2013-01-28 board meeting agenda

SCHOOL BOARD MEETING REPORT – 1-28-13

UPPER ST. CLAIR BOARD OF SCHOOL DIRECTORS

REGULAR BOARD MEETING REPORT

MONDAY, JANUARY 28, 2013

STAR SPANGLED BANNER (Hannah Lane)

Hannah Lane, high school student, sang the Star Spangled Banner.

READING OF THE MISSION

Mrs. Hasco read the following School District Mission Statement:

Developing lifelong learners 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.

SHARED BELIEF STATEMENT #23 FROM STRATEGIC PLAN

Mr. Kerber read the following Shared Belief Statement #23 from the Strategic Plan:

We believe that:

an educated and well-informed citizenry is essential for a democratic society to flourish. RECOGNITION OF SERVICE (O’Toole)

Dr. O’Toole and Mrs. Bolas recognized the following individuals for their dedicated years of service with the

School District and presented each with an engraved paperweight, USC pen set, and certificate of recognition.

KATHLEEN KUZMA, BAKER ELEMENTARY SCHOOL TEACHER

Kathleen Kuzma was recognized for her service as a teacher aide and teacher. She is retiring after 22.5

years with the School District.

Ms. Kuzma stated that it was a privilege to work for the School District and that she enjoyed every minute.

LESLIE LEEDS, HIGH SCHOOL SPANISH TEACHER

Leslie Leeds was recognized for her service as a Spanish teacher at Boyce Middle School and the High

School and also for her service as the High School Spanish Club Sponsor. Ms. Leeds retired after 31 years

with the School District.


CAROLYN SEYMOUR, BAKER TEACHER AIDE

Carolyn Seymour was recognized for her service as a teacher aide, clerical aide and technical instructional

aide at Boyce Middle School and Baker Elementary School and for being a host family for Thai exchange

students. She is retiring after 19 years with the School District.

Ms. Seymour stated that it has been an honor and privilege to work for the School District.

RUTH UNDERWOOD, HIGH SCHOOL HEAD COOK

Ruth Underwood was recognized for her service as a nutrition center employee and head cook at the high

school. She is retiring after 25 years with the School District.

Ms. Underwood stated that she appreciated the opportunity to work for the School District and that she

loved every minute of it.

DAVE WALK, ARAMARK CONSULTANT

Dave Walk was recognized for working as a custodian and maintenance employee for the School District

for 36 years and then working as a consultant for Aramark at the School District for 9 years. Throughout

his years, Mr. Walk assisted in managing the School District’s work order system, capital projects, major

construction projects and safety program.

Mr. Walk stated that his family has been involved with the School District for over 100 years; his

grandfather was on the School Board and his father was a custodian. He stated that he loved every minute

of working for the School District.

SCHOOL DIRECTOR RECOGNITION MONTH (O’Toole)

Dr. O’Toole recognized the Board of School Directors and thanked them for all that they do for the community, staff

and students. He read a resolution from the Pennsylvania School Boards Association AS ATTACHED. The Board

members were presented with a hand written appreciation card from students, cell phone holder, candy, and

certificate of recognition.

Mrs. Bolas read her hand written card and Board members shared their thoughts on what it means to be a member of

the Board of School Directors. Some of the comments included “very rewarding work,” “values education,”

“improving education and maximizing potential for all students,” and “personal growth.” Board members also

recognized the School District staff for the ongoing work that they do to ensure that all students receive a quality

education.

REPORT FROM STUDENT BOARD REPRESENTATIVE (Megan Adamo)

Megan Adamo, Student Board Representative, reported on the various activities at the high school.

SUPERINTENDENT’S REPORT (O’Toole) APPROVAL OF COMMENDATIONS & RECOGNITIONS - ATTACHED The Board approved the Commendations & Recognitions AS ATTACHED.

APPROVAL OF NON-REPRESENTED SUPPORT STAFF SALARY PLAN

The Board approved the 2013 Non-Represented Support Staff Salary Plan effective January 1, 2013.


ADMINISTRATORS’ REPORT APPROVAL OF FOLLETT LICENSING AGREEMENT (Berrott)

The Board approved the Follett Destiny Resource Management License Agreement in an amount not to

exceed $6,500 per year for licensing/maintenance. BUSINESS & FINANCE (Cordisco)

APPROVAL OF ADOPTION OF RESOLUTION IN ACCORDANCE WITH ACT 1 - ATTACHED

The Board adopted a resolution in accordance with Act 1 AS ATTACHED.

APPROVAL OF CONTRACT ASSIGNMENT FROM CLEAR CHOICE ENERGY TO ECS

The Board approved the Consent to Assignment of Curtailment Services Agreement with Energy

Curtailment Specialists, Inc.

APPROVAL OF CONSENT AGENDA

Ms. Stoehr provided clarification regarding the following proposed Fast Track Curriculum Recommendations

relating to Pupil Personnel: 1) Examine the impact of the revisions in the Chapter 4 Regulations and the transition

plan for assessments and administration of the Keystone and PSSA exams. 2) Redefine the graduation requirements

for students graduating in the 2013-14, 2014-15, and 2015-16 school years. She shared information regarding the

current requirements of Chapter 4, current requirements at the high school, and graduation requirements proposed in

Chapter 4.

Ms. Stoehr responded to questions and comments of Board members. Board members recognized the importance of

the curriculum recommendations process and commended the individuals who prepared and presented the Fast

Track Curriculum Recommendations at the Committee of the Whole Meeting on January 14.

The Board approved the following Consent Agenda items:

a. APPROVAL OF PERSONNEL LISTINGS – ATTACHED

Approve the Personnel Listings, pending receipt of all paperwork and required clearances, AS ATTACHED. b. APPROVAL OF FAST TRACK CURRICULUM RECOMMENDATIONS (Suritsky/Bulazo) - ATTACHED Approve the Fast Track Curriculum Recommendations AS ATTACHED.

c. APPROVAL OF TREASURER’S REPORT - 1/14 INCLUDING SUPPLEMENTAL REPORT - 1/28 Approve the Treasurer’s Report AS ATTACHED TO THE PERMANENT RECORD OF THE MINUTES OF THIS MEETING, including approved total of Bill List and Check File Listing as follows: Fund 10 (General Fund) - $6,493,211.75 Fund 31 (Capital Reserve Fund) - $18,100.39 Fund 36 (Middle School Construction Project Fund) - $58,788.72


d. APPROVAL TO SOLICIT BIDS FOR GENERAL SUPPLIES FOR 2013-14 Authorize the School District to solicit bids for general supplies for the 2013-14 school year. e. APPROVAL OF TRANSFERS FROM GENERAL FUND TO CAPITAL RESERVE FUND

(ATHLETIC TICKET SALES, CELL TOWER REVENUE & THEATRE REVENUE) Authorize the School District to transfer $78,239 from the General Fund to the Capital Reserve Fund, representing the following categories: Portion of Athletic Ticket Sales from 2012-13 - $23,212 Cell Tower Revenue from 2011-12 - $48,314 Wear & Tear Portion of Theatre Revenue from 2011-12 - $6,713

2013 SCHOOL BOARD COMMITTEE MEMBERSHIP (Bolas) – ATTACHED

Mrs. Bolas announced the 2013 School Board Committee Membership AS ATTACHED. COMMITTEE REPORTS

Mrs. Petersen reported that participating districts advised Parkway West Career & Technology Center that they

would not be sending students to the Alternative Center for the 2013-14 school year and therefore the Parkway West

Jointure Committee voted to close the program. She noted that adequate education would be found by local districts

for students who had attended the Alternative Center. Mrs. Petersen stated that the Director retired at the end of

December and the Jointure Committee is discussing the type of search for a new Director. She noted that the current

Acting Director is doing a good job.

ANNOUNCEMENT REGARDING EXECUTIVE SESSION

Mrs. Bolas announced that executive sessions were held on the following dates:

January 14, 2013 – Personnel Matters

January 28, 2013 – Personnel, Confidential & Real Estate Matters

MATTERS OF INFORMATION - SUPERINTENDENT & ADMINISTRATION REPORT FROM BOARD BREAKFAST WORKSHOP @ BOYCE - 21st CENTURY

CLASSROOM (JANUARY 23)

Dr. O’Toole thanked the Board members for attending the Board Breakfast Workshop regarding 21st

Century Learning at Boyce Middle School on January 23. He thanked Dr. Bulazo and Mr. Berrott for their

leadership and thanked Matt Henderson, Kristin Cilli, and Matt Dudley for their presentation. Dr.

O’Toole also thanked the Board for their commitment to technology improvements for education.

PSBA ALLEGHENY COUNTY MEETING WITH LEGISLATORS @ AIU (FEBRUARY 7)

Dr. O’Toole reminded Board members that the Pennsylvania School Boards Association is hosting the

Allegheny County meeting with legislators at the Allegheny Intermediate Unit on February 7. He stated

that he will advise the Board when firm commitments are received from legislators who will be attending

the meeting.

Meetings are also videotaped and will be cablecast on

School Access Comcast Channel 19 & Verizon Channel 41.

Unanimously approved July 18, 1985Reaffirmed November 10, 2012Pennsylvania School Boards AssociationBoard of DirectorsMechanicsburg, Pennsylvania

WHEREAS, the role of locally elected school officials has served the Commonwealth of Pennsylvania and local communities in meeting the needs of public education since the passage of the Free School Act in 1834; and

WHEREAS, these local boards have discharged their responsibilities to public education in a manner which has placed public education in the forefront of our educational systems; and

WHEREAS, locally elected officials have distinguished themselves and their communities in this nonpaid, volunteer public service commitment; and

WHEREAS, the contributions of these men and women should be recognized and appreciated by those who benefit from the workings of our public school system;

NOW THEREFORE BE IT RESOLVED that the Board of Directors of the Pennsylvania School Boards Association hereby proclaims the month of January as School Director Recognition Month in this commonwealth; and

FURTHER RESOLVE that this proclamation be communicated to all school districts, school officials and local communities in a planned program which brings visibility and awareness of the role of locally elected school officials to the citizenry of this commonwealth.

School Director Recognition MonthJanuary 2013

COMMENDATIONS AND RECOGNITIONS

JANUARY, 2013

High School

The Eastern Division of the National Association for Music Education (NAfME) has invited three Upper St. Clair High School Performing Arts students to participate in the highly acclaimed NAfME All‐Eastern Honors Ensembles, a part of the national music educator conference held in Hartford, Connecticut on April 4‐7, 2013. Based on “the best in the state” adjudicated rankings earned at PMEA All‐State Festivals last year at Valley Forge, Pennsylvania, Seniors Ellie Blake and Brooke Boehmer will represent USCHS by singing in the NAfME All‐Eastern Treble Voice Chorus and performing in the All‐Eastern Orchestra respectively, while Junior Hannah Lane will participate in the All‐Eastern Mixed Chorus. Freshman viola‐player Mary Molitoris will attend the PMEA Junior High School Orchestra Festival held at Bethel Park HS on February 15‐16, 2013. In addition, Assistant Concertmaster Sarah Molitoris (Junior) joined Concertmaster Brenna Pressuti (Senior) to play in the PMEA Senior High School Orchestra Festival at Pine Richland HS on January 10‐12, 2013. All three musicians are soloists and members of the USCHS Orchestra and String Quartet directed by Paul K. Fox. Upper St. Clair Junior Melody MacLachlan was selected to participate in the Pennsylvania Music Educators Association (PMEA) District 1 Senior High Orchestra festival, serving as Principal Oboe II. Ranked very high by the PMEA in competitive auditions held in Western PA (third place in Honors Band and second place in District Orchestra), Melody is a member of the Anything Goes musical pit orchestra directed by Paul Fox and the Wind Ensemble directed by Frank Eisenreich. USCHS band members Maura Boston (senior clarinetist), Natalie Fiedler (sophomore tuba player), Ben Humbert (junior trumpeter), and Tony Wang (sophomore on euphonium) were recently honored with an invitation to participate in the PMEA District 1 Senior High Band held on January 23‐25, 2013 at Baldwin Senior High School. This is the second music festival for Maura Boston and Ben Humbert, who also performed in the PMEA Honors Band at Carnegie Hall in Oakland. All students of Mr. Eisenriech, they will have the opportunity to audition for membership in the PMEA Region State Band at Mercer High School on March 7‐9. Congratulations to Upper St. Clair HS Boys Basketball Coach Danny Holzer for winning his 300th career game on Tuesday, January 8, defeating Peters Township 67 ‐ 62 in double overtime. The 2012 Montage, the high school literary arts magazine, won first place in the American Scholastic Press Association national competition. This is the 4th consecutive year the Montage has placed in the competition, and the third year it has captured 1st place honors. Congratulations to Editor‐in‐chief Anna Rosati, Layout Editor Liam Klutch, Literary Editor Laurie Shonberg (2012 graduate), and the entire 2012 Montage staff. They are to be commended for their creativity and dedication to excellence.

Fort Couch Fort Couch Middle School students participated in the National Geographic Bee on Monday, December 17, 2012. Congratulations to all students who participated, with special congratulations to Paul Abrams, for winning the school level competition. Paul will go on to take a written qualifying exam in January, which will determine if he continues on to the state level competition on April 5, 2013. The top scoring students in the competition were Paul Abrams, Angelo Rhad, Arushi Kewalramani, Mahima Reddy, and Shelby Zahren.

