition, it does not have a digitalcomponent. Students arriving at Boyceare accustomed to having such acomponent.

2. The department reviewed the followingtextbooks and concluded that theScott-Forsman program provides thesmoothest transition from 4th to 6th grade(we also explored the option of simplyadding the digital component, but the pricewe were given was unreasonable).

a. Holt McDougal Mathematics, Course 1. Geneva, IL; Holt McDougal, 2009.

b. Houghton Mifflin Harcourt, Math Expressions, Grade 5. Geneva, Illinois; Houghton Mifflin Harcourt, 2009.

c. Houghton Mifflin Harcourt, HSP Math, Grade 5 Collection. Geneva, Illinois; Houghton Mifflin Harcourt, 2009.

d. Scott Foresman-Addison Wesley, Investigations Grade 5. Upper Saddle River, New Jersey; Pearson, 2008.

(Cont'd.)


2. Pilot the text with two teachersduring the 2010-2011 school year. Theteachers piloting this program will usethe new technologies in the Boyceaddition to take full advantage of themany digital resources this text offers.

Approved.The investigative and conceptualapproach to teaching math is desirableas is the coordination of this pilot withthe elementary level.




1. Cont'd. 3. enVision is the most recent version ofour textbook, the objectives are the same,and the content is fairly similar; however,it includes the following improvements:

a. chapters are broken into smaller sections called “topics.” These smaller groupings make it easier to spiral back and give the teachers greater flexibility with assessments for and of learning;

b. more resources are provided for differentiation. Teachers have more options when it comes to interventions as well;

c. the Upper St. Clair Strategic Plan specifically outlines educational technology goals and strategies. The enVision math series provides diverse student and teacher instructional technology resources which directly support several goals outlined in the plan;

d. the diagnosis, test prep, and intervention tools that are included with the program are customized specifically for Pennsylvania;

e. the textbook also provides guided problem solving workbooks to foster the higher-level thinking and learning skills delineated in the goals of the Upper St. Clair Strategic Plan.

(Cont'd.)




1. Cont'd. 4. The teachers would like to pilot thesetexts to determine these improvements areworth the price of purchasing andimplementing this program in every 5thgrade class during the 2011-2012 schoolyear.




2. Update the accelerated mathqualification tests in grades 4 through 7.Update the chapter pre-tests in 6th and7th grade as well.

1. Our current placement tests have notbeen updated to match the emphasis of the5th, 6th, and 7th grade classes in quitesome time. The current tests do notprovide enough opportunities for studentsto demonstrate mastery of the topics onwhich these courses focus the most. Thedepartment would like to update theplacement tests to more accurately reflectthe curricular objectives and focus of eachclass.

2. The chapter pre-tests were createdusing Examview Pro software thatrandomizes the order of the questions.This makes it difficult to use theassessment as a tool for differentiation. Inorder to make the assessments morepractical for this purpose, the questionsneed to be regrouped according to similarmathematical concepts. In addition, someof the pre-tests need questions added toseveral of the sections so that studentshave an opportunity to demonstrate truemastery of each individual section.


2. Provide summer workshop time forteachers to review the current tests andto make the necessary changes.

3. Evaluate these assessments using theUSCSD Assessment Tools Evaluationto ensure the validity and reliability ofthese assessments. Also considerconsulting experts outside the Districtfor this same purpose.

4. Spend curriculum meeting timereviewing the changes that were madeto the pre-tests. Approved pre-testswill be placed in the District's sharedfolder for easy access.

5. The advanced Mathematics teacherand the curriculum leader will reviewthe updated placement tests. Onceapproved, these tests will be utilized fortransfer students during the 2010-2011school year and for all students at theend of the 2010-2011 school year.

Approved.Assuring that a valid instrument is usedfor this important determination iscritical.

Up to 36workshophours at

$28.70 perhour =

$1033.20


Curriculum Leader Area School Level DateAndrew Lucas and Steve Miller Mathematics Middle School June 1, 2010


3. Pilot a Cognitive Tutor Algebra Icourse for eighth grade students whohave failed to demonstrate proficiency ofbasic algebraic concepts presentedduring seventh grade Pre-Algebra.Students who do not complete theCognitive Tutor Algebra I course ineighth grade will resume the courseduring their freshman year of HighSchool. Students who demonstratemastery of Algebraic conceptsthroughout this program will thenprogress to Cognitive Tutor Geometry orGeometry I during their freshman year.This pilot will take place during the2010-2011 and 2011-2012 school years.

1. A recommendation was written in 2009to “study the need to modify instructionand delivery methods of mathematics atFort Couch Middle School.” From thisrecommendation, a committee of middleand High School teachers was formed toexplore potential adaptations to our middleschool curriculum based on student need.

2. One of the major concerns of thiscommittee was that a segment of studentsare leaving Fort Couch with only a basicunderstanding of the fundamental conceptsthat form the foundation of Algebra. Thecommittee determined that there is asignificant spectrum of abilities in thecurrent Ft. Couch classroom, ranging fromthose expected to be recommended forCognitive Tutor Algebra I when theyreach the High School, to those expectedto be recommended for Honors Geometry.Such a wide spectrum of abilities severelyimpedes the ability of the Algebra Iteachers to fully and effectively implementdifferentiated instruction.

(Cont'd.)


2. At the beginning of May 2010 (andevery year thereafter), the 7th gradeteachers will compile a list of studentswho have not mastered the algebraicconcepts presented during Pre-Algebra.Mastery will be based on performanceon both standardized and localassessments. Daily classroomperformance and teacher observationswill also be taken into consideration.

3. A letter will be sent home to parentsdetailing the implementation of theCognitive Tutor Algebra I programduring the 2010-2011 school year. Thisletter will outline the benefits ofproviding this program for their childand allowing him or her to progress attheir own pace. This letter will alsoconvey the impact that masteringAlgebraic concepts will have on theirchild's performance in High Schoolmathematics. Before the letters aresent, parents will be contacted by phoneadvising of an opportunity to learnmore about the program at an eveningpresentation facilitated by thecurriculum leader. Parents will be askedto sign a letter of consent prior to theend of the school year to have theirchild placed in this class. If the childhas an IEP, the IEP team may be calledto meet. (Cont'd.)

Approved.The department is encouraged tocontinue the study of ways to customizelearning to meet student needs.




3. Cont'd.3. After compiling a list of students whowould have been recommended forCognitive Tutor Algebra I at the end ofeighth grade during the past few years, andreviewing the quarterly data for thesestudents, it was evident that the gapbetween these students and their peersbecame progressively more significant asthe year progressed. It is very clear thatthe continuous progress of these studentshad been interrupted.

4. With Algebra Exit Exams becoming afast-approaching reality, we must ensurethat every student is able to master theobjectives of Algebra I, as outlined by thestate. Giving students who struggle withAlgebra the opportunity to take theCognitive Tutor program in eighth gradewill allow them to work at their own pace,affording them the time necessary toachieve mastery of these concepts,whether it be at the end of Middle Schoolor during their freshman year of HighSchool.

5. Cognitive Tutor will provide thesestudents with an alternate approach tolearning math. This program will allowincreased instructional time in Algebra forstudents who may not be able to masterthis course in a single year and willprovide consistent engagement throughnon-traditional as well as traditionalteaching techniques.

(Cont'd.)

4. During scheduling over the summer,the guidance counselors will placethese students into one of two afternoonCognitive Tutor Algebra classes thatwill be formed at Fort Couch. Thetraveling High School teacher willteach these courses. This teacher willalso teach the Cognitive Tutor AlgebraI course at the High School to ensureconsistency for those students who willrequire more than one year to completethe program.

5. Students will work at their own paceto master each objective of the course.If, at the end of their eighth grade year,they have completed the CognitiveTutor Algebra I program anddemonstrated mastery of Algebraicconcepts, the teacher will eitherrecommend them for Cognitive TutorGeometry or Geometry I at the HighSchool. Students who do notsuccessfully complete the course willbe placed in Cognitive Tutor Algebra Iat the High School where they willfinish the course. Students completingthe course during or after theirfreshman year will be placed in theCognitive Tutor Geometry program.

(Cont'd.)

$685 forCognitive

Tutortraining for

oneteacher.




