Avenews - Winter/Spring 2023

Avenews

Winter/Spring 2023

Inside...

News from the Allegheny Valley School District

Welcome to Our Room...

Pg.

2

Acmetonia Elementary students have a new area to visit in their school. The room’s mission: ....continued on page 3.

District Highlights Pg.

3

A round of applause is given to a number of Allegheny Valley students. Over the course of the first...continued on page 3

Foundation Update Pg.

11

The Dynamo Eductation Foundation held its most recent fundraiser to continue its support... continued on page 11.

Acmetonia Elementary’s ouR3 Room empowers students to promote and manage their own social, emotional, and physical health, while striving to support challenge areas that impact their academic potential. The vision is to provide a range of resources that support students to meet the challenges of the school setting. In other words, a place to Reset, Refocus, and Return to learning.

In the District...Allegheny Valley’s Emergency Management (EM) team continues to work to update the program...Continued on page 5

At Acmetonia Elementary... Acmetonia Elementary School hosts SHS students to help provide foreign language ...Continued on page 8

At Springdale Jr-Sr High School...

Alumni return to the high school to share career information ...Continued on page 9

Superintendent’s Message

Without question Dynamo families, staff, the Board of Directors, and our communities want our students to succeed. While there might be disagreement about how to help our students succeed, there is common ground in that communication plays a crucial role in student success and strengthens our partnership with families.

At Allegheny Valley, we strive to continuously improve our partnership between the School District and Dynamo families. Understandably, the primary relationship and communication for families and students is at the classroom level, as it should be. I wholeheartedly endorse that School District communication has a pivotal role in strengthening those relationships by providing clear messaging, as well as actively listening to feedback from our stakeholders. Thus, we are focusing on diverse pathways that promote information flow and ways to receive feedback.

The District also employs methods to provide clarity and establish ways to receive feedback when communication is unclear or when families desire additional information. The District combines three forms of communication, The Survey Spot, and the Superintendent’s Circle, to strengthen our relationship with our stakeholders, improve communication, and enhance student success.

This Friday...a user-friendly, engaging, and in-

Superintendent Dr. Patrick Graczyk reads to Kindergarten students prior to the Holiday Break.

teractive electronic newsletter shared with Allegheny Valley families on Fridays. The newsletter is a way to provide clarity to our families about our schools and programs and, most importantly, showcase student success. Feedback from the Survey Spot and Superintendent’s Circles keeps us better informed so that This Friday... remains relevant.

Survey Spot...this resource allows families to provide feedback anonymously about Allegheny Valley School District programs. The Survey Spot responses are central to gaining a written perspective about our programs and serve as the founda-

(continued on page 9)

Welcome To ouR3 Room...

2

to empower students to promote and manage their own social, emotional, and physical health, while striving to support challenge areas that impact their academic potential. The space is called ouR3 room - a place where priorities are reset, refocused, and students are able to return to learning. The vision is to provide a range of resources that support students to meet the challenges of the school setting through prevention, early-intervention, and education, in a safe and convenient place at school.

OuR3 room is a designated spot where students can go when they are feeling dysregulated, having poorly controlled emotional responses that are not within a range of typically accepted emotional reactions. It can also include significant mood swings, changes in mood, or emotional lability. The ouR3 room presents a structured break to help these students self-regulate, so they can alleviate their distress and get back to learning. This trauma-sensitive initiative contains simple, quiet activities that students can use to help them learn to identify and

manage their feelings.

The key to a successful ouR3 room is to teach the students how to use it, have them practice, and have the space be used in a productive way.

Children require ample and genuine support when they are stressed, scared, or frustrated and coping skills must be taught, modeled, and reinforced. OuR3 room will facilitate emotional support for students and create a safe place for them to use their coping skills. If students have access to supports immediately or proactively there is less disruption in the teaching environment.

(continued on page 10)

District Highlights: A Round of Applause for...from page 1 semester, District students received a number of awards. Congratulations are extended to: l The following SHS students who won awards at the at the FBLA Regional Leadership Conference at St. Vincent College: Ari Caltagarone & Lacey Shondeck- 2nd PlaceBusiness Ethics; Georgia Dale, Haley Sweetland, Ashley Spencer & Addison Schussmann-1st PlaceParliamentary Prodedure; Brooke Taliani & Molly Hurley-2nd Place-Intro to Business Presentation; Carissa Walsh & Tara Overly-2nd Place-Publication Design; Brendan Werries-1st Place-Computer Problem Solving; Pat Wylly & Caleb Leahy- 2nd PlaceIntro to Social Media Strategies; Nate Dubas & John Duke-2nd Place-Sales Presentation. The group will now move on and compete at the State Leadership Conference in Hershey, PA in April. l Three SHS students and 17 Acmetonia students auditioned for the Pittsburgh Public Theater’s Shakespeare Monologue & Scene Contest. To qualify for this amazing opportunity, students had to memorize a selected monologue.