Ft. Couch/Boyce Fort Couch students, along with several students from Boyce, participated in the AMC8 Mathematics Competition on November 14, 2013. Students demonstrated extremely strong problem solving and critical thinking skills, and received many accolades for their performance. Students received the following AMC8 national awards: Yang Zhang, Sam Ding, and Kevin Chen tied for top score and School Winner. These three student mathletes also received the Distinction Award for placing in the top 1% of students and the Gold Award for achieving first place in their section. Both Sahil Doshi and Thomas Vissman received the Honor Roll Award by placing in the top 5%, and the Silver Award for achieving second place in their respective sections. Braden Yates received the Honor Roll Award by placing in the top 5%, and the Bronze Award for achieving 3rd place in his section. Joe Finkel, Tommy Bednarz, and Keshav Reddy, received the Bronze Award for achieving 3rd place in their section, with tied scores. Matthew Higgs and Dina Leyzarovich received the Honor Roll Award by placing in the top 5%. Additionally, Boyce students Sam Ding, Braden Yates, and Dina Leyzarovich received the Achievement Roll Award for scoring in the top 50% as 6th graders. Team coaches/facilitators Connie Gibson, Yasmina Hough, and Tim Wagner assisted in student preparation and test administration.

Boyce

Boyce students participated in the National Geographic Bee held at Boyce Middle School in January. The students answered oral questions based on US Geography, State Nicknames, Continents, Topography and World Geography. Jeffrey Belack a sixth grader came in first place. The other students who advanced to the final round were Gabriella Ferenchik, Katie Hobart, Sean Martin and Grace Wagner. The Geography Bee was conducted by Diane Ecker and Susan Fleckenstein.

UPPER ST. CLAIR SCHOOL DISTRICT BOARD OF DIRECTORS

RESOLUTION

WHEREAS, on June 27, 2006, the Pennsylvania legislature passed Act 1 of Special Session 2006, entitled the “Taxpayer Relief Act” (hereinafter “Act 1”); WHEREAS, Act 1 requires school districts to limit tax increases to the level set by an inflation index unless the tax increase is approved by voters in a referendum or the school district obtains from the Department of Education or a court of common pleas certain referendum exceptions; WHEREAS, Act 1 does, however, allow a board of school directors to elect to adopt a resolution indicating that it will not raise the rate of any tax for the support of the public schools for the following fiscal year by more than its index, provided this resolution must be adopted no later than 110 days prior to the date of the election immediately preceding the upcoming fiscal year; WHEREAS, the Upper St. Clair School District index for the 2013-2014 fiscal year is 1.7%; WHEREAS, the Upper St. Clair School District Board of Directors has made the decision that it shall not raise the rate of any tax for the support of the Upper St. Clair School District for the 2013-2014 fiscal year by more than its index. AND NOW, on this 28th day of January, 2013, it is hereby RESOLVED by the Upper St. Clair School District (hereinafter “District”) Board of Directors (hereinafter “Board”) the following:

1. The Board certifies that it will not increase any school district tax for the 2013-2014 school year at a rate that exceeds the index as calculated by the Pennsylvania Department of Education.

2. The Board certifies that it will comply with the procedures set forth in

Section 687, of the Pennsylvania Public School Code (hereinafter “School Code”), 24 P.S. §6-687, for the adoption of its proposed and final budget.

3. The Board certifies that increasing any tax at a rate less than or equal to

the index will be sufficient to balance its final budget of the 2013-2014 fiscal year.

4. The Administration of the District will submit the District’s information

on a proposed increase in the rate of a tax levied for the support of the District to the Pennsylvania Department of Education on the uniform form

prepared by the Pennsylvania Department of Education no later than five days after the Board’s adoption of this Resolution.

5. The Administration of the District will send a copy of this Resolution to

the Pennsylvania Department of Education no later than five days after the Board’s adoption of this Resolution.

6. The Board understands and agrees that by passing this Resolution it is not

eligible to seek referendum exceptions under Section 333(f) of Act 1 and is not eligible to request approval from the voters through a referendum to increase a tax rate by more than the index as established for the 2013-2014 fiscal year.

7. Once this Resolution is passed, the Administration of the District is not

required to comply with the preliminary budget requirements set forth in paragraphs (a) and (c) of Section 311 of Act 1. Provided, however:

(a) The Board understands and agrees that, upon receipt of the information submitted by the District as set forth in paragraphs 4 and 5 above, the Pennsylvania Department of Education shall compare the District’s proposed percentage increase in the rate of the tax with the index.

(b) Within ten days of the receipt of this information, the Pennsylvania Department of Education shall inform the District whether its proposed tax rate increase is less than or equal to the index.

(c) If the Pennsylvania Department of Education determines that the District’s proposed increase in the rate of the District’s tax exceeds the index, the District is subject to the preliminary budget requirements as set forth in paragraph (a) and (c) of Section 311 of Act 1.

___________________________________ ___________________________________ Frosina C. Cordisco, Secretary Barbara L. Bolas, President BOARD OF SCHOOL DIRECTORS BOARD OF SCHOOL DIRECTORS (SEAL)

PERSONNEL LISTINGS

January 28, 2013

Board Meeting

Administrative Staff – Retirement

Name Location Assignment Notification Date Last Date Worked

Brown, Karen Boyce Principal 1-8-13 6-28-13

Professional Staff – Elections

Name Location Assignment Effective

Babish, Anne Baker Elementary Teacher (Long-Term

Substitute) for B. Williams dates

1-30-13 through the end of the 2012-

2013 school year

1-30-13

Novotny, Stephanie Streams Elementary Teacher (Long-Term

Substitute) for M. Olsen

1-22-13 through

6-13-13

Palmer, Andrea Eisenhower Music Teacher (Long-Term

Substitute) for K. Strauch dates

1-14-13 through 6-12-13

1-14-13

Professional Staff – Change of Status

Name Location Assignment From To

Baxter, Erin Boyce Elementary Teacher Elementary (Long-Term

Substitute) for B.

Williams for the

2012-2013 school year

Elementary Teacher

(Temporary Professional

Employee) effective 2-1-13

Madia, Lauren High School Guidance (Long-

Term Substitute)

9-5-12 5through 12-4-12 9-5-12 through the end of the


Moeller, Laura High School English Teacher Personal Leave 9-5-12

through 1-21-13

Personal Leave 9-5-12 through

1-18-13

Ruffolo,

Melissa

Streams Elementary Teacher Personal Leave 8-22-12

through 1-18-13

Personal Leave 8-22-12

through 1-16-13

Santoline,

Kellie

High School English (Long-Term

Substitute) for L.

Moeller

9-5-12 through

1-21-13

9-5-12 through 1-24-13

Professional Staff – Leave of Absence

Name Location Assignment Type of Leave Leave Dates

Olsen, Morgan Streams Elementary

Teacher

Personal Leave 1-22-13 through last day of

Teacher responsibility for the


Strauch, Kerry Eisenhower Music Teacher Personal Unpaid 1-14-13 through 6-11-13

Professional Staff – Retirement

Name Location Assignment Notification Date Last Date Worked

Glowaski, Anna

Marie

Boyce Art Teacher 1-10-13 Last day of Teacher responsibility

for the 2012-2013 school year

Shoup, Robin Ft. Couch Librarian 1-8-13 Last day of Librarian responsibility


Watt, Kimberly High School Math Teacher 1-25-13 Last day of Teacher responsibility


Zapp, Patricia High School Resource Teacher 1-25-13 Last day of Teacher responsibility


Classified Staff – Elections

Name Location Assignment Effective

Nulph, Rosemarie Baker Teacher Aide 2-4-13

Classified Staff – Change of Status

Name Location Assignment From To

Lucas, Anna High

School

Cook/Baker General Nutrition Center Worker Cook/Baker effective 1-15-13

Sullivan, Kim High

School

Head Cook Cook/Baker Head Cook at effective 1-15-13

Williamson,

Renee

Streams Custodian Personal Unpaid Leave 10-22-12

through 11-30-12

Personal Unpaid Leave 10-22-12

through 12-27-12

Classified Staff – Leave of Absence

Name Location Assignment Type of Leave Leave Dates

Gualazzi, Kristina Boyce Teacher Aide Personal Unpaid Return to work 12-3-12

McCreery, Mark High School Part-Time

Custodian

Personal Unpaid Beginning 1-17-13

Sullivan, Theresa Eisenhower Part-Time

Nutrition

Center Worker

Personal Unpaid 1-7-13 through 3-31-13

District Substitute List – Additions

Professional:

Name Certification(s) Effective

Brado, Adam Social Studies 7-12 1-21-13

Fowler, Kirstin Social Studies 7-12 1-9-13

Grodin, Elizabeth Elementary K-6, Special Education K-12 1-22-13

Harouse, Morgan Social Studies 7-12, English 7-12 1-21-13

O’Connor, Marie Elementary K-6, Special Education K-12 1-9-13

Pacini, Justin Social Studies 7-12 1-21-13

Palmer, Andrea Music K-12 1-9-13

Rodgers, Catherine Elementary K-6 1-21-13

Romanias, Alexander Health & Physical Education K-12 1-21-13

Tatrai, Erika Elementary K-6 1-3-13

Other:

Name Type of Substitute Effective

Davis, Anne Aide/Secretary/Attendant 1-3-13

Nehr, Brenda Nutrition Center Worker 12-14-12

Oakes, Candice Custodian 1-8-13

Reinhardt, David Bus Driver 12-17-12

Wengryn, Karen Nutrition Center Worker 12-13-12

District Substitute List - Deletions

Professional:

Name Certification(s) Effective

Bingham, Mary Elementary K-6 1-15-13

Pattinato, Kristal Elementary K-6 1-29-13

Other:

Name Type of Substitute Effective

Bovitch, Richard Custodian 1-29-13

Oakes, Candice Custodian 1-15-13

Reed, Cheryl Nutrition Center Worker 1-24-13

Wiedmann, Robert Custodian 1-29-13

Extra-Curricular Activities – Reappointments

Name Position

Beard, Garrett Middle School Boys Volleyball Head Coach

Bogar, Ashton Coed Track Assistant Coach

Calvetti, Greg Middle School Track Assistant Coach

Christie, Kyle Boys Lacrosse Assistant Coach

Coffman, Kevin Boys Tennis Assistant Coach

Dabarno, Tony Boys Lacrosse Assistant Coach

Ficorilli, Josh Boys Volleyball Assistant Coach

Frollini, Dominick Coed Track Assistant Coach

Gremba, Justin Baseball Assistant Coach

Gorman, John Boys Lacrosse Assistant Coach

Jackson, Terry Coed Track Assistant Coach

Killinger, Mark Boys Volleyball Assistant Coach

Kurzawa, Erika Coed Track Assistant Coach

Laffey, Brianne Girls Lacrosse Assistant Coach

Langley, Corey Baseball Assistant Coach

Meerstein, Nate Boys Volleyball Assistant Coach

Melnik, Natalie Girls Lacrosse Head Coach

Mercer, Ron Boys Tennis Head Coach

Messina, Mike Boys Lacrosse Head Coach

Montgomery, Connie Middle School Track Assistant Coach

Muncie, Jenna Girls Softball Head Coach

Petrick, Doug Coed Track Head Coach

Powell, Jason Boys Lacrosse Assistant Coach

Rickel, Jason Boys Lacrosse Assistant Coach

Robison, Kathryn Girls Lacrosse Assistant Coach

Rummel, Katie Coed Track Assistant Coach

Toth, Zolton Middle School Track Assistant Coach

Yarosh, John Coed Track Assistant Coach

Von Bloch, Jessica Middle School Track Head Coach

Wagner, Greg Track & Field Assistant Coach

Zebo, Jack Boys Volleyball Head Coach

Extra-Curricular Activities – New Appointments

Name Position

Carlino, Laura Coed Track Assistant Coach

Clark, Kelli Middle School Track Assistant Coach

Fisher, Stephanie Dance Head Coach

Lohman, Amanda Swimming & Diving Assistant Coach

Maurizio, Leah Hip Hop Coach

Wheeler, Christian Baseball Assistant Coach

Wuderlich, Jim Girls Softball Assistant Coach

Yates, Brian Boys Lacrosse Assistant Coach

Extra-Curricular Activities – Deletions

Name Position Effective

Holtkamp, Scott Assistant Wrestling Coach 12-17-12

Memo To: Dr. Patrick T. O’Toole Board of School Directors From: Dr. Sharon Suritsky and Dr. Judy Bulazo Date: January 10, 2013 RE: Fast-Track Curriculum Recommendations

Attached you will find the fast-track curriculum recommendations for the 2012-13 school year. Each year, we complete the fast track curriculum process in January and the spring curriculum process in June. The curriculum recommendation process follows these steps:

1. Curriculum leaders and department chairs prepare recommendations as a result of ongoing work with teachers and administrators.

2. At preliminary panel, the recommendations are reviewed by leadership teams at the elementary, middle school and high school levels.

3. At final panel, the revised and/or edited recommendations are reviewed again by K – 12 discipline teams and Central Office administrators.

4. The Assistant Superintendent and Director of Curriculum/Professional Development review the recommendations with volunteer community members.

5. The Superintendent, Assistant Superintendent and Director of Curriculum/Professional Development prepare the administrative reactions.

