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- 08/29: HS PTSA Mtg.
- 09/02: Labor Day, No School
- 09/03: Last Day to Pay School Real Estate Tax at Discount
- 09/03: Elementary Instrumental Orientation Night
- 09/03: PAGE Mtg.
- 09/05: PTA Scholarship Committee Mtg.
- 09/05: PTA Council Mtg.
- 09/09: Forbes Officer Phil Program
- 09/09: Washington Officer Phil Program
- 09/09: HS Student Council Executive Council Mtg.
- 09/09: School Board Public Voting Mtg.
- 09/10: Grade 9 School Photos
- 09/10: Washington PTA Mtg.
- 09/10: Penn Hebron Officer Phil Program
- 09/10: Forbes PTA Mtg.
- 09/11: Forbes 9/11 Cookies for the Community
- 09/11: Grade 10 School Photos
- 09/12: Grade 11 School Photos
- 09/12: Grades K-3 Open House
- 09/12: Penn Hebron Welcome Back Night/PTA Mtg.
- 09/13: Makeup School Photos Grades 9-11
- 09/16-20: 1st Round GMADE
- 09/16: HS Student Council General Assembly Mtg.
- 09/16: Curriculum Committee Mtg.
- 09/16: Finance Committee Mtg.
- 09/17: Grade 5 School Photos
- 09/17: Linton Grades 7-8 Open House
- 09/18: Grade 6 School Photos
- 09/18: Penn Hebron Welcome Back Night/Grade 4 Open House
- 09/19: Grade 7 School Photos
- 09/19: Linton Grades 5-6 Open House
- 09/19: Linton PTA Mtg.
- 09/20: Grade 8 School Photos
- 09/20: Washington Welcome Back Night
- 09/21: ACT
- 09/21: Penn Hills Marching Band Festival
- 09/23: Safety/Buildings & Grounds Committee Mtg.
- 09/23: HR/Policy Committee Mtg.
- 09/24: Penn Hebron Grade 4 School Photos
- 09/24: Forbes Family Picnic
- 09/25: Penn Hebron K-3 School Photos
- 09/26: Forbes School Photos
- 09/26: HS PTSA Mtg.
- 09/27: Washington K-3 School Photos
- 09/27: NJROTC Fall Readiness Test
- 09/30: Progress Reports/ Parental Contact/25th Day
- 09/30: 1st Installment School Real Estate Tax at Face
To view additional events, click here.
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Latest Photo Links
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Elementary and Secondary Menus
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Senior High Guidance Contact Information
Grade 9 - Scott Zemba, x5287
Grade 10 - Amy Alexander, x5288
Grade 11 - Karen Rasmussen, x5286
Grade 12 - Henry Gonsowski, x5289
Secretary - Janet Ferrell, x5290
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Senior High Associate Principal Contact Information
Student last name A-F: Mr. Horne, ext. 5210
Student last name G-N: Mr. Gavin, ext. 5204
Student last name O-Z: Mr. Barr, ext. 5262
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2013-14 School Calendar
The 2013-14 school calendar should have arrived in the homes of all families with a student in a District building. If you did not receive your calendar or have any questions, please send an email to tkolen@phsd.k12.pa.us.
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Parking for visitors to Senior High football and baseball games will only be available in the parking lot at the end of Harvard Drive (12153 Harvard--previously, the location of the Senior High tennis courts). Turn right onto Harvard if you are coming from Frankstown Road. Access for team buses will be permitted via the Collins Drive entrance. Penn Hills football fans will be able to park at the Senior High School. The Harvard lot will be for visiting fans only. Parking is not permitted for visitors at the Fralic Center.
For all other Senior High sports, parking will be available at the Senior High School. The Harvard lot will be for overflow parking.
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Residency Tip Line
The District has a phone line that allows the public to anonymously report students who are attending our schools but who may not be residents of Penn Hills. Those who suspect that a student may not be a resident can call 412-793-7000, x1891, and leave a message with information about the suspected student. |
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Publicity Release Policy
Photos, interviews, and videotaping of students take place throughout the school year for use on the District website and in District publications/ productions, press releases to the media, etc. We also encourage the media to publicize our students' accomplishments. If you do not give permission to have your child involved in these publicity efforts, you must notify the District public relations office in writing regarding any limitations or restrictions.
