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UPPER ST. CLAIR BOARD OF SCHOOL DIRECTORS COMMITTEE OF THE WHOLE MEETING MONDAY, JANUARY 13, 2014 - 7:00 P.M. CENTRAL OFFICE BOARD ROOM 6:15 PM - EXECUTIVE SESSION - PERSONNEL MATTERS Notice having been advertised and posted and members duly notified, a Committee of the Whole Meeting of the Board of School Directors was held on January 13, 2014 in the Central Office Board Room. School Board Members in attendance: Mr. Louis P. Mafrice, Jr., President

Mr. Frank J. Kerber, Vice President Mrs. Amy L. Billerbeck Mrs. Barbara L. Bolas Mrs. Buffy Z. Hasco Mr. Harry F. Kunselman Mr. Louis M. Oliverio Mrs. Rebecca A. Stern School personnel in attendance: Dr. Patrick O’Toole, Superintendent of Schools Dr. Sharon Suritsky, Assistant Superintendent of Schools Dr. Judith Bulazo, Director of Curriculum & Professional Development Ms. Frosina Cordisco, Director of Business & Finance Mr. Raymond Berrott, Director of Technology Ms. Eloise Stoehr, Supervisor of Pupil Personnel Ms. Melissa Garvin, Supervisor of Special Education Mr. John Rozzo, Supervisor of Middle Level Education Mrs. Mary Ann Stabile, Stenographer Mr. Robert Prorok, Solicitor CALL TO ORDER/PLEDGE OF ALLEGIANCE (Kerber) Mr. Kerber called the meeting to order at approximately 7:00 p.m. He thanked the Board for their support of his role as Vice-President and stated that he looked forward to working with them during the year. 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 promotes happiness and success.


SHARED BELIEF STATEMENT #21 FROM STRATEGIC PLAN Mrs. Stern read the following Shared Belief Statement #21 from the Strategic Plan: We believe that: thoughtful practices of a school and community can foster a sense of environmental stewardship

in students. RESIDENTS’ COMMENTS (REGARDING AGENDA ITEMS ONLY) There were no residents’ comments at this time. APPROVAL OF AGENDA (Kerber) MOTION: By Mafrice: I move that the Board approve the agenda as presented. Seconded by Billerbeck, and carried on unanimous voice vote.

REPORT FROM STUDENT BOARD REPRESENTATIVES (Christian Meyer/Brinda Doshi) Christian Meyer and Brinda Doshi, Student Board Representatives, reported on the various activities at the High School. SUPERINTENDENT’S REPORT (O’Toole)

PRESENTATION OF BID AWARD RECOMMENDATION FOR HIGH SCHOOL TRACK REPLACEMENT AND ALTERNATES (O’Toole/Cordisco/McLean) Mr. Dave McLean, Architect, and Ms. Cordisco presented information regarding the bids received for the High School Track Replacement and Alternates. Mr. McLean reviewed the responses received from five bidders noting the two lowest responsible bidders. He also summarized options for the bid award taking into consideration base bids and alternates. He recommended option 2 for the base bid, which includes the inner fence replacement. Mr. McLean explained that construction could begin in May, a clean up of the site would be completed to accommodate the graduation ceremonies, and the work could be completed by July. Ms. Cordisco explained that a decision regarding the financing of the project would not need to be made until May. She reviewed various funding sources, estimates, and considerations. Mr. McLean and Ms. Cordisco responded to questions and comments of Board members. Mr. Kerber stated that approval of the bid award for the High School Track Replacement and Alternates would be placed on the Board meeting agenda, separate from the Consent Agenda.

REQUEST APPROVAL OF GREEN ENERGY CONTRACTS WITH FIRST ENERGY (O’Toole/Cordisco/McLean) Ms. Cordisco explained that as part of the LEEDS certification, a certain portion of energy usage is generated from renewable resources, which can be accomplished through the purchase of Renewable Energy Credits.


Ms. Cordisco recommended that the Board approve a Renewable Energy Credits Agreement with FirstEnergy Solutions Corp. to comply with LEEDS requirements for Boyce and Fort Couch Middle Schools. The Committee will recommend approval, separate from the Consent Agenda.

REQUEST APPROVAL OF PERSONNEL LISTINGS PRIOR TO SECOND SEMESTER

(Requires Board Vote at 1/13 Board Meeting - See Agenda Item 7d) Dr. O’Toole requested approval of a Personnel Listing for the election of two long-term substitutes for the 2nd semester; one High School Spanish Teacher and one High School English Teacher. He requested that the Board convene a Board meeting to vote on the Personnel Listings since the

2nd semester begins before the January 27 Board meeting.

CONVENE BOARD MEETING (Mafrice) The Committee of the Whole meeting recessed at approximately 7:30 p.m. to convene a Board meeting to approve the Personnel Listings. The Committee of the Whole meeting was reconvened at approximately 7:32 p.m.

REQUEST APPROVAL OF PERSONNEL LISTINGS Dr. O’Toole requested approval of the Personnel Listings pending receipt of all paperwork and required clearances. The Committee will recommend approval, to be placed on the Consent Agenda. REQUEST APPROVAL OF NON-REPRESENTED SUPPORT STAFF SALARY PLAN

Dr. O’Toole stated that he plans to discuss the non-represented support staff salary plan at an executive session following the meeting. He explained that the group of 22 individuals is

comprised of confidential secretaries, security and technology staff who are not part of a bargaining unit.

REVIEW OF 2014-15 BUDGET PROJECTION AND REQUEST APPROVAL OF ADOPTION OF RESOLUTION IN ACCORDANCE WITH ACT 1 (O’Toole/Cordisco) - ATTACHED Dr. O’Toole stated that at the December Board meeting there was discussion regarding the need to apply for Act 1 exceptions for the 2014-15 budget and that a preliminary budget must be approved by February 19. Ms. Cordisco presented the 2014-15 budget projections AS ATTACHD, including the key assumptions, key budget drivers, proposed preliminary budget as of January 10, estimated pension and special education exceptions, proposed preliminary budget including tax increase of 2.1% Act 1 index plus estimated budget exceptions, expense reductions, state and federal funding summaries from 2011-12 through 2014-15, balanced budget strategies, Act 1 budget disclaimer with explanation to community, and next steps. Dr. O’Toole and Ms. Cordisco responded to questions and comments by Board members. Mrs. Billerbeck suggested that Mr. Jeffrey Clay from the Pennsylvania School Employees’ Retirement System (PSERS) be invited to a future Board meeting to present an update.


Mr. Kerber stated that approval of the adoption of a resolution in accordance with Act 1 would be placed on the Board meeting agenda, separate from the Consent Agenda.

REQUEST APPROVAL OF RESOLUTION SUPPORTING DOCUMENTATION INCLUDED IN NOMINATION FORM FOR D. RICHARD WYNN AWARD FROM

TRI-STATE AREA SCHOOL STUDY COUNCIL Dr. O’Toole requested approval a resolution supporting documentation included in a nomination form for the D. Richard Wynn Award from the Tri-State Area Study Council. The Committee will recommend approval, to be included on the Consent Agenda.

