F rom the e xecutive D irector
Dear Colleagues and Friends,
A strategic plan is vital to an organization’s success. It establishes priorities, focuses resources and ensures that everyone is working toward common goals. The current AIU strategic plan was approved by the Board of Directors in June 2021 and has become an important foundational document for the agency. It provides a transparent overview of where the organization is going as well as direction for board members, employees, and external stakeholders.
The AIU continues to complete key pieces of its five-year strategic plan. The organization’s six strategic goals are:
• Attract, grow and retain a high-quality and diverse workforce.
• Embrace an innovative mindset throughout the organization and with our school partners.
• Serve as a leader and connector for the region in educational best practices.
• Provide a shared services model to help educational entities maximize resources.
• Influence and advocate for equitable educational policies, practices and resources.
• Communicate and promote programs and services with all stakeholders.
We’ve come a long way since we began our initial dialogue about the future of the AIU, establishing priorities and achieving our annual goals. In fact, this magazine is an example of how we are working to promote the good work of our employees and educators across the county. In this edition, you can learn more about a new Head Start classroom at the Central Office, our organization’s role in a recent disability summit, and a professional development initiative to transform early learning through countywide collaborations.
We are proud of our mission: to advocate and advance equitable opportunities for every learner. In these pages are just a few stories of how we strive to serve every learner. Happy reading!
Sincerely,
Dr. Robert J. Scherrer Executive Director Allegheny Intermediate Unit
AIU Connections
F all 2024
AIU Connections is published biannually by the Allegheny Intermediate Unit’s Marketing & Strategic Communication Department under the direction of Sarah McCluan.
Publisher
Dr. Robert Scherrer
Editorial Director
Amanda Ritchie
Creative Director
Michael Tarquinio
Copy Editors
Andrew Chiappazzi
Will DeShong
c ontributor S
e D itorial
Will DeShong
Junior Gonzalez
Daveen Rae Kurutz
Dan Rinkus
Amanda Ritchie
P hotogra P hy Matt Brosey
Will DeShong
Junior Gonzalez
Dan Rinkus
Michael Tarquinio
Advertising Manager
Amanda Ritchie
Design Assistant
Sarah Campbell
Production Assistant
Carolyn Weissgerber
About the cover
Our cover highlights five images of special education students engaging in vocational training at our AIU-operated schools. Photos by Junior Gonzalez and Michael Tarquinio.
Conversations from the Halls Student Panel Discusses Importance of Open Dialogue in Schools
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s tu D ents o F D iverse backgroun D s from across the region came together at the AIU last spring to address their shared goal of being better understood by both their peers and teachers. In a studentled panel discussion organized by the AIU’s Office of Diversity, Equity & Inclusion, students exchanged ideas for promoting diversity, inclusion and representation in their schools. Overarching themes touched on expanded curriculum, more diverse educators, and access to counselors.
“As my advisor says, anxiety is at its highest when knowledge is at its lowest,” said Samihah Saleem, who attended as a junior at South Fayette School District. “I feel that we as students
should feel comfortable enough to approach our teachers to have these open conversations to better both our education and school environment.”
The AIU’s Diversity Resource Group focused on race and ethnicity hosted the student panel this past April, providing an opportunity to amplify the voices of minority students in the hope of expanding dialogue with local educational leaders.
“For the students, I think the most impactful thing was they just want to be heard,” said Licia Lentz, the director of the AIU’s Alternative Education Program and a leading organizer of the event. “They want to be loved and they want to be respected. We’re all human. We have unique perspectives, and this panel is all about listening and really hearing each other and being there for each other.”
Josué Clark-Espinosa, who attended as a senior in the Hampton Township School District, said having school counselors available is key to helping students feel comfortable broaching difficult subjects. “People need to realize that counseling is important throughout the entirety of a lot of people’s lives,” Clark-Espinosa said. “And I believe being able to break down the stigma surrounding mental health is needed in our schools.”
Support is needed for everybody. You never know what somebody is going through unless they say it, so be there to listen.”
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Programs like The Chill Project, a collaboration with Allegheny Health Network that promotes mindfulness-based exercises in a calming space, were cited as successful in connecting students to mental health therapists. Students also said teachers can be proactive in embracing new ideas and listening to underrepresented communities.
“I think the most important thing a teacher can do is approach us and make us feel comfortable talking to you and having those conversations,” Saleem said. “If you are invested in us as a student, we’ll be invested in you as a teacher.”
Students from Clairton City and Gateway school districts also participated in the discussion. The students were connected to the panel through teachers at their respective schools. Each student praised their teachers for exemplifying how to empower students. Clark-Espinosa said those efforts simply start with lending an ear and some time.
How We Help
n Behavioral & Therapeutic Supports
n Individual & Group Counseling
n Community Service
n High-Quality Instruction
n Restorative Practices
Our Schools
Community School West 19 May Avenue McKees Rocks, PA 15136 412-464-4051
Community School East 519 Penn Avenue Turtle Creek, PA 15145 412-464-4043
Alternative Education Program
Celebrating over 60 years of success
The Alternative Education Program (AEP) at Allegheny Intermediate Unit serves students in grades seven through 12 who are temporarily excluded from their classrooms.
Restorative Practices
The AEP uses restorative practices as an alternative to traditional discipline. The goals are to increase the use of restorative practices to help cultivate a climate of community and acceptance and to aid in the decrease of classroom disciplinary referrals and suspensions. Emphasis will be placed on establishing transition plans for returning students to ensure the repair of harm and the inclusion of students into the regular population.
Transition Programming
We give our students opportunities to work their way back into their school community. Our statecertified instructors take students into the real world, providing them with venues for self-improvement.
Contact us
Licia Lentz, Ed.D. Program Director licia.lentz@aiu3.net
412-394-5804
The work fosters deeper community relationships with students and staff through communitybuilding circles, healing circles, and welcoming circles with students returning from suspensions, expulsion or any out-of-school situation.
s usan v aughn is making a worl D o F D i FF erence at McIntyre Elementary in the North Hills School District. With an unwavering commitment to her students, Vaughn ensures that her English as a Second Language (ESL) students not only grasp the intricacies of a new language, but also feel genuinely welcomed and inspired in their educational journey.
