DOCSLIB.ORG

On Track to Equity

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
On Track to Equity ON TRACK TO EQUITY INTEGRATING EQUITY THROUGHOUT PPS AN IMPLEMENTATION PLAN The Pittsburgh Public Schools (PPS) does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs, activities or employment and provides equal access to the Boy Scouts and other designated youth groups. Inquiries may be directed to the Title IX Coordinator or the Section 504/ADA Title II Coordinator at 341 S. Bellefield Avenue, Pittsburgh, PA 15213 or 412-529-HELP (4357). TABLE OF CONTENTS EQUITY VISION NARRATIVE 3 LETTER FROM SUPERINTENDENT 4 HISTORICAL CONTEXT 5 RACIAL EQUITY ACTION STEPS 6 1. BOARD SUPPORT 7 2. INSTRUCTIONAL SUPPORT 10 3. EQUITY IN DISCIPLINE 39 4. REDUCING THE ACHIEVEMENT GAP 50 5. EQUITY IN SPECIAL EDUCATION AND SPECIAL PROGRAM ACCESS 56 6. MONITORING 66 7. ADMINISTRATIVE SUPPORT– DEPARTMENT OF EQUITY 71 APPENDIX 74 UPDATED STRATEGIC PLAN FRAMEWORK 74 OVERVIEW DISPARITY DATA 76 CROSSWALK MEMORANDUM OF UNDERSTANDING BETWEEN PITTSBURGH PUBLIC SCHOOLS AND PHRC 82 2 ON TRACK TO EQUITY ON TRACK TO EQUITY 1 TABLE OF CONTENTS EQUITY VISION NARRATIVE 3 LETTER FROM SUPERINTENDENT 4 HISTORICAL CONTEXT 5 RACIAL EQUITY ACTION STEPS 6 1. BOARD SUPPORT 7 2. INSTRUCTIONAL SUPPORT 10 3. EQUITY IN DISCIPLINE 39 4. REDUCING THE ACHIEVEMENT GAP 50 5. EQUITY IN SPECIAL EDUCATION AND SPECIAL PROGRAM ACCESS 56 6. MONITORING 66 7. ADMINISTRATIVE SUPPORT– DEPARTMENT OF EQUITY 71 APPENDIX 74 UPDATED STRATEGIC PLAN FRAMEWORK 74 OVERVIEW DISPARITY DATA 76 CROSSWALK MEMORANDUM OF UNDERSTANDING BETWEEN PITTSBURGH PUBLIC SCHOOLS AND PHRC 82 2 ON TRACK TO EQUITY ON TRACK TO EQUITY 1 DIVERSITY VISION IN PPS DEFINING EQUITY IN PPS All students will graduate high school college, career and life-ready prepared to complete a two-or four-year college degree or workforce WHAT WE ENVISION: SYSTEMIC certification. 46 NATIVE LANGUAGES EDUCATIONAL EQUITY SPOKEN BY STUDENTS MISSION Educational equity means “raising the achievement of all students while (1) narrowing the gaps between the The Pittsburgh Public Schools will be one of America’s premier school lowest and highest performing students and (2) eliminating the racial predictability and disproportionality of which Districts, student-focused, well-managed, and innovative. We will hold 57 student groups occupy the highest and lowest achievement categories” (Singleton & Linton, 2006). ourselves accountable for preparing all children to achieve academic COUNTRIES excellence and strength of character, so that they have the opportunity REPRESENTED To enact Systemic Equity, “systems and individuals will habitually operate to ensure that every learner—in to succeed in all aspects of life. whatever learning environment that learner is found—has the greatest opportunity to learn, enhanced by the resources and supports necessary to achieve competence, excellence, independence, responsibility, and self-sufficiency for school and for life” (Scott, 2001, as cited in Skrla, et al, 2004, p. 137). 53% DISTRICT BELIEFS PERCENT OF STUDENTS The true meaning of equity is captured in this • All children can learn at high levels. ARE AFRICAN-AMERICAN illustration of different youth attempting to view the same baseball game. The foundation on which they • Teachers have a profound impact on student development, and should stand is unequal, for structural racism ensured have ample training, support and resources. uneven starting points. The higher ground represents • Education begins with a safe and healthy learning environment. 33% advantage or privilege; the lower ground represents PERCENT OF STUDENTS the systemic disadvantage many racial and ethnic • Families are an essential part of the educational process. ARE WHITE minorities experience as a result of historical and • A commitment from the entire community is necessary to build a culture existing patterns of discrimination that have impeded that encourages student achievement. access to political, economic and social opportunities. • Improvement in education is guided by consistent and effective leadership. 14% PERCENT OF STUDENTS For this reason, a school system that supports • Central office exists to serve students and schools. ARE OTHER RACES students equally or the same (i.e., giving each student one box to stand on) will in fact perpetuate inequality (Source: The Equity in Education Coalition) because all students are not standing on a level playing field to begin with. Because of inherent inequality, some students will need more in order to access the same opportunities. To offset this, we need to increase access and opportunity to African-American and other under served families. It’s not special treatment; it’s leveling the playing field. Equity—or fairness—is about giving students what they need in order to achieve the outcome. The people on the slope require an additional box or two to stand on—not because they are deficient, but because they are on the lower ground to start. The boxes represent access and function to provide equal opportunity to overcome barriers to success (i.e., the fence). FOR THIS REASON, EQUITY IN ACTION IS REPRESENTED BY THE FOLLOWING: 1 PROVIDING ACCESS Providing whatever supports and accommodations are necessary to ensure all students have access to the same opportunities; giving students whatever they need to achieve the outcome. 