NOMINATION OF SCHOOL BOARD DIRECTOR FOR TRUSTEE POSITION OF WESTERN REGION OF ALLEGHENY COUNTY SCHOOLS HEALTH INSURANCE CONSORTIUM Dr. O’Toole explained that the term of the School Board Trustee for the Western Region of the Allegheny County Schools Health Insurance Consortium will expire on March 31. He stated that if any Board member is interested in being nominated for the position to please let him know. Dr. O’Toole noted that the Board of School Directors would be required to approve the nomination, which must be received by the Consortium by February 12. ADMINISTRATORS’ REPORT REQUEST APPROVAL OF FAST TRACK CURRICULUM RECOMMENDATIONS (Suritsky/Bulazo/Rozzo) - ATTACHED Dr. Suritsky reviewed the curriculum recommendations process. She explained that the curriculum leaders and administrators will share their respective curriculum recommendations. Dr. Suritsky also

reviewed the difference between curriculum recommendations requiring Board approval and those submitted for information only. Dr. Bulazo noted that the majority of the curriculum recommendations are at the high school level, which is typical for fast track recommendations.

Fast Track Curriculum Recommendations in the following areas were presented AS ATTACHED:

High School Counseling - Jennifer Kirk, High School Guidance Curriculum Leader Middle School Language Arts - Timothy Wagner, Middle School Language Arts Curriculum Leader High School Language Arts - Melissa Kaser, High School Language Arts Curriculum Leader High School Mathematics - Steve Miller, High School Mathematics Curriculum Leader High School Science - Lynn Kistler, High School Science Curriculum Leader High School Social Studies - Douglas Kirchner, High School Social Studies Curriculum Leader High School Science, Technology, Engineering & Mathematics (STEM) - Dr. Michael Ghilani, Principal Technology, Bradley Wilson, Customization & Instructional Technology Curriculum Leader The administration and curriculum leaders responded to questions and comments of Board members. Board members thanked the administrators and curriculum leaders for their efforts in establishing the Fast Track Curriculum Recommendations and for sharing them with the Board. Dr. Suritsky introduced Mrs. Pamela Dillie, Elementary Science Curriculum Leader, and Mr. Louis Angelo, High School Associate Principal, who attended the meeting even though they had no curriculum recommendations to present. The Committee will recommend approval, to be included on the Consent Agenda.


BUSINESS & FINANCE (Cordisco)

REVIEW OF FINANCIAL & CASH FLOW STATEMENTS, BUDGET TRANSFERS & BILL LIST Ms. Cordisco reviewed the financial statements, budget transfers and bill list and requested approval. The Committee will recommend approval, to be included on the Consent Agenda. REQUEST APPROVAL TO SOLICIT BIDS FOR GENERAL SUPPLIES FOR 2014-15 Ms. Cordisco requested approval to solicit bids for general supplies for the 2014-15 school year. The Committee will recommend approval, to be included on the Consent Agenda. REQUEST APPROVAL OF TRANSFERS FROM GENERAL FUND TO CAPITAL RESERVE FUND (ATHLETIC TICKET SALES, CELL TOWER REVENUE & THEATRE REVENUE) Ms. Cordisco requested authorization to transfer $78,239 from the General Fund to the Capital Reserve Fund, representing the following categories:

Portion of Athletic Ticket Sales from 2013-14 - $19,922 Cell Tower Revenue from 2012-13 - $53,664 Wear & Tear Portion of Theatre Revenue from 2012-13 - $5,960

The Committee will recommend approval, to be included on the Consent Agenda. 2014 SCHOOL BOARD COMMITTEE MEMBERSHIP (Mafrice) Mr. Mafrice thanked Board members for identifying the committees they would like to serve as representatives and alternates. He stated that he needs one Board member to serve as the Pathfinder alternate. Mr. Mafrice requested that if a committee representative is unable to attend a meeting, that they notify Mrs. Stabile so that the alternate can be requested to attend. Mrs. Billerbeck volunteered to serve as the Pathfinder alternate. COMMITTEE REPORTS Mrs. Billerbeck reported that the Youth Steering Committee held a Straight Talk Panel Discussion on January 8 with Judge Mark Hornak, Magistrate Blaise Laratonda, and Chief Douglas Burkholder. She explained that the judicial system wants to assist parents who may be having issues with their children. Mrs. Billerbeck noted that there was much discussion regarding the passing of Judge Wyda and that visiting judges are filling his role on a rotating basis. RESIDENTS’ COMMENTS - REGARDING ANY ITEM Bob Walker, Fife Drive, commented regarding the High School track and also regarding assessment increases.


MATTERS OF INFORMATION - SUPERINTENDENT & ADMINISTRATION BOARD BREAKFAST WORKSHOP (SPP/PVAAS GROWTH MEASURES

- JANUARY 22 @ FORT COUCH Dr. O’Toole reminded Board members that the Board Breakfast Workshop on the subject of School Performance Profile/Pennsylvania Value Added Assessment System Growth Measures would be held on January 22 at Fort Couch Middle School.

SCHOOL DIRECTOR RECOGNITION - FORMAL PRESENTATION JANUARY 27 Dr. O’Toole announced that January is School Director Recognition Month and stated that a formal presentation would be made at the January 27 Board meeting. CELEBRATE OUR SCHOOLS GALA - FEBRUARY 22 Dr. O’Toole announced that the Celebrate Our Schools Gala will be held on Saturday, February 22 at Valley Brook Country Club. BOYCE AND FORT COUCH DESIGNATED AS LEED CERTIFIED - SILVER LEVEL Dr. O’Toole stated that he was proud to announce that Boyce and Fort Couch Middle Schools have been designated as LEED Certified - Silver Level buildings. THREE YEAR RE-DESIGNATION OF BOYCE AND FORT COUCH AS SCHOOLS TO WATCH Dr. O’Toole announced that Boyce and Fort Couch Middle Schools have been re-designated as Pennsylvania Don Eichhorn Schools to Watch. He noted that schools are eligible to receive this re-designation every three years. SCHOOL DISTRICT ANNUAL REPORT Dr. O’Toole stated that the School District Annual Report is being finalized. He thanked Mr. Paul Fox for his efforts in creating the Annual Report with assistance from Mrs. Stabile. ADJOURNMENT It was moved, seconded and carried on unanimous voice vote that the meeting adjourn at approximately 9:55 p.m. EXECUTIVE SESSION - PERSONNEL MATTERS The Committee adjourned into executive session to discuss personnel matters. Respectfully submitted, Mary Ann L. Stabile School Board Stenographer

Memo To: Dr. P. O’Toole, USC Board Members

From: Frosina Cordisco

Date: January 10, 2014

RE: 2014-15 PROPOSED PRELIMINARY BUDGET (ACT 1)

The attached presentation provides highlights of the 2014-15 Proposed Preliminary Budget that is required to be made available to the public no later than January 30 and adopted no later than February 19 in order to preserve financial flexibility. Alternatively, the Board may adopt a resolution indicating that taxes would not be increased beyond the Act 1 Index of 2.1% or .45 mills, about $900,000 no later than January 30.

We recommend that the District follow the Act 1 Proposed Preliminary Budget in order to optimize financial flexibility for the District. If the Board intends to follow the Proposed Preliminary Budget process, a public notice is required (see attached).

Please do not hesitate to contact me with any questions or comments.