6. The recommendations are presented to the school board for review and/or final approval. The curriculum recommendations represent the attempts of our teachers and leaders to move the district forward related to the four goals of our strategic plan, the School Board goals, our tagline, and identified student needs. Some of the salient points and themes of these recommendations include the following: • leveraging technology to support the customization of learning • focusing the sciences at the high school level to support the movement to promote STEM-related (Science, Technology, Engineering and Mathematics) opportunities • providing greater choices for high school students related to core content and electives • advancing students’ understanding of our interconnected world • creatively utilizing time both within and beyond the traditional schedule and school year • adding texts that meet students’ needs and interests The attached matrix provides a list of each of the recommendations and identifies those that require Board approval. Some members of our curriculum leadership team will attend the Board meeting to present their recommendations and provide any additional information you may request. Please feel free to contact us if you have any questions prior to the Board meeting.

USC SCHOOL DISTRICT

TO: Board of School Directors DATE: January 14, 2013 FROM: Dr. Judith Bulazo SUBJECT: 2012 Fast Track Recommendations Dr. Sharon Suritsky Requires Board Approval For Your Information Administration Research and determine the best ways to expand and integrate the use of mobile technology and related 21st century skills at the Middle School level in order to customize learning.

Pilot Leadership Challenge, phase IV of the Leadership Academy at the high school.

Transition the high school Student Leadership Academy, Phase I, from pilot to formal academic offering.

Award elective credit to students participating in the summer Student Leadership Academy.

Art Pilot a high school Art Appreciation course.

Pilot a digital art based studio course at the high school.

Pilot a year long customized studio art course for juniors and seniors.

Guidance Eliminate the Related Elective Program and open introductory level electives to include freshman.

Open enrollment at Parkway Career and Technology Center for freshman.

Language Arts Revise kindergarten and 1st grade phonemic awareness and phonics curriculum.

Pilot new novels in grades 5 – 8 as options for customized reading instruction.

Adopt The Glass Castle in Academic English 12. Study possible changes to communications course offerings at the high school.

Mathematics Study instructional strategies to strengthen computational fluency at the elementary level.

TO: Board of School Directors DATE: January 14, 2013 FROM: Dr. Judith Bulazo SUBJECT: 2012 Fast Track Recommendations Dr. Sharon Suritsky Requires Board Approval For Your Information Continue to study the benefits of the ALEKS program for remedial or acceleration service at the middle grade levels.

Update the current middle school math acceleration criteria.

Formally pilot the ALEKS program for the Differentiated Math course at the high school.

Open the Academic Statistics class to students who successfully complete Algebra II.

Music Pilot a customized class combining Music Theory Independent Study and Music Theory Advanced Placement at the high school.

Physical Education/Wellness Study approaches for better customizing learning in the Wellness Education curriculum at the high school.

Pupil Personnel Examine the impact of the revisions in the Chapter 4 Regulations and the transition plan for assessments and administration of the Keystone and PSSA exams.

Redefine the graduation requirements for students graduating in the 2013-14, 2014-15, and 2015-16 school years.

Science Study the Next Generation Science Standards and potential impact on the high school science curriculum.

Change the current AP Physics C Mechanics and Electricity & Magnetism course from a 1 year long course to two 1 year long courses.

TO: Board of School Directors DATE: January 14, 2013 FROM: Dr. Judith Bulazo SUBJECT: 2012 Fast Track Recommendations Dr. Sharon Suritsky Requires Board Approval For Your Information Adjust the AP Chemistry and AP Biology class times to 3 mods per day.

Adjust the AP Environmental Science class time to 10 mods per week.

Supplement the IB SL and HL Physics text with an IB test preparation book.

Pilot a year-long Robotics course for students in grades 9 – 12.

Pilot a semester course in Honors Organic Chemistry.

Social Studies Research and explore electronic resources in the area of social studies for all grade levels.

Pilot a semester course titled 21st Century Global Affairs for students in grades 9 – 12.

Study the possible adaptations to the Academic American History course.

Pilot an AP World History course for students in grades 10 – 12.

Summer School Research and develop expanded offerings for summer school which include remediation, enrichment, and additional credited options.

World Language Expand the current one semester International Studies course to two semesters (fall and spring) at the high school.

Study ways to expand customization for students with electronic portfolios.

Pilot Passport to French and Passport to German to replace German I and French I.

Pilot customization of the World Language curriculum within Spanish III.

PAGE CONTENT AREA

1 ‐ 5 Administration6 ‐ 8 Art9 ‐ 10 Guidance11 ‐ 12 Language Arts (Elementary)13 ‐ 14 Language Arts (Middle School)15 ‐ 16 Language Arts (High School)17 ‐ 19 Math (Elementary)20 ‐ 25 Math (Middle School)26 ‐ 27 Math (High School)28 ‐ 29 Music30 PE/Wellness

31 ‐ 32 Pupil Services33 ‐ 34 Science (High School)45 ‐ 46 Social Studies (K ‐ 12)47 ‐ 50 Social Studies (High School)51 Summer School

52 ‐ 56 World Language57 ‐ 61 Appendix A‐B

UPPER ST. CLAIR SCHOOL DISTRICTFAST TRACK CURRICULUM RECOMMENDATIONS FOR 2012-2013

Curriculum Recommendation1. Research and determine the best ways to expand and integrate the use of mobile technology and related 21st century skills at the Middle School level in order to customize learning.

Reason(s) for Recommendation

1. Educational and technological research indicates that the applications for mobile devices will continue to expand exponentially. Most textbooks will be created as an application for a mobile device within the next five years. The development of applications for mobile devices currently exceeds that of laptop or desktop computers. By the end of 2014, it is predicted that mobile browsing/applications will surpass desktop Internet usage. These applications have been found to allow students to work with and manipulate and understand information in meaningful, creative, and innovative ways.

2. The 21st century pilot at Boyce Middle School has been successful in both using 1:1 mobile technology as well as the integration of 21st century skills. Practices from this pilot have been documented for future replication by other classrooms. The experiences have been meaningful and significant for the students in this pilot, warranting an expansion of this initiative for all middle school students. Lessons learned from this pilot support the need for mobile technology.

(Cont’d.)

Implementation Steps Cost

1. Conduct research related to mobile technology use and 21st century learning, including but not limited to:

• organization and analysis of data from the Boyce 21st Century Classroom

• consideration of data from the High School's "bring your own device" pilot

• continued consultation with community partners in the area of innovation, creativity, collaboration, real-world problem solving and connections to technology use.

• considerations of optimal options for mobile devices (iPad, iPod, iPad mini, etc.).

• continued research of related educational applications for mobile devices

2. Consider ways to expand 1:1 mobile technology initiative in pilot teams at Boyce and Fort Couch.

3. Research funding and financing opportunities and present multiple year plan for a 1:1 initiative.

4. Develop appropriate training modules related to both 21st century learning and mobile device usage to all appropriate staff where and when needed.

Administrative Reaction

Approved.This will be an important study in helping us to leverage technology in ways that support and enhance learning opportunities for students.

Name : Middle School Leadership Team

Area: All

Level: Middle School

Date: January 3, 2013

1


Curriculum Recommendation1. Research and determine the best ways to expand and integrate the use of mobile technology and related 21st century skills at the Middle School level in order to customize learning. (Cont’d.)


3. The National Education Technology Standards (NETS)emphasize student demonstration of creative thinking,constructing knowledge, and developing innovative products and processes using technology. A mobile technology initiative supports these recommendations. In addition, the school district's strategic plan goals as well as the goals of the Board of School Directors support the need for this recommendation in both the areas of technology and 21st century learning.

4. The use of 1:1 mobile technology is a key to customizing learning and more research and development is needed. Our current experiences with customizing learning have shown the important role that frequent access to technology by individual students is a key component to expanding our efforts in this area in meeting individual needs.

5. Demonstration of various 21st Century Skills requires masteryof “technology” concepts, which are best learned throughcontinuous practice and integration of skills through mobile technology. There is a need to enhance this “continuum of learning” at the middle schools, as student acquisition of various technology skills can be learned and mastered at a younger age.

Implementation Steps Cost Administrative Reaction

Name: Middle School Leadership Team

Area: All



2


Curriculum Recommendation

2. Pilot the USCHS Leadership Academy Phase IV, Leadership Challenge in order to culminate the successful programming of Phases I, II, and III . Phase IV will be offered as a week-long international summer workshop experience for students to continue their leadership growth and development beyond Phases I, II, and III by developing and facilitating a student leadership academy for children in another country.


1. The USCSD mission statement affirms the need to develop responsible citizens for a global society, provide learning experiences that will promote success, and nurture the potential of each student.

2. The USCSD Strategic Plan specifies curriculum recommendations for academies offering twenty-first century skills. Phase IV creates another academy specifically dedicated to growing and developing these necessary life-long skills.

3. Leadership skills are necessary to ensure success in our global society for twenty-first century students. Furthermore, these skills will better prepare our students for the collegiate environment and eventually the global workforce.

4. Participating in the USCHS Leadership Academy will make our students more marketable to colleges and universities.

5. The vision for the USCHS Leadership Academy is to offer four phases of leadership experience to our students. Due to the successful implementation of Phases I, II, and III, the timing is appropriate to create and implement Phase IV.

6. The development of student leadership programming is a goal of the District’s Leadership Mission Team.


1. Administrative support and approval.

2. Select instructional staff for curriculum development.

3. Develop Phase IV curriculum, lesson plans, and assessments based on the instructional framework that was successfully developed and implemented during the previous two phases.

4. Have curriculum reviewed by the High School Principal.

5. Develop community resources and business partnerships.

6. Create evaluative criteria for the academy.

7. Evaluate connections between leadership development and formal leadership opportunities within the high school and community for our students.

12 hours planning time @ $32.20 = $386.40

Cost to travel and conduct academy will be offset by fundraising and tuition.


Approved. Culminating the previous academies in a way that expands the programming beyond the walls of USC is unique and will provide a global experience for students from both countries. Capturing and recording the results of this experience in order to evaluate its sustainability will be necessary.

Name: Lou Angelo

Area Leadership/Administration

Level: High School


3


Curriculum Recommendation3. Transition the curricular status of the Student Leadership Academy Phase I from pilot summer programming to formal academic offering.

Reason(s) for Recommendation1. The USCSD mission statement affirms the need to develop responsible citizens for a global society, provide learning experiences that will promote success, and nurture the potential of each student.

2. The USCSD Strategic Plan specifies curriculum recommendations for academies offering twenty-first century skills. The Student Leadership academies are specifically dedicated to growing and developing these necessary life-long skills.



5. The vision for the USCHS Leadership Academy is to offer four phases of leadership experience to our students. Due to the successful implementation of Phases I, II, and III, the timing is appropriate to transition from pilot programming to formal offering.

6. Continuous development of student leadership programming is a goal of the District’s Leadership Mission Team.


1. Administrative support and approval. No cost associated with this recommendation.


Approved.

Name: Lou Angelo

Area: Leadership/Administration

Level: High School


4


Curriculum Recommendation4. Award one general elective credit to High School students participating in the summer Student Leadership Academy for each Phase completed with a passing grade.


1. The USCSD mission statement affirms the need to develop responsible citizens for a global society, provide learning experiences that will promote success, and nurture the potential of each student.

2. The USCSD Strategic Plan specifies curriculum recommendations for academies offering twenty-first century skills. Awarding credit creates another formalized academic option dedicated to growing and developing these necessary life-long skills.



5. The vision for the USCHS Leadership Academy is to offer four phases of leadership experience to our students. Due to the successful implementation of Phases I, II, and III, the timing is appropriate to formally offer elective credit.

6. Continuous development of student leadership programming is a goal of the District’s Leadership Mission Team.


1. Administrative support and approval.

2. Write a description of each phase for the Program of Studies.

3. Follow protocol to award credit for each student completing the Student Leadership Academy.

No cost associated with this recommendation


Approved. The process used to determine credit is consistent with awarding credit for the summer STEM academy. This also meets our need to expand opportunities for students during the summer.

Name: Lou Angelo

Area: Leadership/Administration

Level: High School


5


Curriculum Recommendation1. Pilot a customized 21st century blended hybrid course for Art History called “Art Appreciation”.


1. An Art Appreciation course would enhance the current curriculum of studio courses as well as the IB Studio Art and MYP Art courses, while opening the subject to any students who may otherwise never take a studio art course.

2. Offering a course with three days of independent work and two days of in-class flexible schedule will help students fit an art class into their schedules.

3. The course will replace the current Art History class that is being offered and create a more student-friendly course.

4. Students who plan careers in studio art, art history or art education will need this background to enhance their studies in college.

5. Many students are interested in art but all are not in favor of taking a studio course.

6. This Art Appreciation course would replace the current Art History online course recommendation.

7. The class could be taught in two semester sections, with Fall covering Prehistoric-Medieval Art and Spring covering Renaissance to Modern OR the class could be one semester Prehistoric-Modern.


1. Administrative approval.

2. Add this course information to the 2013 Program of Studies.

3. Re-develop/adapt the existing Art History curriculum for Blended Schools using summer workshop/ flex hours and department meeting times.

4. Schedule a pilot class for the Fall Semester of 2013. Ideally, this class should be scheduled opposite the existing IB Art courses so that students can take both courses simultaneously.


Approved.Monitoring student enrollment will be important.