2 REMOVING BARRIERS The elimination of policies, practices, attitudes and cultural messages that reinforce differential outcomes by race or fail to eliminate them—i.e., addressing the root cause of racial disparities. (Source: Center for Assessment and Policy Development) 2 ON TRACK TO EQUITY ON TRACK TO EQUITY 3 DIVERSITY VISION IN PPS DEFINING EQUITY IN PPS All students will graduate high school college, career and life-ready prepared to complete a two-or four-year college degree or workforce WHAT WE ENVISION: SYSTEMIC certification. 46 NATIVE LANGUAGES EDUCATIONAL EQUITY SPOKEN BY STUDENTS MISSION Educational equity means “raising the achievement of all students while (1) narrowing the gaps between the The Pittsburgh Public Schools will be one of America’s premier school lowest and highest performing students and (2) eliminating the racial predictability and disproportionality of which Districts, student-focused, well-managed, and innovative. We will hold 57 student groups occupy the highest and lowest achievement categories” (Singleton & Linton, 2006). ourselves accountable for preparing all children to achieve academic COUNTRIES excellence and strength of character, so that they have the opportunity REPRESENTED To enact Systemic Equity, “systems and individuals will habitually operate to ensure that every learner—in to succeed in all aspects of life. whatever learning environment that learner is found—has the greatest opportunity to learn, enhanced by the resources and supports necessary to achieve competence, excellence, independence, responsibility, and self-sufficiency for school and for life” (Scott, 2001, as cited in Skrla, et al, 2004, p. 137). 53% DISTRICT BELIEFS PERCENT OF STUDENTS The true meaning of equity is captured in this • All children can learn at high levels. ARE AFRICAN-AMERICAN illustration of different youth attempting to view the same baseball game. The foundation on which they • Teachers have a profound impact on student development, and should stand is unequal, for structural racism ensured have ample training, support and resources. uneven starting points. The higher ground represents • Education begins with a safe and healthy learning environment. 33% advantage or privilege; the lower ground represents PERCENT OF STUDENTS the systemic disadvantage many racial and ethnic • Families are an essential part of the educational process. ARE WHITE minorities experience as a result of historical and • A commitment from the entire community is necessary to build a culture existing patterns of discrimination that have impeded that encourages student achievement. access to political, economic and social opportunities. • Improvement in education is guided by consistent and effective leadership. 14% PERCENT OF STUDENTS For this reason, a school system that supports • Central office exists to serve students and schools. ARE OTHER RACES students equally or the same (i.e., giving each student one box to stand on) will in fact perpetuate inequality (Source: The Equity in Education Coalition) because all students are not standing on a level playing field to begin with. Because of inherent inequality, some students will need more in order to access the same opportunities. To offset this, we need to increase access and opportunity to African-American and other under served families. It’s not special treatment; it’s leveling the playing field. Equity—or fairness—is about giving students what they need in order to achieve the outcome. The people on the slope require an additional box or two to stand on—not because they are deficient, but because they are on the lower ground to start. The boxes represent access and function to provide equal opportunity to overcome barriers to success (i.e., the fence). FOR THIS REASON, EQUITY IN ACTION IS REPRESENTED BY THE FOLLOWING: 1 PROVIDING ACCESS Providing whatever supports and accommodations are necessary to ensure all students have access to the same opportunities; giving students whatever they need to achieve the outcome. 2 REMOVING BARRIERS The elimination of policies, practices, attitudes and cultural messages that reinforce differential outcomes by race or fail to eliminate them—i.e., addressing the root cause of racial disparities.