Students participating: From Springdale Jr-Sr High School - Nate Hudson, Ainsley Wade, Kaitlyn Shock and from Acmetonia Elementary School - Sage Mator, Emma Mason, Max Santucci, Michael Grime, Elizabeth Pribanic, Zeke Hudson, Matteo Arnone, Alexis Chase, Kole Brittner, Addison Crumb, Mia Pesce, Mikaya Huss, Lacey Klepfer, Kendallyn Richards, Adele WaltersVrabel, Ella Trifanoff, Jonathan Yungwirth. l Senior Georgia Dale who participated in the PMEA District 1 East Honors Band held at Norwin High School last week. At the festival, she participated with students from approximately 40 other school districts. Dale also auditioned for the opportunity to participate in the PMEA Region 1 Honors Band. She passed these auditions and was selected for the Region 1 Honors Band Festival, which will be held at Butler where she will perform with the top student musicians from nine different counties in western Pennsylvania: Allegheny, Beaver, Butler, Fayette, Greene, Lawrence, Mercer, Washington and Westmoreland.

Future Business Leaders of America (FBLA) regional winners will attend the state conference in April.

The Importance of Assessments The Every Student Succeeds Act or ESSA requires students to take state tests in reading and math every year in third through eighth grade and once in high school. In Pennsylvania, students in third through eighth grade take the Pennsylvania System of School Assessment (PSSA) in English language arts and math. Students in fourth and eighth grade also take a test in science. High school students take endof-course tests known as the Keystone Exams in Algebra 1, Biology, English 10.

At Allegheny Valley, a variety of benchmark and diagnostic assessments are used to gauge student progress. The annual PSSA is a standards-based, criterion-referenced assessment, which provides students, parents, educators, and citizens with an understanding of student and school performance related to the proficiency of the academic standards.

These standards in English language arts, mathematics, and science identify what a student should know (continued on page 4)

3

Assessments...continued from page 3 and be able to do at varying grade levels. Pennsylvania school districts possess the freedom to design curriculum and instruction to ensure that students meet or exceed the standards’ expectations.

Individual student scores, provided only to the student’s respective school, can be used to assist teachers in identifying students who may be in need of additional educational opportunities. School scores provide information to schools and districts for curriculum and instruction improvement discussions and planning.

The Keystone Exams are one component of Pennsylvania’s statewide high school graduation requirements. Keystone Exams will help school districts guide students toward meeting state standards. Students who do not participate in taking the PSSAs and Keystone Exams will negatively affect Allegheny Valley School District and their school’s participation rate.

In addition to the state mandated tests, other formative and summative assessment systems are utilized to measure students progress including Classroom Diagnostic Tools (CDT) tests STAR Reading, Early Literarcy and Math, and Acadience reading and math. District staff also consider information from PVAAS data, PSSA, and Keystone Exams for student progress analysis and during curriculum reviews.

There are many ways to measure academic per-

Students take a number of assessments at the local and state level throughout each of their years in Allegheny Valley. formance, and annual state tests are only one of them. These tests are not meant to tell the whole story. State tests are meant to be combined with other measures, including teacher feedback, classwork projects, and report card grades.

Together, these measures give schools and families a well-rounded picture of a student’s performance and should encourage home-school support for each student.

Financial Update

4

The 2023-24 Budget discussions have commenced.

Revenues and Expenditures comprise school district budgets. There are three funding revenue streams available to public school districts in Pennsylvania – revenues from local, state, and federal sources.

Federal funding available to the District with the American Rescue Plan that previously offset some of the general fund budgeted expenditures runs through September 2024. The state legislature is in flux with the House of Representatives currently tied between both parties and a new Governor Shapiro appointing his cabinet and setting priorities. School districts have no control over the first two sources and frequently have to rely on local effort to raise revenue.

Local revenue is further restricted to raise taxes above the Index as prescribed by Act 1 of 2006.

