Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Document Overview
This document is intended to provide an overview of the learning priorities for the 2015-2016 schools year, as well as
information about our approach to support professional learning and growth for all stakeholders who provide service to our
students with disabilities, including administrators, special education teachers, general education teachers, paraprofessionals,
counselors, psychologists, etc. If you have any questions or feedback, please forward them to Amy Filipowski
(afilipowski1@pghboe.net)
PSE Vision
Pittsburgh Public School students will be meaningful members of our school communities. All students with disabilities will
receive an equitable education that addresses individual needs in order to achieve their fullest potential academically, socially,
emotionally, and vocationally. Students are expected to achieve and succeed so that they can be productive, self-motivated
citizens.
PSE Mission
Each student has a right to a welcoming environment that is accessible, emotionally nourishing, culturally responsive, physically
safe, purposefully engaging, and intellectually challenging.
Achieving this goal will require:




research-based curriculum and instruction in the least restrictive environment driven by high expectations for all
students with disabilities
collaboration and shared responsibility of all stakeholders, including students, families, PPS staff, and community
members
optimizing student achievement through data-driven decisions that inform assessment, instruction, and progress
monitoring
providing teachers with professional learning, instructional support, and resources to impact student achievement
Approach to Learning & Growth
The Whole Child, Whole Community Initiative ensures that ALL children will graduate prepared for life-readiness. PSE supports
this initiative through our specific departmental goals. PSE has a Neighborhood School Initiative to educate our students with
disabilities close to their neighborhood schools as possible, provided there are appropriate supports and services in place. We
will work to strengthen and improve existing community partner relationships as well as build new partnerships. In an effort to
increase student achievement, we have developed a robust learning and growth plan as outlined below. In this learning and
growth plan, our focus is on “Using the IEP as an Instructional Tool.” It is our belief that grounding our work in the IEP to drive
planning and instruction will accelerate student learning and provide a rich, comprehensive educational experience for each and
every student.
1
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
We know that educators learn in a variety of ways. As such, we are committed to providing learning opportunities across four
modalities:
Modality
Examples
Formal Training
District In-Service, Curriculum Training, Content-Focused Workshops, Courses of Study
Professional Learning Communities (In and Across Schools and Networks), Collaborative Planning,
Instructional Rounds
Team-Based Learning Opportunities
1-to-1 Coaching and Support
Formal Observation Cycles, Job-Embedded Coaching, Peer Support Model, Co-Teaching
Independent Learning Opportunities
Online Resources, Professional Literature (Books, Articles, etc.)
We also know that the learning process is ongoing. As such, we are committed to supporting cycles of learning for teachers
throughout the school year. Each cycle will include the following phases:
Learn: Educators learn new techniques and instructional strategies to support the district learning
priorities.
Implement: “Safe Space” is provided for participants to implement new techniques and
instructional strategies. During this time no formal evaluations are conducted; however, peer
observation and formative feedback are highly encouraged.
Reflect: Participants reflect on the application of new techniques and instructional strategies by
considering feedback, outcomes and next steps.
Share: Educators present their work to peers and instructional leaders in the form of promising
practices, lessons learning, challenges and/or discussion of student learning. This can be supported
by the evaluation process.
Feedback: At all points of the professional learning cycle, participants receive meaningful
feedback from instructional leaders and peers.
Overarching Learning Goals for 2015-2016
Learning Goal
Student Learning & Growth
What will teachers know and be able to do
as a result of their learning and
implementation this year?
TOPIC: USING THE IEP AS AN
INSTRUCTIONAL TOOL
What will students know and be able to do
based on the changes in teacher practice?
How does this goal connect to student data,
teacher data, and/or research-based best
practices?
Students will be able to understand their IEP
goals, the benchmarks they are expected to
meet at the end of the year, and their progress
throughout the year.
Observational data has shown that a large percentage of
IEPs are not appropriately aligned to the student’s
individual needs or are lacking necessary data to
formulate standard-aligned IEP goals. ALL PSE teachers
need to know how to develop an IEP that is an
instructional tool used to guide the student’s learning
throughout the year. This involves knowing the
standards, how to align the standards to the child’s
individual needs, and developing rigorous and
appropriate IEP goals.