The AIU’s ESL teachers are serving approximately students from over 50 countries. 42 1,300
Now in her eighth year with the school district, Vaughn’s approach to teaching goes beyond textbooks and exams. She invests deeply in creating a classroom environment that celebrates the rich tapestry of cultures, religions, and backgrounds that her students bring with them, allowing for her classroom to become a melting pot where students feel acknowledged, valued, and eager to learn.
“Acknowledging their culture is important to me,” Vaughn said. “It creates a fun learning experience for all students, and in the process, makes sure we have a vibrant and inclusive classroom.”
Vaughn said one of the best ways to connect cultures is through teaching about the various commemorative dates and holidays celebrated across the world. While many school lessons incorporate aspects of widely celebrated holidays like Christmas and Hanukkah, Vaughn educates students about more underrepresented traditions and holidays, including Holi, Ramadan, Carnaval, and Diwali.
“We spend these holidays learning about the culture, language, and traditions of the countries that celebrate them,” she said. “We watch videos, listen to music, and make crafts. These days are always exciting for my students as
Above, Susan Vaughn, an English as a Second Language teacher at McIntyre Elementary School in the North Hills School District, works with two of her students.
Photo: Michael Tarquinio
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they enjoy sharing more about their culture with the rest of the class. And it provides them with an excellent opportunity to use their developing English language skills.”
Vaughn’s focus on connecting cultures goes beyond commemorative dates. She closely follows news from around the world to stay up to date on the cultures of her students and implements this knowledge into her teaching. Her overarching goal is to ensure that each student feels a deep sense of belonging within the North Hills community.
Vaughn’s dedication to fostering connections extends to parents as well. Recognizing the importance of family involvement in a child’s education, she employs creative communication strategies to keep parents engaged and informed. One such tool she relies on is ClassDojo, a teacher-parent communication app that bridges language barriers by translating messages automatically.
“ClassDojo is a great resource because parents can set it up in their preferred language and all back-and-forth communication is automatically translated,” Vaughn said. “I also use it to create personal portfolios for my students where I can send photos and videos of them to their parents of the work they complete in our ESL classroom.”
In addition to ClassDojo, Vaughn leverages resources like Talking Points for direct text messaging to parents in their native language, as well as the TransPerfect translation service for phone calls and conferences.
“We can request an interpreter for a specific language and can typically get one on the phone in just a few minutes,” she said about TransPerfect. “These resources have made it so easy to connect with families and make them feel included in school.”
In recognition for her exceptional dedication, Vaughn was awarded the AIU’s World of Gratitude Award in May 2023. The award is presented annually to a professional in the AIU’s ESL program for demonstrating an exemplary level of professionalism and dedication to students and staff while displaying leadership, expertise, and compassion.
“Several of Susan’s colleagues nominated her for our World of Gratitude Award, and each of them cited her patience and compassion,” said Kelly Noyes, the AIU’s Program Director of Educational Support Services. “Susan has a genuine concern for each of her students and serves as an inspiration to her fellow educators. Her unwavering commitment is an example of how we as educators can change lives.”
Photos: Will DeShong and Heather Pelat
Shaping Futures Power of Partnership in Early Childhood Education
l ast s P ring , early childhood education providers, K-12 administrators and educators, and representatives from a variety of community organizations came together as a cohort to pilot a special professional development initiative. Bringing them together to openly communicate about how they can build a system to better prepare students for success in kindergarten and beyond was at the heart of the initiative, known as the Early Childhood Education System Design Partnership (ECE SDP).
It holds the promise that every child can thrive.
The group assembled at the AIU Central Office eight times over four months to jointly envision a collaborative, countywide early childhood education system that harnesses the resources already available within the region. Facilitated by the National Center on Education and the Economy (NCEE) and funded by the Office of Child Development and Early Learning, the ECE SDP aims to integrate those resources into a unified framework that establishes sustainable, cross-sector partnerships that ensures all children consistent access to supportive, engaging, and developmentally appropriate learning environments. Such a framework is necessary to increase the number of children who enter the upper elementary grades prepared and confident.
NCEE Pennsylvania State Director Lenny Sweeney oversaw the launch of the ECE SDP in Western Pennsylvania. “We embarked on a journey to pilot a professional learning engagement to explore what a system might look like that brings together all the community-level resources to form a countywide vision for early learning,” he said.
Sweeney knew of the AIU’s existing relationships with the early childhood world within the county. Jill Jacoby, Ed.D., assistant executive director of the AIU’s Teaching & Learning Division, helped him to recruit “all the players who should be at the table,” Sweeney said.
Wendy Etheridge Smith, Ed.D., director of the AIU’s Early Childhood, Family, and Community Services Division, was eager to see how the ECE SDP would compare to the other system-building efforts to which she has contributed throughout the past 20 years of her career. She highlighted the lack of incentive for K-12 to connect with the pre-K world as a significant challenge. “Discussions about how to connect the K-12 world with the pre-K world” have been a crucial part of the partnership’s work, she said. Her long-term perspective on early childhood education reinforces the need for continuous dialogue and collaboration.
Looking Ahead
The ECE SDP represents a significant step toward creating a cohesive and supportive early childhood education system in Allegheny County. The insights and experiences shared by these participants highlight the importance of collaboration, communication, and a shared vision for the future. As the partnership continues to evolve, it holds the promise of transforming early childhood education and ensuring that every child can thrive from their earliest years and beyond.
The following narratives from participants in the ECE SDP provide a window into their experiences and the transformative potential of this initiative.
kim ruSSo JoSeph, Executive Director, Early Childhood Education Program, Pittsburgh Public Schools
Kim Russo Joseph joined the ECE SDP with the hope of elevating the value of early childhood education in the public eye. She acknowledged the challenge of transitioning children from early childhood programs to the K-12 setting due to the lack of consistency across programs. “There is no ‘one size fits all’ approach to kindergarten transition,” she said.