3. Cont'd.6. Conducting a two-year pilot will allowus to determine the efficacy of the MiddleSchool Cognitive Tutor Algebra program.We will be able to assess whether or notthis program increases studentachievement in Algebra for this group ofstudents.

6. A sufficient number of licensescurrently exists from the High School'sCognitive Tutor Algebra I course tocover the number of Fort Couchstudents expected to be recommendedfor this program. This will allow us torelegate the majority of the cost of thisinitiative to the price of student text andworkbook packets.

7. Before the end of the 2011-2012school year, the math department willreview the progress of the students whoparticipated in the Cognitive Tutorclass in eighth grade during the2010-2011 school year in order todetermine the viability of this program.

$18.90 perstudent for

up to 25students +

$9.95shipping =

$482.45


Curriculum Leader Area School Level DateEllie Stoehr/Bill Rullo ESL High School June 1, 2010


1. Update the course names and gradingpractices for English as a SecondLanguage (ESL) courses at the highschool.

1. The current grading practices for ESLcourses at the high school are in need ofrevision to incorporate guidelines of theBasic Education Circular (BEC) -Educating Students with Limited EnglishProficiency (LEP) and English LanguageLearners (ELL's) issued on April 14, 2009,and distributed by the PennsylvaniaDepartment of Education (PDE).

2. The update in the grading practicescomplies with the expectations of the BECwhich indicate that students are to begraded using the same grading system asall other students.

3. The current grading practices for ESLcourses at the high school predate the: a. establishment by PDE of the Pennsylvania Language Proficiency Standards for ELL's;

b. required proficiency testing to establish the proficiency level of ELL's to determine need for instruction;

c. required annual testing to determine progress;

d. establishment of exit criteria to determine when a student is no longer in need of regularly scheduled ESL classes.

1. Depending on the assessed level of astudent's proficiency in listening,speaking, reading, and writing inEnglish, students who are in need ofESL instruction to replace English 9,10, 11, and/or 12, will take ESLEnglish 9, 10. 11, and/or 12. The ESLEnglish 9, 10, 11, and/or 12 will bescheduled for 5 days per week and willfulfill an English credit on the samebasis as English 9, 10, 11, and/or 12.

2. Students enrolled in ESL English 9,10, 11, and/or 12 can take this coursefor a grade of A-F which will beincluded in the calculation of thestudent's GPA. By specialconsideration, students may opt to takethis course on a Pass/Fail basis, inwhich case the grade for the course willnot be included in the GPA.

3. Depending on the assessed level of astudent's proficiency in listening,speaking, reading, and writing inEnglish, students who are in need ofESL support to increase their Englishproficiency in social language andacademic content areas will be enrolledin a course in ESL Strategies until theymeet the exit criteria. This course willfulfill an elective credit on the basisdescribed below: a. a student is enrolled in an ESL Strategies course for 1 day per week, no credit is earned; (Cont'd.)

Approved.Coordination between the ESLinstructor and the English department isof the utmost importance in assuringeffective English instruction for thispopulation of students.

No cost


Curriculum Leader Area School Level DateEllie Stoehr/Bill Rullo ESL High School June 1, 2010


1. Contd. 4. The options for credit and gradingdescribed in the implementation steps areavailable for other courses at the highschool on an as needed basis.

b. a student is enrolled in an ESL Strategies course for 2 or 3 days per week, the student earns .5 credits per semester;

c. a student is enrolled in an ESL Strategies course for 4 or 5 days per week, the student earns 1 credit per semester.

4. Students enrolled in ESL Strategiescan take this course for a grade of A-Fwhich will be included in thecalculation of the student's GPA. Byspecial consideration, students may optto take this course on a Pass/Fail basis,in which case the grade for the coursewill not be included in the GPA.

5. This change in grading practice andinclusion in the GPA will begin withthe 2010 - 2011 school year.

6. Update the high school Programof Studies to include the ESL Programand reflect these changes.

7. Enhance coordination between theESL teacher and high school Englishteachers to discuss course objectivesand teaching strategies.


Curriculum Leader Area School Level DateBarbara Williams Elementary Science Elementary (k-4) June 1, 2010


1. Continue to pilot the science module“Motion and Design” at the fourth gradelevel to explore force and motionconcepts reflected as essential conceptuallearning designated in the K-2 and 3-4grade bands of the PennsylvaniaDepartment of Education StandardsAligned System.

1. The Newtonian Laws of Motion aretargeted on the PSSA as Big Ideas inscience for exploration in grades K-4.

2. We currently teach “Balancing andWeighing” in second grade which has afoundational component of force andmotion as it relates to the fulcrum.

3. The SAS (Standards Aligned System),which expands the understanding ofteachers regarding the connection betweenthe anchors and the PA Standards,identifies force and motion asdevelopmentally appropriate andfoundationally necessary at the elementarylevel for eventual K-12 articulation in tophysics.

4. There is a growing concern with the“Animal Studies” unit with regard to livespecimen viability due to variation inbuilding temperatures. The “Motion andDesign” unit could replace this moduleupon gathering favorable data from theTerra Nova and the PSSA results onperformance in life science.


2. ASSET provided module trainingfor the pilot teachers and would provideprofessional development for theremaining staff at fourth grade. Cost forthis is covered by our current ASSETmembership level.

3. Pilot teachers reported depth ofcontent and age appropriateness ofinvestigations and vocabulary.

4. Examine PSSA and Terra Nova datafor evidence of life science proficiencyin 2010 and 2011 to support curriculumchange to “Motion and Design”.

5. Adjust Science budget and moduleorder to reflect curriculum change for2011-2012 school year.

6. Schedule remaining fourth gradestaff for professional development inuse of module.

Approved.The alignment and consideration ofSAS is a great approach in thisdecision-making process.

Therewould be a

costsavings tothe districtof $1430

because ofthe price

differentialbetween thetwo science

modules.This couldbe reflected

in thescience

budget for2011-2012.




2. Develop locally designed summativeassessment for first grade science units: -New Plants -Organisms

1. Locally designed assessments arenecessary to align district and curriculumwork with PA State Standards,Assessment Anchors and SAS to insurestudent proficiency.

2. These science units are part of corecurriculum instruction in all elementarybuildings.

3. District assessment professionaldevelopment provides support forembedded formative and summativeassessment opportunities within eachscience module.

4. Research based backwards designmodel will be used (i.e. UbD Wiggins andMcTighe) to create unit assessments.


2. Provide summer workshoptime/curriculum meeting time for up to4 teachers for each unit to examineexisting assessments for rigor andrelevance of content.

3. Develop unit assessment using validand reliable question stems to supportPSSA and research based best practiceassessment design strategies.

4. Present final assessment to firstgrade staff at September curriculummeeting.

5. Gather feedback using USCAssessment tool after grade levelimplementation to inform if revision isnecessary.

Approved.Up to$2066.40




3. Develop locally designed summativeassessment for third grade science units: -Chemical Tests -Rocks and Minerals

1. Locally designed assessments arenecessary to align district and curriculumwork with PA State Standards,Assessment Anchors and SAS to insurestudent proficiency.

2. These science units are part of corecurriculum instruction in all elementarybuildings.

3. District assessment professionaldevelopment provides support forembedded formative and summativeassessment opportunities within eachscience module.

4. Research based backwards designmodel will be used (i.e. UbD Wiggins andMcTighe) to create unit assessments.


2. Provide summer workshoptime/curriculum meeting time for up to4 teachers for each unit to examineexisting assessments for rigor andrelevance of content.

3. Develop unit assessment using validand reliable question stems to supportPSSA and research based best practiceassessment design strategies.

4. Present final assessment to firstgrade staff at September curriculummeeting.

5. Gather feedback using USCAssessment tool after grade levelimplementation to inform if revision isnecessary.

Approved.Up to$2066.40


Curriculum Leader Area School Level DateRebecca Smith Social Studies Elementary (K - 4) June 1, 2010


1. Develop a common local assessmentfor the Geography, Cultural Geography,and History Unit on Pittsburgh at thethird grade level.