At their January regular voting meeting, the Board of School Directors approved a resolution not to raise taxes beyond the Act 1 Index set by the Department of Education at 4.1% for 2023-24.

Budgeted expenditures are projected to increase, compounded by staffing shortages and continued disruption in the supply chain, and a projected forecast of financial and economic contraction ahead.

While retirement contribution decreased (employer rate decreased from 35.26% to 34.00%) it is offset by health care increases through the Allegheny County School Health Insurance Consortium (current projection of 18% increase) costs, upward movement in wages due to contractual obligations, and debt service payments will comprise the bulk of the projected increase in budget expenditures.

Allegheny Valley School District Administrators will continue to revise the 2023-24 Budget in the upcoming months. Governor Shapiro will set the tone for public education funding by announcing the state’s budget proposal in February.

The School Board will review the 2023-24 budget through May 2022, with updates shared with the (continued on page 10)

Emergency Management Update

to increase safety measures and security throughout the District. These updates include items supported by state grants. For Allegheny Valley, that means over $228,000 in funding for physical improvements and mental/behavioral health programs. Awarded by the Pennsylvania Commission on Crime and Delinquency (PCCD), these funds will provide upgrades to the District’s public address system and building access system.

Along with the grants, the District is working through its checklist for year one of the School Safety and Security Assessment implementations.

A review of facilities, emotional/behavioral health support, and policy were included in this evaluation.

Recommendations were given to the District in each area. The District’s Core Team devised an implementation plan that incorporates the findings into District security and the Emergency Management Plan.

Allegheny Valley also continues to schedule trainings for all staff members. This year, the state revised its areas for manditory training. Broken into two subsections, employees shall complete a minimum of three hours of training in the various named subjects and drill types. The District continues to conduct drills in both buildings to help instill and better develop protocols. The annual large-scale drill is scheduled to be held this year in the spring.

Security, fire, bus, and other drills continue throughout the year. Reviews on ALICE and other response protocols also continue in Pre-K through grade 12 classrooms. The District has completed updates to its Emergency Management Plan and has provided the plan for review by local EMAs. Allegheny Valley also continues to carry out its second year of updates to event security and fulfill practices for Threat Assessment. These items are led by the District’s School Police Officers.

Finally, the Emergency Management team has established a data base using the Navigate Prepared system for District safety information. The program allows the team to enter facts and data that can be reviewed and coordinated for a more complete overview of District security.

Allegheny Valley continues to evaluate its Emergency Plan, incident responses, daily protocols, and safety procedures on a regular basis. In addition, every crisis incident that occurs in the District, around the state, and across the nation provides lessons to learn and implement to improve safety. Staff members continue to attend trainings and presentations to stay current with crisis information.

Above: staff members evacuate to a Roenigk bus during the annual drill; Right, local police officers participate in the District’s annual drill.

Parents Be A Part

Follow all District safety and emergency procedures. l Bring identification to the main office any time you are picking up your child. l Keep all student emergency information forms up-to-date in the building offices. l Notify your child’s school with any changes in custody arrangements and bring proper legal documentation to the school when necessary.

The school needs to keep this information on file. l Talk with the building nurse when specific health concerns or special needs arise with your child; this matter includes allergies. l Notify the school if you notice any unsafe conditions around the facilities and/or building grounds. l Know that in the event of a lockdown, NO ONE will be allowed to enter or leave District buildings. Parents are asked NOT to go to the schools, but to wait for information and/or directions from the District. l Report any behavior that would constitute a threat to your child, other children, or adults to District administration. l Contact a building or District administrator to ask questions or voice concerns about safety matters or procedures in the District. l

5

In Our Schools...

Springdale Jr-Sr High School

SHS Student Giving Projects

Holocaust Museum Visit

Students at Springdale Jr-Sr High School went on the biennial trip to Washington D.C. to visit the Holocaust Museum.

The seniors on the trip learned about the Holocaust last year in US History III; the juniors will learn about it this year.

The students took their time at the Museum. The walk and exhibits helped them realize the extent of persecution and seriousness of the event.

The Museum also offers a timeline of events, survivor reflections, and numerous photos and movies.

After leaving, the students enjoyed a walking tour of the monuments around the National Mall, including the White House, and the Washington, Lincoln, Martin Luther King, Jr., Franklin D. Roosevelt, Vietnam, Korea, and World War II monuments.