USC SCHOOL DISTRICT

Preliminary Budget Notice Act 1 Referendum Exceptions Notice

NOTICE is given that the Proposed Preliminary Budget for the General Fund of The Upper St. Clair School District for the 2014-2015 fiscal year is available for public inspection at the School District offices, 1820 McLaughlin Run Road, Pittsburgh, Pennsylvania 15241, and will be presented for adoption as a Preliminary Budget Proposal at a school board meeting to be held in the Board Room of the Central Administration Office, 1820 McLaughlin Run Road, Pittsburgh, Pennsylvania 15241 at 7:00 p.m. on February 10, 2014. The Preliminary Budget Proposal may be revised prior to adoption of the 2014-15 Final Budget no later than June 30, 2014. Pursuant to Act 1, the Pennsylvania Department of Education publishes an index % applicable to the School District. The school district real estate tax increase for the next fiscal year is limited to the index % unless the proposed tax rate is approved by voters pursuant to a referendum or the School District qualifies for Act 1 exceptions. As a result of special circumstances covered by Act 1 referendum exceptions, a tax rate % increase above the index might be required to balance the School District budget for the next fiscal year. The tax to be levied is required to provide a quality education program as reflected in the School District Preliminary Budget. The School District intends to seek approval from the Pennsylvania Department of Education as required by Act 1 for exceptions allowing increase of the real estate tax as reflected in the School District Preliminary Budget. On written request by any School District resident or taxpayer, the School District will provide a copy of the referendum exceptions application. Frosina C. Cordisco, Secretary BOARD OF SCHOOL DIRECTORS PUBLICATION DATE: Thursday, January 30, 2014 (South Edition)

U St Cl i S h l Di t i tU St Cl i S h l Di t i tUpper St. Clair School DistrictUpper St. Clair School District

Proposed Preliminary Budget (Act 1)

2014-15 General Fund Budget

January 13, 2014

11

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Upper St. Clair School District

20142014--15 Proposed Preliminary Budget15 Proposed Preliminary Budget(Act 1 Budget)(Act 1 Budget)

• Key Assumptions:Act 1 Index is 2 1% or 45 mills for $918 000

(Act 1 Budget)(Act 1 Budget)

– Act 1 Index is 2.1% or .45 mills for $918,000– Real estate assessments increase by .54% or $11

million– No annual increase in state funding– Elimination of Federal ACCESS funding

5 professional retirements are filled each year– 5 professional retirements are filled each year– Level staffing– PSERS employer rate of 16.93% in 2013-14 p y

increases to 21.40% for 2014-15 and over 25% in 2015-16

– Health care cost increases by 8%/yr or $600 000

33

Health care cost increases by 8%/yr. or $600,000– General inflation projected at 3%/yr.



• Key Budget Drivers:– PSERS – gross increase of over $1.5 million or net

i f $750 000 368 illincrease of over $750,000 - .368 mills– Health care costs – increases of $600,000 - .292 mills– Elimination of Federal ACCESS funding - $321,875 -Elimination of Federal ACCESS funding $321,875

.158 mills

TOTAL IMPACT $1 671 875 818 ill– TOTAL IMPACT = $1,671,875 or .818 mills

44Upper St. Clair School District


Proposed Preliminary Budget as of January 10 2014 2014 15

Millage Impact

Per $200,000 Assessed

ValueJanuary 10, 2014 2014-15 Impact ValueAct 1 Index of 2.1% $918,152 0.450 $90

Estimated Pension Exception $666,121 0.326 $65

Estimated Special Education Exception $386,985 0.190 $38

Net Estimated Result $1,971,258 0.966 $193, ,



Actual Final Budget Preliminary Change from

2012-13 2013-14 2014-15 13-14 Budget % Change

Includes Tax Increase of 2.1% Act 1 Index plus the Estimated Budget

Exceptions - Total Increase of .966


Revenue $63,812,906 $64,481,556 $67,440,228 $2,958,672 4.6%

Expenses100 Salaries $31,313,704 $30,960,167 $31,583,721 $623,554 2.0%

$ $ $ $ 14 5%200 Benefits $12,835,015 $14,983,319 $17,162,300 $2,178,981 14.5%300 Contracted Services $3,943,204 $3,784,279 $3,877,896 $93,617 2.5%400 Purchased Services $1,648,892 $1,616,155 $1,659,666 $43,511 2.7%500 Other Purchased Services $2,535,442 $2,766,611 $2,848,769 $82,158 3.0%600 Books and Supplies $1 705 316 $1 899 025 $1 955 906 $56 881 3 0%600 Books and Supplies $1,705,316 $1,899,025 $1,955,906 $56,881 3.0%

700 Equipment $834,766 $829,053 $830,048 $996 0.1%800 Miscellaneous Fees $6,342,450 $6,160,174 $6,219,145 $58,970 1.0%

900 Oth U $1 753 356 $2 984 439 $3 025 530 $41 091 1 4%900 Other Uses $1,753,356 $2,984,439 $3,025,530 $41,091 1.4%Total Expenses $62,912,145 $65,983,222 $69,162,981 $3,179,759 4.8%

Revenues Less Expenses $900,760 ($1,501,666) ($1,722,753)PSERS Reserve $400,000E ti t d B d t O t $900 760 ($1 501 666) ($1 322 753)


Estimated Budget Outcome $900,760 ($1,501,666) ($1,322,753)

Budget Background Budget Background 20122012 13 Budget FAQs13 Budget FAQs20122012--13 Budget FAQs13 Budget FAQs

EstimatedExpense Reductions

Estimated Savings

1Reduction of 7 teaching and 3 support positions in 2011-12 and 7 teaching and 2 support positions in 2012-13 $2,000,000

2 Administrative staff restructuring $100 0002 Administrative staff restructuring $100,0003 Re-negotiated collective bargaining agreement with teachers $3,700,0004 Re-negotiated collective bargaining agreement with bus drivers $20,0005 Reduced expenditures in technology, capital and field trips $500,000

Total Expense Reductions $6,320,000p , ,

Revenue Enhancements6 Sports Registration Fee $84,0007 Advancement Office Grants and Contributions $170,000

Total Revenue Enhancements $254,000

GRAND TOTAL IMPACT TO BUDGET $6,574,000


Budget Budget Funding Background Funding Background Actual

2011-12Actual

2012-13Budget 2013-14

Budget 2014-15

R7000 State Revenues - Excluding PSERS and FICA ReimbursementR7110 Basic Instruction Subsidy $3,900,422 $3,900,422 $4,130,429 $4,130,429

State and Federal Funding

R7110 Basic Instruction Subsidy $3,900,422 $3,900,422 $4,130,429 $4,130,429R7160 Tuition CT Placed/Ins CHI $33,411 $7,516R7271 Special Ed Regular Programs $1,808,267 $1,812,330 $1,742,552 $1,742,552R7330 Medical & Dental Services $85,630 $86,087 $87,000 $87,000R7501 PA Accountability Grants $79,515 $79,515 $79,515R7000 State Revenues $5,907,246 $5,806,355 $6,039,496 $6,039,496

R8000 Federal RevenuesR8512 IDEA Part B $651,690 $670,107 $638,255 $638,255R8514 NCLB Titl I $83 020 $96 117 $81 417 $96 117R8514 NCLB Title I $83,020 $96,117 $81,417 $96,117R8515 NCLB Title II A & D $73,699 $74,420 $70,949 $74,420R8516 NCLB Title III - LEP $35,000 $8,521 $11,400 $8,521R8709 EduJobs $4,226R8731 ARRA BAB Interest Subsidy $1,134,096 $1,084,762 $1,035,430 $1,035,430R8810 Access $737,772 $384,622 $321,875 $0R8000 Federal Revenues $2,719,503 $2,318,550 $2,159,325 $1,852,743

$8,626,749 $8,124,905 $8,198,821 $7,892,239Total State (excluding PSERS and FICA Reimbursement) and Federal Revenues