1. The Pittsburgh Unit at the third gradelevel was recently revised during thesummer of 2009 to ensure up-to-date,developmentally appropriate social studiesmaterials and lessons. Efforts were madeto ensure that students are activeparticipants and inquirers within theirlearning into how their past has an effectupon their present and future historicallyand geographically. Infusion oftechnology tools including Google Earth,Blended Schools, Kidspiration, andstreaming video resources wereincorporated into the unit.

2. This newly updated and revisedcurriculum unit was piloted at the thirdgrade level during the 2009-2010 schoolyear and feedback from the third gradelevel team was obtained regarding itseffectiveness, appropriateness, andpracticality.

3. A common, locally developedassessment tool for this curriculum unitwill ensure accountability and consistencyof instruction across all three elementarybuildings and support standardmeasurements of student progress in socialstudies.

(Cont’d.)


2. Provide in-service, workshop,and/or curriculum time necessary tosupport the recommendation.

3. Convene a representative group ofthird grade teachers to examineessential learnings and review researchon assessment methods, assessmentdesign, and assessment quality in orderto plan and develop the common localassessment.

4. With this representative group ofteachers, critique the assessment forquality items and to determine if itmatches the assessment plan.

5. Distribute the assessment to all thirdgrade teachers during fall, 2010 andreview procedures for administering theassessment. Have teachers administerthe assessment during the 2010-2011school year, watching for problemsstudents have during the assessmentsessions and collecting data onproblems students are having and othercorrections needed.

6. Review and organize data collectedfrom test administration and revise theassessment accordingly for futureadministrations.

Approved.

SummerWorkshopTime for 3teachers at$28.70 perhour for 2

days =$1,033.20




1. Cont’d. 4. Investing time in this assessmentdevelopment will enable teachers toexamine each instructional lesson foressential learnings and make revisionsneeded based on research from Wigginsand McTighe around balanced assessmentdesign and teacher feedback from the pilotimplementation. This will also ensure amatch between learning targets andassessment items.

5. Participating in this assessmentdevelopment will give teachers anopportunity to apply the knowledge gainedfrom the Assessment of and for LearningTraining provided by the school districtaround methods of assessment, assessmentdesign, and assessment quality usinginformation from the Northwest RegionalEducational Laboratory and AssessmentTraining Institute directed by RickStiggins.




2. Revise and update the Grade 3History and Civics & Government Unitentitled, “American Government” inorder to: provide self-contained, updated,technology rich materials, ensure thatinstruction is developmentallyappropriate, allow students to be activeparticipants in learning about the purposeand function of the United Statesgovernment and encourage students to beinquirers into how their past has an effectupon their present and future.

1. The social studies discipline isconstantly changing due to ever changingevents in our city, state, country, andworld. There are many resourcefulmaterials available to involve students inactive inquiry into current and historicalaspects of American Government, and it isan instructional necessity to provideinstruction to students with the most up todate, technology rich materials.

2. Revising and updating this unitsupports the goals of the District StrategicPlan. Specifically, it will foster thinkingand learning among our students byproviding a curriculum that sets highexpectations appropriate to the child andby helping to develop critical thinkingskills, character, and respect forthemselves and others.

3. We have a responsibility to providecivic education to our students, includingwhat it means to be a good citizen andhow to participate in our government in adevelopmentally appropriate manner.Current, effective instructional materialsare needed in order to implement thisinstruction.

4. Self contained resources and materialsare instructionally necessary for pacingand support depth of exploration ofconcepts within this unit.

(Cont’d.)



3. Convene a representative group ofthird grade teachers to review updatedinstructional framework of PAstandards and USC objectives in orderto revise and update lessons to includeessential questions, enduring learnings,lesson activities, supporting literature &materials, and assessment for learningopportunities.

4. Incorporate up-to-date resources andtechnology into the unit.

5. Distribute updated unit to gradelevel teachers for pilot implementationduring the 2010-2011 school year.

6. Meet with grade level team to obtainfeedback on pilot implementation inspring, 2011.

7. Determine next steps and revisionsneeded for the unit, based on teacherfeedback and student response tolessons.

8. Complete recommended revisions asa result of this process.

(Cont’d.)

Approved.The integrative approach for these unitsof study is a commendable approachand will provide a model that couldpotentially be replicated.


days =$1,549.80

Cost ofupdated

materialsfor unit:$500.00




2. Cont’d. 5. Research on effective 21st Centurysocial studies curriculum presented byHeidi Hayes Jacobs in her book,Curriculum 21: Essential Education fora Changing World, outlines that anintroduction to our nation’s story shouldbegin in the upper elementary grades andexamine our roots and their relationship topresent day realities. She also advocatesstudying varying perspectives on the pastand asking critical questions.

6. Examination and study of this unit wasbegun during the 2009-2010 school year.PA standards were examined through theuse of the Standards Aligned Systemwebsite, www.pdesas.org, and thesestandards were cross referenced with USCobjectives to determine areas whererevising and updating needed to occur. Anupdated framework for instruction wasdeveloped. The preliminary work forrevising and developing updated lessonplans has been completed, and work onrevising and updating lesson plans andenduring learnings is ready to begin.

7. Examination of this unit is the first steptoward developing a common localassessment tool for this unit, which willensure accountability and consistency ofinstruction across all three elementarybuildings and support standardmeasurements of student progress in socialstudies.

9. Continue to examine common corestandards to determine further revisionsneeded within the unit.




3. Restructure, revise and update thesocial studies units at the fourth gradelevel in order to: provide self contained,updated, technology rich materials,ensure that instruction isdevelopmentally appropriate, andencourage students to compare andcontrast the government, history,geography, and cultural geography of thestate of Pennsylvania to other areas ofthe United States, Canada, and Mexico.

1. Currently, instruction in thePennsylvania, Canada, and Mexico Unitstakes place in an isolated manner, asstudents study the geography, culturalgeography, government, history, andeconomics of these areas separately. Anintegrated approach which encouragesstudents to compare and contrast theseareas in their study and supports anongoing view of global connections isneeded.

2. Research on effective 21st Centurysocial studies curriculum presented byHeidi Hayes Jacobs in her book,Curriculum 21: Essential Education fora Changing World outlines that specificstate history study should be focused onthe state's role in the larger Americanhistory narrative and similarities anddifferences to other areas of the UnitedStates. She also outlines in her book thatcurricular practices need to keep anongoing view of global connections andrelationships as a constant in both localand national history and that social studiesshould be taught in an integratedapproach.

3. Revising and updating these unitssupports the goals of the District StrategicPlan. Specifically, it will challengestudents to contribute and succeed in anincreasingly inter-connected world byproviding students with opportunities tostimulate and expand their globalawareness and understanding. (Cont’d.)



3. Convene a representative group offourth grade teachers, including theteachers who have participated in thecore unit study from the 2009-2010school year, to review the updatedinstructional framework of PAstandards and USC objectives in orderto revise and update lessons to includeessential questions, enduring learnings,lesson activities, supporting literature &materials, and assessment for learningopportunities.

4. Incorporate up-to-date resources andtechnology into the units.

5. Examine essential learnings andreview research on assessmentmethods, assessment design, andassessment quality in order to plan anddevelop a common local assessment forone of the units.

6. Critique the assessment for qualityitems and to determine if it matches theassessment plan.

(Cont’d.)

Approved.The approach to this study is thoroughand strong and will assure the bestlearning experiences for the students.


days =$2066.40




3. Cont’d. 4. Brain research shows that learninghappens more effectively whencause/effect and compare/contrastrelationships are studied when learning anew topic.

5. The Heinz History Center teaches thathistory is taught more effectively usingmultiple perspectives and points of viewwhen considering events.

6. PA standards are dictating thatinstruction happens within a local to moreglobal progression because society and theworld are operating on a more globalframework. What happens in one area orcountry has effects on what is happeningin another area of the country or world.Events are connected and conflicts andcooperation between different groupsthroughout history must be examined.

7. Examination of these units has begunduring the 2009-2010 school year. PAstandards were examined through the useof the Standards Aligned System website,www.pdesas.org. These standards werecross referenced with USC objectives todetermine areas where revising andupdating needed to occur. An updatedframework for instruction was developedfocusing on History, Government, andGeography.

(Cont’d.)