Research notes that an effective teacher is the number
one factor in determining whether a child will grow
academically. Therefore, developing teachers’ practice
will ultimately impact student growth. Research-based
instructional strategies need to be used in order for
students to achieve success.
Teachers will understand what the IEP as an
instructional tool looks like and be able to
develop IEPs that reflect the individual needs of
students and provide a rigorous instructional
plan for learning.
TOPIC: IMPLEMENTING EFFECTIVE
INSTRUCTIONAL STRATEGIES ALIGNED TO
STUDENTS’ NEEDS
Teachers will use the standard-aligned IEP goals
to plan effective instruction for their students.
During instruction, teachers will use researchbased best practices to instruct students and
monitor student progress which will result in
student growth.
Students will be able to use self-determination
and self-advocacy to voice their needs.
Students will be able to develop critical thinking
and problem solving skills while obtaining
strategies that they can use across all contents
and in college and career.
Rationale
2
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Learning Opportunities
District In-Service: These are large sessions where teachers attend for the entire day for professional learning.
Focus
Application
Reflection
Date
What will participants bring back as a
What will participants learn?
How will participants apply their learning?
August 3rd &
4th
Administrators will understand the teacher
and student look-fors when the IEP is being
implemented as an instructional tool.
Administrators will apply the new knowledge
of how an IEP should be implemented as an
instructional tool as well as ask teachers for
progress monitoring and look for connections
to RISE.
August 18th
Administrators will understand what the
MTSS model is as well as the referral
system in order to best support our
students.
Administrators and Teachers will learn how
Dyslexia and other disabilities affect a
student’s ability to access general
education curriculum. The participants will
learn how to use “Learning Ally”, which
provides human-narrated text to
accommodate students.
Using the IEP as an Instructional Tool
Administrators will apply the MTSS and
referral process to support students. They
will also use the data collection tools in their
schools to monitor student progress.
Administrators and Teachers will utilize their
knowledge of the software to provide
accommodations for students who are in
need of this support.
August 24th
August 26th
Teachers will understand what an IEP as an
instructional tool looks like
November 11th
Special
Education
Teachers
November 11th
General
Education
Teachers
January 26th
Using the IEP as an Instructional Tool Part
2: Writing Standards aligned goals and
progress Monitoring.
Special Education Teachers will strengthen
knowledge of standards and how to
develop IEP goals aligned to standards as
well as how to measure progress on goals.
Teachers may elect to develop SLOs aligned
to IEP goals as well during this session.
Supporting Students with Disabilities in the
General Education Classroom
General Education Teachers will learn how
to address the needs of a diverse group of
students in the general education
classroom.
Implementing effective instructional
strategies aligned to students’ needs.
Teacher will understand the pedagogy and
purpose of strategies and use to address
needs appropriately.
Teachers will develop IEPs that reflect the
individual needs of students and provide a
rigorous instructional plan for learning.
Teacher will create authentic standard-aligned
IEP goals using the standards and learning
progressions.
Teachers will collaborate with peers across
the district.
reflection of learning & application?
Administrators will reflect on the new
teacher expectations and ensure they
are observing teachers using the RISE
connections for special education
teachers as well asking questions around
planning and instruction.
Administrators will reflect on the new
process and bring back data collection
tools to MDE team when applicable.
Administrators and Teachers will reflect
on their students and make
recommendations for utilization of the
Learning Ally Software.
Teachers will have information and
resources from the session to
implement when they return to their
classrooms. Teachers will reflect on
practice and meet with program officer
to review newly written IEP when
applicable.
Teachers will analyze IEP goals of their
students and ensure goals are aligned to
standards and match the individual
student needs. Teachers will also reflect
on how they will progress monitor these
goals.
Teachers will plan and implement instruction
using the theory and principles of Universal
Design for Learning to meet the needs of all
students in the classroom.
Teachers will implement authentic
learning tasks from the curriculum using
the theory and principles of Universal
Design of Learning.
Teachers will use the standard-aligned IEP
goals to plan effective instruction for their
students. During instruction, teachers will use
research-based best practices to instruct
students which will result in student growth.
Teachers will reflect on instructional
practice and compare to observational
data received from observers to see if
instruction is improving based on
learning.
NOTE: Large District In-Service Professional Development Sessions launch the new learning. However, there are professional
development sessions held throughout the year to continue the learning. In addition, PSE Support Staff ensure the learning is
applied in the classrooms with students through instructional coaching during regularly scheduled school-based support
sessions.