, , , , , , , ,$ Change ($501,843) $73,916 ($306,582)% Change -5.8% 0.9% -3.7%

)

Balanced Budget StrategiesBalanced Budget StrategiesBalanced Budget StrategiesBalanced Budget Strategies

Eliminate/modify programs and related staff• Eliminate/modify programs and related staff• Reduce equipment, technology, O&M

expenditures and all discretionary areas of the budget

• Increase revenues through advancement and fee generation



Th PDE 2028 P d P li i G l F d B d t (A t 1 B d t) f th fi l


The PDE-2028 Proposed Preliminary General Fund Budget (Act 1 Budget) for the fiscal year 2014-2015 includes a .966 mill increase. The Proposed Preliminary Budget was developed and is being presented in accordance with the guidelines established under Act 1 of 2006 and the current guidance provided by the PDE. This Act 1 Budget is required to be available for public inspection on or before January 30 2014 and will be presented to the School Board of Directorsinspection on or before January 30, 2014 and will be presented to the School Board of Directors for a vote at their meeting held on February 10, 2014 in the Upper St. Clair School District BoardRoom located at 1820 McLaughlin Run Road, Pittsburgh, PA 15241.

Please be clear that this is a working document and is in no way an indication of final millage g y grates that may be levied to support operations of the District. The necessity for and approval of a balanced Preliminary Budget at this time is a procedural requirement under the provisions of Act 1 that allows the District to seek referendum exceptions (pension and special education) to the Act 1 Index. Filing for referendum exceptions will maximize the District’s financial flexibility as the Board and District work through the budget process.


20142014--15 Proposed Preliminary Budget15 Proposed Preliminary Budget(Act 1 Budget)(Act 1 Budget)(Act 1 Budget)(Act 1 Budget)

F th th l i d d l t f th b d t th t ti t id f llFurthermore, the analysis and development of the budget that continues to provide for all student programs and initiatives is just beginning. Final adoption of the budget will not occur until May/June 2014. All budget deliberations with the Board are open to the public and your comments are welcome.

As stated previously, the attached Proposed Preliminary Budget (Act 1 Budget) is in the extreme early stages of development and many of the details required to complete the budget are unknown at this time. For example, professional retirements, insurance rates for health and liability coverage, updated real estate assessment values, and state subsidy estimates are justliability coverage, updated real estate assessment values, and state subsidy estimates are just a few examples of critical information that will be obtained in the coming months to better define budgetary needs. In addition, the District will be analyzing budget submissions to present areas where expenses can be reduced. The District will continue to work through the challenges of the budget and keep the Board and Community informed of changes, options and projections. g p y g , p p jWe will be working closely with Board to ensure that the Final Budget is a responsible spending plan for the students and taxpayers of the Upper St. Clair School District.


20142014--15 Proposed Preliminary Budget15 Proposed Preliminary Budget(Act 1 Budget)(Act 1 Budget)(Act 1 Budget)(Act 1 Budget)

• Next StepsAct 1 Options for the Board to consider:– Act 1 Options for the Board to consider:

• Approve a Preliminary Budget for public inspection (PDE Guidance -prepare Proposed Preliminary Budget with a tax rate in excess of the Act 1 Index (with estimated exceptions) in order to file for referendum exceptions)

– January 27 - Board to vote to make the Proposed Preliminary Budget available for public inspection and give public notice of the intent to adopt a Preliminary Budget and to request referendum exceptions;

– January 30 - advertisement to be published in PG (10 calendar days required prior to adoption);prior to adoption);

– February 10 Board Meeting - Board to adopt the Preliminary Budget to comply with the Act 1 deadline of February 19;

– Preliminary Budget to be filed with the PDE no later than February 24;Budget Exceptions to be filed no later than March 6;– Budget Exceptions to be filed no later than March 6;

– Allows for maximum financial flexibility

• Adopt a resolution indicating that the Board will not raise taxes beyond the Index of 2.1%

1212

y– Detailed budget process underway


131313


20142014--15 Proposed Preliminary Budget15 Proposed Preliminary Budget20142014 15 Proposed Preliminary Budget15 Proposed Preliminary Budget(Act 1 Budget)(Act 1 Budget)

Q & A


TO: Board of School Directors DATE: January 13, 2014 FROM: Dr. Sharon Suritsky SUBJECT: 2013 – 2014

Dr. Judy Bulazo Fast Track Recommendations Mr. John Rozzo Requires Board Approval For Your Information Guidance Study and formalize a framework for a career interest program.

9 Language Arts Pilot new novels in grades 5 – 8.

� 9�

Pilot Write Source support materials in grades K – 6.

� 9�

Pilot a Multimedia Journalism course in grades 10 – 12.

� 9

Change Video 1 from a full year to a semester course. 9�

�

Remove The Mayor of Casterbridge from the AP Language curriculum. 9� �Mathematics Offer College in High School Calculus and change the name of “Introduction to Calculus” to “Calculus”.

9

��

Study the possibilities for remediation for 9th grade students not proficient on the Algebra I Keystone Exam taken in 8th grade.

9�

Convert the year-long “Introduction to Robotics” course into a semester course offered in the fall and spring.

�

9

� Science Replace the AP Physics B curriculum with the new AP Physics1 curriculum.

9

Adopt the IB Computer Science SL curriculum as a Group 4 Science elective.

�

9

Social Studies Adopt “21st Century Global Affairs” for students in grades 9 – 12.

�

9

�

��Adopt “AP World History” for students in grades 10 – 12. 9

�

��

TO: Board of School Directors DATE: January 13, 2014 FROM: Dr. Sharon Suritsky SUBJECT: 2013 – 2014

Dr. Judy Bulazo Fast Track Recommendations Mr. John Rozzo Requires Board Approval For Your Information Adopt World Civilizations: The Global Experience multimedia package for the AP World History course.

9

Pilot “Experimental Psychology” for students in grades 11 – 12.

9 STEM Pilot a project based STEM course for students in grades 10 – 12.

�

9�Technology Research and develop an instructional delivery model to utilize one-to-one mobile technology at the middle school level.

��

9

PAGE CONTENT�AREA

4�Ͳ�5 Guidance6�Ͳ�7 Language�Arts�(Middle�School)8�Ͳ�10 Language�Arts�(High�School)11�Ͳ�14 Math�(High�School)15�Ͳ�16 Science�(High�School)17�Ͳ�21 Social�Studies�(High�School)22�Ͳ�23 STEM24�Ͳ�25 Customization/Instructional�Technology26�Ͳ�27 Appendix

UPPER ST. CLAIR SCHOOL DISTRICTFAST TRACK CURRICULUM RECOMMENDATIONS FOR 2013-2014

Curriculum Recommendation1. Study and formalize a framework for a comprehensive career interest program to cultivate career decision making skills in students.

Reason(s) for Recommendation

1. The Strategic Plan indicates an academic standard that students will have an “Understanding of career options in relationship to individual interests, aptitudes and skills including the relationship between changes in society, technology, government and economy and their effect on individuals and careers.”

2. Job shadowing and internships are considered a best practice and a critical component of any career development program.

3. USCHS students have expressed interest in exploring career interests outside of the school setting. A more formal program will give them greater access and more choices of potential sites.

4. We currently offer Internship opportunities through the Gifted Program and Community - Based Learning opportunities; both reaching a minimal number of students. A more extensive career interest program will provide accessibility to “in the workforce” opportunities for all students.

(Cont’d.)