“We need to share our story more about how early childhood programming is funded to build understanding of the constraints we are under,” said Joseph. She also noted the critical importance of competitive salaries and benefits to strengthen the early childhood workforce.
chriS caton, Director of Curriculum, Northgate School District
Chris Caton was motivated to join the ECE SDP to build systems that facilitate smoother transitions into kindergarten. He identified a significant challenge: “We often don’t know the children and families that are about to join us in kindergarten. If we were better able to prepare, we could have the necessary supports ready when the students arrive on the first day.”
“It’s also difficult to grow a profession that lacks incentive for its workers,” said Caton, who went on to suggest that “a legislative solution is necessary to improve early childhood education across Pennsylvania.”
natiVa tamaSy, Assistant Principal, Chartiers Valley School District
For Nativa Tamasy, coordinating kindergarten transition activities is a key part of her role. She joined the ECE SDP to build relationships with other early childhood providers and improve her district’s program. “The conversations in these meetings have helped open my eyes to the wealth of resources available in our region,” she said.
Tamasy believes that understanding the shared challenges faced by different organizations is essential for fostering collaboration. “The partnership has helped me to see that, despite roles and responsibilities, adults and organizations across the region are all hopeful to see the same thing — children who love learning,” she said.
Debra maurizio, Principal, Clairton Elementary School
Debra Maurizio saw the ECE SDP as an opportunity to collaborate with key stakeholders in early childhood education. She identified a critical challenge: many children entering kindergarten lack basic school readiness skills despite attending preschool.
Maurizio appreciated the collaboration fostered by the partnership and noted that it had already led to new partnerships. “Collaboration with outside agencies and school community partners is essential for our school success,” she said.
Professional Development
Enrollment is subject to registration deadlines and capacity. Dates are subject to change.
Math & Science Collaborative
Unless otherwise noted, MSC workshops are free to member districts and held in-person at the AIU Central Office. Prerequisites may apply.
Mathematics:
Building Thinking Classrooms: Part 1, starts 10/1, $450/participant, admin may attend with teachers at no additional cost
Extra Math Block Strategies for Supporting Students Where They Are, starts 10/8, $450/per participant
School Leadership in Mathematics Workshop, starts 10/10, $600/admin, one teacher or instructional coach may attend with admin at no additional cost
Mathematics Coaches Network, starts 10/11
Effective Teaching Practices in High School Mathematics, starts 10/15, $450/participant
Western Pennsylvania Mathematics Teaching and Learning Conference, 10/16
Teaching and Learning Mathematics with Visual Models
• K-Grade 1, starts 10/30
• Grades 2-3, starts 11/19
• Grades 4-5 starts 12/6
• Grades 6-7 starts 12/4
• Grade 8 and Algebra 1, starts 11/6
Science:
What about the “T & E” in PA STEELS? 10/21
Administrator-Focused Science Professional Learning, starts 12/2, $350
Learn more at aiu3.net/msc
Did you know?
The AIU’s has a new and improved website calendar. You can now utilize the event category filter to view events and upcoming professional development offerings by program. Check it out: aiu3.net/events
Training & Consultation (TaC) Training
Unless otherwise noted, all TaC sessions are free, offer Act 48 credits, and held in-person at the AIU Central Office. Educators who work for LEAs in the AIU region will be given priority registration.
Promoting Instruction with PASA-DLM: Resources from the Dynamic Learning Maps, 2-part hybrid series, multiple start dates: 10/14 , 11/1, 12/12
Self Monitoring: A Tier II Intervention, virtual, 10/15
Writing Meaningful and Compliant IEPs, 2-part series:
• Elementary Strand starts 10/17
• Secondary Strand starts 10/28
Schema-based Instruction for Solving Word Problems, 10/22
Discipline with Dignity: Creating a Proactive and Restorative Discipline Process, 2-part series, starts 10/22
LETRS Volume 2, 4-part series, fees apply, starts 10/29
Structuring Small Groups to Support Social Emotional Growth, 10/29
IES Practice Guide: Reading Intervention for Grades 4-9, 11/4
Implementing Check and Connect at Tiers 2 and 3: Administrator Overview, 11/5
MTSS Networking for Administrators & Core Teams, monthly virtual series
Navigating 504s: Comprehensive Guidance for School Teams, 11/7
2024-25 Transition Coordinating Council of Allegheny County Meeting, 11/12
EBPs in Elementary Mathematics – Assisting Students Struggling in Mathematics, 6-part series, starts 11/18
Resilience, Empowerment, and Natural Supports for Education Administrator Overview, virtual, 12/3
Trauma Responsive Practices: Utilization in the Classroom Setting, 7-part hybrid series, starts 12/3
Supporting Students with Dyslexia – Interventions & Accommodations, 12/5
Learn more at aiu3.net/tac
Fall 2024 Courses
Classroom Management
Connecting with Kids (11/17)
Get Active About Learning (11/17)
Multiple Intelligences in the Classroom: Strategies, Techniques, and Materials (11/10)
Building Bridges – Working with (Difficult) Parents (10/30)
The First Days of School: How to be an Effective Teacher (10/2)
Making an Impact: Building Positive Relationships with Students (10/6)
Diversity, Equity & Inclusion
Beat the Bullying: A Look into Prevention and Intervention (11/3)
Creating and Supporting a Positive, Bully-Free School Climate (10/6)
Culturally Responsive Teaching (10/13)
When It’s Not Just Kids Being Kids: Bullying and Beyond (11/3)
EdTech
AI Tools in the Classroom: Introduction & Exploration (10/16)
Technology for Formative Assessment (10/23)
How to Design a Digital Classroom for the 21st Century Learner (10/2)
Apps and iPads for the K-12 Classroom (10/23)
How to Develop Good Digital Citizens (11/3)
Any Device Technology Tools in K-12 (10/9)
4 Free Technology Essentials for Educators (10/30)
Digital Literacy (10/27)
Integrating the iPad into the Classroom –There are Apps for That (10/20)
Best Practices in Teaching K-12 Online (10/2)
Tech Tools for the 21st Century (10/16)
ESL Specialist Certification
Course Four: Observing, Planning, Implementing and Managing Instruction (10/23)
General Education
Motivating & Inspiring Today’s Students: Awakening the Learner (10/15)
Uncovering the Truth About Fake News (10/23)
All CPE courses are virtual and asynchronous. Fees and registration deadlines apply. CPE courses fulfill 90 Act 48 hours and requirements for Level II Certification and Master’s Equivalency. Registration deadlines are listed in parenthesis and subject to change.