3
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Formal Training: These are additional formal professional development sessions held throughout the school year
that support our professional learning goal to “Implement the IEP as an Instructional Tool.”
Title
Description
Date, Time &
Audience
Participation
Location
Service Delivery Model:
What is it and how does it
service our students?
Neighborhood School
Initiative
Supporting students in
Wilson Reading within the
general education
classroom
Deconstructing the
Common Core Standards
Session will focus on giving an overview of the PSE Service
Delivery Model and how service is provided to students
with disabilities.
10/7/2015
Webinar
4:00-5:00
Session will provide an overview of the Neighborhood
School initiative and implementation timeline.
10/14/2015
Webinar
4:00-5:00
Session will focus on strategies to use in the general
education classroom with students who are enrolled in the
Wilson Reading support program.
9/30/2015
Oliver PD Suite
4:00-6:00
Session will focus on how to use the deconstructed
standards to develop IEP goals and plan instruction on the
students’ present levels.
10/20/2015
Oliver PD Suite
4:00-6:00
Setting Learning Targets
and Formative
Assessment
Session will focus on setting learning targets through
formative assessment in order to establish present levels
and guide instruction.
11/17/2015
Oliver PD Suite
4:00-6:00
Universal Design for
Learning
Part 1
Session will focus on what Universal Design for Learning
means and how one can address multiple needs of
students in one classroom at the same time.
12/9/2015
Oliver PD Suite
4:00-6:00
Effective Lesson Planning
Using Backward Design
Session will focus on lesson planning using backward
design keeping in mind the needs of individual students.
Universal Design for
Learning (UDL)
Part 2
Co-Teaching: What is my
role?
Session will focus on UDL and how it addresses the needs
of all learners. UDL strategies will be given to teachers.
2/16/16
Oliver PD Suite
4:00-6:00
4/19/16
Oliver PD Suite
4:00-6:00
5/17/16
Oliver PD Suite
4:00-6:00
PA Special Education Laws
Supporting Students who
are Medically Fragile
Session will focus on the co-teaching model in the
inclusive setting and how teachers can work together to
enhance the learning experience for students.
Session will focus on the Special Education Laws and legal
obligations we are bound to under IDEA and Chapter 14.
Session will focus on how personal care assistants can
successfully support medically fragile students.
Ongoing, As
Needed
2/27/16
Oliver PD Suite
9-11 or 1-3
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals,
Parents & Families
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals,
Parents & Families
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals,
Parents & Families
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals,
Parents & Families
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals,
Parents & Families
PSE Teachers
PSE and General Ed
Teachers,
Parents & Families
PSE and General Ed
Teachers,
Parents & Families
Administrators,
PSE Teachers,
General Ed Teachers,
Paraprofessionals,
Parents & Families
Personal Care Aides
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Strongly
Recommended
Mandatory
Other Supports/Services Offered: PSE has many programs to meet the needs of our students with disabilities. Therefore, many
additional professional development sessions are focused on topics that meet the needs of specific audiences.
Date(s), Time(s) &
Learning Opportunity
Audience
Facilitator(s)
Registration
Location
Include a description of the
learning opportunity.
IEP Writer
List the target audience, including
specific teacher groups, schools,
grade levels, etc.
PSE Teacher, Transition Counselors,
General Ed Teachers,
If applicable, include a
schedule for support to
specific schools, teams, etc.
List Facilitator(s)
Provide information about
how teachers and/or
teams can access the
learning opportunity.
New User September 17th
Greenway 4-6
IEP Writer Clinic:
Becky Tress
PD Registration Calendar
4
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Learning Opportunity
Include a description of the
learning opportunity.
Audience
List the target audience, including
specific teacher groups, schools,
grade levels, etc.
Date(s), Time(s) &
Location
If applicable, include a
schedule for support to
specific schools, teams, etc.
Facilitator(s)
Registration
List Facilitator(s)
Provide information about
how teachers and/or
teams can access the
learning opportunity.