Implementation Steps Cost

1. Administrative approval.

2. Complete a Needs Assessment that identifies career areasof interest.

3. Utilize local resources such as Community Foundation, Rotary, etc. for professional contacts.

4. Identify local companies, agencies, schools, etc. to serve as hosts for career exploration.

5. Develop resources to be utilized during a future pilot to include regulations, guidelines, and targets and participant feedback.

6. Review, modify, and adjust, as needed.

No cost.

Administrative Reaction

Approved.This will be important in helping students to more accurately and effectively make career decisions.

Name: Jennifer Kirk

Area: Guidance

Level: High School

Date: December 18, 2013

4


Curriculum Recommendation1. Study and formalize a framework for a comprehensive career interest program to cultivate career decision making processing skills in students. (Cont’d.)


5. The Community Foundation has established a collaborative relationship with the high school to pursue and support this endeavor through it’s pilot year.

6. “Job shadowing and internships can help students figure out what they want to do with their lives-or, perhaps what they don’t want to do.” Adams, C. (2013). Job Shadowing and Internships Can Give Students College Direction. Education Week. Retrieved from: http://blogs.edweek.org/edweek/college_bound/2013/01/ job_shadowing_and_internships_can_give_students_college_direction.html

7. “Job-shadowing is often touted as a career-exploration activity for middle-school and high-school students to help them determine a career path to follow. Shadowing also helps students see how their textbook learning can be applied to the real world.” Hansen, K. (2013). Job Shadowing: An Overview. Experience.Retrieved from: https://www.experience.com/alumnus/article?channel_id=experience&soiurce_page=home&article_id=article_1196784952835

Implementation Steps CostAdministrative

Reaction

Name: Jennifer Kirk

Area: Guidance

Level: High School


5


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

10,000 Days of Thunder (Caputo, 2005) – 8th gradeAll the Broken Pieces (Burg, 2009) – 6th gradeFlush (Hiaasen, 2005) – 5th gradeHeartbeat (Creech, 2004) – 6th gradeCrispin (Avi, 2002) – 6th grade



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, while also exploring resources that provide accessibility for students who require accommodations.

4. Pilot novels during the spring term, 2014.

5. Study the effectiveness of the pilots during the summer of 2014.

Total anticipated costs for novels is $1,657.80. This is already in the 2013-2014 ELA budget.


Approved.The ongoing efforts to enhance the middle school literature experience is important and beneficial.

Name: T. M. Wagner

Area: English Language Arts

Level: Middle School


6


Curriculum Recommendation2. Pilot Write Source grammar support materials to supplement rigorous instruction and align with the PA Core grammar strands.


1. The PA Core standards are published in the English Language Arts (ELA) areas of reading, writing, and grammar. The new grammar strands were studied by a USCSD ELA Common Core Committee (CCC) during the 2012-2013 school year.

2. The CCC determined an appropriate instructional scope and sequence in grammar for grades K-12. In so doing, current grammar curriculum was aligned with the PA Core. While some new curricula was already aligned with current practice, many provisions for changes to alignment and pacing were necessary.

3. Following the realignment and pacing of grammar content in grades K-8 during the summer and fall of 2013, a need for additional instructional support materials arose.

4. Given the importance in leveraging technology and providing opportunities for customized instruction in grammar instruction, Write Source, a product of the Houghton Mifflin Company, was identified as meeting the needs of students in grades K-6. After reviewing a variety of potential instructional supplements, grades K-6 were selected by the curriculum leaders and the teaching staff to pilot Write Source because of its fit for learners at these ages.



2. Explore ways to implement customized grammar instruction using Write Source as an instructional tool.

3. Develop lessons with provisions for both core instruction and second chance learning opportunities.

4. Revise and/or develop assessments that call upon the content and skills identified by the PA Core grammar strand. Engage in discussion around how grammar assessment may integrate into a component of an authentic assessment.

5. Study the effectiveness of the Write Source pilot during the summer of 2014 and make provisions for the acquisition of additional materials for the 2014-2015 school year if warranted.

Total cost for Boyce materials is $2,670.56.

Total cost for elementary materials is $7,231.80.

This is already in the 2013-2014 ELA budgets.


Approved.The shift to the English and Language Arts Common Core Standards will continue to require us to research, develop and invest in appropriate materials.

Name: J. Bulazo & T. M. Wagner


Level: Elementary & Boyce (Grades K-6)


7


Curriculum Recommendation1. Pilot a new course, Multimedia Journalism, which will give students in grades 10-12 the ability to gain practical skills in the field of communications.


1. This recommendation is a follow-up to a fast-track curriculum recommendation approved during the 2012-2013 school year to study possible changes to communications course offerings.

2. Currently, students who would like to take courses like video/media, newspaper journalism, and yearbook often are unable to do so because of scheduling conflicts.

3. This course would allow students to explore the core content in areas of journalism: copywriting, photography, videography, and broadcast journalism. The course would be structured around an introductory unit for all students and then project-based group assessments in a flexible meeting schedule.

4. Creating a course that allows flexible meeting times can enable more students to learn the skills involved in multimedia journalism and to take advantage of the media outlets available to them, truly customizing their learning.

5. Such a course would enable students to develop 21st century skills, not only with technology, but also with communications, project management, and collaboration.



2. Create course unit plans and update Rubicon Atlas.

3. Update Program of Studies for 2014-2015 to include the course and remove Mass Communications, Online Mass Communications, Journalism-Newspaper, and Journalism-Yearbook.

4. Inform counselors, students, and parents about the new course offering and its flexible scheduling.

5. Provide additional workshop time for teachers to continue to develop materials for the course and to continue to study possible development of the program beyond this first course.

Camera equipment = $1500 (approx)

Up to 2 days with substitutes X up to 3 teachers = $540; up to 18 hours of summer workshop time ($30.20/hr) X up to 3 teachers = $1630.80

Up to 12 hours of flex time X up to 3 teachers


Approved.The efforts to customize this course and to provide relevant and practical experiences for students are phenomenal and provide a great way to address this content.

Name: Michael Ghilani & Melissa Tungate


Level: High School


8


Curriculum Recommendation2. Change Video 1 from a full year course to a semester course.


1. Changing Video 1 from a full year course to a semester course would create more scheduling flexibility for students and enable more students to take advantage of the course offering.

2. The curriculum for Video 1 can be altered to offer students the opportunity to meet core objectives in one semester.

3. This change supports the restructuring of communications course offerings as proposed in the previous recommendation, enabling more students to access these course offerings.



2. Update Rubicon Atlas.

3. Update Program of Studies for 2014-2015 school year.

None


Approved.

Name: Melissa Tungate


Level: High School


9


Curriculum Recommendation3. Remove The Mayor of Casterbridge from the AP Language curriculum.


1. As a result of the AP audit and the addition of Argumentation essays, the teacher may not have time to teach this novel, which is no longer necessary to fulfill the requirements of the curriculum.

2. Students read two novels, Crime and Punishment and Heart of Darkness, which satisfy the AP Language requirement for students to read complex works of prose.

3. Crime and Punishment and Heart of Darkness are works of psychological fiction, and The Mayor of Casterbridge does not fit this genre.



2. Update Rubicon Atlas.None


Approved.

Name: Melissa Tungate


Level: High School


10


Curriculum Recommendation

1. Offer College in High School Calculus through the University of Pittsburgh in place of our current Calculus class and change the name of the Introduction to Calculus course to Calculus.