Career Studies

6

A group of students traveled to Allegheny General Hospital to view their Open Heart Observation Program. The program provides a great experience, allowing high school students from across western Pennsylvania to watch open heart surgery from the observation deck overlooking the operating room.

After the surgery, the group was able to speak and ask questions to lead cardiothoracic surgeon Dr. Stephen Bailey, as well as a cardiothoracic anesthesiologist. The students learned about their careers, and the path they took to get them into these postitions.

The TFIM group at SHS delivered filled Holiday Stockings to The New Me Outreach program.

No act of kindess, no matter how small, is ever wasted. -- Aesop Springdale Jr-Sr High School students participated in a number of charity projects over the past semester. Contributing to the community and giving back to others continues a standard that was set many years before. In fact, some might attribute it as one of the best traditions at Allegheny Valley.

One of the more current clubs, The Future Is Mine (TFIM) held their third annual Stocking Drive this year. The group collects holiday stockings filled with socks, hygene products, small books, and candy. They donated the stockings to The New Me Outreach program, who gratefully accepted the stockings.

The group has also finished their Souper Bowl food drive. The program, run in conjunction with Riverview High School, collects food and distributes it to each community’s food bank. The competition has brought about great results for both areas, with both high schools having one win up to this year.

Since 2012, high school students have also been helping distribute food at the Lower Valley Food Bank. The Food Bank has two distributions a month and Ms. Jennifer Novich, special education teacher and sponsor, takes three to four students to each one.

The students interact with clients and carry boxes to their cars. Since COVID, all of our distributions have been done as a “drive up,” so the students are outside the whole time regardless of the weather.

“I’ve taken Key Club (when we had it), special education transition students, sports teams, and any volunteers from the student body,” commented Novich. Novich also serves on the Food Bank’s Board of Directors.

Acmetonia Elementary School Dramatic Play

Students in Kindergarten use dramatic play in their classroom. “I knew I wanted to incorporate dramatic play...as it has many valuable benefits with our littlest learners,” teacher Ms. Arnold explained.

“I found some simple DIY plans on the internet and asked my husband to help me build the play stand I had envisioned.”

Every 2 months, the dramatic play center receives a surprise makeover. It’s one of the favorite spots in the classroom. Through the months, the center has been a Farmer’s Market, a Pumpkin Patch, a Hot Cocoa Stand, and a Valentine’s Day Stand. Students can’t wait to see what the center becomes next. Research by the National Association for the Education of Young Children shows that dramatic play promotes learning in personal and social development, language and literacy, and mathematical thinking.

Celebrating 100 Days of School

Students and teachers celebrated the 100th day of school this year with a number of activities. The day started with students, Pre-Kindergarten to grade 6, dressing like they were 100. Grey hair, canes, and older clothing were seen all around the building. Project displays filled the hallways, and students could be seen and heard participating in a multitude of activities to highlight 100.

The day also provided a special opportunity to reflect upon and celebrate the major milestones in the students’ academic achievement - studying for one hundred days.

First grade students learn the basics in coding with the Bee-Bot program. The Bee is a robot designed for use by young children. It is an easy-to-operate tool that teaches sequencing, estimation, and problemsolving.

Kindergarten Registration 23-24 The Allegheny Valley School District will begin registration for 2023-2024 Kindergarten students in March. To register for Kindergarten, a student must be 5 years old by September 1, 2023. Any parent/guardian who has a child who is eligible to begin Kindergarten, and would like to register should go to the Kindergarten Registration page on the District’s web site. For additional information, please contact Ms. Judy Pribulsky, at 724-274-5300.

Shop With A Cop

For over five years, the Harmar Township Police Department has sponsored a Shop With A Cop program for the communities. The goal continues to be for officers to build positive relationships with young students. Through a grant from Springdale Energy, all local police departments - Harmar Township, Allegheny Valley Regional, and Springdale Borough - along with the School District’s Police Officers attended the program for area students.

Students in Pre-Kindergarten through grade 6 who met the criteria were selected for the program.

This year, Shop With A Cop returned to the local Target store. Each student partnered with an officer to shop throughout the building. Students received a stipend that they could use to purchase items.

7

Elementary Foreign Language Students in Springdale Jr-Sr High School’s Spanish and German Club volunteered to teach 20-minute mini-lessons in their respective foreign languages to District elementary students. Students were put into small groups, and assigned to a classroom.