Cultivating a Growth Mindset (10/15)
New! Teaching Historical Thinking Concepts (10/19)
Group Work Dynamics: Collaboration and Assessment (11/10)
Implementing Equitable Trauma Responsive School Practice (10/16)
Project-Based Learning and Challenge-Based Learning (10/30)
Break the Ice: Ice Breakers for All Ages (10/23)
21st Century Skills (11/6)
Moving From Problems to Solutions: Building Resiliency Skills (11/17)
Reading/Writing
Writing Alive: Strategies, Techniques, and Materials (10/29)
Introduction to Text Comprehension (10/9)
Special Education
A Closer Look at Learning Disabilities: A Refresher Course for All Classroom Teachers (10/2)
Supporting Students with Autism in Education (10/2)
Addressing Learning Disabilities in Education (10/29)
ADHD in Education (11/12)
A New Look at Working with Students with Autism (11/19)
STEM/STEAM
Working with Fractions and the Four Operations: Instructional Practices for the Middle Grades (10/9)
Infusing Science, Technology, Engineering, Arts, & Mathematics (STEAM) into K-12 Classrooms (11/19)
Teaching K-12 Problem Solving Using Computational Thinking in All Subjects (11/6)
Teacher & Student Wellness
Anxiety & Stress (10/9)
Empathy (10/30)
Being Mindful (10/16)
Coping Skills (11/6)
Explore open CPE courses by subject at aiu3.net/aiu_cpe
Educator Workshops
The following offerings are free and open to Pennsylvania educators.
From Page to Play: A Beginner’s Guide to Hands-On Literacy and Tech (K-5), 10/9
Get Your Hands-On FUN and Meaningful Assessment (Elementary), 10/17
Build | Fly | Code: An Introduction to Drones and Block Coding, 10/18
Canva: Beyond the Basics, 10/21
No Jamboard? No Problem! Meet the Jamboard Alternatives (Virtual), 10/22
EVERFI Personal Finance Standards Resources, 10/23
Engage and Explore: Assistive Technology for Transition Age-Students, 10/29
Digital Citizenship Refresh: A Checklist for Your Classroom, 11/12
Solid Stuff: Using Materials Science to Engage & Excite Students, 11/13
Check Your Feed: How Is Student Digital Well-Being Influenced? 11/18
STEM Educator & Innovator Role-Alike, 11/19
Get Hyped About Hydroponics! 11/20
AT Making: Solder, Switches & Stuffing, 11/21
Make-AT-looza, 11/22
Math for All: Supporting Inclusive Practices in the K-6 Classroom, 12/12
10 AI Tools to Transform Your Teaching, 12/16
Learn more at aiu3.net/transformED
h igh school stu D ents who are deaf or hard of hearing came together from across the Allegheny County earlier this year to attend sessions about a very important subject—their life after high school. The AIU Deaf/ Hard of Hearing Support Program hosted the Access Your Future event last February in partnership with Early Reach, a program of the state’s Office of Vocational Rehabilitation that helps secure successful career outcomes for those with disabilities.
How you go about getting support [after high school], is all up to you.”
Brett Glavey, Early Reach program coordinator, gently reminded the students that their IEP (individualized education program) and accommodation plans would “go away” after high school. “How you go about getting support [after high school], is all up to you,” he said.
Access Your Future is just one example of the many ways the AIU helps students with disabilities and their families to plan ahead. Students with disabilities face unique challenges as they transition from a structured school environment to the varied and, oftentimes, uncertain landscape of the
b y J unior g onzalez
post-school workplace. That’s why many IEPs include vocational training and life skills programming to match a student’s potential.
The empowering event equipped students with information about how to request interpreter resources and how to utilize emerging assistive technology through their smartphones, tablets, or even hearing aids. Students also had an opportunity to ask questions to a panel of adults who are deaf or hard of hearing about navigating the world after graduation.
These types of conversations are not exclusive to those who are deaf/hard of hearing—stakeholders for students across the disability spectrum have met the same challenge. Dan Miller, who represents the 42nd district in the Pennsylvania House of Representatives, partnered with the AIU Special Education and Pupil Services Division this past spring as part of his 11th Annual Disability & Mental Health Summit.
At the summit, AIU Pupil Services Director Brian Welles moderated an important panel discussion on student transition. The panel included former students who have developmental disorders, such as Autism and Down Syndrome. All of the panelists were gainfully employed, and some lived independently. Parents in the audience took notes as those panelists and their parents told hopeful stories about their resilience in navigating challenges after graduation.
Photos: Junior Gonzalez
Transforming Office Space to Learning Space: The AIU’s New Early Childhood Classroom
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A crowd of people is poised, their hands ready to clap.
A playground slide shines in the mid-afternoon sun. A ribbon is tied and ready to be cut.
i t is late J une 2024. Allegheny Intermediate Unit employees and their families are preparing to open the Waterfront Early Childhood Classroom at the agency’s Central Office in Homestead.
Presiding as MC at the ribbon cutting ceremony, AIU Executive Director Robert Scherrer, Ed.D., pauses, waving a few of the children gathered in front of the podium toward him — and asks, “Can you come up here with us?”
As the children come forward, Dr. Scherrer and other key figures in the AIU’s Early Childhood Education Program await the count-off, scissors at the ready.
“One, two, three!” Four pairs of scissors cut through the ribbon, setting off a round of cheers and applause. More importantly, it signaled a new beginning in education at the AIU and a milestone in cooperation among its divisions and programs.
h ow D o y ou c reate a c la SS room ?