1. The current Calculus course closely matches the curriculum for the University of Pittsburgh’s “Math 0120 Business Calculus” course (see attachment). No change in textbook is required and there is no cost to the District to be part of the University of Pittsburgh’s College in High School (CHS) Program.

2. Students taking the CHS course would have the option of taking the course for college credit (4 credits at a current total cost of $225 per student) or taking the course for high school credit only. Providing students the option to receive college credit along with their high school credit would give students greater flexibility in their future academic decisions.

3. Every year, a significant number of students who are recommended for the Introduction to Calculus course do not follow the recommendation because they mistakenly believe that the Introduction to Calculus course is a pre-calculus course. Changing the name of the Introduction to Calculus course to Calculus better communicates the true nature of the course, increasing the likelihood that students will take the course that is most appropriate for them. This should allow students to experience greater success at the beginning of the year, alleviating the stress and difficulties that arise from changing course schedules after the school year has begun.

4. No curriculum changes would be made to the current AP Calculus AB and AP Calculus BC courses



2. Change the names of the Introduction to Calculus to Calculus in the Program of Studies.

3. Replace the current Calculus course with College in High School Calculus in the Program of Studies.

4. Update the curriculum for the current Calculus course to match the University of Pittsburgh’s Math 0120 Business Calculus course.

5. Have the appropriate teachers apply to teach the course through the University of Pittsburgh’s application process.

6. Provide training time through the University of Pittsburgh for 2-3 teachers. Training is one orientation day in June and one day per year thereafter in the fall.

12 summer flex hours* 2 teachers = 24 hours and 18 workshop hours * 2 teachers * $30.20 = $1087.20

3 teachers * 2 days * $90 per substitute = $540.

AdministrativeReaction

Approved.This provides a great opportunity for our students.

Name: Steve Miller

Area: Mathematics

Level: High School


11

2013-2014

Business Calculus Math 0120 4 Credits

1.This course is an introduction to calculus for students in business, economics and other social sciences. Application of concepts is stressed throughout the course. 2. A rigorous high school algebra that includes exponentials and logarithmic functions or precalculus is a prerequisite for the course. Proficiency in algebraic manipulation is essential. 3.The grade is determined by the student's performance on three exams and a comprehensive final. 4.The recommended text for this course is Brief Applied Calculus by Berresford and Rockett, 5th. ed. Brooks/Cole, Cengage Learning.

The following topics are covered in the University of Pittsburgh Math 0120 course: 1. Derivatives

Limits Introduction to limits Approaching infinity One-sided limits

Continuity Tangents as rate of change Definition of derivatives Rules for derivatives

Polynomials Products Quotients Chain Rule Powers Implicit

Marginal analysis in business

Related rates Relative rates of change 2.Application of the

Derivative Graphing using:

First derivative Second derivative Asymptotes and

intercepts Absolute extrema on a

given domain Optimizing problems Differentials

3. Exponential and Logarithmic Functions Algebraic properties review

Graphs of exponential/log functions

Constant e Compounding Interest Derivatives Chain Rule Elasticity of Demand

4. Integration

Indefinite integral Procedures for integrating

Polynomials Powers

Exponentials/logarithmic By substitution

Growth and decay equations

Definite integral Area

Under the curve Between curves

Definite integral as a limit of a sum Using Riemann Sums, Trapezoidal and/or Simpson’s Rule

Applications Average Value of a function

Continuous income stream

Consumer and producer's surplus Equilibrium price Integration by parts Improper integrals Integration Tables

Differential Equations (Separation of variables)

5. Multivariable calculus

Functions of several variables Partial derivatives Maxima and minima, the D test LaGrange multipliers

OPTIONAL: Method of least squares Double integrals over rectangular regions Logistic Growth Trigonometric functions

Review of basic trigonometric values, graphs, and laws Derivatives Integrals Arithmetic Geometric Progressions

12


Curriculum Recommendation2. Study the possibilities available for remediating ninth-grade students who were not proficient on the Algebra I Keystone in eighth grade.


1. Proficiency on the Algebra I Keystone (or completion of a project-based assessment) is a graduation requirement beginning with the class of 2017. Successful remediation is an important step in helping students that are not proficient to fulfill their graduation requirement.

2. It is widely understood that success in Algebra I is an essential building block for further mathematical study and a strong predictor of college success. A remediation program focusing on student success with Algebra I material is necessary for students to meet their potential in future academic pursuits.

3. In order to make the most informed recommendation regarding the need for remediation in Algebra I, it is important to compare the data resulting from the Keystone examinations with our internal data. The results of that evaluation could provide the potential needs that exist for an Algebra I remediation.


1. Administrative approval

2. Gather data including 8th-grade algebra scores, Keystone examination scores, Keystone retest examination scores, IEP and 504 student data, and progress through the current Study Island remediation program.

3. Analyze the data gathered to find opportunities for improvement in our remediation program.

4. Make a recommendation in the spring of 2014 for any changes to the remediation resulting from the study.


Approved.Deep data analysis will hopefully provide greater insight into needs and delivery systems. The practical challenges of secondary remediation and the varying levels of individual need require careful study.

Name: Steve Miller and Lou Angelo

Area: Mathematics

Level: High School


13


Curriculum Recommendation3. Convert the year-long Introduction to Robotics course into a semester course offered both in the fall and spring.


1. In the current format, we are able to accommodate 32 students due to equipment constraints. Turning the course into a semester course offered twice a year would allow us to double the number of students able to take this course.

2. The current year-long format prohibits the from offering of a next level robotics course because of equipment constraints. A semester long course would open up greater possibilities in this regard.

3. The current school year is the first year that Introduction to Robotics has been offered. Experience with the students currently taking the course indicates that the content of an introductory curriculum naturally fits into a single semester.

4. A single semester course would enable students to take other electives in the opposite semester.



2. Update the description of the course in the Program of Studies.

3. Update the curriculum in Rubicon Atlas to reflect that it is a semester course.


Approved.Monitoring course content and pacing during the first year of this course was important. Semester courses should allow more students to access this opportunity.

Name: Steve Miller and Todd Ollendyke

Area: Technology Education

Level: High School


14


Curriculum Recommendation1. Replace AP Physics B curriculum with the new AP Physics 1 curriculum as per changes in the course dictated by the College Board.


1. This recommendation is a follow-up to a previous curriculum recommendation during the 2013/2014 school year to continue to study the differentiated offering of AP Physics B.

2. After review of the AP Physics B course by the National Research Council and the National Science Foundation, the College Board has agreed that the present course encourages a “cursory treatment of important topics in physics” rather than foster deeper understanding of physics concepts. To encourage an in-depth, student-led, inquiry approach to physics, the College Board has decided to replace the AP Physics B with two separate courses. AP Physics 1 will be a year-long course that will cover Newtonian mechanics, including rotational motion (absent in the present course), work, energy, mechanical waves and sound. AP Physics 2 will be a year-long course taken after AP Physics 1 that will include fluid mechanics, thermodynamics, electricity and magnetism, optics, nuclear and atomic physics.

3. The curriculum framework for the new course aligns with present USC curriculum framework including big ideas, essential questions, knowledge and skills, following the Understanding by Design model.



2. Update the Program of Studies.

3. Submit course syllabus to the College Board for approval.

4. Update Rubicon Atlas.

5. Provide separate course sections for AP Physics 1, and IB SL & IB HL year 1 as the courses no longer align.

6. Provide Summer Workshop time for teachers to develop inquiry-based learning opportunities to align with the curriculum.