Name: Robyn Smigel/Michele L. Scureman

Area: Fine Arts

Level: High School

Date: December 14, 2012

6


Curriculum Recommendation2. Pilot a digital art based studio course that utilizes pre-existing technologies in the school.


1. This semester long, introductory class to digital based studio art will help to enhance the current art curriculum while bringing it into the 21st century.

2. This course offers basic skills in digital photography and video, and instruction on the use of Photoshop to enhance existing work. This, along with the instruction of basic animation fundamentals to create individualized works of art will provide the visual art students with the knowledge of the processes of digital art media in the 21st century.

3. Computer art is taught at middle school levels with no continuation at the high school level.

4. A computer-based art class has been strongly suggested by the Middle States committee.

5. This class would teach many of the concepts that were taught in the Graphic Design courses that are no longer being taught at the high school level.

6. Students who are continuing on to art school, graphic design, or animation, will benefit from the skills taught in this course.

7. Many students have expressed an interest in this type of course, based on information from incoming 8th grade survey.



2. Place the course information into the Program of Studies.

3. Develop the curriculum using summer workshop/ flex times and curriculum meeting times.

4. Schedule class into existing Graphics Lab at the high school.

5. Purchase three draw pads and stylus’ for students. We can use the existing Graphics Lab and Photo Shop software, and color printer.

6. Pilot a course for the Spring of 2014.

3 draw pads @ $150=$450


Approved.Utilizing technology may engage a new and different group of students in the arts.

Name: Robyn Smigel /Michele L. Scureman

Area: Fine Arts

Level: High School


7


Curriculum Recommendation3. Pilot a year long customized studio art course for juniors and seniors that allows students to create an individualized learning plan using the media from three studios (painting and drawing, ceramics and 3D art).


1. Students have expressed an interest in a class that allows them to sample different courses at their own discretion. An open studio approach encourages more personalized exploration and allows students to customize their studio art experiences to their interest.

2. Full class schedules may not permit students to take a variety of art courses. This course offers a sample of media from each aspect of the art courses (painting, drawing, ceramics, sculpture, metals).

3. A higher level art course for students continuing on to art school can be instrumental in the development of an art portfolio.

4. This open studio style approach will encourage students who desire to take an advanced course but may not otherwise be interested in the rigor of the IB Studio Art requirements.



2. Develop the curriculum during summer workshop/ flex times and in-service days, developing an online Blended Schools aspect.

3. Place this course information in the Program of Studies in Spring of 2014.

4. Pilot a class in the 2014-2015 school year.

5. Develop the scheduling of classes to include open studios access.

6. Chart student progress through independent projects and weekly virtual portfolios.


Approved on condition that space and staffing are available.

Name: Robyn Smigel /Michele L. Scureman

Area: Fine Arts

Level: High School


8


Curriculum Recommendation1. Eliminate the Related Elective Program and open introductory level electives to include freshman students.


1. Currently, freshman students have access to only five Related Electives. Under the new structure freshman students will have access to 27 electives across the curriculum.

2. Through Career Exploration in the Middle School Counseling Program students have identified areas of career interest that exceed our current Related Elective offerings.

3. This recommendation will not require additional staff and is anticipated to maintain level staffing and offer a more flexible schedule.

4. Extending course offerings to freshman students allows them to have access to curriculum earlier in their career.

5. This model allows for more career exploration in the freshman and sophomore years leading to a focused schedule during the junior and senior year to include research, independent studies, internships, community based learning, dual enrollment, etc.

6. This design was discussed and received positively by the Principal Advisory Council.



2. Make adjustment to the Program of Studies.

3. Communicate student interest between Middle and High School Counselors.

4. Communicate the information to rising freshman families.

5. Evaluate success and impact of the change for future planning.


Approved.This will provide more andenhanced choices for students as well as more efficient scheduling for staff and students. Early communication with students and parents will be critical. due to the significant change that this will create in the scheduling process for eighth grade students.

Name: Dr. Michael Ghilani and Jennifer Kirk

Area: Guidance

Level: High School


9


Curriculum Recommendation2. Open enrollment at Parkway Career and Technology Center for all freshman students


1. Students attending Parkway an extra year will allow students more time to explore their career interest which would allow more time to select a career choice.

2. Parkway reports that the past trend has been that students are less likely to attend Parkway if they don’t start in their freshman year.

3. Since the curriculum is competency based at Parkway, the longer a student is enrolled, the more opportunities the student has to earn multiple industry certifications.

4. With the students starting one year earlier in their educational career, they will have their co-op experience much sooner (half way through most programs).

5. This is approved by the Pennsylvania Department of Education for programs of study that allow for greater secondary articulation opportunities.

6. This allows for customized learning based on the individual needs of each student.

7. Districts allowing ninth graders to attend Parkway have provided positive feedback regarding the experience. (Chartiers Valley, Keystone Oaks, Quaker Valley)



2. Reflect in the Program of Studies that students can begin classes in the freshman year at Parkway CTC.

3. Communicate to current 8th grade students by high school counselors during the scheduling process.

4. Establish collaboration between Fort Couch Middle School and High School Guidance and Special Education Staff.

Average cost per pupil is $8200.00. Currently there are 7 students enrolled at Parkway.


Approved.A plan for introducing this opportunity to incoming ninth-grade students will be crucial in creating awareness of this opportunity.

Name: Jennifer Kirk & William Rullo

Area: Guidance

Level: High School


10



1. Revise Kindergarten and first grade phonemic awareness and phonics curriculum, instruction and practice.


1. Common Core and Pennsylvania Core Standards reflect fundamental changes that impact the scope, sequence, and rigor of currently existing curriculum, practice, and assessment.

2. Research in the field of ELA offers revised and refined findings on phonemic awareness and phonics that support changes to our current program.

3. Best practices in ELA and new professional development opportunities have presented more effective and efficient means of instruction and data gathering.

4. The Harcourt series used in kindergarten was published in 2008 and first grade was published in 2003, and is not as comprehensive as our curriculum needs indicate.

5. Changes in staffing at kindergarten and first grade present a need for systematic and meaningful professional development in crucial areas of literacy instruction and practice.



2. During the winter of 2012-13, provide time and substitutes for a Kindergarten and first grade ELA team that includes reading resource teachers from all three buildings elementary, as well as an ELL and special ed representative, to analyze current materials with Common Core/ PA Standards and new research.

3. Provide time and substitutes for ELA team to develop a scope and sequence for phonemic awareness curriculum and instruction, as well as complimentary assessment measures during the spring of 2013.

4. Assess material and professional development needs as a piece of the 2013-14 budget during the winter-spring of 2012-13.

5. Provide training to Kindergarten and first grade teachers to introduce revised curriculum and instructional practices during the late spring of 2013.

6. Provide summer workshop time for Kindergarten and first grade teachers to further refine expectations and practices.

(Cont’d.)

2 days x 10 teachers = $3624.00 at $30.20 per summer workshop hour.

2 days x 10 teachers =$3624.00 at $30.20 per summer workshop hour.

1 day x 24 teachers =$4348.80 at $30.20 per summer workshop hour


Approved.Research has shown this to be a vital area in reading success.

Name: Mary Quinn

Area: English Language Arts

Level: Elementary


11


Curriculum Recommendation1. Revise Kindergarten and first grade phonemic awareness and phonics curriculum, instruction and practice. (Cont’d.)

Reason(s) for Recommendation Implementation Steps Cost

7. Consider additional professional development opportunities for kindergarten and first grade teachers, including RAC training through the AIU as well as in-house training in the 2013-14 school year.


Name: Mary Quinn


Level: Elementary


12


Curriculum Recommendation1. Pilot new novels in grades 5-8 as additional options for customized reading instruction.


1. This recommendation is a result of the Spring 2011 recommendation to evaluate novels for grades 5-8 based on reading level, interest level, genre, age appropriateness, and interdisciplinary connections.

2. Additional novel titles are needed for customized learning in the reading classroom. These titles will provide the ability to differentiate novel selection based on reading levels.

3. The Common Core requires an increase in nonfiction text. Four of the identified titles are nonfiction and work to fulfill that requirement.

4. Identified pilot novels have been selected based on novel evaluation criteria.

5th and 6th Grades:The Mostly True Adventures of Homer P. Figg by Rodman PhilbrickWhen You Reach Me by Rebecca SteadRules by Cynthia LordEleven by Patricia Reilly GiffZlata’s Diary by Zlata Filipovic (Nonfiction)Dead End in Norvelt by Jack GantosSavvy by Ingrid Law

( Cont’d.)



2. Continue to provide training to teachers regarding customized reading instruction and best practices in middle school literacy.

3. Develop lessons appropriate for novels and grade levels.

4. Pilot novels during the 2012-2013 school year.

5. Study the effectiveness of the pilots during the summer of 2013. Dependent on these results, follow up with curriculum recommendation to formally adopt novels.

Total cost for novels $6,174.05.This is already in the 2012-2013 budget.


Approved.This continues the goal of further customizing learning at the middle school level.

Name: Erin Peterson




13


Curriculum Recommendation1. Pilot new novels in grades 5-8 as additional options for customized reading instruction. (Cont’d.)


7th and 8th Grades:Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert by Marc Aronson (Nonfiction)Code Orange by Caroline CooneyFreedom Walkers: The Story of the Montgomery Bus Boycott by Russell Freedman (Nonfiction)Claudette Colvin: Twice Toward Justice by Philip Hoose(Nonfiction)Nothing But the Truth by Avi


Name: Erin Peterson




14


Curriculum Recommendation1. Adopt The Glass Castle by Jeannette Walls into the Academic English 12 curriculum.


1. This recommendation is part of an ongoing study of the Academic English 12 curriculum. This adoption continues the revision of the course to engage second semester seniors in an effort to make them lifelong readers and learners.

2. This adoption adds rigor to the course by including another complete work to the curriculum and aligning with the appropriate twelfth grade reading level.

3. This nonfiction/memoir piece fulfills many of the newly-adopted PA Common Core Standards (specifically in 1.2, Reading Informational Text). The substantive nature of the text provides opportunities for meeting objectives in reading, writing, and speaking.

4. The text is engaging and relevant for second semester seniors through its contemporary structure and themes. The topics lend themselves to a cross-curricular approach with emphasis on connections beyond the text.



2. Create unit plan for Rubicon Atlas.

3. Purchase 135 copies.

4. Begin teaching in the second semester of 2012-2013 schoolyear.

135 copies x $18.96 per copy = $2559.60 total


Approved.The addition of this living and contemporary author to the required readings should prove interesting for students at this point in their study of literature.

Name: Melissa Tungate

Area: Language Arts

Level: High School


15


Curriculum Recommendation2. Study possible changes to communications course offerings.


1. This recommendation is a result of recent changes to staffing, enrollment, and elimination of related electives.

2. This study will focus on streamlining and enhancing the communication courses currently offered (various levels of video, journalism-newspaper, eBlast, video news show, yearbook).

3. This study will lead to a proposed change in course offerings that will be customized to meet students’ needs and interests in various communication fields. This study may also yield potential internship opportunities for interested students.



2. Create a committee of teachers and other personnel to research and study over the 2012-2013 and 2013-2014 school years, resulting in additional curriculum recommendations.

Up to 2 days with substitutes X up to 5 teachers = $900;up to 18 hours of workshop time X up to 5 teachers =$ 2718

Up to 12 hours of flex time X up to 5 teachers


Approved.This is a creative direction to pursue. Administrative support will be needed.

Name: Michael Ghilani & Melissa Tungate

Area: Language Arts

Level: High School


16

UPPER ST. CLAIR SCHOOL DISTRICTCURRICULUM RECOMMENDATIONS FOR 2012-2013


1. Study and research effective instructional strategies and technology products that will strengthen computational fluency in the elementary classroom.


1. As of the 2012-2013 school year, all elementary classrooms will be at full implementation of the Investigations and enVisionMATH programs. Both programs are strongly rooted in building number sense, utilizing mental math strategies, and a deeper conceptual understanding of mathematical content.

2. The Mastery of Math Facts program (Rocket Math) is currently utilized in second through fourth grade classrooms to help foster students’ automaticity of basic math fact skills.

3. The Elementary Math Curriculum Committee has voiced concern about Rocket Math’s level of effectiveness over the past two years. Elementary teachers have expressed interest in seeing if these needs might be met in a different manner.

4. According to the Common Core Standards, the following computational fluency expectations are as follows:

• K – Add and subtract within five• Grade 1– Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.• Grade 2– Add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. Add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

(Cont’d.)



2. Identify a team of teachers who are interested in researching and studying online programs for math fact practice as well as integrating Number Talk techniques into their math class or homeroom.

3. Train selected teachers in Number Talks via educational articles, video training sessions, and other resources that will be included in a Blended Schools training class.

4. Set up a timeline and clear expectations for training, integration, data collection, and final analysis.

5. Simultaneously research what technology software/online programs/websites might partner with Number Talks to enhance fact fluency and automaticity skills.

6. Present study and findings to the Elementary Math Curriculum Committee for discussion in the spring of 2013.

7. Committee recommendation for the 2013-14 school year regarding the Mastery of Math Facts program, math fact technology resources, and Number Talks.

$500 –Subscription for Greg Tang’s math website for 3,500 students


Approved.This area of the curriculum remains important along with the recent changes to the mathematical standards.