Administrators
Year-round as needed
PSE Transition Counselors
Bi-Monthly
Crystal Evans
Sign-in sheets
PSE Teachers, Transition
Counselors, Administrators at
targeted schools
Ongoing
Crystal Evans
Schools will be selected to
participate based on prior
training needs
Technical assistance and
professional development
will be provided as
needed
Secondary Transition
(Transition Assessments, Timeline of
Responsibilities, Supporting
Students, New Initiatives & Data
Collection)
Successful Practices /
Indicator 13
(Assessment, Present Ed. Levels,
Agency Linkages, Transition
Services/Activities, Measurable
Annual Goals, Progress Monitoring)
Secondary Transition
(New laws & regulations;
WIOA)
RENEW Training
(Targets transition-age youth with
ED/BD who are at-risk of dropping
out of school)
Lesson
Planning/Curriculum
Improving Post-School
Employment Outcomes
MTSS-RtII training
BloomBoard Educational
Resources
Data and Progress
Monitoring
DIBELS Next Progress
Monitoring
Evidence-based practice
PD, case study sessions,
departmental updates
Evidence-based practice
PD, case study sessions,
departmental updates
Evidence-based practice
PD, case study sessions,
departmental updates
Charter School Special
Education Training
Social Skills Training
Working with Para
Professionals
Alternative Eligible
Content
Visual Cues and Supports
Team Building/Classroom
Management
PSE Transition Counselors, SOS
Teachers, CITY Connections
Teachers
TBD
Crystal Evans
PSE Teachers, Transition
Counselors, Administrators at
targeted schools
Ongoing
Crystal Evans
Ashley McFall
PaTTAN Consultant
Start On Success Teachers
Bi-Monthly
Start On Success Teachers
Bi-Monthly
General Ed. teachers, Special Ed.
Teachers, Paraprofessionals,
Administrators
Teachers and Administrators
Teachers, Paraprofessionals,
Parents & Families
Wilson Itinerants
RtII Intervention Blitz &
School-Based PD
(As needed)
Web-based
(As needed)
Virtual- Webinar
October and January
4-5 and 7P-8P
10/01/15
Oliver PD Suite
4:00-5:00
Ashley McFall
Ashley McFall
Schools will be selected to
participate based on
administration
participation and need
Sign in Sheets
Sign in Sheets
Patty Falk & KtO Literacy
Specialists
Sign-In sheets in sessions
NA
NA
Amy Filipowski, Mindy
Moody, Christina Wier
PD Registration Calendar
Mindy Moody
NA
Speech and Language Specialists
Bi-Monthly
Kelly Papst
Sign-in sheets in sessions
Deaf/Hearing Itinerant Teachers
Bi-Monthly
Kelly Papst
Sign-in sheets in sessions
Bi-Monthly
Cynthia McKenzie
Sign-in sheets in sessions
Charter School Leadership Teams
Four times per year
Kelly Papst
Thomas Rea
Autistic Support Teachers
Life Skills Support Teachers
Autistic Support Teachers
Life Skills Support Teachers
Autistic Support Teachers
Life Skills Support Teachers
Autistic Support Teachers
Life Skills Support Teachers
Bi-Monthly
Thomas Rea
Sign-in sheets in sessions
Emails sent to contacts at
charter schools
Sign In Sheets
Bi-Monthly
Thomas Rea
Sign In Sheets
Bi-Monthly
Thomas Rea
Sign In Sheets
Bi-Monthly
Thomas Rea
Sign In Sheets
8/24/15
8:00-12:00
Dr. Lillian Wright
Vision Itinerant Teachers
Emotional Support Teachers
Sign In Sheets
5
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Learning Opportunity
Include a description of the
learning opportunity.
Audience
List the target audience, including
specific teacher groups, schools,
grade levels, etc.
Date(s), Time(s) &
Location
If applicable, include a
schedule for support to
specific schools, teams, etc.
Facilitator(s)
Registration
List Facilitator(s)
Provide information about
how teachers and/or
teams can access the
learning opportunity.