7. Provide opportunity for AP Physics training for teachers.

8. Survey students in Fall 2014 to determine interest in offering AP Physics 2.

24 hours @ $30.20 = $724.80 (2 teachers for 12 hours each)

AP Training: $2000


Approved.The AP requirements need to be adhered to for integrity to content and in the best interest of our students. Staffing will be monitored.

Name: Lynn Kistler

Area: Science

Level: High School


15


Curriculum Recommendation2. Adopt the IB Computer Science SL curriculum and implement as a Group 4 Science elective for students.


1. The International Baccalaureate Organization has revised the curriculum of IB Computer Science course and moved it from Group 5 Mathematics to Group 4 Science.

2. The addition of another option for IB students to meet the science requirement for the Diploma Program will allow the IB student to customize their coursework to meet their interests and talents.



2. Update and re-structure the Program of Studies so that IB students are aware of the additional Group 4 course.

3. Provide IB Computer Science training to appropriate staff.

4. Continue to offer the course as an independent study as has been past practice since 2004-05.

Summer Workshop Time 30 hours @ $30.20 = $906


Approved on the condition that the course remains an independent study.Continuation of the course should be considered during the fall curriculum panel process.

Name: Lynn Kistler

Area: Science

Level: High School


16


Curriculum Recommendation1. Formally adopt the one-semester “21st Century Global Affairs” course for students in grades 9-12.


1. This recommendation is a result of a fast track recommendation to pilot “21st Century Global Affairs” in the 2012/2013 school year. The pilot resulted in clear student interest with 55 students currently enrolled in two sections of the course.

2. The course fits with the goals of USCSD’s strategic plan to challenge students to achieve success in an interconnected world.

3. The course is dedicated solely to 21st century global affairs and their historical roots. By formally adopting this course into the curriculum, students will be continually challenged to analyze the ever-shifting problems and events that shape the world. The course establishes habits of mind for ongoing learning and analysis of world affairs.

4. The close partnership between USCHS and the World Affairs Council of Pittsburgh has already led to video conferencing and seminar opportunities for our students, e.g. “Facing the Threat of Nuclear Terrorism” and the U.S. Army War College’s “National Security Briefing.” Future collaborations will incorporate in-person and virtual student summits and speakers.



2. Update the Program of Studies book to offer 21st Century Global Affairs in the Fall semester and Spring semester (Currently only offered in the Fall semester).

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

Administrative ReactionApproved.It is exciting that the pilot was successful and that our students are interested in exploring this type of coursework.

Name: Douglas Kirchner

Area: Social Studies

Level: High School

Date: December, 17, 2013

17


Curriculum Recommendation2. Formally adopt the year-long “AP World History” course for students in grades 10-12.


1. This recommendation is a result of a fast track recommendation to pilot “AP World History” in the 2012/2013 school year. The pilot resulted in clear student interest with 35 students currently enrolled in two sections of the course.

2. The course creates an array of options for students in 10th

grade and an additional AP option for students in 11th and 12th

grade, which matches the district’s focus on customizing based on LSI (level of learning, style of learning, and interest).



2. Update the Program of Studies book to include AP World History.


Approved.Increasing the variety and type of AP courses for students adds to the District’s customized approach to instruction.

Name: Douglas Kirchner


Level: High School


18


Curriculum Recommendation3. Adopt the World Civilizations: The Global Experience 6th Ed. AP* Edition multimedia package for the AP World History course.


1. This hybrid package of resources (text, e-text, supplemental materials) is designed to directly align with the 5 themes and 6 historical periods of the College Board’s AP World History curriculum. It was created specifically for AP World History.

2. The structure and content of the text encourages students to grasp concepts and patterns across a huge breadth of time (8,000B.C.E. to the present), therefore matching the course’s chronological and thematic (“big picture”) approach to world history. This book helps students understand the ways in which facts and events fit into the larger context. The other texts reviewed failed at this very important concept.

3. The quantity and quality of supplemental materials (both print and digital) for teachers and students are vastly superior to the other textbook supplements that were reviewed. For example, the MyHistoryLab eText resources are extensive and student-friendly.



2. The Social Studies Department has obtained 45 copies of the textbook for use as a classroom supplement for the purpose of evaluation and review. Upon administrative approval, students will be given a copy of the textbook for use at home, along with an access code for the eText.

3. Purchase 33 copies of the textbook (12 free textbooks have been negotiated). The eText* version, MyHistoryLab*, and other supplemental materials are included in the price of the book.

* = 6-year license

33 textbooks @ $122.97 = $4,058.01

+ $324.64 for shipping and handling =

$4,382.65


Approved.

Name: Douglas Kirchner and Michael Ghilani


Level: High School


19


Curriculum Recommendation4. Pilot a one-semester “Experimental Psychology” course for students in grades 11-12 during the 2014-2015 school year.


1. A course in Experimental Psychology not only directly aligns with USCSD’s critical and growing commitment to STEM initiatives, but expands upon them.

2. As a social studies offering, the course extends STEM opportunities for students beyond science, mathematics, and technology education into a underrepresented, yet essential content area.

3. The large number of students currently enrolled in AP/IB Psychology (7 sections), Intro to Psychology (3 sections each semester), and Sociology (2 sections each semester) illustrates considerable student interest in the behavioral sciences.

4. The course will be designed to study psychology as a laboratory science, using entry-level (descriptive) statistics and lab procedures to collect and analyze experimental data. All ethical guidelines established by the APA will be followed.

(Cont’d.)



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

3. Before taking a course in Statistics, students must pass Algebra II. Therefore, Experimental Psychology will only be offered to students in 11th and 12th grade.

4. Write curriculum/units of study and incorporate them into Rubicon Atlas (Appendix A Course Description).

5. Work with members of the Mathematics and Science departments to plan for intentional interdisciplinary initiatives.

6. Provide summer workshop time for teacher(s) to develop the course curriculum and materials.

7. Pilot the new course offering in 2014-2015.

30 summerworkshophours @$30.20 perhour X 1-2teachers =$906 to $1,812.00


Approved.Exposing students to the research process and design will be of benefit to future work in any content area.



Level: High School


20


Curriculum Recommendation4. Pilot a one-semester “Experimental Psychology” course for students in grades 11-12 during the 2014-2015 school year. (Cont’d.)


5. As a STEM course, it will be inquiry/project-based and career focused. Learning opportunities will have real-world, authentic applications.

6. Initial discussions with members of the Mathematics and Science departments have generated support for the course, along with ideas for interdisciplinary collaboration.

7. A survey of students (grades 9-11) currently in AP/IB Psych, Intro to Psych, and Sociology found that 93 students would be either “Highly Likely” or “Likely” to enroll if the course was offered. 91 seniors said they would have enrolled had the course been offered this year.


Reaction



Level: High School


21


Curriculum Recommendation1. Pilot a year long project based STEM course during the 2014-2015 school year for students in grades 10, 11, and 12.


1. This recommendation continues the expansion of formal STEM opportunities for students. During the 2011/2012 school year the STEM week-long summer academy pilot was approved and implemented.

2. The purpose of this course is to expose students to real-world problem-solving using Human Centered Design. Students will solve tasks generated by industry partners and students themselves, and work in teams to engineer solutions to these problems. Students will be required to collaborate creatively in order to design, develop, test, and improve their solutions. Students will present, explain, and defend their rationale to instructors and clients. This course will be run in conjunction with a team of students and teachers at South Fayette High School.The Common Core, The Next Generation Science Standards, and current state and federal education reform all focus on the importance of authentic, unpredictable, real-world problem solving that requires students to apply learned knowledge from STEM related coursework.