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PHAME
PHAME--Penn Hills Arts and Music Education Foundation--provides support and funding for a comprehensive education in Music, Theater, Dance, and the Visual Arts for District students. The mission of PHAME is to encourage and broaden support for the arts, both within the school district and community, so our young people will be inspired and prepared for a lifetime of creativity and artistic expression, as well as fostering appreciation and support of all of the arts. Visit the foundation's website for more information. |
The Penn Hills Police Department encourages the public to check the Penn Hills Progress, either online or in print form, for the Police Blotter. The public is also encouraged to call 911 to report suspicious activities, and the Narcotics Division can be reached at 412-798-2002. |
Newsletter created by:
Teresita K. Kolenchak
Communications Consultant Penn Hills School District
Previous editions of Penn Hills Pride are always available here. |
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Welcome Back to Students and Staff
Students and staff returned to the classroom on Monday, August 26th, for the first official day of the 2013-14 school year. The District would like to welcome everyone back for the new school year. We have many great things coming up in 2013-14, including special events for elementary students as we prepare to close Forbes, Penn Hebron, and Washington and open the new Elementary Center in June 2014. It should be an exciting and successful year for everyone, and Penn Hills Pride will be bringing all of it straight to your inbox.
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Student Ambassador to Japan
This summer, Armon Coleman was selected as a Global Travel Scholar, visiting Japan for 4 weeks to participate in the "Japanimation: Exploring Japanese Culture through Anime and Manga Program." Armon is entering his senior year this fall at Penn Hills Senior High and took the time recently to talk about his experiences.
The Global Travel Scholarship Program, through the World Affairs Council of Pittsburgh, provides high school juniors in Western Pennsylvania with the opportunity to immerse themselves in the culture of a foreign country. Students from a number of high schools are sent overseas in groups of 10-15 to participate in 1 of over 50 programs under The Experiment in International Living. Programs focus on community service, language training, regional exploration, outdoor adventure, and the arts.
 Students live with a local family during part of their time abroad and are accompanied by an adult leader from The Experiment. The Council recruits students from a wide variety of areas, searching particularly for students who likely will never have the chance to travel abroad. Students must be nominated by a teacher/administrator or an adult in an after-school program. Nominated students must complete an application, write three essays on selected topics, provide a recommendation, and be available for travel over the summer. Students who advance to the next round are then interviewed. The full cost of the program is covered by an $8,000-$10,000 scholarship.
Armon was nominated for the opportunity by Darryl T. Wiley, Assistant Director of Investing Now-University of Pittsburgh, Swanson School of Engineering. Mr. Wiley is extremely passionate about informing young men and women about the importance of education, Armon stated. "Through the Investing Now Program," he added, "he provides support, guidance, and seeks out opportunities that help you grow and excel academically and personally." He went on to say that Mr. Wiley has played a unique role in his life over the past 4 years, constantly pushing him out of his comfort zone and encouraging him to be a leader. Because of his nomination, Armon said he was able to experience an amazing journey.
Investing Now, founded in 1988, is a college preparatory program created to stimulate, support, and recognize the high academic performance of precollege students from groups that are underrepresented in science, technology, engineering, and mathematics majors and careers. The purpose of the program is to ensure that participants are well prepared for matriculation at the University of Pittsburgh.
Armon wrote four essays as part of his application process, answering the following questions:
- What person or persons in your life inspire(s) you and how are you inspired?
- There is a saying, "Be the change you want to see in the world." What is the change you want to see?
- Why do you believe you are eligible for this scholarship?
- Why do you believe you deserve to be selected as a Scholar?
When asked why he was interested in the opportunity, Armon said he would be able to explore a foreign culture and hone his artistic talents in new and exciting surroundings. The program Japanimation caught his eye because he has a huge interest in Japanese animation. He said he didn't know how to react at first to the news he had been selected. He received notice of the award on April 1st (April Fools' Day) and thought it might be a prank. A brief moment of silence was broken when the Program Officer said, "You can celebrate, Armon!" He said he was quickly overwhelmed with excitement. He started jumping up and down, yelling, "Yes, yes, yes. I'm going to Japan!"