7. Distribute updated units to gradelevel teachers for pilot implementationduring the 2010-2011 school year.Distribute the assessment to all fourthgrade teachers during fall, 2010 andreview procedures for administering theassessment. Have teachers administerthe assessment during the 2010-2011school year, watching for problemsstudents have during the assessmentsessions and collecting data onproblems students are having and othercorrections needed.

8. Meet with grade level team to obtainfeedback on pilot implementation inspring, 2011.

9. Determine next steps and revisionsneeded for the units, based on teacherfeedback and student response tolessons.

10. Complete recommended revisionsas a result of this process. Continue toexamine common core standards todetermine further revisions needed.




3. Cont’d.8. A representative group of fourth gradeteachers determined that within the areasof History, Government, and Geography,the new framework would focus oncomparing and contrasting Pennsylvaniato other areas of the United States and toCanada and Mexico. This reflects theresearch and work presented by HeidiHayes Jacobs around social studies for the21st Century curriculum. The preliminarywork for revising and developing updatedlesson plans has been completed, andwork on revising and updating lessonplans and enduring learnings is ready tobegin.

9. Examination of this unit is the first steptoward developing a common localassessment tool for this unit, which willensure accountability and consistency ofinstruction across all three elementarybuildings and support standardmeasurements of student progress in socialstudies.




4. Study the geography and economicsunits at the second grade level in order todetermine the following: gaps inlearning based on PA standards and USCobjectives identified at grades 1 and 3,overlaps in learning and USC objectiveswith grades 1 and 3, and areas wheregeography and economics can beintegrated into the study of the units onJapan and/or Pioneer Times/Local USCHistory.

1. Research on effective 21st Centurysocial studies curriculum presented byHeidi Hayes Jacobs in her book,Curriculum 21: Essential Education fora Changing World outlines areas forexamination of social studies curriculum,including teaching geography as anintegrated approach continuously woveninto the academic year and injectinggeography into the broader social studiescurriculum using a full range of maps.

2. This book also outlines that curricularpractices need to keep an ongoing view ofglobal connections and relationships as aconstant in both local and national historyand that social studies skills should betaught in an integrated approach.

3. This curriculum recommendationsupports the goals of the District StrategicPlan. Specifically, studying these unitswill help to foster thinking and learningand challenge students to contribute andsucceed in an increasingly inter-connectedworld.

4. Teacher feedback has indicated thatoverlapping skills with grades 1 and 3 arebeing taught within both of these units andthat there are more efficient strategies forteaching these skills within an integratedfashion within the time allotments givenfor social studies instruction.

(Cont’d.)


2. Convene a representative group ofsecond grade teachers to review PAstandards related to geography andeconomics at the second grade leveland to analyze USC objectives todetermine gaps in learning betweengrades 1 and 3 and overlaps that existwith grades 1 and 3.

3. Determine possibility and depth ofintegration of geography andeconomics into the second grade unitson Japan and Pioneers/Local USCHistory, through examination of thelesson objectives within these twounits.

4. Develop an instructional frameworkof PA standards, USC objectives,enduring learnings, and essential lessonobjectives for use in guidance at thesecond grade level in how to teachgeography and economics within andoutside of the units on Japan andPioneers/Local USC History.

5. Review and revise unit lessons inorder to ensure up-to-date, active,technology rich, developmentallyappropriate instruction and inquirybased involvement of students whichutilizes essential questions andassessment for learning activities withinlesson outlines.

(Cont’d.)

Approved.


days =$1,033.20




4. Cont’d. 5. Examination of these units is the firststep toward updating lessons to includeessential questions, enduring learnings,technology rich lesson activities,supporting literature & materials, andassessment for learning opportunities.

6. Examination of these units is the firststep toward developing a common localassessment tool, which will ensureaccountability and consistency ofinstruction across all three elementarybuildings and support standardmeasurements of student progress in socialstudies.

6. Review newly developedinstructional framework and revisedlessons with second grade team andobtain feedback on frameworkdeveloped and lesson revisions.

7. Determine next steps and furtherrevisions needed based on teacherfeedback and results of this process.Continue this examination and revisionthroughout the 2010-2011 school year.Revise common, locally developedPioneer assessment as needed to reflectthis revision. Plan for development ofaccompanying common, locallydeveloped assessments for other unitsbased on this revision process.


Curriculum Leader Area School Level DateSteve Levine Social Studies Middle School June 1, 2010


1. Develop new strategies and researchmaterials for assisting the process ofteaching content area reading in thesocial studies.

1. Teacher in 5th grade find the currentsocial studies resources available do notmeet the needs of all 5th grade students.

2. Good practice requires that all teachersteach students how to read and how tolearn while reading. It is necessary to findvaried social studies materials to allow forcontinued reading development andincreased social studies content.

3. Many of the current 5th level socialstudies resources are in poor condition andout of date.

4. Newer material/resources will make iteasier for the teachers to differentiateinstruction and better meet the needs of allstudents.


2. Continue the pilot of the 5th gradesupplemental textbook The UnitedStates (ISBN#0-328-23958-5) duringthe 2010-2011 school year.

3. Investigate online resources tosupplement the current curricularresources.

Approved.Focusing on reading instruction in thecontent areas is an important practice.


Curriculum Leader Area School Level DateSteve Levine Social Studies Middle School June 1, 2010


2. Revise the administration andconstruction of 5th and 6th gradepost-tests to better meet the needs ofstudents.

1. Currently teachers are required toadminister a quarterly post-test.

2. Many of the 5th and 6th grade units donot easily fit into the nine weeks format. Inorder to facilitate the move towardsquarterly tests, it was necessary tocombine units. For example, at 6th grade,the units of Greece and Rome are taughtseparately in order to fit with the practiceof quarterly testing.

3. Best assessment practices for youngerstudents suggests it is better to assess insmaller chunks closer to the actualinstruction. Reorganizing the tests willallow this to happen.

4. Altering the testing structure willensure higher level thinking skills areaccurately assessed.


2. Allow for summer work time tocreate/adapt tests.

3. Utilize the District's assessmenttraining related to creating summativeassessments (PADCAR).

Approved.


Curriculum Leader Area School Level DateDouglas Kirchner Social Studies High School June 1, 2010


1. Conduct a study of new resources(possible textbooks, alternativeresources) to replace the current HonorsGeography textbook.

1. The current text, Geography Peopleand Places in a Changing World, is 14years old and does not reflect the recentpolitical changes that have occurredthroughout various regions of the world.

2. New resources would include the 5themes of Geography: location, place,human environment/interaction,movement, and region in a more cohesivemanner.

3. New resources would be current,comprehensive and include content fromall areas of Social Studies: economic,political, and cultural.

4. Use of a new textbook with onlineresources would decrease the amount ofpaper used in packets and handouts, asmany materials can be found in onesource.

5. The use of new resources would aid inteaching technology skills that are crucialto learning beyond the Social Studies.

6. The recommendation directly connectsto goals 3 and 4 of the District's strategicplan.


2. Selected teachers will examineavailable texts and resources in thesummer in order to evaluate theireffectiveness and possibilities forpurchase.

3. Provide summer workshop hoursneeded to support this recommendation.

4. Present the selectedtextbook/resources for Fast Trackrecommendation in the fall of 2010.

Approved.It is requested that the review ofmaterials include a substantialinvestigation of alternative resourcesbeyond just a textbook.

Up to 12hours of

flex time x2 teachers

= 24 and upto 12

workshophours x 2teachers =

24 hours @$28.70hour =

$688.80


Curriculum Leader Area School Level DateColleen Czekaj/Amy Pfender Special Education All Levels June 1, 2010


1. Pilot a new web-based visuallanguage software, VizZle by MonarchTeaching Technologies, for specialeducation students.

1. The Monarch School for Children withAutism offers specialized and recenteducational approaches to students withautism. Research conducted in theclassrooms assisted in the development ofVizZle.

2. With the identification of students inthe autism spectrum increasing in thedistrict, this program provides a visuallanguage approach to delivering content inan engaging and meaningful way.

3. VizZle provides opportunity for moreself-directed learning and achievementthrough the use of technology for studentsdiagnosed with various ranges of needsand disabilities.