Every other week, they create and instruct their lessons for the classrooms. The high school students are responsible for all content, materials, and activities done during their mini-lessons.

Teaching a foreign language reinforces the language structures and key skills for language learning. “The program supports the early exposure of foreign language for our elementary students,” commented Spanish teacher Bailey DeTesta. “We hope that these elementary lessons will result in more students engaging in foreign languages from a younger age. As for the high school students, these lessons are reinforcing their language skills, while showing them what it is like to be a teacher.”

German teacher Christopher Squire wanted to start this type of program for years. “I had a similar activity over 10 years ago with German 4 students who taught lessons at ACME. That was part of the German 4 curriculum at the time,” he explained. DeTesta is a veteran of a similar program in a different school district. They believe that this opportunity is an excellent way to expose

younger students to the magic of foreign language learning. “It is also a great way to give our students practice in their foreign language, and volunteer opportunities,” commented DeTesta.

The German students, “have been looking forward to the opportunity to share their language knowledge,” according to Squire. “We have seen a lot of student interest and excitement,” added DeTesta. The teachers hope to include more elementary classrooms in the future, and more high school students as well. Long term, they hope that the program leads to a growth of the foreign language department.

As for the balance of the school year, Squire explained: “We would like to hold six to eight additional lessons after the holidays.”

“As school board members, our interaction with our students is limited. Having an opportunity to tour our classrooms while school was in progress was a most pleasant experience,” commented School Board President Larry Pollick about a recent visit to both Allegheny Valley schools.

In January, Board Members were invited to the

buildings to experience learning in progress. They visited classsrooms, participated in lessons, and talked with students and staff. Several students in each building presented information on their coursework and answered questions on education in the schools.

“Listening to our students and seeing first hand how our education is working kept a smile on my face the whole time there,” Pollick stated. “I believe more strongly today than ever that this is a great place to learn.”

Board members were given student-led tours of the schools. In addition, administrators provided updates on curriculum and programs, and support administrators added recent happenings in their various areas of responsibility. Students, however, remained the highlight of the visits.

“A few buttons popped from the pride I experienced from this experience,” Pollick said. “The students represented their schools and the District with pride. Great school district; great families.”

School Board Visits

8

Superintendent’s Message

continued from page 2

tion for Superintendent Circle’s discussions. Our first Survey Spot focused on Social Emotional Learning or SEL. The second Survey Spot was about the ouR3 room at Acmetonia Elementary. The ouR3 room is a place for students to reset, refocus, and return to learning.

Superintendent’s Circles...a virtual or in-person stakeholder chat with the Superintendent and other School District leaders. The Circle promotes the ongoing giving and receiving of information to and from our families. The purpose is to start a conversation about important topics in our schools. So far, we have hosted two Superintendent’s Circles. The first, What SEL looks like at Allegheny Valley was in person, and the second, Acmetonia’s ouR3 room, was via Google Meet. At these circles, we provided families with the resources used in the elementary PATHS and Champions of Learning (3rd and 6th grade) programs. Additionally, we offered and explained the Jr-Sr High School crosswalk for job readiness. Also, there was a lengthy conversation about the pros and cons of the PASS survey.

We are grateful for our family partners who made time to participate in a Superintendent’s Circle by asking questions and providing feedback or providing keen insight on our programs through the survey spot. We will continue to find ways to learn from our families to improve our programs. Our families’ voices add value to our school system and will ultimately make our students more successful.

Congratulations...AVSD Teaching Fellow Congratulations to Ms. McCall Emerick, grade 6 teacher at Acmetonia Elementary School, for being selected as a transformED Teaching Fellow by the Allegheny Intermediate Unit. Emerick was selected for the 2022-23 transformED Teacher Innovation Fellowship, Fellows will experiment within their classrooms and receive a mini grant of $1,500 to purchase technology, subscriptions, maker materials and other resources to support their innovative teaching approaches.”

In total, the program has 36 educators participating, spanning elementary through high school grade levels.

Alumni Return to SHS Alumna Monica Corsetti visited the high school to speak with studentns about careers in emergency medicine.

Who says you can’t go home? Graduates of Springdale Jr-Sr High School are saying just the opposite. A number of alumni are returning to the school to talk about careers with current students. Enough in fact for the idea to have become a series. “Things started with Dr. Monica Corsetti,” explained program creator Susan Mellon. “She reached out to me and offered this opportunity. For Tori Bonidie [the second volunteer] her aunt connected the dots, but Tori was more than willing to do this.” Mellon is currently working on additional presentations, several of whom randomly contacted her without knowing about the others.