Armon prepared for his trip by utilizing resources from the Global Travel Scholarship Program and The Experiment in International Living Participant Handbook. The Internet also provided in-depth information about the culture he would be experiencing. One website he found very helpful was the CIA World Factbook, which provided detailed country profiles and historical overviews.
"My overall experience in Japan was phenomenal," Armon stated. Shortly after arriving in Japan, the group leaders from the program organizing staff started to acclimate the group--which consisted of 12 individuals from all over the United States--to the Japanese language and culture. Armon's journey began in the city of Tokyo, visiting famous sites such as Ueno Park--one of the largest public parks that houses several museums. They also had the opportunity to visit Kiyomizu Kannon Temple. Within the temple, they were able to see the statues of the god of wind and the god of thunder at the entrance. "The structure was amazingly designed," he said.
 "I explored diverse neighborhoods, navigated the city using the rail system (it ran around the city and allowed us to explore traditional and contemporary Japan), and sampled Japanese cuisine which, surprisingly, I enjoyed," Armon said. The city of Tokyo reminded him of New York. In the middle of skyscrapers, the streets were lined with people, tiny specialty shops, and bustling restaurants. However, he said he was also able to enjoy the rural areas of Japan. "Green pastures, beautiful countryside landscapes of old wooden houses dotting vast fields, rugged mountains, unspoiled rivers, and secluded hot springs," he explained. Activities in Tokyo included participating in a scavenger hunt, going to a public bath, experiencing pop culture in Akihabara and other parts of Tokyo, and visiting the Ghibli Museum.
Armon stayed with his Japanese host family for a week in the town of Bihoro. Living with his host family allowed him the opportunity to become fully immersed in the daily life of a Japanese family and community. He said his host family was very loving, caring, and made sure he felt very comfortable during his stay. He helped around the house, prepared meals, went shopping, played with his host brother and sister, and discussed cultural similarities and differences. Charades became the meal time entertainment, he explained, and a fun time was had by all. Some of his activities included:
- Planning a party for his host family
- Visiting sacred shrines, Lake Kussharo in the Akan National Park (fresh air and dynamic scenery), and local schools, where he learned to play the koto (Japanese harp)
- Dabbling in brush and ink art
- Staying at the unique Bikyou-ji Temple
- Viewing a raft and firework festival
- Participating in a tea ceremony
- Relaxing in a traditional hot spring
- Trying on a colorful kimono.
 Armon was surprised to discover, on his visit to a local high school, that the school property had an actual farm in order for the students to participate in the "cow research" course which was a part of the school's curriculum. In Sapporo, he began ten days of Anime workshops and cultural activities. On most days, he participated in a series of workshops at the Sapporo Manga/Anime Gakuin, working with instructors and students to create and animate his own character. Classes at Sapporo Manga/Anime included character design, coloring, basic animation, and voice-over. "I enjoyed interacting with the Japanese students," he said, adding, "They truly cared and encouraged us to learn the techniques of Japanese animation."
When asked what he learned in Japan, Armon replied that he discovered how exciting it was to expand his worldview. "I experienced the sheer joy that came with putting aside self-doubt and trying new challenges," he stated. He said he learned to survive and thrive in a country where they did not speak English. He also discovered "that you can form lifelong friendships with a group of people you have just met because you are all sharing a rare and wonderful experience." He made several new friends on his trip and plans to stay in touch with them, including his host family.
Armon said that what surprised him the most about the culture was that the Japanese are incredibly shy, private, and reserved. Asking a lot of questions is regarded as pushy and rude, he explained. Often times, he said, you are expected to be quiet. He explained that Japanese generally don't like to stick out in public or talk to strangers unless there is some necessity to do so. "It was very hard for me to break the habit of saying 'God bless you' when someone sneezed or if I would need to get around someone by saying 'excuse me,'" he explained. His host father explained that Japanese do not acknowledge such actions.