Name: Shannon Dominick

Area: Mathematics

Level: Elementary


17



1. Study and research effective instructional strategies and technology products that will strengthen computational fluency in the elementary classroom. (Cont’d.)


• Grade 3 – Multiply and divide within 100. By the end of Grade 3, know from memory all products of two one-digit numbers. Add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.• Grade 4 – Add and subtract multi-digit whole numbers• Grade 5 – Multiply multi-digit whole numbers

5. The National Council for Teachers of Mathematics states that “Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. The computational methods that a student uses should be based on mathematical ideas that the student understands well, including the structure of the base-ten number system, properties of multiplication and division, and number relationships.” Principal and Standards for School Mathematics, NCTM, 2000.

(Cont’d.)



Area: Mathematics

Level: Elementary


18



1. Study and research effective instructional strategies and technology products that will strengthen computational fluency in the elementary classroom. (Cont’d.)


6. The staff has participated in two math staff development sessions with trainers from the AIU who have supported a classroom strategy called Number Talks. Number Talks are designed to increase a student’s computational fluency. Number Talks are short, daily routines that provide students with meaningful ongoing practice with computation. A Number Talk is a tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply, and divide. Fluency, as opposed to rote memorization, also strengthens mental math strategies, use of place value knowledge, and requires a deeper level of number sense to work through math problems.

7. There are numerous technology avenues that will be researched and explored. Some may include, but are not limited to, Greg Tang’s World of Math, Reflex, SkillsTutor, MathMastery, FASTT Math, K5 Learning, MathFacts Pro, and AleksQuicktables.



Area: Mathematics

Level: Elementary


19


Curriculum Recommendation1. Continue to research and explore the benefits of the ALEKS (Assessment and LEarning in Knowledge Spaces) program in customizing instruction to meet the needs of students requiring acceleration or remedial services.


1. The ALEKS program is a web-based, artificially intelligent teaching tool that allows teachers to customize instruction, as stated in the district’s mission statement. This program formatively assesses a student’s current level of knowledge in the different domains of a particular course (referred to as “knowledge spaces” by ALEKS). After an initial assessment, students are presented with topics for exploration for which they demonstrate readiness.

2. Some basic lessons are given to familiarize the students with each topic before providing them with practice problems on that concept. Teachers are provided with data on each student enrolled under that teacher’s name and can provide one-on-one or group instruction on these topics as well. The lessons provided in ALEKS promote students’ procedural and computational knowledge of these concepts while providing the teacher with the data they need to support their conceptual knowledge. While the program can certainly be used during the school day, students are also able to access the program at any time of day at home.

(Cont’d.)



2. Purchase licenses for those students who used the program during the first semester of the 2012-2013 school year. These licenses will provide students with access for the remainder of the school year.

3. Meet with the resource teachers from both buildings and the classroom teachers to determine how to most efficiently and effectively customize support to meet the needs of the RTI students using the ALEKS program.

4. Meet with the accelerated teachers from both buildings to determine how to most efficiently and effectively customize support to meet the needs of the accelerated students using the ALEKS program.

5. Gather parent feedback about student use of the program at school and at home at the conclusion of the school year.

6. Determine whether or not the cost of the program warrants our continued use of this teaching tool. Write a curriculum recommendation this spring if necessary.

70 licenses at Boyce + 80 licenses at FC = 150 licenses @ $27.50 each = $4,125


Approved.The addition of on-line resources is a good direction to pursue.

Name: Andrew Lucas

Area: Mathematics



20



1. Continue to research and explore the benefits of the ALEKS (Assessment and LEarning in Knowledge Spaces) program in customizing instruction to meet the needs of students requiring acceleration or remedial services. (Cont’d.)


3. Each student is given a pie that shows their current level of mastery in the ALEKS course they are taking (see Figure 1 in Appendix A). This pie also provides links to new concepts that the students are ready to study. Students can either choose for themselves which domain to study, or the teacher can direct the students to focus on a particular domain to support learning that is occurring in the students’ regular classroom. Either way, each student receives instruction and practice that is customized to his or her current level of readiness.

4. Teachers can easily track each student’s progress, communicate with them, and release customized worksheets through the ALEKS reporting dashboard. They can also get a quick snapshot of each student’s growth and where the class as a whole stands within each domain (see Figure 2).

5. As each student progresses through a course, they are periodically reassessed on both new and old material to ensure retention of concepts and growth. These assessments require students to fill in their answers and are not multiple choice. Each student also uses a notebook in which they show all of their work.

(Cont’d.)


Name: Andrew Lucas

Area: Mathematics



21



1. Continue to research and explore the benefits of the ALEKS (Assessment and LEarning in Knowledge Spaces) program in customizing instruction to meet the needs of students requiring acceleration or remedial services. (Cont’d.)


6. Since the beginning of the year we have been using this program with the students in our accelerated math courses and with our students who have been identified for our RTI (Response To Intervention) programs at both Boyce and Fort Couch. The accelerated students have used this program slightly differently in the two buildings based on age-appropriateness, but the general philosophy has been to provide students with a customized way to explore new concepts before they are taught in class. Both of our accelerated teachers have reported that this has increased both the pace and the depth of what they teach in the regular class. Both teachers relate that they have been able to spend less time in class focusing on procedures and computation and more time focusing on conceptual understanding. Many of the students have shared stories of how when they did not understand a concept or the explanation given in ALEKS, they went to another website such as Khan Academy to explore the concept further. More time is needed to investigate the truth growth of these students over the course of the entire year and to experiment with the best possible implementation of this program for this group of students.

(Cont’d.)


Name: Andrew Lucas

Area: Mathematics



22


Curriculum Recommendation1. Continue to research and explore the benefits of the ALEKS (Assessment and LEarning in Knowledge Spaces) program in customizing instruction to meet the needs of students requiring acceleration or remedial services. (Cont’d.)


7. Our RTI students have primarily used this program at school so that we do not add to their current course load (although some choose to use it at home as well). At Fort Couch, these students usually come to the math resource teacher during Panther Time three days each week. At Boyce, these students meet with the teacher during the last twenty-five minutes of their math class on predetermined days. The math resource teacher provides them with a focus for the day and works with small groups of students while the rest work on their pie. The teacher will usually choose a sector for the students to work on based on what the students are learning in class. We have seen significant growth in the learning of these students in the short time that we have been using this program (see Figure 3). We would like more time to experiment with how best to implement this support for these students.


Name: Andrew Lucas

Area: Mathematics



23



2. Update the current middle school mathematics acceleration criteria to match the criteria listed in Appendix B.


1. Since our current accelerated placement criteria were written, both our curriculum and the placement tests administered to students over that curriculum have changed substantially in the shift from the Chicago Math curricular approach that occurred several years ago and to meet the more recent demands of the Common Core Standards.

2. The Common Core Standards now place more emphasis on mathematical thinking and conceptual understanding than our previous standards. Our current criteria focus more on procedural knowledge. The new criteria listed in Appendix B will allow us to more objectively examine a student’s conceptual understanding as well as their rate of acquisition and aptitude. These new criteria will allow us to more fully customize our procedures for placement in the acceleration program. This will help us to continue to ensure that all students who have a need for acceleration will receive this opportunity.

3. Currently, there are 69 students (ten fifth grade students, fifteen sixth grade students, twenty-two seventh grade students, and twenty-two eighth grade students) in the accelerated programs at Boyce and Fort Couch. This represents about five percent of the student population. Of the 69 students, five of them are currently accelerated two years.

(Cont’d.)



2. Share the new accelerated criteria with teachers in the middle school math department and with the fourth grade teachers. Clearly communicate to all teachers the expectations for an accelerated student so that they can more accurately recommend students for this program.

3. Post the new accelerated criteria on a USC Middle School Mathematics curriculum website that is to be developed this summer.

4. Secure the appropriate SCAT testing licenses needed for assessing students. Establish an annual line item in the mathematics budget for these licenses.

5. Use the new criteria beginning this spring when assessing fourth, fifth, and sixth grade students to determine placement for the fall of the 2013-2014 school year.

6. Review placement results following the first wave of testing in May and June of 2013. Determine of any revisions should be made to the new criteria for future testing.

$60 per year for a packet of 20 tests.

$60 x 3 grades (4th, 5th, and 6th) = $180 each year.


Approved.Taking into consideration all aspects of a student’s ability and achievement strengthens this recommendation process.

Name: Andrew Lucas

Area: Mathematics



24



2. Update the current middle school mathematics acceleration criteria to match the criteria listed in Appendix B. (Cont’d.)


4. While our current criteria does provide a good standard for ensuring that students have mastered the concepts from a particular course before accelerating past it, our current assessment model does not take into account the aptitude of each student except to ask the student’s teacher about their class performance. The SCAT test is a widely recognized nationally norm-referenced assessment offered through Johns Hopkins University that is used at the elementary level and will fill this need.

5. Our current written procedures do not contain provisions for testing at the end of fifth grade. The new criteria listed clearly state these procedures and provide a continuum of opportunities for students to customize their learning through the accelerated program at any time in their middle school career.


Name: Andrew Lucas

Area: Mathematics



25



1. Formally pilot the ALEKS (Assessment & LEarning in Knowledge Spaces), a web-based, artificially intelligent assessment and learning system as the core materials for the Differentiated Math course.

Reason(s) for Recommendation1. The goal of the Differentiated Math course is to enable students to find success in math by presenting them with material when they are ready to learn it. To this end, the ALEKS program provides a diagnostic test to analyze students’ abilities so that there is a clear picture of what the student is ready to learn and what the student already knows.

2. There is a great variance in knowledge between students who are enrolled in Differentiated Math. Any tool or curricular materials used in the course must be able to accommodate the variety in students’ needs mathematically. ALEKS uses the results of the diagnostic test to prescribe an individual learning plan for each student so that each student works on only what he/she needs at the point that he/she is ready for it.

3. The rate of progression in gaining math skills varies from student to student. ALEKS allows students to progress through a course as quickly as a student is able, and if a student completes a given course of study, he or she can progress to the next course without incurring an additional cost.

4. Current exploration with the program indicates high levels of student engagement, satisfaction with the learning environment, and success in mastery of individualized objectives. Formalizing this to a pilot will allow for a more informed decision-making process in determining the use of this system for future instruction.



2. Order 40 week subscriptions of ALEKS for 2013-14 school year.

3. Establish criteria by which effective and successful use of the system will be determined.

4. Evaluate the success of the pilot using the established criteria.

5. If the pilot has been found to be effective, develop and present a curriculum recommendation for an adoption of this product.

$35 per student enrolled


Approved.

Name: Steve Miller

Area: Mathematics

Level: High School


26



2. Open the Academic Statistics class to any student who has successfully completed Algebra II.


1. Currently, only students who have completed or are concurrently enrolled in Functions, Statistics, and Trigonometry, or who are seniors that have completed Algebra II may enroll in Academic Statistics. Allowing any student who has completed Algebra II to take Academic Statistics would further the District’s goal of customized learning and give students greater choice in their path through the math curriculum.

2. A major reason that students other than seniors who had not taken Functions, Statistics, and Trigonometry were not permitted to enroll in Academic Statistics was that there were topics on the PSSA that were covered in FST. It was therefore important that any student who had not yet taken the PSSA take that course and not substitute it with Academic Statistics. With the elimination of the PSSA in 11th grade, this is no longer a concern.



2. Modify the prerequisites in the Program of Studies to say that completion of Algebra II is the only prerequisite.


Approved.Allowing students to have access to more and varied math opportunities is valuable.

Name: Steve Miller

Area: Mathematics

Level: High School


27


Curriculum Recommendation1. Pilot a customized 21st Century learning “blended-hybrid” class combining the existing HS Music Theory Independent Study and HS Music Theory Advanced Placement courses to be formally scheduled and taught by two instructors.

Reason(s) for Recommendation1. It is recommended that students who plan to major or minor in music need a background in music theory (fundamental and advanced levels) in order to be successful in college.

2. For the first time in its six-year history, during the 2012-13 school year, HS Music Theory AP was offered only as independent study. The scope/sequence, breadth, and rigor of the AP Music Theory curriculum require increased time and more consistent direct contact with teachers on a regular schedule.

3. The choice of a 3-5 day/week “flex-scheduled” class for both sections of music theory will provide more access to music students who have time constraints.

4. The “blended-hybrid” approach will organize the instruction based on the customization of the student’s achievement levels and past experiences, learning styles, and interests, as well as the ability to break out into small groups working on collaborative and independent projects.

5. Continuing (best) past practice with AP Music Theory, the pilot course would be co-taught by two music teachers, the choral director focusing on aural music theory, sight-singing, and web-based training, and the band director focusing on written music theory, dictation, AP test taking, and composition skills. This will facilitate high AP scores and a continuation of 80% or better pass rate.

Implementation Steps Cost1. Administrative approval.

2. Revise of the High School Program of Studies.

3. Offer both sections of AP and IS Music Theory at the same time for three to five days a week for the entire year.

4. Develop “blended-hybrid” class procedures, activities, and materials that will take advantage of flex-scheduling of the students, differentiated groupings, self-paced take-home text packets (previously introduced to Music Theory IS by Mr. Eisenreich), and web-based and/or computer software units to complement face-to-face work.

5. Assign two teachers (Milovac and Eisenreich) two mods per day (preferable mods 1-2 due to avoid conflicts on the itinerant teacher’s schedule).