4. The presentation of material can easilybe connected to the alternate assessmentfor students (PASA).

5. VizZle can be linked to state standardsor individualized education plan goals inorder to record results of activities to bereported to provide data driven decisionmaking in the classroom.

6. Uses environmental visuals to extendprior knowledge, experiences, andcommunication skills.

(Cont'd.)


2. Pilot during the 2010-2011 schoolyear to determine successfulness,practicality, and further implementationof program with 1 teacher at each of thefollowing buildings: a. Eisenhower b. Boyce c. Fort Couch

3. Training is offered by MonarchTeaching Technologies throughwebinars that are free of charge.

4. Three teachers will participate in a 1day summer workshop training session.

Approved.

3 licenses(2 for 3)

$940

3 teachersfor 6 hours@ $28.70per hour =$516.60


Curriculum Leader Area School Level DateColleen Czekaj/Amy Pfender Special Education All Levels June 1, 2010


1. Cont'd. 7. Two teachers and a department chairparticipated in a free trial offering of theprogram and found VizZle to be a qualityeducational product

8. Training is offered by MonarchTeaching Technologies through freewebinars.


Curriculum Leader Area School Level DateRay Berrott & Claire Miller Technology Elementary and Middle School June 1, 2010


3. Restructure and pilot KeyboardingInstruction via the “Type to Learn”computer program in grades 3 - 6.

1. Keyboarding provides the basis forstudents to work within the technologicalframework of the 21st century.

2. Research shows that keyboardingshould be taught to students at an earlyage, before bad habits form.

3. Keyboarding and word processingskills facilitate development in writing,spelling, and grammar.

4. Teachers use keyboarding to helpstudents to improve writtencommunication skills and to use writingactivities, improving thinking.

5. Student success in authentic curricularassignments is maximized, whenkeyboarding skills are developed.

6. Teachers across the district haveidentified a need for students to have asystemic development of keyboardingskills.

7. The recommendation reinforces goalsoutlined in the Strategic Plan, supportstechnology standards as delineated byISTE / NETS, and aides in building 21stcentury students.


2. Identify teachers across grades 3 - 6,who will use Keyboarding as theirProfessional Development project,working together with their colleaguesin the pilot to discuss best practices andcompare implementation strategies.

3. Provide workshop time to study the“Type To Learn” program and todevelop lessons, activities, and abalanced approach to instruction, thatincludes demonstration, practice andassessment. This team will establishkeyboarding competencies for students,along with means of assessing studentprogress.

4. Meet with curriculum leaders todiscuss instructional applications andestablish links, making “Type to Learn”a cross-curricular instructional tool.

5. Convene the pilot group mid-year inorder to assess student progress andprepare a curriculum recommendationfor the 2011 - 2012 school year.

6. Explore ways to expand availabilityof the program beyond the scope of theschool day.

Approved.

2 workshopdays x 4

teachers =$688.80

1 sub day x4 teachers= $360.00


Curriculum Leader Area School Level DateRaymond Berrott / Claire Miller Technology K - 12 K - 12 June 1, 2010


1. Redesign the K - 12 technologycurriculum framework, which can besystematically updated in response toemerging technologies and evolvingstudent competencies.

1. Technology curriculum needs to beredesigned in order to address therelationship between evolving technologytools and student learning.

2. An updated written curriculum isneeded in order to: a. teach, practice, and assess the acquisition of the International Society for Technology in Education (ISTE) and the National Educational Technology Standards (NETS) technology standards for all students;

b. assure technology experiences are imbedded within cross-curricular activities to enhance student learning.

3. A written curriculum will serve as aguide for the purchase of new andreplacement equipment for the planningand delivery of professional developmentand for the instructional integration of allelements of technology into theclassrooms.

4. An articulated K - 12 curriculum willassure consistent technology skills andexperiences for all students.

5. A written curriculum map will be madeaccessible to all staff members, makingtechnology applications transparent invarious content areas and in the links forlearning opportunities for all students.


2. Research recommendations fromISTE / NETS for inclusion within the K- 12 Technology Curriculum.

3. Study models for providinginstructional technology leadership,including staffing models, as well asclassroom coaching models.

4. Research and gather samples of besttechnology practices, as well astechnology curricula from other schooldistricts.

5. Use a survey tool to assess thecurrent status of the use of instructionaltechnology.

6. Create a curriculum map, reflectingcurrent practices in the areas oftechnology skills into a K - 12 matrix inorder to align current programming. Bydefinition, all staff would have accessto this map.

7. Plan for the creation of new courseofferings for the 2011 - 2012 schoolyear.

8. Plan for professional developmentneeds to achieve the curriculum targetsfor the 2011 - 2012 school year.

(Cont’d.)

Approved.Accounting for the concept that thiscurriculum will need to be continuallyevolving is an important factor in thisrecommendation.

Summerworkshop

time for theTechnology

MissionTeam, K -

12 (10TEACHER

S X 5DAYS X

$28.70 /HR=

$8,610.00 )Sub pay for

quarterlywork days

for theTechnology

MissionTeam. (10

TEACHERS X $90.00

/ DAY =$900.00 )

Travelexpenses

forvisitations

to otherschools.


Curriculum Leader Area School Level DateRaymond Berrott / Claire Miller Technology K - 12 K - 12 June 1, 2010


1. Cont’d.6. This recommendation reinforces goals,as outlined in the USC Strategic Plan andthe Middle States Plan.

9. Meet quarterly to revise and edit thiscurriculum map during the 2010 - 2011school year.

10. Meet bi-annually to revise thescope and sequence of technologyskills, as students' skills progress ornew technology experiences areintroduced.


Curriculum Leader Area School Level DateRay Berrott & Claire Miller Technology Elementary June 1, 2010


2. Pilot the use of Blended Schools toprovide customized learningopportunities for students in theelementary gifted program (SWEP II).

1. By customizing learning opportunities,Blended Schools will assist classroomteachers in collaboration with theEnrichment teachers, in the extension ofinstructional opportunities designed tomeet the needs of higher level learnersregardless of setting or time.

2. In order to assist with pullout giftedtime, it would be prudent to developalternative instructional delivery models inorder to accommodate both student andteacher schedules.

3. Using technology in order to enhanceinstruction aligns with the cultivation of21st Century skills.

4. It is a goal of the SWEP II program toenhance student independence andmotivation for learning. Technology is alogical vehicle to accomplish this goal.

5. The use of Blended Schools allows foraccess to educational resources, regardlessof place or time.

6. Using Blended Schools with a smallgroup of students will serve as a model forits potential application in working withother groups.


2. Identify a classroom teacher to workin conjunction with the SWEP teacher,as a pilot team in each elementarybuilding.

3. Meet and develop sequence andactivities for use on Blended Schools,using summer workshop time.

4. Implement SWEP II BlendedSchools offerings with an identifiedstudent population, fall 2010.

5. Provide pilot teachers withadditional opportunities for training,consultation, and refinement ofofferings, for up to 2 days, during the2010 - 2011 school year.

6. Gather data on program efficacy todetermine future planning.

7. Make future programrecommendations for the 2011 - 2012school year, as appropriate

Approved.

2 sub daysfor six

teachers($90.00

DAY x 6teachers x 2

days =$1,080.00)1 workshop

day forthree

teacher (3 x6 HRS x$28.70 /

HR =$516.60)


Curriculum Leader Area School Level DateDeanna Baird World Lang./Cross-Curr. K-12 June 1, 2010


1. Develop a plan/proposal to increasestudent and staff global knowledge,skills, and perspectives.

1. Developing global competence instudents is part of the District's strategicplan and the District's mission statement.

2. This supports the State's developmentof global competencies as promoted by theGovernor's International EducationAdvisory Council.

3. 21st Century skills include a focus onreal-world international skills. To succeedand to lead in the future, our students willneed to connect, collaborate, and competewith the global community. Many of thenecessary skills for cross-cultural successare currently not explicitly taught in depth.

4. The District has a skeletal structure thatallows some students to experience andlearn international skills. This structurecould be utilized in helping the district tobecome a leader in global education.These opportunities need to be expandedto all students and the process must bedone in an organized and systematic waywith input from all levels.