 "My trip to Japan was an experience that I will never forget," Armon said. From the time he left Pittsburgh and returned from Tokyo, each day was something exciting to look forward to. He also said he was very proud to represent Penn Hills and the United States. He plans to encourage students such as himself to travel abroad and experience another culture from the inside out. Armon wrote four very interesting essays (which can be viewed here) as part of his application. The thoughts of this young man make it very clear why he was so successful as an ambassador for his community and country. In one essay, he talks about the racism he has experienced from his own peers due to the fact that he does not exhibit stereotypical behavior. "My experience with such racism has taught me to ignore the ignorance of people's opinion," he writes, "and keep in mind the importance of education and individuality."
Part of the application process involved receiving a recommendation from a teacher chosen by the applicant. Armon selected Mrs. Linda Rowe, his 4th grade teacher at Dible Elementary. According to mom Michelle Coleman, her son enjoyed Mrs. Rowe's teaching style. "No matter what," Mrs. Coleman stated, "she always encouraged him to do his best."
To this day, Armon still uses the subject organization skills Mrs. Rowe taught him eight years ago--select a color and associate it with a subject and use it for notebooks, folders, book covers, etc. "This particular skill has kept him well organized throughout the years," Mrs. Coleman said, "and has saved tremendous time when retrieving items from the locker."
Armon selected Mrs. Rowe because he believes she was the most influential teacher he had. Since advancing from the 4th grade, at the end of each school year, he and his mom visit Mrs. Rowe, currently a 4th grade teacher at Penn Hebron. "She's an amazing teacher who really cares about educating our children of Penn Hills," Mrs. Coleman stated, adding, "We love her!!"
Armon currently participates in Indoor and Outdoor Track at the Senior High. His favorite classes are Physics, Art, and Computer-Aided Drafting. He plans to attend school after graduation to obtain a Bachelor of Science Degree in Digital Simulation and Gaming Engineering Technology.
"What I would like others to know about my trip was that there were more similarities than differences when it came to my host family," Armon stated. Prior to meeting his family, he was very nervous about communication and fitting in. The first few days felt awkward. But as time passed, he said, he went from being a guest to a member of the family. He attributes this comfort level to his host family, who made every effort to make him feel right at home. "Accept, respect, and enjoy the differences between individuals," he said. By following this rule, they were able to learn about one another. He plans to use his experience "by taking advantage of all opportunities, not being intimidated by new challenges, to think on my feet, and adapt to unexpected situations."
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3rd Annual Unity in Community a Success
On August 8th, despite a forecast of rain, the weather stayed clear and warm to encourage a large crowd to come out and experience community spirit at the 3rd Annual Unity in Community event at Penn Hills Park.
 | | Kim Antonucci, Pirate Parrot, and Denise Hoffman |
Visitors were entertained by DJ Brian Russo, performances by student groups (Marching band, Cheerleaders, NJROTC), the Pirate Parrot, monster truck, Turner's Tea Bird, and more. Educational games and games of skill were available for children. Everyone enjoyed free food as well as the offerings of local businesses. Special thanks to Rick Cox and The Bridge, who provided a bounce house, drink giveaways, and so much more.
Information was provided for local organizations, service groups, and the School District. The event, clearly enjoyed by all in attendance, was a collaborative effort of the District, Municipality, and local businesses and service organizations. A special thank you goes out to all who attended and those who helped make the event such a huge success. To view more photos from the event, click here.
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Special Olympics Held at Linton
 | | Athlete Travis Griffin gets ready to carry the torch |
On August 1st, the 2nd Penn Hills Special Olympics Track and Field Event was held at Linton Middle School. There were 80 athletes who participated. In addition, 25 teacher volunteers as well as members of the high school NJROTC also helped during this special day. Assistance was also provided by Extended School Year (ESY) teachers who spent some of their physical education class training students in the various events. The athletes chose from events that included 50-yard dash, 100-yard dash, team relay, ball throw, long jump, diving for eggs, fishing, t-ball, and many more.
Through donations from two car washes and local community businesses such as Maiello, Brungo, Maiello, LLC; Penn Joint Water Authority; Senator Jay Costa; Bob Denove; Rita's Italian Ice; Shop N Save; Fox's Pizza; Bob's Shirt Center; McDonald's; and Eat N Park, as well as District staff, family members, and community members, organizers were able to raise $1,500 to make the event possible. The money was used to help provide each athlete with a shirt to wear the day of the event and supplies for the event. In addition, a cookout was held for the athletes, volunteers, and family members who attended that day.