The classroom will serve as a training space for new and veteran teachers.
A year before the ribbon-cutting ceremony, critical decisions were made that birthed the Waterfront Early Childhood Classroom. The AIU’s Marketing & Strategic Communication Department had recently outgrown its area on the first floor. That space sat vacant near a room containing outdated printing equipment. It was time to decide —invest in new printing equipment or put more money, time, and effort into the AIU’s core mission: education.
“We realized there was this need to train new educators as they come into our early childhood programs, and to continue to train those who are already in the program,” Dr. Scherrer said. “It made sense for us to rethink that space, turn it into a classroom, and satisfy the need we were seeing.”
Establishing an early childhood classroom at the AIU Central Office was exactly what Shannon McGee, program director of Early Childhood Education Services, wanted to hear. “Learning starts at birth,” said McGee. “It starts with the pipeline that we focus on, from Early Head Start to Head Start to Pre-K Counts all the way to kindergarten.”
Photo: Matt Brosey
However, turning a cubicle-filled office and an aging print shop into one classroom would not be cheap. Thankfully, the classroom was set on a path to reality through funding from the federal government and its Head Start programming, along with anonymous donations.
It’s time to hit the ground running.
p er S onal an D p rofe SS ional n ee DS
Creating a classroom could not have come at a better time for McGee and her staff. While the COVID-19 pandemic started to recede from view, its impact remained obvious in two areas: child behavior and staff recruitment.
“There has been a high turnover rate in the education field, period,” said McGee. “It’s been very difficult to recruit teachers and teacher’s assistants, and we feel it’s important to grow our own —to have a grassroots movement with staffing.”
The Waterfront Early Childhood Classroom is meant to serve as an incubator for education careers and allow job candidates to see our teachers in action, giving Human Resources a leg up on attracting top teaching talent.
“We want to support parents who are involved in our programming and create a career path,” said McGee. That includes identifying parents who have a passion for education and supporting them by helping them earn credentials such as a Child Development Associate certificate.
s hannon M C g ee
Photos: Dan Rinkus
Why It’s Important
Assisting interested parents earn education credentials is a notion that sits well with parents such as Tiffany Gamret, chairperson of the local Head Start/Early Head Start Policy Council. “When this was presented to us in policy council, we loved it,” said Gamret. “I can’t wait to watch it bloom.”
a n D t he c hil D ren S hall l ea D
Screams of delight echo off the wall beside the playground attached to the Waterfront Early Childhood Classroom. Inside the classroom, a girl smiles wide as she plays on a light-up table, her face cast in alternating hues of blue, red, and green.
Gamret has six children and has put three of them into Head Start programming. A proud advocate of her children and the program, she’s “excited to watch… how these children flourish,” she said. She’s also looking forward to seeing how the teachers will help develop incoming educators.
Head Start serves children from age 3 to 5. Today, most children in that age range were born during the COVID-19 pandemic. For McGee, the effects of a pandemic upbringing are readily apparent, noting that very little socialization happened in those early years. “You’re seeing children who aren’t as sociable or emotionally developed as they typically would be,” McGee said.
Social-emotional learning is a key part of the early childhood education curriculum, but there is an added emphasis on it in the wake of the pandemic. “What happens during the toddler stage has a huge impact when children come into a classroom. And you’re starting to see more cognitive developmental delays, speech delays...because the services weren’t happening,” McGee said.
“It’s important to have a classroom that will support children with a nurturing learning environment,” she added. The classroom will allow Preschool Early Intervention specialists to address learning delays and other issues up close, giving the AIU’s Special Education Division a new, in-house avenue to continue its critical work.
Dr. Scherrer can’t help but smile, too.
“I think this classroom is a reminder for us that the work we do across the organization is focused on people,” he said. “Here it is: a program that is focused on our youngest learners. Then we have other programs to support K-12 students, and we have programs for adult learners. It shows that we want to continue to be at the forefront of growing and asking, ‘how do we get better at the work that we do?’”
McGee is especially proud of the contributions made by her program, which serves more than 1,200 children in Allegheny County through dozens of classrooms.
“That’s a huge impact that we can make, and if we can start here by developing best practices for the children and families who come to our classrooms and get that out in the communities and continue to grow…that would be ideal.”
McGee looked around the room, taking in a space now filled with playful children, beaming parents, and proud AIU employees. Ever the educator, her favorite classroom feature is one that prepares students for real-life lessons. “I really like to play in the dramatic play area,” she said, referencing a toy kitchen setup that allows children to explore different social roles. “Just the imagination that takes off [there] is just, it’s fun to watch and to be a part of. I love it.”
Whether it’s the imagination of a child, or the spark felt by a teacher, it’s clear the AIU’s new Waterfront Early Childhood Classroom has set the stage for a reinvigoration of early childhood education.
Distinguished Woman in Education
J ill J acoby , e d .D., received the 2024 Dr. Jean E. Winsand Distinguished Woman in Education Award last spring for her exemplary leadership and a lifetime of dedication and service to the school children of Pennsylvania. She served for 13 years as elementary school principal at Fort Cherry School District before rising to serve as the district’s superintendent for nearly eight years prior to joining the Executive Leadership Team at the AIU in August 2021 as the assistant executive director of Teaching & Learning.
Campus Safety Director of the Year Finalist
AIU Director of Safety & Security aaron skrbin, ed.D., was honored in July as Campus Safety Director of the Year finalist at the Campus Safety Conference in Atlanta. He was selected for his many contributions to school safety at the AIU, including creating a centralized system of safety procedures and an emergency operations plan that engaged stakeholders from across the organization.
Honors AIU ESL Teacher
m elo D y D evenney , AIU ESL teacher in the West Jefferson Hills School District, was named to the Pittsburgh Business Times and Leadership Pittsburgh’s annual “30 Under 30” list last spring for her dedication to raising awareness and funding for two causes close to her heart. She has raised more than $25,0000 for Alzheimer’s research and donated proceeds from sales of her book “Filled Perfectly and Wrapped in Culture” to establish a scholarship fund for refugee and immigrant students.