3. The Luma Institute’s concept of human centered design has been embraced by all sectors of industry and education as an effective approach to problem solving and innovation. As the underlying framework for the course students would gain a skill that is not only portable but extremely attractive to colleges and future employers.



2. Arrange for teacher training through the Luma Institute

3. Collaborate with South Fayette to design scope and sequence of the course as well as the industry partnerships.

4. Develop a course application that would be communicated and distributed to students.

5. Create course unit plans and update Rubicon Atlas.

6. Update Program of Studies for 2014-2015 to include the course.

7. Inform counselors, students, and parents about the new course offering and its flexible scheduling.

$1,000 Training for 3 teachers by the Luma Institute.

30 summerworkshophours @$30.20 perhour X 1-2teachers =$906 to $1,812.00


Approved.This will be a unique and powerful experience for students. Careful monitoring of staffing needs will be necessary.

Name: Mike Ghilani, Fred Peskorski, Clayton Yonker, and Steve Miller

Area: STEM

Level: High School


22


Curriculum Recommendation1. Pilot a year long project based STEM course during the 2014-2015 school year for students in grades 10,11,and 12. (Cont’d.)


4. Engaging students in real world projects provided by industry partners gives students an authentic experience of what it is like to work in a STEM related career.

5. Industry partnerships could lead to extremely rich and robust internship opportunities.

6. A student driven application based course that has students solve real world problems could increase the number of students who decide to pursue STEM related majors in college.


Reaction

Name: Mike Ghilani, Fred Peskorski, Clayton Yonker, and Steve Miller

Area: STEM

Level: High School


23


Curriculum Recommendation1. Research and develop a model of instructional delivery that most effectively utilizes one-to-one mobile technology at the middle school level, with consideration that a one-to-one model could be established for all students in the near future.


1. In this information age, society continues to have an increasingly stronger reliance on technology to support the ways in which we function in everyday life. It is natural that technology has had a similar impact in the area of education.

2. To prepare our students to function in this technology-fueled environment, the District has invested significant time and resources over the past three years into researching the opportunities that can be afforded to students through the use of mobile technology. A number of pilots at the middle school level have yielded positive feedback, supporting the need for continued investments in this area.

3. Specific benefits highlighted by 1:1 iPad participants (students and teachers) in these pilots include: the benefit of immediate feedback to students, improved access to content (24/7), increased opportunities for customization of learning materials, and improvements in the quantity and quality of authentic assessment opportunities. In addition, high levels of student satisfaction and engagement have been reported, supporting the need for all students to have the advantage of this mobile technology.

(Cont’d.)



2. Formation of a core planning team that includes: administrators, curriculum-specific iPad users and a non-user that will be able to meet on a monthly basis.

3. The core planning team can establish a system for oversight of the early planning phase and develop a related budget to support this early process. Future recommendations will address the budget in more detail as a result of the work of this team.

4. In addition to the core planning team, a larger development team would be created. The responsibilities of this team would include:

• researching, developing , and ultimately determining the best uses of the iPad for content-specific purposes,

• developing training sequences for teachers that range from basic to more complex, content-specific uses over the course of one or more school years.

• developing and recommending protocols for technology considering best practices and infrastructure challenges.

Administrative ReactionApproved.Working off of the successes of the pilot classrooms will help this process. Assuring equity in access to tools and information is a worthy goal.

Name: Brad Wilson

Area: Customization/Instructional Technology

Level: All Boyce 5th grade and ELA/WL/Sp. Ed


24


Curriculum Recommendation1. Research and develop a model of instructional delivery that most effectively utilizes one-to-one mobile technology at the middle school level, with consideration that a one-to-one model could be established for all students in the near future. (Cont’d.)


4. The possibility of moving from a pilot phase to one-to-one technology for all middle school students presents new challenges which will require intensive planning and preparation. This includes the ability for key personnel to plan and collaborate and to create and evaluate extensive training and support programs for teachers. Identification of effective practices that should be replicated in all classrooms in each content area will also need to be identified.

Implementation Steps Cost Administrative Reaction

Name: Brad Wilson

Area: Customization/Instructional Technology

Level: All Boyce 5th grade and ELA/WL/Sp. Ed


25

APPENDIX A

[DRAFT]

Experimental Psychology Course Description This course is designed to introduce students to the techniques of research employed in the study of human behavior. As an activity centered course, basic principles of statistics, research design, formal APA presentations, and areas of psychological study will set the foundation for student exploration. Students will learn how to plan, conduct, and analyze their own experimental research, and how to communicate the results of their research to others. Non-experimental (descriptive) research techniques also will be covered for purposes of comparison and breadth, and because they are often incorporated into experiments. Course Outline [DRAFT] 1st 9 Weeks: Foundations of Research Design 2nd 9 Weeks: Authentic Student Experimentation Possible Psychological Areas of Study: Development Memory/Cognition Conditioning Sensation & Perception Social States of Consciousness (Dreaming) Intro to Scientific Reasoning Psychology is a Way of Thinking Theoretical Perspectives Possible Psychological Areas for Student-Designed Research Development Memory/Cognition Conditioning Sensation & Perception Social States of Consciousness (Dreaming)

Exploration of Research Question What question about behavior do you want to answer (or what hypothesis do you have about behavior that you want to test)?

Research Foundations for Any Claim Ethical Guidelines for Psychology Research Populations & Samples Validity & Reliability

Tools for Evaluating Frequency Claims Non-Experimental (Descriptive) Research

Surveys Observations Tools for Evaluating Association Claims

26

Correlational Research Correlation does not equal Causation Use of Statistics

Effect Size Tools for Evaluating Causal Claims Intro to Simple Experiments Experimental Variables Independent Measures Repeated Measures Experiments with One Independent Variable Experiments with More Than One Independent Variable Writing Research Reports APA Writing Style Organization of the Report Intro to Lit Reviews Citing and Referencing Sources Applying Statistical Tests Descriptive Statistics Statistical Significance Tests Sample of overarching course goals:

1. Learning to review the primary literature (improving library research skills, increase familiarity with scientific writing and reading scientific journals);

2. Getting a research idea (specification of a testable research idea, develop hypotheses on several topics in psychology);

3. Development and execution of a research plan (choosing appropriate research method to test specific hypotheses, ethical guidelines, how to collect data);

4. Basic analysis of research results; 5. Presentation of the results (including verbal, written, and poster presentations).

Sample of Course Objectives:

1. Identify the and explain the principles of empiricism, including how these are applied to implementation of research.

2. Identify and describe the fundamental components of published research papers. 3. Describe the principles and procedures of data acquisition and the application of methods of

experimental control. 4. Describe the distinct differences and distinguish between the goals of basic vs. applied

scientific research. 5. Describe the fundamental differences between the methods of carrying out an experiment vs.

systematic observation and their effect on questions of causation. 6. Describe the fundamentals of sampling methods and how representative samples are obtained. 7. Identify the different research designs and their appropriate application to hypothesis testing. 8. Differentiate between the distinct methods of experimental control of extraneous variables, and

determining their appropriate application in research design. 9. Identify sources of confounding and data contamination in published research. 10. Demonstrate skills in research criticism by identifying errors in experimenter's conclusions

given the data gathered. 11. Identify and apply appropriate statistical tests with respect to measurement scales and

experiment characteristics.

27

upper st. clair board of school directors committee of the...

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