 The Linton soccer field stands were filled with generations of family members and community members cheering for the students as they competed in the various events. Excitement from the students and families during the awards ceremony made it a great ending to another wonderful last day of ESY. Each participant left that day with a smile on his/her face and parents who were proud and supportive. "The months, days, and hours preparing for this event can be busy but just watching every person who attended--whether they participated, volunteered, or watched--leaving with the same feeling of accomplishment and excitement as I do makes it worth my time," said former Penn Hebron AS2 Teacher Gina Sciulli. She added that they hope they are able to expand the event, inviting other school districts in the area to participate in this rewarding day. (additional photos available in the Linton Photo Gallery)
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Senior High Parking and Traffic Notes
 Joni Mitchell once sang about how "they paved paradise and put up a parking lot." Paradise, in the guise of the former Senior High School site, is still being paved and so through Friday, September 6th, the traffic pattern and parking at the Senior High School will remain the same as last school year:
- All buses will enter through Collins Drive and proceed to the auditorium/cafeteria/gymnasium side of the school for drop off and pick up; the buses will then exit through Parkridge/Harvard Drive
- All parent drop off/pick up will enter through Collins Drive, proceed to the main entrance circle, and then exit through Collins Drive
- Students and faculty/staff will park in the lot at the end of Harvard Drive.
Beginning Monday, September 9th, the traffic pattern and parking will change to reflect the following:
- All buses will continue to enter through Collins Drive and proceed to the auditorium/cafeteria/gymnasium side of the school for drop off and pick up; the buses will then exit through Parkridge/Harvard Drive
- Parent drop off and pick up:
- Prior to 7:45 am, parents will enter through Collins Drive or Garland Drive and proceed to the main entrance circle and then exit though Collins Drive or Garland Drive
- After 7:45 am, parents MUST enter through Garland Drive, as all other entrances/exits will be locked.
Students will be directed by administration to park in either the "new" upper lot at Garland Drive or the "lower" lot at Harvard Drive; faculty will park in the opposite lot from students. All gates will reopen at 2:15 pm.
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Powerful Presentation Made to Teachers
On August 22, teachers heard a powerful presentation from Manny Scott. An original Freedom Writer whose story was told in part in the 2007 hit movie, "Freedom Writers," he has energized over a million leaders, educators, volunteers, and students worldwide with his authentic and inspiring messages of hope. Mr. Scott has a gift--the ability to connect with, hold the attention of, and energize a wide variety of audiences. From inner-city youth to business executives, Manny utilizes the language of his audiences to deliver relevant, riveting, and compelling messages, moving those in the seats from cheers to laughter to tears and finally to a determination to move forward.
With an incarcerated father, Mr. Scott had missed 60-90 days of school annually from 4th to 9th grade. At the age of 14, he had dropped out of school. By the age of 16, he had lived in 26 places and his best friend was brutally murdered. Sensing that the end of his life was near, he sat down on a park bench and considered how he would make others feel the depth of despair and anger roiling in his soul. "When I look back," he says, "I now see that I was heading down a path that would have destroyed me." When a complete stranger took a risk and sat down beside him, he connected with the young Mr. Scott, encouraged him, and inspired him to create a new story for his life. The man advised him to take a different view of his life, realize that he couldn't control his environment or his experiences but he could control his response. He told the young man that he could become a better man.
 It was a turning point for Mr. Scott, who returned to school with a new attitude and purpose. Landing in Erin Gruwell's English class, he became one of the Freedom Writers. Ms. Gruwell took a classroom of students who seemed to hate everyone and everything, had been written off by the general public, and found a way to unite them through the similarities only she seemed to see between them. The students began to write journal entries about the challenges they faced. In his journal, Mr. Scott began writing--and dreaming about--new, more fulfilling chapters in his life, chapters filled with healing, hope, perseverance, and possibility. He now takes those journaled dreams and makes them a reality, both for himself and for the people who are open to the changes in thinking that his message requires.