Excellence in Publications
The Winter/Spring 2024 issue of AIU Connections received the 2024 PenSPRA Award of Excellence in Publications from the Pennsylvania School Public Relations Association.
Is there someone you know who deserves a shoutout for their exceptional work or achievement?
Send your suggestion to Amanda Ritchie, amanda.ritchie@aiu3.net
Celebrating Excellence: AIU Honors Employees with Annual Awards
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2023-24 m i SS ion p o SS ible a war D ee S
t his P ast school year , Waterfront Learning completed a complex project to integrate its student information system with its curriculum partners to improve access to online courses. Craig Sinning, a systems administrator for the program, led the project for months, but the effort wasn’t something easily noticed beyond the team making the changes. “Students didn’t even realize anything happened, which means I did my job well,” Sinning said.
Sinning’s colleagues noticed, and this past spring he was selected as one of four winners of the AIU’s Mission Possible Award, given annually to employees for going above and beyond in their duties.
“There are so many wonderful things that go on at the AIU, and often these occur in the background. I feel like I represent a lot of people who do the quiet work that people don’t necessarily see.”
The other Mission Possible winners included Jeanette Casciato, assistant program director for the AIU’s Early Childhood Education Services; Mindy Robbins, a hearing support teacher; and Karen McCamey, an accountant.
Seven colleagues nominated Casciato for her work to help lead the Early Childhood program. Each of her nominees credited her with being kind and supportive to both staff and families.
“Jeannette truly loves and stands by the work that we do at the AIU and strives to make a difference in the lives of the families that we serve,” said April Schmidt, one of her nominators.
The Special Education & Pupil Services Division honored Robbins for creating an online magazine for the students receiving Deaf/Hard of Hearing services.
“Through Mindy’s hard work and commitment, our students can see other children just like them and relate in a way that some have not been able to before,” said Melissa Albright, one of her nominators.
McCamey assisted a school district with a year-end audit under a tight timeframe. She put in extra hours to ensure its completion. She was surprised and honored to receive the award, saying she was more than willing to lend a hand. “Our shared services are an important part of the AIU,” she said. “I was happy to help.”
2024 Mission Possible Awardees, from top, Craig Sinning, Jeanette Casciato, Mindy Robbins, and Karen McCamey.
b eyon D the m ission P ossible a war D s , the AIU also collaborates with its program leaders and member bargaining units to recognize employees for their contributions to education. These other 2023-24 award winners include:
Shawna Ricci was presented with the Award of Excellence in the AIU’s Alternative Education Program. Ricci, a counselor in the program, was selected for the award due to her commitment to supporting the best learning and emotional outcomes for students.
Michael Reed, an English as a Second Language teacher, won the World of Gratitude Award. His colleagues nominated him for providing professional development support to other teachers.
Joe Trecki, a counselor in the Non-Public Schools Program, received the Apple Award, which is given annually to a K-12 professional in the program for demonstrating superior contributions and support. Trecki was credited for providing exceptional insight and resources to both staff and families.
Amanda McMillen, a teacher at Mon Valley School, received the Annie Sullivan Award. The honor goes to an employee who promotes and champions the needs of individuals with disabilities. McMillen created programs that prepare students for life after school.
Mary Jo Kanzic, a Head Start teacher assistant, earned the Heart of a Hero Award, presented with the Allegheny County Head Start Education Association. Kanzic served as a model of how to best support students.
Cathy Hannah Hanbury, a paraprofessional at Mon Valley School, received the Helping Hands Award. Hanbury goes above and beyond her duties to assist with several student activities, including the talent show, open houses, and school festivals.
Specialized Training Nurturing Vocational Excellence
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For stuDents with Diverse neeDs
P ittsburgh stan D s as a testament to the sweat and determination of the blue-collar workforce who forged this city’s birth as a steel town. Even as the region modernized, the city continues to champion the ongoing work of its laborers through robust vocational training programs. Schools like the A.W. Beattie Career Center, Forbes Road Career and Technology Center, and McKeesport Area Technology Center stand as beacons, guiding the next generation toward careers in the trades, honoring the tradition of hard work and craftsmanship that has defined this region for generations.
The AIU-operated special education schools extend prevocational learning opportunities to students while catering to their unique abilities and aspirations. Such training “starts the basis for what future employment will be,” said Kelli O’Keefe, a prevocational teacher at Sunrise School, which provides prevocational programs in clerical work, food service, and industrial arts.
O’Keefe and her colleagues use an assessment system to determine which career fields students will enjoy and perform well. Once a range of interests are determined, students are put through their paces with hands-on skills training and behavioral development. Both aspects play crucial roles to long-term career success.
Above and at right, Students in the child development vocational program at Mon Valley School put their training to the test each day with their younger peers in the school building. Students assist with reading to students as well as assembling and serving meals in accordance with childcare standards established by the American Red Cross.
Photos: Junior Gonzalez
In the Mon Valley library, you may find older students reading books to their younger peers, both learning the various stages of child development. And just outside the school’s doors, you may find industrial production and maintenance students repairing a damaged curb. AIU-operated Pathfinder School offers prevocational programs in clerical work and food service, and has an expanded travel program with the school’s PRIDE life skills support program (see page 26).
Mon Valley School offers nine different prevocational programs spanning an array of in-demand fields: automotive technology, building & grounds, child development, computer science, construction, design and manufacturing, food service, materials handling/warehousing, and nursing. The school adds new prevocational programs to meet the changing needs of the market; two of its newest offerings are childcare and design and manufacturing. (Visit our website to view videos highlighting each Mon Valley School prevocational program.)
“[Students] walk away with social skills and proper workplace language,” said Ben Latini, who teaches industrial production and maintenance at Mon Valley School. He referred to the school’s prevocational training as a “stepping stone” for students to get into a full-time technical school or a job in the field. For the past 19 years, Latini has taught students general construction principles, including proper tool usage and repair techniques. Students take ownership of the school building by repairing broken fixtures or even building entirely new pieces of furniture, such as benches and stools.