Dr. Lillian Wright
Sign In Sheets
Dr. Lillian Wright
Sign In Sheets
Dr. Lillian Wright
Log In at Webinar
Dr. Lillian Wright
Log In at Webinar
Dr. Lillian Wright
Sign In Sheets
Dr. Lillian Wright
Sign In Sheets
Dr. Lillian Wright
Sign In Sheets
Dr. Bryson Bresnahan
Sign in sheets
Data Collection
Emotional Support Teachers
De-escalation and Positive
Behavior Supports
Emotional Support Teachers
Lesson
Planning/Curriculum
Emotional Support Teachers
Parent Engagement
Emotional Support Teachers
Trauma and Grief/Loss
Emotional Support Teachers
Systems of Care
Emotional Support Teachers
Strengthening Emotional
Support in PPS
Emotional Support Teachers
Common Core and
Assessment
BloomBoard/MA
Billing/Completing
Functional Behavior
Assessments
Strength-Based
Assessment
Positive Behavioral
Support framework
Wilson 3-day Introduction
Workshop
Psychologists
Location: Oliver PD Suite
10/14/15
2:30-5:30
Location: Greenway Lab 208
11/4/15
2:30-5:30
Location: Oliver PD Suite
11/18/15
2:30-5:30
Location: Webinar
12/9/15
2:30-5:30
Location: Webinar
1/26/16
2:30-5:30
Location: Oliver PD Suite
2/10/16
2:30-5:30
Location: Oliver PD Suite
5/11/16
2:30-5:30
Location: Oliver PD Suite
August 26th
August 28h
Alyssa Ford-Heyward
Nora Jays
Dr. Bryson Bresnahan
Sign in sheets
Psychologists
Psychologists
October 16
Dr. Bryson Bresnahan
Sign in Sheets
Psychologists
January 25
Dr. Bryson Bresnahan
Sign in sheets
Teachers new to Wilson Reading
9/29, 9/30, and 10/01/2015
8:00 -3:00
Oliver Citywide Academy
PSE PD Suite
May 17, 18, and 19, 2016
8:00 – 3:00
Oliver Citywide Academy
PSE PD Suite
10/5/16
8:00 – 3:00
10/27, 12/10. 2/2, 4/5, 5/17
4:00 -6:00
Oliver Citywide Academy
PSE PD Suite
TBD
Greenway & Virtual
Webinars
8/26/15
8:00 – 11:00
CITY Connections West
8/26/15
12:00-3:00
CITY Connections West
Becky Tress
PD Registration Calendar
Becky Tress
PD Registration Calendar
Becky Tress
PD Registration Calendar
Tim Knight and AJ Parks
from Apple
PD Registration Calendar
WRS Group Mastery
Workshop
Wilson certified teachers (optional)
or current certification candidates
(required)
Wilson Certification
Current teachers seeking Wilson
Certification
Apple and Assistive
Technologies
Administrators, Teachers,
Paraprofessionals
CPR Recertification
CITY Connections Teachers,
Paraprofessionals
Transition Outcome
Collaborative Planning for
2015-2016
CITY Connections Teachers,
Paraprofessionals, Employment
Specialists, Transition Counselor
Gayle Bair
Gayle Bair
Sign in Sheets
Sign in Sheets
8/28/15
8:00-3:00
6
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Learning Opportunity
Include a description of the
learning opportunity.
Audience
List the target audience, including
specific teacher groups, schools,
grade levels, etc.
Date(s), Time(s) &
Location
If applicable, include a
schedule for support to
specific schools, teams, etc.
Facilitator(s)
Registration
List Facilitator(s)
Provide information about
how teachers and/or
teams can access the
learning opportunity.
CITY Connections East
Paraprofessional and Personal Care Assistants Formal Training: Paraprofessionals are required to earn 20 hours of continuing
education each school year. PSE offers monthly trainings to assist in fulfilling this requirement.
Title
Description
Date, Time &
Audience
Participation
Location
DIBELS Next Survey
Assessment and Progress
Monitoring
Fostering Peer Supports
and Relationships in
Schools
Secondary Transition:
Working with Students
to Prepare Them for
Adult Life
Supporting
Independence for
Students with Disabilities
Implementing effective
instructional strategies
aligned to students’
needs.
Students Expectations
and Students
Achievement
Using Mobile Devices as
Classroom Tools: Basics
and Beyond
This session
Supporting Teachers
with Instructional
Planning
Social Emotional
Development in the Early
Years
This session will examine the purpose of DIBELS Next Survey
and how it is used to determine out of level progress
monitoring levels. Participants will learn how to administer
and record student progress.