Teachers, staff, and Board members in Penn Hills heard that message and reacted very strongly to it. There were tears and cheers for Mr. Scott as he stressed to his audience that they needed to engage, reach, and teach the students in their world.
"I do not speak to impress people," Manny explains, "but to impress upon them some invaluable lessons that could literally change the quality of their lives forever. When I speak, I try to make sure audiences are crystal clear about how to 'turn the page'--to transform their lives. Whether I'm in Houston or Hong Kong, Kansas City or Cairo, Los Angeles or London, I carry a torchlight of inspiration into the recesses of dormant potential, and show the gems that are sparkling there."
The effort to bring this distinguished speaker into the District was spearheaded by Superintendent Tom Washington and Professional Development Coordinator Stefanie Raspotnik. After she saw Mr. Scott at a conference in the spring, she brought the idea to Mr. Washington, who supported her and worked with her to make it happen. Ms. Raspotnik said that everyone in the audience was extremely impressed with the intensity of Mr. Scott's presentation. "What he had to say really hit home for all of us," she stated, "reinforcing the need to recognize each student as an individual with problems, issues, and needs as well as talents, skills, and abilities that need to be taken into consideration." She went on to say that there wasn't a person in the auditorium who was not touched by the message that Mr. Scott delivered, and she was delighted to have been able to provide such a resource to the District.
For more information on Manny Scott, visit www.mannyscott.com.
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9th Grade Academy Introduces Students to HS Experience
The 2013 9th Grade Academy Summer Transition Program was life changing for all incoming 9th Graders, Role Models (upperclassmen), and Caring Adults that participated.
 | | Day 1 Activities |
The theme for this year was "Learning to Lead Responsibly," which falls directly in line with the vision of the 9th Grade Academy (to create a positive learning environment where all 9th Graders grow to realize their potential by leading responsibly). All participants were committed to accomplishing the theme and also to modeling the "Penn Hills Way All Day, Every Day." This was evidenced by the positive culture and peaceful environment with zero disciplinary incidents all three days. The program reached a total of 156 incoming 9th Graders, 30 Role Models, and 16 Caring Adults.
All participants worked through leadership and team-building initiatives on the first two days of the program. Key initiatives included:
- Learning the Penn Hills Way
- Trust vs. Non Trust Actions
- Conflict Resolution (Anti-Bullying)
- Tower Building
- Setting Personal and Team Goals.
 | | Day 2 Activities |
Students were also given time to present their work in front of the large group in the auditorium. On the third day, students participated in the 1st Annual Begin with the End in Mind College Visit. Students had the opportunity to choose between the University of Pittsburgh, Carnegie Mellon University, Carlow University, Duquesne University, and Pittsburgh Technical Institute. Before going on the visits, teams created brand new Penn Hills Way Field Trip Expectations to follow while at the college of their choice. The visits went well and became the highlight for many students. Many students wrote thank you notes to the Penn Hills School Board, Administration, Caring Adults, and Role Models upon their return from the college visits.
In completing their end-of-the-program questionnaire, many students
 | | Day 3 Field Trip |
explained various ways that they had learned how to lead responsibly, identified their favorite (non meal) part of the program, provided their most memorable moment, and gave an example of a time that they modeled the Penn Hills Way during their three-day experience.
The program was supported for a second year by Thom Stecher and Associates. The experience and teachings will continue to be built on throughout the year within the 9th Grade Academy Program. Each participant was given a visual reminder with a t-shirt that read, "Penn Hills Way All Day Every Day."
"Overall, the 9th Grade Academy Summer Transition Program was greatly improved from last year and a huge success for the Penn Hills School District and larger community," Senior High Associate Principal Chris Horne stated. (additional photos from the three-day program can be found in the Senior High Photo Gallery)
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Band Members "Give It All You Got" at Parent Preview Night
On August 16th, members of the Penn Hill High School Marching Band wrapped up their summer camp with a performance at Band Parent Preview Night. Held at Linton, the event gave the public an opportunity to preview the band's upcoming half-time show. The program, entitled "Give It All You Got," presents the music of Chuck Mangione. For a sampling of what to expect at this year's football games, click here (please be patient as the video loads). Photos are available here.