Valley School
assists a student in repairing a vehicle body. Students in the class learn all the essential skills to help a mechanic in an auto shop.
Students walk away with social skills and proper workplace language. ” b en l a T ini Teacher, Industrial Production and Maintenance “
Mon
Automotive Technology Teacher Joshua McMillen
For decades, countless students across Allegheny County have made their way through some level of prevocational training at Mon Valley School, which provides special education services to students ages 5-21 at its expansive campus in Pleasant Hills. All full-time students at Mon Valley are enrolled with an individualized education plan, or IEP. For students aged 15-21, AIU staff and IEP stakeholders conduct an extensive identification process for strengths in certain aptitudes. Those students then have a portion of their day dedicated to a trade aligned with their identified strengths. Some nearby school districts provide busing for their students to take advantage of this specialized instruction.
Above and next page lower left, The Mon Valley Food Service Program allows students to explore and refine their culinary skills in a fully furnished restaurant-grade kitchen. Students adhere to strict standards for food safety before, during, and after class.
At left and next page upper right, Creating and assembling every part of a functional object — from chair legs to leveling concrete for a new curb — is what the Industrial Production and Maintenance prevocational program at Mon Valley School is all about.
Students in the nurse’s aide prevocational program learn skills in caring for infants, children, and adult patients and train to provide that care in a fast-paced medical environment.
This rapidly evolving realm of special education has expanded the possibilities toward fostering practical skills that empower students with diverse needs to thrive in the workforce. Students also develop often overlooked skills, such as endorsing checks, cursive writing, and how to clock in and out of shifts. This emphasis on so-called soft skills and applying critical thinking skills go a long way to enable students to succeed in many of these programs.
Above, In Mon Valley’s latest prevocational program, manufacturing and design, students put their creativity first across all stages of merchandise production. Students gain experience using industry-standard software and hardware, such as Adobe Creative Suite and Glowforge 3D printers.
o ne o F the initial challenges of technical training is making students feel like they’re in the thick of it—doing a real-world job with realworld outcomes. Students in the materials handling class at the Mon Valley School, one of three AIU-operated special education schools, had such a glimpse thanks to an Iowa teacher who shared photos and a video of her students with their new Storytime STEM-Packs.
The vocational students’ eyes widened at photos of excited young learners holding up the familiar story books, beebots, and activity mats that the Mon Valley students pack into STEM kits at nearby workstations. “Thank you, Storytime STEM!” the Iowa students said in unison.
“I think it’s just priceless in terms of the confidence that it can build in students,” said Michelle Holsopple, who teaches materials handling. “They’re able to give back and be able to contribute.”
I think it’s just priceless in terms of the confidence that it can build in students. ”
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Developed by the AIU’s Math & Science Collaborative (MSC), Storytime STEM-Packs are a line of innovative, standards-aligned teaching materials designed to help early childhood educators facilitate engaging, hands-on activities centered around science, technology, engineering, mathematics, and computing. Each STEM+C adventure starts with a popular children’s book and puts young learners in the shoes of a programmer through age-appropriate activities and small programmable robots known as Bee-Bots.
“Being able to have the satisfaction of seeing their hard work translated to something real was a really special moment,” said Michael Fierle, program director of the MSC.
Since partnering with the materials handling classroom in 2016, the program has provided thousands of STEM-Packs to students across the region and,
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primarily, in the Midwest, where the Iowa Governor’s STEM Advisory Council engages with the MSC on continuing STEM-Pack orders.
Fierle said the partnership with the materials handling classroom has been nothing short of remarkable. “It is professionally done,” he said. “These students have done such a great job using the equipment and packing it in such a way.” Out of millions of dollars worth of materials shipped over the years, Fierle noted he could count the instances that materials were left out on one hand.
The materials handling program helps transition-aged students (ages 14-21) to develop essential manufacturing workforce skills, such as inventory management, shipping/receiving, quality control, and equipment operation. Each class period begins with stretches and equipment prep before hitting the floor. Students get to handle real product inventory and pack orders, just as they would in any picking warehouse. Holsopple says the work gives students a sense of meaning.
The MSC has provided funding for industrial-grade laser printers, bubble wrap machines, and shelving. Such investments have transformed the materials handling classroom and improved efficiencies to keep up with the growing demand for Storytime STEM-Packs.
What’s next? The Sunrise School is joining the fun! In early September, one class started learning how to pack STEM-Packs, starting with 30 sets of “Peg+Cat, The Race Car Problem.” “The hope is to expand that work with additional STEM-packs in the future so that more students are doing a real-world job with real-world outcomes” Fierle said.
go out to schools in an almost assembly-line like fashion. Each student is responsible for a task before sending the
down the line.
Students at Mon Valley School assemble the STEM-Packs that
STEM-pack
Photos: Michael Tarquinio
G e t tingAround Lessons in Navigating Public Transportation
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w ith more than 90 neighborhoo D s and hundreds of bridges, Pittsburgh and its surrounding communities can be confusing areas to navigate. For some individuals with disabilities, their conditions may require public transportation as their primary mode of travel. Luckily, with an expansive Pittsburgh public transit system and the AIU’s long-standing travel program, generations of learners have learned the “rules of the road” to navigate school, work, and life.
For 18 years, AIU Travel Trainer G. Michael Beigay helped hundreds of students across Allegheny County learn to make their way through their communities. Beigay, who retired this June, noted how he often encountered former students who were still taking the routes he helped them learn years ago. They tell him “how they have been successful” using his techniques and rules of thumb to get to and from jobs and recreational endeavors.
AIU-operated special education schools runs the program from its schools— Mon Valley, Pathfinder, and Sunrise — and from several partner school districts. For students deemed eligible, travel skills are an integral part of their individualized education program and transition plan. Students travel to a variety of places across the region, from local landmarks to grocery stores and other typical destinations.
Pathfinder PRIDE student Hayden Harrity uses transit apps on his phone to learn how far the light rail is from his stop in Bethel Park. Photos: Junior Gonzalez
The PRIDE travel group waits at an intersection before crossing the street in Downtown Pittsburgh as part of a trip to Point Park University.