6. Allow for summer Act 48 flex and Performing Arts department time to explore web-based and computer software resources (such as Ricci Adams and Think-Quest Music Theory) sites for independent drill and assessment.

7. Warehouse music theory units on Blended Schools.

(Cont’d.)

No additional staffing requirements

Summer flex professional development and during department meetings = $0.

Purchase ofthree iPads II with Tenuto software (to be used with fourth iPad purchased in 2012 for choirs) and ear-phone accessories = total $1500


Approved if scheduling of teachers can be managed.

Area: Performing Arts

Level: High School


Name: Paul Fox

28


Curriculum Recommendation1. Pilot a customized 21st Century learning “blended-hybrid” class combining the existing HS Music Theory Independent Study and HS Music Theory Advanced Placement courses to be formally scheduled and taught by two instructors. (Cont’d.)

Reason(s) for Recommendation Implementation Steps Cost

8. Set-up practice room 311-A with Dell Computer and printer (already purchased by the HS musical), music theory and ear-training software, and ear-phones, with some technology assistance for installation and management of the media.

9. Continue the use of Music in Theory and Practice 7th

Edition Volume I (Benward & Saker).


Area: Performing Arts

Level: High School


Name: Paul Fox

29



1. Study various approaches for better customizing learning in the Wellness Education curriculum.


1. Students have various individual needs based on other course work and scheduling limitations.

2. All students come to us with different goals and motivations for their own wellness.

3. Students interests need to be taken into consideration when offering various approaches to meeting the Wellness Curriculum State Standards.



2. Research different approaches to delivering Wellness Education to students.

3. Visit area schools that are currently using other options to deliver Wellness Education to students.

4. Investigate the possibility of piloting one class in the fall for seniors using new methods of delivering Wellness Education.


Approved.New approaches to instructional delivery continue to be vital in this area.

Name: Betsy Hess

Area Wellness Education

Level: High School


30


Curriculum Recommendation1. Redefine the graduation requirements for students graduating in the 2013-14, 2014-15, and 2015-16 school years.


1. The Pennsylvania Department of Education has recently revised Chapter 4 regarding graduation requirements. Requirements through the 2015/16 school year include course completion and grades, completion of a culminating project, results of local assessments aligned with the academic standards, and a demonstration of proficiency in English Language Arts and Mathematics on the State assessments administered in grade 11 or 12.

2. The PDE has informed school districts of the plan to transition from the use of the PSSA to the Keystones exams at the secondary level for the purpose of determining whether or not a school has made Adequate Yearly Progress (AYP). In addition, to meet the requirements of No Child Left Behind (NCLB), students must be assessed with a high stakes test in the area of science as well as reading/language arts and mathematics at least once at the secondary level. Starting with the 2012/13 school year, the Keystone exam in English Literature and the Keystone exam in Algebra 1 will be used for determining AYP. The Keystone Exam in Biology will be used to meet the mandate of NCLB for a science assessment at the secondary level.

3. The current graduation requirements for the USCSD are no longer valid given the revised assessment plan, particularly due to the elimination of the PSSA at 11th grade and change in timetable for and quantity of Keystone Exams.


1. Establish a committee of administrators from the central office, middle school and high school level to review the current graduation requirements for USCSD, the future graduation requirements for students graduating in 2017 and beyond, and the expectations of Chapter 4 to develop recommendations for the graduation requirements for students graduating in 2014, 2015, and 2016.

2. Determine from whom additional input should be sought.

3. Include persons who are familiar with the needs of special education students, English Language Learners, students with 504 service agreements, and any other populations which require special consideration when determining the requirements.

4. Prepare the recommendations for the graduation requirements and present at a special curriculum panel in January/February 2013 and to the Board of School Directors so that this information can be included in the Program of Studies for 2013/14. This document is typically prepared in January/February of each year so that students and their families can make informed decisions regarding course selection.

no cost beyond meeting time is anticipated for this recommendation.


Approved.This is a necessary but challenging task that has been imposed by the Pennsylvania Department of Education.

Name: Ellie Stoehr/HS and MS administration

Area: Pupil Personnel

Level: Secondary


31


Curriculum Recommendation2. Examine the impact of the revisions in the Chapter 4 Regulations and the transition plan for statewide assessments on the Upper St. Clair requirements for graduation; curriculum objectives, pacing and sequence; and administration of the Keystone Exams and Pa System of School Assessment (PSSA).


1. The Pennsylvania Department of Education (PDE) has recently revised Chapter 4 regarding graduation requirements and the adoption of the Pa. Common Core Standards.

2. The PDE has revised the grade levels at which the PSSA is offered and is changing the content of the exams to more closely aligned with the Common Core Standards.

3. The PDE has informed school districts of the plan to transition from the use of the PSSA to the Keystones exams at the secondary level for the purpose of determining whether or not a school district has made Adequate Yearly Progress (AYP) beginning with the 2012/13 school year.

4. PDE has revised the timetable and content areas for the Keystone Exams to be implemented over the next 5 years.

5. Keystone Exams and PSSA exams are now available in an online version but best practice advises that students need to be familiar with this type of testing prior to administration in this format.



2. Determine whether curriculum will need to be revised to meet the common core standards in regard to content, pacing, and sequence.

3. Establish a committee to examine the potential use of the online versions of the PSSA and Keystone Exams.

4. Establish a plan for providing support for students who do not score proficient on the Keystone Exams as well as for the project that may be used in place of the Keystone Exams to demonstrate proficiency.

5. Examine the logistical needs around the administration of the Keystone Exams, storing of scores, recording proficiency and determining when graduation requirements have been met so that recommendations can be made regarding the role of professional and support staff in this regard.

6. Establish IEP team guidelines for determining when and how students with IEPs may use completion of their IEP to meet graduation requirements.

no cost beyond meeting time is anticipated for this recommendation.


Approved.A significant amount of effort will be necessary to address this time-consuming requirement.

Name: Ellie Stoehr/HS and MS administration

Area: Pupil Personnel

Level: Secondary


32


Curriculum Recommendation1. Study the Next Generation Science Standards and potential impact to the USC High School Science Curriculum.


1. The National Academy of Science and the National Academy of Engineering have developed a Conceptual Framework for New K-12 Science Education Standards that will provide the expectations for students in science. This framework forms the basis of the Next Generation Science Standards (NGSS). The state of Pennsylvania is one of over 40 states working on these new standards which have undergone a review period and are expected to be adopting in the first quarter of 2013. Pennsylvania is expected to begin implementation in Spring 2014.

2. The NGSS are built around three major dimensions including: (A) Scientific and engineering practice; (B) Crosscutting concepts that unify the study across science discipline; (C) Core ideas in four disciplines including physical sciences (chemistry and physics), life sciences, earth and space sciences, and engineering, technology and applications of science.

3. The goal is to have students, by the end of 12th grade, “engage in public discussions on science-related issues, be critical consumers of science information related to their everyday lives, and continue to learn about science throughout their lives.” This goal is for ALL students, not just those who plan to pursue further education and careers in the sciences.

(Cont’d.)



2. Analyze current course offerings to determine how content aligns with the Disciplinary Core Ideas.

3. Identify cross-cutting concepts within current offerings.

4. Determine core courses which will be required of all students to meet the goals of NGSS, keeping in mind the need to meet the learning abilities of all students.

5. Identify weaknesses and limitations in current course offerings and make appropriate curriculum recommendations to correct these areas.

6. Examine courses in other disciplines that may meet the goals of Engineering, Technology, and Application of Science.

7. Develop curriculum recommendations to elevate the science requirement to meet the goals of NGSS.

NGSS training (to be determined)

Summer workshop time: 6 teachers for 12 hours @ $30.20/hr = $2174.40


Approved.This will be helpful in informing future programmatic decision-making.

Name: Lynn Kistler

Area: Science

Level: High School


33


Curriculum Recommendation1. Study the Next Generation Science Standards and potential impact to the USC High School Science Curriculum. (Cont’d.)


4. The current description in the Program of Studies book (“Science requirements are normally met with such courses as biology, chemistry and physics.”) provides little guidance as to an appropriate selection of courses to meet either the current PA State Standards or the Next Generation Science Standards. The requirement is to obtain 6 credits in science but does not assure that students will receive the disciplinary core ideas.

5. USC science, technology and engineering courses should be framed around the Scientific and Engineering Practices and the Crosscutting Concepts should be identified within each discipline.


Name: Lynn Kistler

Area: Science

Level: High School


34


Curriculum Recommendation2. Pilot a change of the current AP Physics C Mechanics and Electricity & Magnetism course from a one-year long course to two one-year long courses, with each course meeting for 10 mods a week instead of 14 mods.


1. The Mechanics and Electricity & Magnetism are separate AP exams. Each is worth four college credits for eight total credits. Currently to cover the content for both courses before the exam, Mechanics needs to be completed before Winter Break. This allows for approximately 240 mods of instruction. Students do not take the AP mechanics exam until five months after they finished Mechanics thereby likely affecting their AP score.

2. Students who desire either a one year college mechanics or electricity & magnetism course only, are currently forced into both where it is difficult to reach full mastery of their desired material due to pacing constraints in covering areas of content. Each year more students have taken the Mechanics exam than the Electricity & Magnetism exam.

3. This change will align with coming changes to the AP Physics B which will be separated into a two-year program as well in 2014-15.

4. Many schools currently offer the AP Physics C as separate courses and/or offer just the Mechanics course.

(Cont’d.)



2. Update the Program of Studies to reflect the revised schedule.

3. Review and revise lab activities to fit the 50 minute period.

4. Analyze the change based on student feedback, course enrollment and AP scores.

12 hours of flex time for one teacher.


Approved.It will be important to evaluate student interest and enrollment to determine if this is a sustainable and necessary change to this course.

Name: Lynn Kistler

Area: Science

Level: High School


35


Curriculum Recommendation2. Pilot a change of the current AP Physics C Mechanics and Electricity & Magnetism course from a one year long course to two one-year long courses, with each course meeting for 10 mods a week instead of 14 mods. (Cont’d.)


5. The instructional time increase from 240 to 350 mods for each course will provide the time needed to introduce essential concepts of calculus into the course.

6. Offering the Mechanics course to juniors will permit those students who are planning for careers in engineering and the physical sciences a course that more closely aligns with their educational goals. These students would take AP Physics C in place of the AP Physics B.


Name: Lynn Kistler

Area: Science

Level: High School


36


Curriculum Recommendation3. Adjust the AP Chemistry and AP Biology class meeting time from 14 mods/week with alternating 4 mod lab days to 3 mods/day (15 mods/week) to allow for inquiry instructional practices.


1. Recently implemented changes to the AP Biology and 2013-14 changes to the AP Chemistry curriculum place more emphasis on inquiry which is more time-intensive. The change to inquiry is to foster enduring understandings and scientific reasoning skill, instead of an extensive amount of content.

2. Currently, classes meet for labs on alternating M-W or T-Thschedules for a total of 14 mods. With in-service days, holidays, and other interruptions to the normal schedule, it is extremely difficult for all classes to maintain a consistent pace. For example, if there is no school on a Monday and it was a scheduled lab day, students would lose 28% of their weekly instructional time.

3. Lab time will be available any day during the week and permit all students to do the lab and/or inquiry activity on the same day. This will allow the instructor to plan labs and activities when appropriate in the instructional process instead of on a particular designated lab day.

4. It will be possible to adapt labs to the 75 minute time schedule or to design some labs to occur over two days.

(Cont’d.)



2. Update the Program of Studies to reflect the revised schedule and suggest that students enroll in the Summer Gym program to ease scheduling conflicts.

3. Review and revise some labs to perform in the 75 minute time period.

4. Investigate and pilot inquiry activities that are appropriate for AP level science content.

(note: This change will not impact the number of teachers who currently teach over 50 mods/week as the AP teachers typically are over this amount already)

24 hours of Summer Workshop time: 2 teachers for 12 hours each = 24 x $30.20 = $724.80


Approved.Studying the impact on student enrollment and the quality of the lab experience will be important in determining if the reduction of time should be maintained.

Name: Lynn Kistler

Area: Science

Level: High School


37


Curriculum Recommendation3. Adjust the AP Chemistry and AP Biology class meeting time from 14 mods/week with alternating 4 mod lab days to 3 mods/day (15 mods/week) to allow for inquiry instructional practices. (Cont’d.)


5. A three-mod class will permit students one mod for lunch when class meets during the lunch mods without having to eat in the classroom. Reserving 1 mod/day for lunch and/or independent study time is suggested in the Program of Studies: “We believe that each student should have a minimum of one module daily for lunch/independent study.” (p. 7)

6. This model of scheduling instructional time will provide the classroom teacher with a consistent daily schedule which makes it easier to schedule time with students who need extra help.


Name: Lynn Kistler

Area: Science

Level: High School


38


Curriculum Recommendation4. Adjust the course meeting time for AP Environmental Science from 14 mods/week to 10 mods/week for the 2013-14 school year.


1. The AP Environmental course is the equivalent of a 3-credit college course, unlike other science courses which are 4-8 college credits. The additional instructional time that includes two, 4-mod lab periods twice per week is not needed to cover the content of the course as developed by the College Board.

2. Students that have an interest in the course may have difficulty in scheduling due to the extra mods required for lab. Without this challenge, the course would better fit into a typical junior or senior schedule and could potentially increase enrollment.