This session will focus on the paraprofessionals’ role in helping
students with disabilities fully participate both academically
and socially with their non-disabled peers in our schools and
classrooms. The session will focus on foundational supports
students with disabilities may need to make academic gains
and develop meaningful relationships.
Students with disabilities and the IEP team develop goals in
the areas of postsecondary education and training, postsecondary employment and, if appropriate, independent
living. Paraprofessionals have a key role working with students
to achieve their goals as they prepare for life after high school.
This session will describe how paraprofessionals can support
students to develop the specific skills they need to be
successful in both work and college settings.
This session will focus on strategies paraprofessionals can use
to foster independence in the classroom and throughout the
school day. This will include the paraprofessional’s role in
facilitating mobility, access to instruction, communication and
interaction with others. Paraprofessionals need to be able to
implement strategies which promote self-determination
through building choice-making, organizational and selfmonitoring skills; and using appropriate levels of cues and
prompts.
This session will focus on effective instructional strategies
for individual students.
This session will focus on establishing high expectations for
students and holding them accountable through effective
strategies such as questioning, wait time, etc.
This session will focus on provide an introduction to tools
frequently used in today’s classrooms, beginning by clarifying
the basic vocabulary and ending with resources and ideas. The
presenter will explore types of devices, how they can be used
to enhance access and engagement in instruction, provide
reinforcement, and build student independence.
This session will provide information on how
paraprofessionals can support classroom teachers by
following written plans and seeking clarification, as needed. In
addition, information will be offered pertaining to the
preparation and organization of materials to support teaching
and learning.
This session will focus on students in early childhood
classrooms and will provide strategies paraprofessionals can
implement to support young children’s social and emotional
9/24/2015
Greenway
4:00-6:00
Paraprofessionals
10/21/2015
Greenway
4:00-6:00
Paraprofessionals
11/ 18/2015
Greenway
4:00-6:00
Paraprofessionals
Strongly
Recommended
12/16/15
Greenway
4:00-6:00
Paraprofessionals
Strongly
Recommended
1/26/16
Location: TBD
8:00-3:00
Paraprofessionals
Strongly
Recommended
2/17/16
Greenway
4:00-6:00
Paraprofessionals
Strongly
Recommended
3/16/16
Greenway
4:00-6:00
Paraprofessionals
Strongly
Recommended
4/13/16
Greenway
4:00-6:00
Paraprofessionals
Strongly
Recommended
Paraprofessionals
Strongly
Recommended
5/18/16
Greenway
Strongly
Recommended
Strongly
Recommended
7
Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Title
Description
Date, Time &
Location
growth. Specific topics will include acknowledging appropriate
behavior, helping young children recognize and manage their
emotions, and helping children practice friendship skills.
4:00-6:00
Audience
Participation
Targeted School-Based Support: PSE Support Staff provides school-level and individual teacher support through professional
development offerings, consultations as well as any other supports the school may request.
School
Support Team
Rational for Selection
Proposed Schedule
Suggested Activities
(Team/Grade)
Member
All Schools
All Schools
All Schools
Amy Filipowski,
Mindy Moody,
Christina Wier, Becky
Tress, and Program
Officers
Curriculum, Instruction, and
Assessment Central Office
Team
Dr. Lillian Wright
Jamie Crowell
Peggy Feldman
TBD
Emotional Support Central
Office Team
Thomas Rea
Joyce Dzadovsky
Amiee Tenerovich
TBD
Autistic Support, Life Skills
Support, & Multiple
Disabilities Support
Programs Central Office
Team
Throughout the school year
the team will support teachers
with lesson planning, assessing
student needs, instruction,
developing standard-aligned
IEP goals, progress monitoring,
etc.
Throughout the school year
the team will support teachers
with lesson planning, assessing
student needs, instruction,
developing standard-aligned
IEP goals, progress monitoring,
etc.
Throughout the school year
the team will support teachers
with lesson planning, assessing
student needs, instruction,
developing standard-aligned
IEP goals, progress monitoring,
etc.
PSE central office team is able to plan,
co-teach, and debrief with teachers.
They are able to work with individual
teachers as well as school teams to
deliver professional learning sessions
based on observational data and teacher
requests.
PSE central office team is able to plan,
co-teach, and debrief with teachers.
They are able to work with individual
teachers as well as school teams to
deliver professional learning sessions
based on observational data and teacher
requests.