Shanie Lininger, who will take the helm of AIU travel instructor this fall, plans to use her approach from the PRIDE life-skills program at School, which she taught for more than a decade. The PRIDE program provides essential hard and soft skills training for high-functioning students with disabilities. Each weekday, students focus on different life skills including developing and maintaining healthy relationships, healthy living, career readiness, and more.
“I think one of the big things is it gets them out of their comfort zone,” Lininger said about the travel program.
Students have to consider how to respond in a variety of situations, including missing the bus, changing course if a route is unexpectedly closed, and recovering lost items.
Above, Students pay their toll through their ConnectCards as they board a Pittsburgh Regional Transit LightRail car.
Top, Now-retired travel instructor G. Michael Beigay, right, travels with students on the T-line on their way to Downtown Pittsburgh.
Annual AIU Mock Interview Event Builds Confidence in Allegheny County Teenagers
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t aylor r oberts straightened her shoulders and took a deep breath. With a smile, she sat down at the Achieva Family Trust table and introduced herself. Her resume in hand, the Gateway High School sophomore maintained eye contact and listened attentively as the recruiter explained the services offered at the South Side-based nonprofit. Roberts discussed her extracurricular activities and her belief that everyone should work in fast food once in their lives.
“Schools don’t always prepare you for job interviews,” said Roberts. “[Mock interviews] help you get so much experience that we really need. There needs to be more events like these.”
Roberts was one of more than 100 secondary students from 21 schools to participate in the 13th annual mock interview day hosted by the Allegheny Intermediate Unit in partnership with the Transition Coordinating Council of Allegheny County in March.
Dubbed “Mock It ‘Til You Rock It,” the event is offered to help local teenagers feel more comfortable working with recruiters and hiring managers as they join the workforce. Sponsored by UPMC’s Center for Engagement and Inclusion, the event featured breakout sessions and dozens of local businesses to help participants learn more about the job application process. Erin Grimm, Ed.D., has organized this event for more than a decade as the AIU’s secondary transition training and consultation coordinator. She said the annual event creates a gateway to employment for these teenagers.
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Students
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break-out session during “Mock It Til You Rock It” at the UPMC Health Plan Neighborhood Center in Bakery Square.
Representatives from The Dog Stop, a Pittsburgh-area dog care facility, talk with a student interested in working with animals.
A student participates in a virtual mock interview with UPMC.
Photos: Daveen Rae Kurutz
Event Swag
Local students at the Mon Valley School, an AIU-operated special education school, and Baldwin High School were commissioned to help customize the event’s swag, including 140 drawstring bags, pens, and magnets.
Dr. Grimm said most people, regardless of their age, are uncomfortable going into job interviews. Mock interviews can help counteract those feelings and help build confidence in this type of situation, she said.
“It’s all here, the collaboration, the networking, the enthusiasm, the energy,” Dr. Grimm said. “These kids are having a great time.”
Students attended break-out sessions led by local business owners and each student completed three one-on-one mock interviews with employers. Translators were on hand to help students from the Western Pennsylvania School for the Deaf participate in one-on-one interviews as well.
Break-out session speaker Toby Schwab, human resources director at Maverick Dental Laboratories in Monroeville, said applicants who interview for jobs across various industries can better understand how desired skill sets and attributes differ for each.
The event helps employers hone their interview skills from the other side of the table, said Bridgette Pepmeyer, staff super visor and occupational therapist with Brother Andre’s Cafe in the Hill District. The outreach provides employment opportunities for adults with intellectual and developmental disabilities. “I love this event,” Pepmeyer said. “What better way to see these teenagers through this experience than putting them in real world situations?”
That was the end goal for Dr. Grimm — helping teenagers develop skills that will give them more confidence in their daily lives. “It all revolves around making a difference for children,” she said. “And that’s what’s important — that connection and building partnerships with the greater community to make a difference for children and youth.”
‘Mindful Moments’ to Reduce Stress for Teachers
The beginning of the school year can be a stressful time for students, as they are faced with new classrooms, textbooks, and teachers. But these “back-to-school” days also can be hectic and demanding for educators. Everyone will experience stress in a different way, and learning how to cope with stress can impact how it affects your physical, mental, and emotional health.
Stress can manifest in various ways, leading to feelings of fear, anger, sadness, or worry. It can result in changes in appetite, energy levels, and interests, and can even cause physical symptoms like headaches, body pains, stomach issues, and skin rashes. Added stress can also lead to increased dependencies, exacerbate existing mental health conditions, and worsen chronic health problems.
It’s important to manage your stress to enrich your wellness, and one technique educators should embrace is the power of “mindful moments.” The AIU’s Wellness Committee encourages teachers to consider incorporating a few short mindfulness practices into their daily routine. These brief pauses can work wonders for reducing stress and enhancing your overall well-being.
n Breathe Deeply: Take a few moments between classes or during a break to close your eyes, take a deep breath — hold for a few seconds — and then exhale slowly through your mouth. Focus on your breath, letting go of tension.
n Gratitude Journaling: Keep a small notebook where you jot down three things that you’re grateful for each day. This simple practice can shift your focus towards the positive aspects of your work and life.
n Stretch Breaks: Take a minute to stretch your body. Walk between classrooms, roll your shoulders, reach for the sky, or simply stand and breathe deeply. This helps relieve physical tension.
n Mindful Reflection: Dedicate a few moments to sit quietly and reflect on your day or week. Consider your achievements, challenges, and the positive interactions you’ve had with students. This reflection can help you gain valuable insights and maintain your well-being.
Remember that practicing mindfulness doesn’t require a significant time investment. Even brief moments of mindfulness can help you stay centered, reduce stress, and be more present in your teaching and interactions with students. Consider incorporating these mindful practices into your daily routine as you begin another successful school year.
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For more than 50 years, the Allegheny Intermediate Unit has served suburban school districts across Allegheny County as a liaison to the Pennsylvania Department of Education. a llegheny i nterme D iate u nit aiu3.net | 412-394-5700