2. Update the Program of Studies book to reflect the change.

3. Provide summer workshop time to adjust the course pacing to maximize class time and select the most appropriate course materials.

none


Approved.

Name: Lynn Kistler

Area: Science

Level: High School


39


Curriculum Recommendation5. Supplement the current IB SL and HL Physics text books with an IB test preparation book – Physics for the IB Diploma, K. A. Tsokos, Cambridge University Press, 2010 (ISBN 0521138213). This book would be available for all IB Physics Students including SL, HL1, and HL2.


1. Currently, IB Physics SL & HL1 are using the WileyPlussystem which incorporates the Cutnell & Johnson Physics ebook. IB Physics HL2 is using a combination of a Cutnell & Johnson Physics textbook (fourth edition) and the Cutnell & Johnson Physics ebook (eighth edition). Though this text book covers the bulk of the IB topics, it does not present the material with IB terminology, problem structure, or with a global perspective.

2. By adding the Physics for the IB Diploma by K.A. Tsokos, the students would gain an IB perspective on topics already covered in the Cutnell & Johnson Physics book, plus additional coverage of topics not included in the Cutnell & Johnson Physics book, and practice problems in an IB format that would better prepare them for their IB final assessment.



2. Purchase books for current school year.

3. Incorporate IB specific terminology, format, and additional review into current curriculum

25 books @ $60 = $1500(funds are available through the Science Department budget due to fewer physics e-books purchased for AP Physics B)


Approved.

Name: Lynn Kistler

Area: Science

Level: High School


40


Curriculum Recommendation6. Pilot a year-long Robotics course to students in grades 9-12 during the 2013-14 school year.


1. Robots are an ever increasing presence in our lives. They contribute to our lives in a variety of ways, from vacuuming our floors to assembling machines to delicate surgical procedures.

2. The Robotics course would provide a greater understanding of the development of these robots, as well as a deeper appreciation for the impacts that robots have on our personal lives and on society as a whole.

3. The course consist of three components: (1) build the robots virtually using existing drafting software; (2) physically building the robots, increasing complexity of mechanical systems; and (3) programming robots using EasyC v.4 programming. This will provide a relevant and exciting subject that incorporates essentials of science, technology, engineering and math (STEM).

4. An introduction to robotics was a portion of the Science Department Summer STEM Academy and was well received by the students. A year-long course will maximize the use of the materials purchased for the summer program.

5. The VEX robotics system is used in multiple national and international robotics competition including Project Lead the Way.

(Cont’d.)



2. Update the Program of Studies book to include the new course offering.

3. Develop curriculum for the course using the robots previously purchased.

4. Evaluate the course for possible permanent adoption into the Science and Technology curriculum and identify how the course meets the goals of the Next Generation Science Standards.

Summer Workshop time of 40 hours for 2 teachers at $30.20/hour = $2416


Approved.This will be a unique and engaging course addition to the technical education/science offerings.

Name: Lynn Kistler

Area: Science and Technology

Level: High School


41


Curriculum Recommendation6. Pilot a year-long Robotics course to students in grades 9-12 during the 2013-14 school year. (Cont’d.)


6. The Next Generation Science Standard includes Engineering, Technology, and Applications of Science as a core content area. The Robotics class will provide a setting for students to meet this important 21st Century skill.


Name: Lynn Kistler

Area: Science

Level: High School


42


Curriculum Recommendation7. Pilot a semester course in Honors Organic Chemistry for the 2013-2014 school year.


1. A large number of students graduating from Upper St. Clair seek degrees in majors requiring organic chemistry.

a. Pre-Med, Pre-Vet, Pre-Dentalb. Nursingc. Pharmacyd. Chemical Engineering, Biomedical Engineering,

Petroleum Engineering, Polymer Engineering, Environmental Engineering, and others

e. Biology (and any variants of a biology major – i.e. Biochemistry, Physiology)

f. Forensic Science

2. Students who experience organic chemistry for the first time at the college level find the course to be very difficult and challenging, often leading them to abandon a science career. One study indicated that 55% of students in a traditional organic chemistry course earned a D or F.

3. Our students are at a disadvantage to those students graduating from high schools offering organic chemistry.

4. A background in organic chemistry will support student research in our STEM initiative.

(Cont’d.)



2. Summer workshop time to select appropriate online resources and to develop curriculum that can be posted on Blended Schools.

3. Update the Program of Studies.

4. Schedule course based on student enrollment.

5. Evaluate feasibility of offering the course as a summer enrichment program in the future.

Summer workshop time: 40 hours @$30.20 = $1208


Approved.Providing more options for students is always encouraged though monitoring of student interest and enrollment will be necessary to determine the feasibility of offering this course.

Name: Lynn Kistler

Area: Science

Level: High School


43


Curriculum Recommendation7. Pilot a semester course in Honors Organic Chemistry for the 2013-2014 school year. (Cont’d.)


5. A survey of 489 USC high school students revealed 293 students would take organic chemistry while 196 would not take organic chemistry if offered. The results were as follows:

a. 161 students answered yes to both a one semester course and a full year course

b. 12 students answered yes to only a full year coursec. 120 students answered yes to only a one semester

coursed. 63 students planning on studying a major requiring

organic chemistry said noe. 133 students planning on not studying a major

requiring organic chemistry said no


Name: Lynn Kistler

Area: Science

Level: High School


44


Curriculum Recommendation1. Research and explore electronic resources in the area of social studies education for the following purposes: 1. To serve as a collection of primary resources for the delivery of Social Studies content in determined courses; 2. To be used in place of more traditional hard-copy resources; and 3. To serve as a model of primary electronic resource determination, organization, and usage for other content areas.


1. Within the next five years, most textbooks will be created as an application for mobile devices. Publishing companies are moving toward more interactive electronic textbooks. At the same time, additional mobile applications are also being produced at a rapid rate and have been found to allow students to work with, manipulate, and understand information in meaningful, creative, and innovative ways. The way in which content can be housed and delivered is quickly evolving.

2. In addition to applications, content is being produced and made available electronically for free by many reputable sites and organizations. Some examples of open-source materials that hold promise are those included in iTunes University, Open Author -http://www.ck12.org/, http://www.oercommons.org/ Blended Schools and various Internet sources.

3. Tools for organizing and housing electronic resources are expanding. iBook Author is one resource that can be used to create a comprehensive, customized and interactive text. The District has also experienced success with the use of the Blended Schools Network in housing "vetted" course related resources.

(Cont’d.)



2. Research on-line resources and determine areas of the social studies curriculum where these could best be piloted.

3. Examine and explore ways to organize core materials for access by all teachers and students in a given course.

4. Continue research and evaluation. Include assistance from District Reading Specialists to assure that resources are appropriate for the level of student for whom they are intended.

5. Determine a vetting and/or approval process to be used for core electronic resources. Make a recommendation in this area.

6. Determine equipment needs, feasibility and budget implications.

7. If found to be practical, begin the process of resource organization and pilot the use of the materials in determined courses.


Approved.Developing a model for moving forward in this area is an important process in advancing the effective use of these tools.

Name R. Smith, S. Levine, D. Kirchner, J. Bulazo, R. Berrott

Area: Social Studies

Level: K-12


45


Curriculum Recommendation1. Research and explore electronic resources in the area of social studies education to accomplish the following: 1. serve as a collection of primary resources for the delivery of Social Studies content in determined courses; 2. be used in place of more traditional hard-copy resources; and 3. serve as a model of primary resource determination, organization, and usage for other content areas. (Cont’d.)


4. With information evolving and changing at a record setting pace, resources that are organized in an electronic format can be easily updated and current as well as interactive presentation of content.

5. The ultimate fulfillment of this recommendation will impact the need for electronic devices. It is recognized that electronic resources cause us to be more dependent on mobile devices for all students in order to promote the best use of both the resources and instructional time with the teacher. That being the case, it is felt that being prepared with how to best choose and use electronic resources as primary course resources should be one of the driving factors in determining the need for equipment. This will help to guide the choice and placement of electronic equipment.

6. A formal vetting process for textbooks exists but not for core electronic resources that would be used with all students. This is not to say that every resource needs to be formally reviewed, but those that will serve as the formal "core" text for a course, should go through a similar process to assure accuracy of information free of bias.


Name: R. Smith, S. Levine, D. Kirchner, J. Bulazo, R. Berrott


Level: K - 12


46


Curriculum Recommendation1. Pilot a one-semester course called “21st Century Global Affairs” beginning in the 2013-2014 school year (open to all grade levels, 9-12).


1. USCHS currently lacks a course dedicated solely to 21st

century global affairs and their historical roots. Students will be challenged to analyze the problems and events shaping the world today. Contemporary topics such as U.S. foreign policy, terrorism, globalization, the global economy, immigration, international crime, international justice, and genocide represent some of topics that would be addressed. The course will be presented from an “issue-approach,” incorporating the impact of these issues on the existing cultures, countries, and regions.

2. The 50% increase in the number of students enrolled in Asian and Middle Eastern Studies (A.M.E.S.) since 2011-12 is evidenceof our students’ growing desire for a deeper understanding of the critical issues which face the United States and the world today.Creating a semester course gives students the flexibility to take Global Affairs and/or A.M.E.S.

3. This is a course that will be organized to take advantage of the growing use of instructional technology and could also utilize a flexible/blended learning model. Some direct instruction will be online through recorded mini-lectures, the use of the growing amounts of online resources (iTunes University, ed.Ted, TeacherTube video instruction, etc.) and through other technological means as they emerge.

(Cont’d.)



2. Update the Program of Studies book to include the new course name and description.

3. Write curriculum/units of study and incorporate them into Rubicon Atlas.

4. Seek out professional development opportunities for creating a blended course. For example, blendedschools.net offers two courses: 1) Teaching Online Effectively, 2) Teaching in a Blended Learning Environment.

5. Work with the World Affairs Council of Pittsburgh to explore opportunities for further collaboration.

Up to 12 hours of flex time for 1 teacher and up to 18 workshop hours @ $30.20 per hour X 1teacher = $543.60


Approved.This fits with the goals of our strategic plan to challenge students to achieve success in an interconnected world.

Name: Doug Kirchner


Level: High School


47


Curriculum Recommendation1. Pilot a one-semester course called “21st Century Global Affairs” beginning in the 2013-2014 school year (open to all grade levels, 9-12).

(Cont’d.)


4. USCHS already has a strong, collaborative relationship with the World Affairs Council of Pittsburgh (http://www.worldpittsburgh.org). Our partnership will allow forin-person and electronic “real-time” learning opportunities (forums, speakers, student summits, etc.).


Name: Doug Kirchner


Level: High School


48



2. Conduct a study of possible adaptations to the current scope, sequence, and format of Academic American History.


1. Our District’s emphasis on customization has generated discussion about ways to best meet students’ LSI: Level of learning, Style of learning, and interests. Academic American History is a course that could potentially serve as a laboratory for new approaches to teaching and learning. The study will explore the impact of modifying our current chronological approach to a thematic approach.

2. A thematic approach would be closely aligned with PA Standards and NCSS Themes. Themes could include, among others, “Conflict and Cooperation” and “Power, Authority, and Governance.”

3. Precedent for a thematic approach has already been set in our 10th grade World History courses.

4. An in-depth study of topics by theme as opposed to a cursory overview of events/eras also fits well with our District’s efforts toward aligning social studies instruction with Common Core Standards in reading and writing. In turn, it also meshes well with the ongoing efforts of social studies and English teachers to provide more interdisciplinary opportunities.

5. Since students already study American History, both thematically and chronologically, in 7th and 8th grade, they come with an understanding of the major events and eras that have shaped our nation.



2. Provide selected high school teachers within social studies and English with flex time and summer workshop hours needed to support this recommendation.

3. Selected committee members will gather information on the pros/cons of shifting to a thematic approach to American History. They will explore possible themes, essential questions, and learning targets. Student perception data regarding potential changes to American History can also be collected during the current school year.

4. As a result of feedback and collaboration, the committee will determine the viability of adapting the curriculum, and will either recommend to pilot a new curriculum or proceed with the current curriculum.

5. Draft new curriculum recommendations to revise curricula, as needed.

Up to 12 hours of flex time for 5 teachers and up to 18 workshop hours @ $30.20 per hour X 5 teachers = $2,718.00


Approved.Coordination with the high school English Department and the middle school Social Studies Department will be critical to this process.

Name: Doug Kirchner


Level: High School



Curriculum Recommendation3. Pilot a year-long AP World History course for students in grades 10-12 during the 2013-2014 school year.


1. An AP alternative to our current Academic, MYP, Honors, and MYP Honors World History options meshes well with our District’s focus on customization and better meets students’ LSI: Level of learning, Style of learning, and interests.

2. There are multiple students in each section of World History that would benefit if given the opportunity to deepen their understanding of World History and its related skills with an AP alternative.

3. Students who choose to take AP World History in 10th grade will be better prepared for additional AP coursework in social studies in grades 11 and 12. Students who choose to take AP World History in 11th or 12th grade will already have a foundation for the content and skills that they learned in MYP, Honors, or MYP Honors World History in 10th grade.

4. Any 10th grade student who chooses to take AP World History will still be given the opportunity to complete the requirements for their MYP certificate.