PSE central office team is able to plan,
co-teach, and debrief with teachers.
They are able to work with individual
teachers as well as school teams to
deliver professional learning sessions
based on observational data and teacher
requests.
Targeted Teacher Instructional Support at the Classroom Level: PSE Support Staff provides intensive support for
teachers with unique challenges, which includes instructional coaching, consulting on IEP meetings, compliancy, etc.
Support Team
Proposed
School(s)
Rational for Selection
Suggested Activities
Member
Schedule
All Schools- Curriculum Support
POA & Gifted IEP Support
Amy Filipowski
Teachers “Failing” or “Needs
Improvement”
Mindy Moody,
Christina Wier, &
Mindy Moody
Teachers who need additional
support at the classroom
instructional level
Allderdice, CAPA, Perry, SciTech,
Westinghouse, SAC
Amber Dean
Teachers “Failing” or “Needs
Improvement” or upon request
UPrep, Carrick, Brashear, Obama,
South Hills
Nicole Seddon
Teachers “Failing” or “Needs
Improvement” or upon request
As Needed
Morrow, Fulton, Greenfield,
Manchester, Montessori,
Woolslair, Schiller
Minadeo, Faison, Dilworth.
Liberty, Linden. Lincoln, Miller,
Weil
Allegheny K-5 & 6-8, Arsenal K-5
& 6-8,
Arlington K-8, King
Vision Itinerants, Carmalt,
Sterrett, Mifflin, Sunnyside,
Tara McCrohan
Teachers “Failing” or “Needs
Improvement” or upon request
As Needed
Kellan Thompson
Teachers “Failing” or “Needs
Improvement” or upon request
As Needed
Amira Wolfson
Teachers “Failing” or “Needs
Improvement” or upon request
As Needed
Cynthia McKenzie
Teachers “Failing” or “Needs
Improvement” or upon request
As Needed
All K-5 and K-8 schools
Once a semester
formally and
support As needed
Instructional
Coaching Support
As needed
As Needed
Formally observe with pre and post
conference, provide curriculum support,
provide resources, co-teach. etc.
Coaching cycle, review of student work
and recommendations for instructional
strategies and interventions
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
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Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Support Team
Member
School(s)
Colfax,
Banksville, Beechwood, Concord,
Grandview, Phillips, Roosevelt,
Spring Hill
Brookline, Classical, Langley,
South Brook, West Liberty,
Westwood, Whittier
All Schools with CFY candidates,
City Connections,
Speech & Language, & Hearing
All Schools
Kim Zangrilli
As Needed
Teachers “Failing” or “Needs
Improvement” or upon request
As Needed
TBD
Kelly Papst
Speech/ Language Clinical
Fellows
Minimum of 18
hours required
Jamie Crowell
Peggy Feldman
Supporting Students who are
Medically Fragile
Proposed
Schedule
Teachers “Failing” or “Needs
Improvement” or upon request
Joyce Dzadovsky
Amiee Tenerovich
All Schools
Rational for Selection
Amy Filipowski
Regina Wagner
Teachers in need of additional
support with student with
autism at the classroom
instructional level
Teachers in need of additional
support with behavior
management
Session will focus on how
personal care assistants can
successfully support medically
fragile students
2/27/16
Oliver PD Suite
9-11 or 1-3
As Needed
Suggested Activities
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Observe teachers, conference with
teachers and provide feedback as well as
resources
Autistic Coaching Support
As Needed
Behavioral Coaching Support
Personal Care
Assistants
Mandatory
PSE Leadership Professional Learning Community Support: These sessions are for PSE Administrators and Support Staff which
provide consistent, ongoing professional development for professional growth.
Session Title/Focus
Application
Date
What will participant learn?
Week of June 8th
What does the Common Core mean for Students with
Disabilities?
Week of June 15th
Week of August 17th
What are the ELA Standards and Instructional Shifts? How do we use
the standards to develop standards-aligned IEP goals
Developing standards-aligned IEP goals using standards, learning
progressions, and present levels
What are the Math Practices and Instructional Shifts? How do we
use the standards to develop standards-aligned IEP goals
What is the district curriculum and how do we use the curriculum as
a planning tool?
Danielson Rubric: How do we use our learning to observe and
provide feedback to teachers?