Mellon, the District’s Gifted Coordinator, responded to the offers, knowing that the presentations would align with the PA Career Standards. She developed a program that has transpired over the last few months. “All 7th and 8th grade students attend during their rotation period,” Mellon explained. “Students in grades 9-12 may participate in either period or may opt for an after-school session.” The presentations have had good participation from students in grades 9-12; and the speakers have planned interactive activities which have been well received by the 7th and 8th graders.

“This [series] supports our District’s work towards career awareness,” commented Mellon, “and I feel that the students like hearing from a SHS alum and hearing from someone on the younger side of things.” Most of the speakers have graduated from the District within the last 10-15 years.

However, Mellon has been contemplating reaching out to some other alumni from all age groups and experience levels. “I have always enjoyed the character of so many SHS students,” she says. “I think that…volunteering to do this [program] is indicative of the wonderful character of individuals in the Allegheny Valley community.”

9

Room...continued from page 2 Background A number of years ago, the elementary school main office became a “time out” area. Students would be sent to the office with outbursts, uncontrolled emotions, and disruptions in class. As time went on, the number of students who went to the office to calm themselves, regulate behavior, or control their feelings increased in number and regularity.

The school principal began to investigate ways to better assist these students. He found research that supported the idea to create an area in the school that allows students to decompress and deal with their reactions. The spaces were called wellness or calm-down or sensory rooms, but they all provided a place where students could find a way to slow themselves down, breathe, and allow them to return to the classroom, to be productive, to learn. For several years, the District looked at this concept and developed an idea they believed would work for the elementary school.

Grant information OuR3 room was funded through a Pennsylvania Commission on Crime & Delinquency (PCCD) grant for approximately $45,000. That amount covers costs to make the room a safe place for students.

Staffed with the school counselors, the District social worker, paraprofessionals, and outside service providers, the space will be filled with equipment, materials, and resources to help students decompress.

10

How the Visit Works The ouR3 room is designed to provide a relaxing environment where students can access a variety of self-regulation tools. Some items include art supplies, board games, coloring sheets, books, fidgets, and sensory boards. These materials support a gradual cool down, allowing the student to begin thinking clearly about a plan to make a positive school day. Facilitators (counselors, social workers, etc.) for ouR3 room will ensure the space is comfortable, safe, calming, and inclusive.

Students can drop-in ouR3 room before and after school, during lunch, and during instructional time, if needed. Visits during instructional time will be 5-15 minutes and utilized for students who are experiencing social/emotional distress, need a brief counseling check-in, or break. Students may also utilize the ouR3 room based on a staff, family, or self-referral. Once the referral form is completed,

Students are able to visit ouR3 room to slow down, decompress, and get back to learning. the counselor will contact the homeroom teacher in order to set up an appointment for services.

How Will Staff & Students Learn to Use the Room?

OuR3 room is not meant to be a hang-out spot or a place where friends meet up at specific times. OuR3 room is also not a punishment; it isn’t a negative space or a place to trigger a negative stigma, such as being sent to the principal’s office or a “time-out.”

The room is for individual students to process intense feelings. Ideally, a student visits the room as a healthy self-intervention to preempt escalation. An orientation will be held to explain all aspects of the room. Students will also be educated on using the coping tools in the room. In addition, students will learn how to identify personal warning signs on when to ask permission to go to ouR3 room and when to ask for more help than the space can offer.

Conclusion Psychological research supports the benefits of calm rooms. For elementary students, many factors can increase aggression and social-emotional skills that are still developing. A change in environment, such as going to ouR3 room, can decrease anxiety and allow the student to calm down without feeling isolated from his/ her class.

Financial Update...

continued from page 3

Finance Committee and School Board. The Finance Committee of the Board meets before the monthly Planning Meetings. The public is invited to attend.

A proposed budget will be presented to the Board of School Directors in April/May, with the 2023-24 Final Budget to be approved and adopted no later than the Board’s June Regular Meeting.

The Administration and School Board continue to evaluate a budget in the best interest of the students and the community. It will continue to be a challenging road ahead until a final balanced budget is passed for 2023-24.