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Latest on Elementary Center Construction
Some of the work performed in the month of August includes:
- Brick work in at three areas 90 percent complete
- Electric wall and overhead rough ins ongoing
- Utility transformer pad set; main power ready
- HVAC wall rough ins and overhead ducting ongoing
- Chiller framework installed, chiller delivery received
- Plumbing rough ins ongoing in walls and ceilings
- Main gas and water lines installed
- Downspout collector system complete
- Fill slopes and seeding 80 percent complete
- Final grading and stone at west parking lot complete
- Spray-on fire protection 80 percent complete
- Shingle roofing 95 percent complete
 | | Window installation |
- Library flat roof finished; mechanical room roof being installed
- Overhang framing 80 percent complete
- Vapor barrier and attic insulation 90 percent complete
- Windows being installed in two areas
- Skylights installed at clearstory
- Furniture purchase coordination ongoing
- Technology contracts awarded and coordination ongoing.
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Girls' Soccer Team Wins at Somerset Tournament
Congratulations to a team of Penn Hills High School girls' soccer players who topped a field of 15 teams to win the August 3rd Somerset Summer Showcase 7 V 7 Tournament. After four convincing group play wins, the girls topped Bedford 4-1 in their semi-final game and then went on to defeat Conemaugh Township 8-0 in the final.
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Teachers Receive Annual Recognition
On August 22, teachers had their annual recognition award ceremony in the Senior High School Auditorium.
The following teachers received awards with the nominating teacher making the presentation:
- Elementary - Art Teacher Jackie Kruzic, nominated by Myra Korfin
- Middle School - Math Teacher Ted Merlino, nominated by John Bilsky
- Special Services - Spell/Read Teacher Kristen Marino, nominated by Heather Komoroski
- High School - Math Teacher Matt Herdman, nominated by Michael DaVia, presented by Darryl Kennedy.
If there was one thing the presenters had in common when making these awards, it was commending the recipients for their hard work, dedication, and affection for the students of the District.
 | | Superintendent Tom Washington welcomes Graham Greene |
A special award was also inaugurated this year. The Teacher's Teacher Award was presented posthumously to Senior High English Teacher Ken Greene.
Mr. Greene passed away earlier this year. His son, Graham, accepted the award on behalf of the family from Senior High Social Studies Teacher John Henry. (additional photos from the event can be viewed in the Senior High Photo Gallery)
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Annual Child Find Notice
Services for School-Age Students with Disabilities
PHSD provides a free, appropriate, public education to eligible students. To qualify, the child must be of school age, in need of specially-designed instruction, and meet eligibility criteria for one or more of the following physical or mental disabilities, as set forth in Pennsylvania State Regulations: Specific Learning Disability, Emotionally Disturbed, Autism/Pervasive Development Disorder, Blindness/Visual Impairment, Deaf-blindness, Deafness, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Neurological Impairment, Other Health Impairment, Visual Impairment including Blindness, and Speech or Language Impairment. Information regarding the appropriate developmental milestone descriptors for infants and toddlers may be found at the Center for Disease Control (CDC) website at www.cdc.gov or The National Dissemination Center for Children with Disabilities (NICHCY) website at nichcy.org. The District engages in identification procedures to ensure that eligible students receive an appropriate educational program consisting of special education and related services individualized to meet student needs. At no cost to the parents, these services are provided in compliance with state and federal law and are reasonably calculated to yield meaningful educational benefit and student progress. To identify students who may be eligible for special education, various screening activities are conducted on an ongoing basis. These screening activities include group-based data review (cumulative records, enrollment records, health records, report cards, ability, and achievement test scores); hearing, vision, physical, and speech/language screening; and Child Study, Pupil Personnel, or Elementary Student Assistant Program (ESAP) Team review. When screening results suggest that the student may be eligible for special education services, the District seeks parental consent to conduct a multidisciplinary evaluation. Parents who suspect that their child is eligible for special education services may request a multidisciplinary evaluation (MDE) at any time through a written request to the Building Principal or Director of Special Education. Services designed to meet the needs of eligible students include the annual development of an Individualized Education Program (IEP), bi-annual or tri-annual multidisciplinary re-evaluation, and a full continuum of services, which include Itinerant, Supplemental, or Full-Time Levels of Intervention. The extent of special education services and location for delivery of such services are determined by the IEP team based on the student's identified needs and abilities, chronological age, and level of intensity of the specified intervention. The District also provides related services, such as transportation and speech, language, physical, and occupational therapy required for the student to benefit from the special education program.