Shifting Instruction in the Classroom: How do the shifts show up in
the classrooms? What are effective instructional strategies that
assist students with disabilities in meeting the rigor of the Common
Core Standards?
Interventions: What is their purpose and what student needs do
they meet?
Leadership Week- Using an IEP as an Instructional Tool for
Administrators
Referral Process: What is the process and how do we support
schools with referral process?
Train- the-Trainer Professional Learning
Week of August 24th
Back to School PD
Month of September
2015
Month of October
2015
Month of November
Center for Leadership (CEL) coaching Support/ Instructional Rounds
Week of June 22nd
Week of June 29th
Week of July 6th
Week of July 13th
Week of July 20th
Week of July 27th
Week of Aug 3rd
Week of August 10th
Supporting teachers with lesson planning
Examining Student work: Student work protocol
How will participant apply their learning?
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will gain understanding of district initiatives and
apply to their role in PSE.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use information and resources to train their
PSE teachers.
Participants will use information and resources to train their
PSE teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
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Professional Learning & Growth Plan
PROGRAM FOR STUDENTS WITH
EXCEPTIONALITIES (PSE)
Session Title/Focus
Date
2015
Month of December
2015
Month of January
2016
Month of February
2016
Month of March 2016
Month of April 2016
Month of May 2016
Center for Leadership
Yearlong Coaching and
Professional Learning
Application
What will participant learn?
Assessment Progress monitoring
Train- the-Trainer Professional Learning
Supporting PSE teachers with their role as a co-teacher in an
inclusion setting
PSSA Monitoring
Examining Student work: Student work protocol- Are we
progressing?
Celebrate success stories within our schools for students with
disabilities
CEL will provide professional learning around RISE and other topics.
CEL will conduct instructional rounds with PSE Program Officers to
strengthen their skills in observations and coaching support for
teachers.
How will participant apply their learning?
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will use information and resources to train their
PSE teachers.
Participants will use the knowledge gained to support their
work with teachers.
NA
Participants will use the knowledge gained to support their
work with teachers.
Participants will use the knowledge gained to support their
work with teachers.
Participants will apply learning to support teachers in the
classroom through observations and coaching. Participants
will use the RISE tool as guidance for teachers.
PSE Support Structure:
Team Member
Donna Westbrooks-Martin
Amy Filipowski
Kelly Papst
Thomas Rea
Dr. Lillian Wright
Crystal Evans
Dr. Bryson Bresnahan
Cynthia McKenzie
Contact Information
Name & Email
Executive Director of Program for
Students with Exceptionalities
412-529-3135
dwestbrooksmartin1@pghboe.net
Director of CIAPD for PSE
412-600-8659
412-529-3149
afilipowski1@pghboe.net
Director of Speech, & Hearing
412-529-3164
Kpapst1@pghboe.net
Director of Low Incidence
Disabilities
412-529-3162
Trea1@pghboe.net
Key Responsibilities
Areas of Expertise and/or Specialty
Oversees the operations of
Program with Students with
Exceptionalities
Professional Learning, Special Ed Laws and
Regulations, Instruction. Assessment, Curriculum,
Data Analysis, Operations, School Services
Supervision and management of
Curriculum, Instruction,
Assessment, and Professional
Learning for PSE Department
Supervision and coordination of
Speech, Hearing, and Assistive
Technology
Curriculum, Instruction, Assessment, developing
standard-aligned IEP goals, Interventions, Compass,
Discovery Education, Data Analysis, Library Services,
etc.
Management of Low Incidence
Program and ESY
Low Incidence, Life Skills, Autistic Support, Multiple
Disabilities, ESY, PASA
Emotional Support Program
Officer
412-529-3148
lwright1@pghboe.net
Management of Emotional
Support Program
Emotional Support Program Officer
Transitions Facilitator
412-529-3143
cevans1@pghboe.net
Management of Transitions
Services, SOS, CBVE, City
Connections
Transition Services
Supervisor of School Psychologists
412-529-3146
Bbresnahan1@pghboe.net
Management of School
Psychologists
Psychological Evaluations, Staffing, Referral Process,
etc.
Supervisor of Visually Impaired
Itinerants
412-529-3169
Cmckenzie1@pghboe.net
Management of Visually
Impaired Itinerants
Visual Impairment
Speech, Language, and Hearing Impaired
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