2. Form a K-12 cross-disciplinary staffcommittee to provide the followingnecessary input for the strategic plan: a. define global competence and determine skills necessary for USC students;

b. determine current strengths and weaknesses K-12;

c. audit course content regarding global knowledge;

d. research the global components that leading districts offer;

e. research methods of infusing global content into existing curricula.

3. Research methodology/curricula andrecommend in-service training for totalstaff.

4. Send key staff to conferencesfocused on international education.

(Cont'd.)

Approved.

$900.00(subs)

$1500.00(conf)Act 48hours


Curriculum Leader Area School Level DateDeanna Baird World Lang./Cross-Curr. K-12 June 1, 2010


1. Cont'd. 5. Connect with IB teachers,international students, and other staffimplementing global activities. IBteachers have been trained to teach withan international outlook within the IBinstructional framework. Theirknowledge in this area, as well asothers, can help in this process.

6. Recommend possible pilots, newpolicies, new courses, and/oradaptations of existing courses.

7. Share results with administrationduring 2010-2011 school year.

8. Offer summer in-service trainingduring the 2011-2012 summer andschool year to begin pilots and/or toinfuse curricula with global content.


Curriculum Leader Area School Level DateDeanna Baird World Language Middle Schools June 1, 2010


2. Connect with another disciplineand/or team in order to collaborate acrossdisciplines and also to increase globalcontent in the curriculum.

1. Connecting with other disciplines is atthe heart of the middle school philosophy.This allows more teachers to be able toreinforce information being taught acrossdisciplines.

2. This concept also supports the globalconnections components of the District'sstrategic plan and the District's missionstatement. Working together will fosterincreased knowledge of both curriculargroups.


2. Determine commonalties in thecurriculum and partner with a team thatteaches those commonalties.

3. Develop a unit for each middleschool during summer in-service timeand pilot each unit in the 2010-2011school year.

4. Evaluate the effectiveness of eachunit, incorporate them into thecurriculum if appropriate, and consideradditional units.

Approved.Act 48hours


Curriculum Leader Area School Level DateDeanna Baird World Langauge Middle Schools June 1, 2010


3. Adopt the textbook Deutsch Aktuelllevel one, publisher EMC for Grades 5-8German, purchasing a classroom set foreach building.

1. The cultural information and visualimages in the current text are based on anera shortly after re-unification in the early90's.

2. The current text Komm Mit adopted in1996, is physically worn. New booksneed to be bought so it is wise to updatethe current text with a more recent one.

3. Teachers have researched various textsand found the series Deutsch Aktuell to bethe best match for our proficiency-basedcurriculum and the District's focus on theincorporation of technology.

4. The current text technology focuses onthe use of CDs that must be purchased.Deutsch Aktuell offers more websites withinformation that can be updated and morestudent activities that focus on technology.

5. In addition to the culture andtechnology components, the new textseries offers grammar explanations whichwill better assist students, and it alsoincludes more authentic text.


2. Budget monies for text.

3. Purchase a classroom set of texts foreach middle school building forSeptember 2010.

4. Revise the curriculum byincorporating the newer culture,technology, and grammar componentsduring a summer workshop.

Approved.

Purchase of80

textbooks$5979.60

SummerWorkshop

Days (3people, 3days, 6hours) -

$1549.80


Curriculum Leader Area School Level DateDeanna Baird World Language Elementary June 1, 2010


4. Research and incorporate moretechnology into the FLES curriculum.

1. This supports the District's strategicplan for learning with technology.

2. The elementary Spanish program isbased on teacher-constructed materialsinstead of textbooks. Virtual learningopportunities for students will allowteachers to be able to continue tostrengthen and expand the curriculum.

3. Internet links related to theSpanish-speaking world will strengthennot only student knowledge of Spanish,but also their knowledge of and exposureto the Hispanic cultures.

4. Use of appropriate websites and linkswill facilitate interdisciplinary learningsince students/teachers can easily connectto foreign zoos, art museums, weatherreports, music, maps, etc. thus reinforcingother content areas in Spanish class.

5. Teacher pages can be expanded withactivities that students can access fromhome to build their skills.

6. The use of Activote technologyincreases student interaction with thelesson and retention of the material taught.


2. Provide in-service time (Act 48hours) to design activities necessary forthe incorporation of the describedcomponents.

3. Share information on current FLteacher pages and links in current unitswith all FLES teachers.

4. Research websites and determineadditional links to facilitate curriculartopics.

5. Determine appropriate links forteacher pages.

6. Design activities that can beenhanced with Activote technology.

7. Provide in-service time toincorporate curricular activities usingtechnology.

Approved.

APPENDIX A

7th Grade Objectives

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter READING: Short Story Plot Line Cause & Effect Irony Context Clues WRITING: Plot Line Chronological Order GRAMMAR: Dialogue Mechanics Subject-Verb Agreement Nouns Pronouns Prepositional Phrases Complete Sentences Compound Sentences

READING: Inferences Theme Characterization Point of View WRITING: Character Sketch Topic Sentence GRAMMAR: Punctuation Capitalization Verb Phrases & Forms Tense Consistency Adjectives & Adverbs

READING: Compare & Contrast Fact & Opinion Drawing Conclusions Purpose for Reading WRITING: Compare & Contrast Persuasive Writing GRAMMAR: Sentence Combining Modifiers (Dangling & Misplaced)

READING: Directions Poetry WRITING: Writing Clear Directions Writing Poetry GRAMMAR: Simple & Complete Subject Simple & Complete Verb Subject-Verb Agreement Adjectives & Adverbs Plurals Capitalization Punctuation

APPENDIX A

8th Grade Objectives

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter READING: Plot Line Conflict Short Story Patterns of Organization WRITING: Topic Sentences Narrative Paragraph Autobiography GRAMMAR: Sentence Structure Nouns Pronouns Verbs Subject & Predicate Subject-Verb Agreement Conjunctions Sentences & Fragments Capitalization

READING: Plot Review Inferences Drawing Conclusions Theme Setting Mood Characterization Point of View WRITING: Multi-paragraph Expository Paragraphs GRAMMAR: Punctuation Commas Adjectives Adverbs Prepositions Indefinite Pronouns

READING: Techniques of Persuasion WRITING: Research Skills Outlines Editorials GRAMMAR: Sentence Combining Punctuating Sentences Modifiers (Dangling & Misplaced) Fragments Run-on Sentences Colons & Semicolons

READING: Poetry WRITING: Write original poems GRAMMAR: Parallel Structure Tense Consistency Review Modifiers Review Punctuation Review Sentences

PERSONNEL LISTINGS June 28, 2010

(Pending Receipt of Paperwork) Administrative Staff - Election James Lersch, Director of Human Resources effective 8-1-10 Professional Staff – Retirements Gloria Christofano, Boyce, Music effective 5-4-10 Theresa Serniak, High School, Mathematics effective the last day of teacher responsibility for the 2009-2010 school year Professional Staff – Resignations Abdelkader Khila, High School, French effective 6-21-10 Professional Staff – Elections Erin Giegerich, High School, Special Education (Long-Term Substitute for D. Freedman for the 2010-2011 school year) effective 8-31-10 Timothy Hartnett, High School, Biology (Temporary Professional Employee) effective 8-31-10 Sarah Klingler, High School, English (Temporary Professional Employee) effective 8-31-10 Megan Myron, Boyce, Elementary (Long-Term Substitute for B. Williams for the 2010-2011 school year) effective 8-31-10 Sean O’Rourke, High School, English (Temporary Professional Employee) effective 8-31-10 Kelly Turner, High School, English (Long-Term Substitute for E. Robbibaro for the 2010-2011 school year) effective 8-25-10 Professional Staff - Leave of Absence Alexandra Runyard – Streams, Elementary, Unpaid Personal Leave effective 2010-2011 school year Robert Sully, Boyce, Elementary, Military Leave change leave dates FROM 5-18-10 through 6-21-10 TO 5-19-10 through 6-21-10 Classified Staff - Change of Status Kimberly Sullivan FROM Part-Time Nutrition Center Worker TO High School Cook effective 8-3-10 Jeffrey Yochum FROM (.5) Boyce, Custodian TO (1.0) Boyce, Custodian effective 7-1-10 Marilyn Cimarolli, High School Cook change retirement date FROM 6-15-10 TO 6-16-10 Sharon Mackowick FROM High School Teacher Aide (Special Education) TO High School Teacher Aide (English Department) effective 8-31-10 Classified Staff – Leave of Absence Dana Knight – High School, Part Time Nutrition Center Worker Unpaid Personal Leave effective 5-3-10 through 6-17-10 Classified Staff – Resignation Dana Knight – High School, Part-Time Nutrition Center Worker effective 6-17-10 Classified Staff – Retirement Sandra DeFerio – Bus Driver effective 6-17-10 Administrative Support – Resignation Susan E. Hyre, Accounting Clerk effective 6-25-10 Administrative Support – Election Harry Powell, Part-Time Security Guard effective 7-1-10 Jason Powell, Part-Time Security Guard effective 7-1-10 Extra Curricular Activities - New Appointments for the 2010-2011 School Year Kelly L. Costa – Hip Hop Club Sponsor Ryan Taucher – Girls Tennis Coach Shannon Dressler – Cheer/Dance Club Sponsor Bradley Wilson – Middle School Football Coach Extra Curricular Activities – Reappointments for the 2010-2011 School Year Karen Brown – Inservice Coordinator Kevin Clark – Deer Valley Coordinator