Services for Students Who are Mentally Gifted
The definition of giftedness comes from the Pennsylvania Department of Education (PDE) Special Education Rules and Regulations, Chapter 16, which states that a student who is mentally gifted demonstrates outstanding intellectual and creative ability, the development of which requires specially designed programs or support services or both, not ordinarily provided in the regular education program. This includes a person who has an IQ of 130 or higher or when multiple criteria, as set forth in Chapter 16 and in Department Guidelines, indicate gifted ability. Determination of gifted ability will not be based on IQ score alone. Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted must include a full assessment by a certified school psychologist in accordance with Chapter 16. Five general categories of multiple criteria are used to create a screening matrix for consideration for gifted programming: ability/aptitude standardized test scores, performance or achievement test results, teacher ratings, QPA (grades 6-12), and results of individual intelligence tests (WISC IV or Stanford-Binet V). Once a student meets the requirements outlined through the matrix, a Gifted Multidisciplinary Evaluation (GMDE) is conducted and a Gifted Written Report (GWR) is generated. The GWR includes information provided by the parents, results of testing, academic functioning, learning strengths, and educational needs. Recommendations are made that are considered by the GMDE Team in the development of the Gifted Individualized Education Plan (GIEP). At the conclusion of the GIEP meeting, a Notice of Recommended Assignment (NORA) is issued.
Services for Students in Nonpublic Schools
PHSD makes public special education accessible to resident students attending nonpublic schools. These students are permitted to enroll on a part-time, dual-enrollment basis in a program of special education operated in a public school. Special programs are made accessible to nonpublic school students through dual enrollment following a multidisciplinary evaluation (MDE) and development of an Individualized Education Program (IEP). Parents of nonpublic school students who suspect that their child has a disability and is in need of special education may request a multidisciplinary evaluation through a written request to the Director of Special Education. The dual-enrollment process is handled through the Building Principal.
Services for Protected Handicapped Students
In compliance with state and federal law, PHSD will provide to protected handicapped students services or accommodations needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student's abilities. These related services or accommodations are provided without discrimination or cost to the student or family. In order to qualify as a protected handicapped student, the child must be of school age with a physical or mental disability which substantially limits or prohibits participation in or access to an aspect of the school program. Services and safeguards for protected handicapped students are distinct from those applicable to exceptional students enrolled or seeking enrollment in special education programs. Protected handicapped students fall under Pennsylvania Chapter 15, Title 22, Regulations of the State Board of Education (Section 504, 1973 Rehabilitation Act). In contrast, students with disabilities who qualify for special education services are covered by the regulations contained in Chapter 14.
Services for Pre-School Children
The Early Intervention Services System Act (212) entitles all preschool children with disabilities to appropriate early intervention services. Young children experiencing developmental delays or physical or mental disabilities and their families are eligible for early intervention services. At-risk children are eligible for screening and tracking. PHSD ensures that all students transitioning from early intervention programs to kindergarten or first grade programs within the District are transitioned without disruption of services. Parents of children entering school age programs are notified of the District's Transition activities. The District secures permission to evaluate, conducts an evaluation, and develops an Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP) in accordance with the timelines required by state mandates.
The Pennsylvania Department of Public Welfare is responsible for providing services to infants and toddlers, defined as children from birth through three years of age. For more information, contact Alliance for Infants, 2801 Custer Avenue, Pittsburgh, PA 15227 (412-885-6000). PDE is responsible for providing services to preschool children from ages three through five. For more information, contact the Allegheny Intermediate Unit, Project DART, 475 E. Waterfront Drive, Homestead, PA 15120 (412-394-5739). Additional information on District programs is available by contacting the Director of Special Education at (412) 793-7000, ext. 1282.
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