Update of District programs and activities. Sponsorsing an Evening Event featuring The Fabulous Gemtones has become an anticipated event at the end of the winter months. With spring around the corner, the group brings together alumni and community members to help raise funds for the Foundation’s Grant Program.

Awarding grants for programs and activities that cannot be incorporated into the District’s annual budget fulfills the Foundation’s mission. Each year, fantastic applications are received from staff members for programs that help students learn. Over the nine years of the program, more than $25,000 has been given to the District. The amounts continue to grow each year.

Members of the Board remain excited and committed to hosting these activities and supporting education for the youngest Dynamos.

Springdale Jr-Sr High School’s Child Development program implemented the RealCare Baby 3 program to help teach how a child develops.

For additional information on Foundation activities or to learn more about the Dynamo Education Foundation or make a donation, please see the Foundation’s web page at: www.avsdweb.org.

2022-2023 Grants...

The Dynamo Education Foundation is proud to announce the awarding of three grants to Allegheny Valley staff members for the 2020-21 school year: • Project 1: The Edible Classroom Kitchen. An extension of the current 6th Grade Farm-to-Table program, the Kitchen program will allow students to cook and prepare the vegetables grown in the classroom. Staff recipient: McCall Emerick, Grade 6 Teacher.

• Project 2: Parenting Challenge and Infant Care.

The project will support the SHS child development class and provide Real Care Baby simulators to teach students basic infant care, parenting, and child development lessons. Staff recipient: Melissa Leger, Food/Consumer Science Teacher.

• Project 3: Effects of pH on Plants. Using greenhouse kits and pH monitors, the program will introduce students to planting and allow them to observe the effects that pH has on the soil for different plants. Staff recipient: Nicole Tryon, Chemistry Teacher.

• Project 4: Communication Outreach. The project will add the PeachJar program to extend District communication effort - a platform to organize and simplify the process of distributing fliers to families. Staff recipient: Jan Zastawniak, Public Relations Director.

Allegheny Valley School District

300 Pearl Avenue Cheswick, PA 15024

Our Mission: The mission of the Allegheny Valley School District, a group of small traditional communities, is to educate all students to achieve their maximum potential. A dedicated staff, in partnership with school, home, and community, will empower students to become responsible and contributing citizens able to meet challenges in an international society.

Allegheny Valley School District 300 Pearl Avenue, Cheswick, PA 15024 Phone: 724/274-5300 Fax: 724/274-8040 www.avsdweb.org

And Finally...

Unless otherwise noted, the Allegheny Valley Board of School Directors conducts its agenda planning session on the second Tuesday of the month. Regular meetings are held on the third Tuesday of each month. Both meetings are held in the Acmetonia Elementary School Forum beginning at 7:00 p.m. (A complete list of the meetings is located on the District’s web site: www.avsdweb.org.)

The newsletter is published through the Public Relations Department of the Allegheny Valley School District.

Comments and inquiries pertaining to the newsletter should be sent to Ms. Janice Zastawniak, Public Relations Director, 300 Pearl Avenue, Cheswick, PA 15024.

The Allegheny Valley School District will not discriminate in its education programs, activities, or employment practices, based on race, color, national origin, gender, religion, ancestry, disability, union membership, or any other legally protected classification. Announcement of this policy is in accordance with state and federal laws, including Title IX of the Education Amendments of 1972, and sections 503 and 504 of the Rehabilitation Act of 1973. Employees and others involved with the District who have a complaint of discrimination or harassment or require information about accommodations for disabled individuals, should contact the superintendent of schools by calling 724-274-5300 or writing and mailing a letter addressed to 300 Pearl Avenue, Cheswick, PA 15024.

Administration...

Patrick M. Graczyk, Ed.D. Superintendent Jennifer L. Vecchio Coordinator of Curriculum & Instruction Melissa Holler, Ph.D. Supervisor of Pupil Services Andrew Leviski Springdale Jr-Sr High School Principal Melissa Gibbon Springdale Jr-Sr High School Assistant Principal Gregory J. Heavner Elementary Supervisor Janice Zastawniak Public Relations Director/Newsletter Editor

Board Of School Directors...

President

Larry Pollick Vice President

Kathleen Haas Treasurer Paula Jean Moretti David Buchman, Salvatore Conte, Colleen Crumb, Jessica Griggle, Glenna Renaldi, Amy Sarno Secretary

Hamsini Rajgopal, Ed.D. Solicitor Matt Hoffman, Esq.