Matt Dudley (.5) Deer Valley Assistant Coordinator Raymond Gombar (.5) Deer Valley Assistant Coordinator Lisa Cain – Middle School/Elementary Phys Ed Department Chair Elizabeth Hess – High School Phys Ed Department Chair Fran McElroy – Nurse Department Chair Barbara Peresie – Library Department Chair Michelle Zirngibl – Special Ed Department Chair Carolyn Cusick – Technical/Practical Arts Department Chair Todd Ollendyke – Clairvoyant Sponsor Estelle Luck – Art Club Sponsor Keith Froelich – Campus News Network Sponsor Carolyn Cusick – F.B.L.A. Sponsor Bethany Wolf – French Club Sponsor Deanna Baird – German Club Sponsor Doug Kirchner – Interact Club Sponsor Constantina Lardas – Latin Club Sponsor Patrick Manion – S.A.D.D. Sponsor Leslie Leeds – Spanish Club Sponsor Marjorie Heins – World Affairs Club Sponsor Lorraine Milovac – Thespians Club Sponsor Lauren Davidovich – Multi-Cultural Club Sponsor Ron Sivillo – USC Law Club Sponsor Richard Platts – Forensics Sponsor David Watson – Forensics Assistant Sponsor Katie Ryan – F.R.I.E.N.D.S. Coordinator Dee Kelly – F.R.I.E.N.D.S. Event Leader Kim Marmion - F.R.I.E.N.D.S. Event Leader Elizabeth Cecelia – Montage Sponsor Laura Moeller – National Honor Society Sponsor Dan Holzer – Senior Class Sponsor Shelia Lloyd – Senior Class Assistant Sponsor Shelia Lloyd – Assistant Activities Director Caroline DeWalt – St. Clarion Sponsor Stephanie Fisher – Freshman Class Sponsor Tom Yochum – Sophomore Class Sponsor Jennifer Kirk – Junior Class Sponsor Don Pickell – Marching Band Director Paul Fox – Marching Band Admin Assistant Tracy Olkowsky – Marching Band Assistant (Pantherettes) Patrick Jones – Marching Band Assistant (Drumline) Kierah Hanna – Marching Band Assistant (Color Guard) Lorraine Milovac – High School Choral Director Thomas Hunsberger – Middle School Choral Director (Ft. Couch) John Hall – High School Fall Play Director Paul Fox – High School Fall Play Producer Terry Williard – High School Fall Play Technical Director Paul Fox – Spring Musical Director/Producer Daniel Holzer – Basketball Head Coach Jerry Malarkey – Baseball Head Coach Amanda Sanderson – Cheerleader Sponsor Paul Fox – Written Communications Assistant Tom Kaminski – Middle School Boys Basketball Coach Glenn Wayland – Middle School Boys Basketball Coach Bernard O’Brien – Middle School Boys Basketball Coach Joe DeMar – Middle School Boys Basketball Coach Zoltan Toth – Middle School Boys Basketball Coach Mark Goelz – Middle School Boys Basketball Coach Zoltan Toth – Middle School Football Coach Dave Kyle – Middle School Football Coach Tom Kaminski – Middle School Football Coach Dan O’Rourke – Middle School Football Coach Mike Ghilani – Middle School Football Coach Jessica Brickett – Middle School Boys Track Coach Greg Calvetti – Middle School Boys Track Coach

Ryan Duchi – Middle School Boys Volleyball Coach Greg Calvetti – (.5) Middle School Wrestling Coach Zoltan Toth – (.5) Middle School Wrestling Coach Dave Kyle – Middle School Wrestling Coach Connie Montgomery – Middle School Girls Softball Coach Zoltan Toth – Middle School Girls Track Coach Bernard O’Brien – Middle School Girls Volleyball Coach Ryan Duchi – Middle School Girls Volleyball Coach Steve Levine – Middle School Cross Country Coach William Gehrlein – Middle School Cross Country Coach Justin Gremba – Middle School Student Council Sponsor Connie Montgomery - Middle School Student Council Sponsor Joe Graceffo – (.75) Assistant Athletic Director Matt Martocci – (.75) Assistant Athletic Director Yoko Nagao – Girls Volleyball Head Coach Melissa Ferguson – Girls Volleyball Assistant Coach Rebecca Myers – Girls Volleyball Assistant Coach Uwe Schneider – Boys Soccer Head Coach Ryan Schwoebel – Boys Soccer Assistant Coach Kevin Coffman – Boys Soccer Assistant Coach Fred Jackson – Boys Soccer Assistant Coach David Gray – Girls Soccer Head Coach Jane Sharpless – Girls Soccer Assistant Coach Stephanie Pegnataro – Girls Soccer Assistant Coach Michael Gray – (.75) Girls Soccer Assistant Coach Greg Wagner – (.25) Girls Soccer Assistant Coach Todd Flynn – Boys Golf Head Coach Matt Henderson – Girls Golf Head Coach Jim Render – Football Head Coach Matt Martocci – (.3) Football Assistant Coach Shawn Morton – Football Assistant Coach Charles McKinney – Football Assistant Coach Rich Piccinini – Football Assistant Coach Damien Patragas – Football Assistant Coach John Trovato – Football Assistant Coach Terry Coleman – (.9) Football Assistant Coach Dan Stellute – (.5) Football Assistant Coach Tim Robbins – Football Assistant Coach Pat Corr – (.8) Football Assistant Coach Dan Zelenski – (.8) Football Assistant Coach Kathryn Robison – Field Hockey Head Coach Jamie Parell – Field Hockey Assistant Coach Doug Petrick – Boys Cross Country Coach Maureen Chermak – Girls Cross Country Coach M.A.T. Interns for the 2010-2011 School Year Ashley Baker Joe Blazeck Steven Grubbs Heather Harteis Sara Hoglund Jayme Sablosky Jason Salaway Joel Thompson School Psychologist Intern for the 2010-2011 School Year Adam Becker Summer School Teachers effective 6-21-10 through 8-6-10 Kristy Berrott Kevin Coffman Christine Finnegan William Gehrlein Terry Jackson