2. Update the Program of Studies book to include the new pilot course offering of AP World History as an option for 10th

grade students as well as 11th and 12th grade students who maintained an A or B average in MYP, Honors, or MYP Honors World History 10th grade.

3. Create a list of the distinction between AP World History and the other levels of World History currently available.

4. Provide summer workshop time for teachers to develop the AP World History Pilot Curriculum and materials.

5. Pilot the new course offering in 2013-14.

30 summer workshop hours @ $30.20 per hour X 2teachers = $1,812.00


Approved.This creates a large number of different social studies options for tenth grade students. Scheduling and enrollment may impact the ability to offer this course.

Name: Doug Kirchner


Level: High School


50


Curriculum Recommendation1. Research and develop expanded options and offerings for USCSD summer school which include remediation, enrichment, and additional credited options.


1. In a customized learning model, consideration of time beyond the school day and school year can assist in creating options for students that enhance and enrich their learning experience.

2. Our clientele has expressed interest in summer offerings beyond remediation. Success of the Leadership Academies and the STEM Academy are evidence of this interest.

3. High School students have many options for course work beyond what they are able to schedule during the school year. In addition, high school students also participate heavily in interscholastic and outside activities while assuming heavy course loads. Summer course offerings address both of these situations by creating the opportunity to pursue more courses or to schedule a study hall during a particularly busy activity season.

4. It is important to advertise summer offerings early in order for optimal participation. It is critical for high school students to understand their options for summer programming while planning their schedules for the following school year. In addition, our families tend to plan summer programming for their children well before the end of the school year.



2. Form a development group of key administrators and curriculum leaders at each level to investigate options and participate in and oversee development, scheduling and the eventual implementation of summer programming.

2. Investigate offerings by outside vendors who have reputable course options – CMITES, Camp Invention, local universities, etc.

4. Determine other possibilities for summer coursework that could be developed internally. Provide time to develop appropriate courses. Assure that capacity exists to run internal programs with our staff and that cost and enrollment enables the programs to run as cost/revenue neutral.

5. At the high school level, determine content for which completing additional summer coursework would be desirable and if this would be best handled in an online, traditional, or blended instructional approach.

6. Assure oversight of all summer school offerings by appropriate Curriculum Leaders and Administrators.

Some sub money for meetings (up to $500)

Sub money for course development time. This could be offset by course tuition(up to $500)


Approved.Increased student and parent interest has been the impetus for this recommendation. Summer options allow for learning experiences to occur in unique ways and within timeframes that differ from the traditional school schedule.

Name: ECLT, MSLT, HSLT, Judy Bulazo

Area: Summer School

Level: All


51


Curriculum Recommendation1. Expand the current one-semester International Studies course to two semesters with International Studies I (fall) and International Studies II (spring) beginning in the 2013-2014 school year.


1. The number of course participants is increasing as students recognize more and more the importance of international components to their education.

2. Students have expressed interest in a longer course that expands upon units presented in the current semester-long course and that also adds additional cross-cultural and cross-disciplinary topics.

3. These courses will continue to provide non-IB students with international course options.

4. The provision of a fall course and a spring course allows for flexibility in student schedules. Students have the option of taking the first course in the fall of any year, and they can take the follow-up course in the spring semester of any following year.

5. This also still gives students the flexibility to include the Asian and Middle Eastern Studies class at some point in their high school career.



2. Include new course description in Program of Studies for 2013-2014.

3. Write additional units and incorporate them into Rubicon.


Approved.Student interest and enrollment will need to be monitored in order to determine the feasibility of maintaining this course.

Name: Deanna Baird

Area: World Languages

Level: High School


52


Curriculum Recommendation2. Study ways to expand and enhance the assessment process in world languages using electronic portfolios in order to further customize learning for students.


1. Recently implemented use of electronic portfolios in world language courses have been successful in documenting student achievement and in involving students in the assessment process.Electronic portfolios allow for the ability to demonstrate and

record listening and speaking skills. With checklists of skills and inclusion of language samples, electronic portfolios lend themselves to the “level of learning” component of customization that can and should be expanded.

2. Self-assessment is a critical component of formative assessment and is a significant part of the assessment e-folio. Developing improved methods for self-assessment will maximize the benefit of these e-folios for students.

3. Time to research and determine the best ways to expand the use of these portfolios and to reach consensus on critical components that should be in place for all students is needed.Information gathered in the study will facilitate the department’spractice on key components of e-folios and on common usages of the e-folios by both teachers and students.



2. Research customization and self-assessment strategies during professional development time 2012-2013.

3. Use summer FLEX time to complete the process.

4. Pilot the improved electronic portfolio practices with all students in 2013-2014.


Approved.

Name: Deanna Baird


Level: High school


53


Curriculum Recommendation3. Pilot Passport to French and Passport to German to replace the current German 1 and French 1.


1. Though the vast majority of Upper St. Clair students begin their high school world language experience at level 2, there are some students who choose to take a level 1 language course due to difficulties experienced in acquiring second language skills. In addition, some students also choose to switch languages in ninthgrade. The revision of these courses would provide a language learning experience that would not merely be a duplication of the courses which they experienced in middle school.

2. Updating these courses, which are the foundation for the high school language course sequence will benefit students who need a more customized learning experience and will enhance students’ ability to make cross-curricular connections through theme-based teaching. Proficiency benchmarks will remain the same but these new themes will give students a fresh approach for level 1.

3. These courses could also be accessed by students who would like to begin a second world language course at any point in their high school studies. The option of a second world language course at the high school level has been a goal of the world languagedepartment since the implementation of Foreign Language at the Elementary School (FLES) and the K-12 reorganization of thedepartment. Customization will help these students to not only progress more quickly but also in more depth on the proficiency scale.



2. Revise course descriptions in the Program of Studies.

3. Use professional development time and/or a work day during the 2012-2013 school year for initial research of resources and curriculum and materials development.

4. Complete the curriculum writing and posting onto Rubicon during the summer FLEX time and some paid workshop time.

5. Pilot the courses beginning with the 2013-2014 school year.

2 teachers for 2 days at $30.20 an hour = $724.80


Approved.The department is commended for providing customized learning options to students that experience difficulty in acquiring second language skills. Assuring that these students will be able to access and be successful in level two of the language will be an important component of this recommendation.

Name: Deanna Baird


Level: High School


54


Curriculum Recommendation3. Pilot Passport to French and Passport to German to replace the current German 1 and French 1. (Cont’d.)


4. Course content, including vocabulary and grammar, will be at a level of rigor that will allow students to continue in level two of the language. The curriculum will also include cross-disciplinary and travel units to broaden the appeal of the course and to allow a more 21st century approach.


Name: Deanna Baird


Level: High School


55


Curriculum Recommendation4. Pilot an instructional teaming approach to facilitate a customized delivery of Spanish 3.


1. The large number of sections and of teachers of this course facilitates the scheduling of common teaching and planning time within a traditional schedule. The common scheduling of the sections of this course would then allow for students to be flexiblygrouped and regrouped among teachers giving consideration tostyle of learning, level of learning, interests and achievementrelated to the skills being taught.

2. As with any type of course, students may excel or require additional time with different skills. This approach would allow teachers to address the reading, writing, listening, and speaking skills in a manner matched to student need, interest, and or rate of acquisition.

3. This approach also utilizes the various areas expertise and strengths of the teachers. Capitalizing on instructional strengths in this collaborative approach will not only benefit the students but will also allow teachers to learn and develop from this collaboration with their colleagues.



2. Schedule the courses at same time and provide common planning time.

3. Use professional development time during the 2012-2013 school year for initial curriculum customization.

4. Complete the curriculum/materials writing and posting onto Rubicon during summer FLEX time and some paid workshop time.

5. Pilot the courses beginning with the 2013-2014 school year.

2 days for 3 teachers at $30.20 an hour = $1087.20


Approved.This is a unique and creative concept that has the potential to provide a very customized learning experience for students.

Name: Deanna Baird


Level: High School


56

Appendix A

Appendix AContinued

Appendix A Continued

Appendix B: Middle School Mathematics Accelerated Placement Criteria

Criteria for Acceleration Past 5th Grade Math and Placement in 6th Grade Mathematics as a 5th Grade Student•Students must score at least 80% on an assessment over the 5th grade math course in order to demonstrate procedural mastery of these concepts.•Those students who meet the first criteria will take the SCAT test to determine their aptitude in comparison to other students their age. Students must score in at least the 90th percentile to be considered for acceleration.• Students must be recommended by their fourth grade classroom teacher and other teachers that worked with them throughout the year. This

recommendation will be based on the student's participation in enrichment, class performance, mathematical thinking skills, and the teacher's general belief that the child would thrive in the faster pace of the accelerated class. Other teachers who have worked with the student throughout the year will also be consulted.

•Data from PSSA (or other state assessments if the student has moved into the district), Terra Nova, or other external assessments the student has taken will be considered.Criteria for Acceleration Past 6th Grade Math and Placement in Pre-Algebra as a 6th Grade Student• Students must be recommended for testing by their fifth grade mathematics teacher. This recommendation will be based on the student's participation

in enrichment, class performance, mathematical thinking skills, and the teacher's general belief that the child would thrive in the faster pace of the accelerated class. Other teachers who have worked with the student throughout the year will also be consulted.

•Students must score at least 80% on an assessment over the 6th grade math course in order to demonstrate procedural mastery of these concepts.•Those students who meet the first criteria will take the SCAT test to determine their aptitude in comparison to other students their age. Students must score in at least the 90th percentile to be considered for acceleration.•Data from PSSA (or other state assessments if the student has moved into the district), Terra Nova, or other external assessments the student has taken will be considered. Criteria for Acceleration Past Pre-Algebra and Placement in Algebra as a 7th Grade Student•Students must score at least 80% on an assessment over the Pre-Algebra math course in order to demonstrate procedural mastery of these concepts.•Those students who meet the first criteria will take the SCAT test to determine their aptitude in comparison to other students their age. Students must score in at least the 90th percentile to be considered for acceleration.• Students must be recommended by their sixth grade classroom teacher and other teachers that worked with them throughout the year. This

recommendation will be based on the student's participation in enrichment, class performance, mathematical thinking skills, and the teacher's general belief that the child would thrive in the faster pace of the accelerated class. Other teachers who have worked with the student throughout the year will also be consulted.

•Data from PSSA (or other state assessments if the student has moved into the district), Terra Nova or other external assessments the student has taken will be considered.

Appendix B: Middle School Mathematics Accelerated Placement Criteria

Criteria for Two-Year Acceleration•Students must already be accelerated one year. They must be recommended by their accelerated mathematics teacher to take the assessment. This recommendation should only be made for those students who are exceptional in their mathematical thinking and ability as evidenced by informal discussions in class, class work, and performance on assessments.•Students must score at least 80% on an assessment over the course they are to accelerate through in order to demonstrate procedural mastery of these concepts.•Data from PSSA (or other state assessments if the student has moved into the district), Terra Nova, or other external assessments the student has taken will be considered. The student’s SCAT testing scores will also be reviewed and the test may be administered once more if this action is determined necessary.

Procedures for Testing and Notification of Placement•All students will be assessed for acceleration at the end of their 4th and 6th grade years. This test will take place in May and will be administered by their regular 4th or 6th grade mathematics teacher.•Those students who meet the 80% requirement will have the SCAT test administered by a resource teacher in the building.•The final decision for placement in the accelerated program will be made by the Middle School Mathematics Curriculum Leader and the Middle School Academic Principal.•Parents of those students who meet all requirements and are to be recommended for acceleration will be notified and must sign a consent form stating that they approve of their child’s placement in the accelerated program.•Students will only be allowed one opportunity to take each test. In other words, if a student does not qualify for acceleration in the spring, they may not be reassessed in the fall on the same material. Parents may obtain an item analysis of their child’s performance on the placement test from the middle school mathematics curriculum leader upon request.•Newly enrolled 5th and 7th grade students will be given the opportunity for assessment up to the end of their first nine weeks in the district. Newly enrolled 6th grade students will be assessed only if their past records indicate the need for potential acceleration.

2013 UPPER ST. CLAIR SCHOOL BOARD STANDING COMMITTEES

Committee Term Member(s)

Committee of the Whole 2013 Lou Mafrice (Chairperson)

Legislation 2013

FRN term through 2015

(elected term with PSBA)

Harry Kunselman (Representative)

Louis Oliverio (Alternate)

Barbara Bolas

(FRN Representative)

Parkway West AVTS Joint

Operating Committee

(Elected position for

three-year term)

Current term:

12/3/10 – 12/2/13

Angela Petersen (Representative)

Amy Billerbeck (Alternate)

Pathfinder 2013 Rebecca Stern (Representative)

Frank Kerber (Alternate)

PSBA 2013 Buffy Hasco (Representative)

Frank Kerber (Alternate)

SHASDA 2013 Louis Oliverio (Representative)

Rebecca Stern (Alternate)

Township Liaison 2013 Barbara Bolas (Representative)

Frank Kerber (Representative)

Louis Mafrice (Alternate)

Youth Steering

Committee Liaison

2013 Angela Petersen (Representative)

Amy Billerbeck (Representative)

Harry Kunselman (Alternate)

PTA Council & PTSO 2013 Amy Billerbeck(Representative)

Buffy Hasco(Alternate)

Board members to also attend

meetings when available

(1/14/13)

2013-01-28 board meeting agenda

Documents