William Corey Langley Melissa Mancosh Shawn Morton Mary Lyn Mulroy Timothy Robbins Katie Ryan Zoltan Toth John Trovato Timothy Wagner Thomas Yochum Melissa Yoest District Substitute List - Additions Professional: Julie Ali – Elementary/Special Education effective 6-9-10 Michael Bober – Elementary effective 6-15-10 Barbara Duff – Elementary effective 6-2-10 Sarah Jo Haig – Mathematics effective 6-8-10 Daniel Harrold – English effective 6-16-10 Maria Johnson – Elementary effective 6-2-10 Alexandra Miller – English effective 5-28-10 Leah Morelli – Art effective 5-28-10 Catherine Reon – School Nurse effective 6-15-10 Juliet Sargent – English effective 5-25-10 Ashley Thomas – Elementary effective 6-2-10 Brittany L. Thomas – Elementary effective 6-2-10 Classified: Marilyn Cimarolli – Nutrition Center Worker effective 9-3-10 Christine Costello – Bus Attendant effective 6-23-10 Sandra DeFerio – Bus Driver/Bus Attendant effective 9-1-10 Jane Dodd – Summer Sub Aide Jacqueline Geisler – Summer Sub Aide (Special Ed) Kristina Gualazzi – Summer Sub Aide (Special Ed) Darla Kelly – Summer Sub Aide (Special Ed) Dana Knight – Nutrition Center Worker effective 9-3-10 Diane Kuna – Teacher Aide effective 9-1-10 Denise Luckenbach – Summer Sub Aide (Special Ed) Kimberly Marmion - Summer Sub Aide (Special Ed) Cynthia Osbourne - Summer Sub Aide (Special Ed) Karen Penkrot – Secretary effective 6-24-10 Barbara Snyder – Summer Sub Aide (Special Ed) Kathleen Stasik – Summer Sub Aide (Special Ed) Anne Watkinson – Summer Sub Aide (Special Ed) District Substitute List - Deletions Professional: Susan Boyd – Elementary/English effective 6-21-10 Nicole Gasse – Music effective 6-28-10 Melissa Giaquinto – Social Studies effective 6-28-10 Kathryn Johnson – School Nurse effective 6-28-10 Josephine Ramsay – Mathematics effective 6-28-10 Classified: Beverly Crowe – Secretary effective 6-28-10 Janet Ericson – Nutrition Center Worker effective 6-28-10 Mary Ann Godwin – Secretary/Nutrition Center Worker effective 6-28-10 Kathryn Johnson – Health Room Aide effective 6-28-10 Kara Philips – Secretary/Teacher Aide effective 6-28-10

1

UPPER ST. CLAIR SCHOOL DISTRICT

Homestead and Farmstead Exclusion Resolution

RESOLVED, by the Board of School Directors of the Upper St. Clair School District, that homestead and farmstead exclusion real estate tax assessment reductions are authorized for the school year beginning July 1, 2010, under the provisions of the Homestead Property Exclusion Program Act (part of Act 50 of 1998) and the Taxpayer Relief Act (Act 1 of 2006), as follows: 1. Aggregate amount available for homestead and farmstead real estate tax reduction. The following amounts are available for homestead and farmstead real estate tax reduction for the school year beginning July 1, 2010:

a. Gambling tax funds. The Pennsylvania Department of Education (PDE) has notified the School District that PDE will pay to the School District during the school year pursuant to Act 1, 53 P.S. § 6926.505(b), as a property tax reduction allocation funded by gambling tax funds, the amount of $1,385,011.94.

b. Philadelphia tax credit reimbursement funds. PDE has notified the School District that PDE will pay to the School District during the school year pursuant to Act 1, 53 P.S. § 6926.324(3), as reimbursement for Philadelphia tax credits claimed against the School District earned income tax by School District resident taxpayers, the amount of $710.49.

c. Aggregate amount available. Adding these amounts, the aggregate amount available during the school year for real estate tax reduction is $1,385,722.43.

2. Homestead/farmstead numbers. Pursuant to Act 50, 54 Pa. C.S. § 8584(i), and Act 1, 53 P.S. § 6926.341(g)(3), the County has provided the School District with a certified report listing approved homesteads and approved farmsteads as follows:

a. Homestead property number. The number of approved homesteads within the School District is 5,843.

b. Farmstead property number. The number of approved farmsteads within the School District is zero (0).

c. Homestead/farmstead combined number. Adding these numbers, the aggregate number of approved homesteads and approved farmsteads is 5,843.

3. Real estate tax reduction calculation. The school board has decided that the homestead exclusion amount and the farmstead exclusion amount shall be equal. Dividing the paragraph 1(c) aggregate amount available during the school year for real estate tax reduction of $237.16 by the paragraph 2(c) aggregate number of approved homesteads and approved farmsteads of $237.16 the maximum real estate tax reduction amount applicable to each approved homestead and to each approved farmstead is $237.16.

2

4. Homestead exclusion calculation. Dividing the paragraph 3 maximum real estate tax reduction amount of $237.16 by the School District real estate tax rate of 23.77 mills, the maximum real estate assessed value reduction to be reflected on tax notices as a homestead exclusion for each approved homestead is $9,977.

5. Homestead/farmstead exclusion authorization – July 1 tax bills. The tax notice issued to the owner of each approved homestead within the School District shall reflect a homestead exclusion real estate assessed value reduction equal to the lesser of: (a) the County-established assessed value of the homestead, or (b) the paragraph 4 maximum real estate assessed value reduction of $9,977. For purposes of this Resolution, “approved homestead” and “approved farmstead” shall mean homesteads and farmsteads listed in the report referred to in paragraph 2 above and received by the School District from the County Assessment Office on or before May 1 pursuant to Act 1, 53 P.S. § 6926.341(g)(3), based on homestead/farmstead applications filed with the County Assessment Office on or before March 1. This paragraph 5 will apply to tax notices issued based on the initial tax duplicate used in issuing initial real estate tax notices for the school year, which will be issued on or promptly after July 1, and will not apply to interim real estate tax bills.

BUS_EST:259889-2 020701-134863

NEWS RELEASE

Upper St. Clair Renews Contract of Superintendent Patrick O’Toole

UPPER ST. CLAIR, PA, JUNE 28, 2010 —The Upper St. Clair Board of School Directors unanimously voted today to renew the contract of Superintendent Patrick T. O’Toole, Ed.D. who has held that position since March 2007. His new contract will extend through June 30, 2014. School Board President Amy Billerbeck said, “The renewal of Dr. O’Toole’s contract is in recognition of the continued success the District has experienced and the leadership role he has played. We are very pleased with his performance.”

Dr. O’Toole responded, “Upper St. Clair has a generational commitment to excellence in education. I am fortunate to be the Superintendent and to work with an outstanding group of educators, a supportive School Board and highly motivated students. I plan to continue to build the tradition of high expectations for teaching and learning at USC where each child is challenged to achieve his/her fullest potential.” Dr. O’Toole earned a B.S. degree from Clarion University of Pennsylvania and both an M.Ed and an Ed.D. from the University of Pittsburgh. He taught in Sandusky, Ohio; was an associate principal in Greenville, Pa.; a principal and superintendent in Shenango Township School District, New Castle, Pa.; and superintendent for South Butler County School District, Saxonburg, Pa. Dr. O’Toole is currently Vice‐President of the Tri‐State Study Council at the University of Pittsburgh and Treasurer of the South Hills Area School Districts Association (SHASDA). Dr. O’Toole resides in southern Butler County, with his wife Tracey, a chemistry teacher in the Seneca Valley School District, and their son Patrick, 7.

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USC Renews Superintendent Contract—Page 2

Over the past four years, Dr. O’Toole has overseen a number of successful accomplishments including:

• Top ranking by the Pittsburgh Business Times, as it rated Upper St. Clair School District the number one school district the past five years among the 501 in Pennsylvania. The publication bases its rankings on its analysis of the Pennsylvania System of School Assessment Exam results.

• Numerous recognitions of our staff and students from various organizations, including

Newsweek magazine, U.S. News and World Report magazine, PA School Boards Association , PA Middle School Association, National Middle School Association, PA Association of Elementary and Secondary School Principals, Pennsylvania PTA, Pennsylvania Music Educators Association, and the College Board.

• Development of the District’s Strategic Plan, focusing the District on educating the whole child,

setting high expectations for student learning, technology integration, and preparing children for an increasingly interconnected world.

• Reorganization of District administration to focus the leadership to work from a K to 12

perspective.

• Renovations of Boyce and Fort Couch Middle Schools, including a highly transparent and collaborative planning process.

• Several sustainability initiatives, including the L.E.E.D. certification for the middle school

renovations.

• Contract and Act 93 renewals for bus drivers, classified/clerical staff, teachers, curriculum leaders, and administrators.

• Implementation of a professional development program that focused the District administrators

on a shared leadership framework and a commitment to shared principles of professionalism for USC leaders.

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Documents

USCSD Mission SCHOOL BOARD MEETING REPORT UPPER ST. …