Load more

Recommended publications
  • Stronger Than Ever PROMISE SCHOLAR STORIES Annual Report 2017-18
    Annual Report 2017-18 Stronger than ever PROMISE SCHOLAR STORIES Annual Report 2017-18 A single scholarship can produce a Stronger thousand stories. Many studies show that college- educated communities experience reduced poverty, crime, unemployment, than ever and hopelessness, while they also see an PROMISE SCHOLAR STORIES increase in opportunity and volunteerism. Education is an access point that lifts individuals into sustainable and thriving economies and communities. Hope is what a scholarship provides: a vision for what can be despite what is. Art Direction/Design: A to Z Communications The Pittsburgh Promise 2017-18 Annual Report 3 Doing right SIMONE QUINERLY RECEIVED ONE OF THE FIRST SCHOLARSHIPS Simone always intended to go to college, but with two older sisters in school at the same time, her family was unsure how they’d manage to pay for it. Fortunately for Simone, The Pittsburgh Promise was 2008 announced her senior year of high school. first scholarships In the fall of 2008, Simone went to Edinboro University, where she majored in finance. Her transition from high school to college was are given bumpy during her first semester. The cultural changes and academic rigor challenged her, and she had the grades to prove it. Simone committed herself to improving her grades. She asked for help and found services on campus like study groups and tutors. By her second semester, Simone’s grades had improved significantly. This experience VOICES inspired her to expand her involvement on campus which led to several leadership opportunities. Simone served as the Black Student Union president, president of the Student Government Association, treasurer for the dance team, and as a resident assistant.
    [Show full text]
  • Bedrock Stress Release Features on Manitoulin Island, Ontario Formes De Relâchement De Contrainte Dans La Roche En Place, À L’Île Manitoulin, En Ontario Paul F
    Document generated on 09/30/2021 7:02 a.m. Géographie physique et Quaternaire Bedrock Stress Release Features on Manitoulin Island, Ontario Formes de relâchement de contrainte dans la roche en place, à l’île Manitoulin, en Ontario Paul F. Karrow La néotectonique de la région des Grands Lacs Article abstract Neotectonics of the Great Lakes area Manitoulin Island has large exposed bedrock plains underlain by Ordovician Volume 47, Number 3, 1993 and Silurian carbonates. The generally flat-lying strata reveal evidence of rock stress reiased by faults at Little Current and by pop-ups elsewhere. Four URI: https://id.erudit.org/iderudit/032966ar pop-ups occur at widely separated localities on the island and several other DOI: https://doi.org/10.7202/032966ar small ridges may be pop-ups. Other bedrock stress-release features may be present but remain undiscovered in the extensively vegetated part of the island. See table of contents Publisher(s) Les Presses de l'Université de Montréal ISSN 0705-7199 (print) 1492-143X (digital) Explore this journal Cite this note Karrow, P. F. (1993). Bedrock Stress Release Features on Manitoulin Island, Ontario. Géographie physique et Quaternaire, 47(3), 389–393. https://doi.org/10.7202/032966ar Tous droits réservés © Les Presses de l'Université de Montréal, 1993 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal.
    [Show full text]
  • Collective Bargaining Agreement for Teachers and Other Professional
    Collective Bargaining Agreement for Teachers and other Professional Employees Between the Pittsburgh Board of Public Education Pittsburgh, Pennsylvania and the Pittsburgh Federation of Teachers Local 400 American Federation of Teachers Afl-Cio July 1, 2007 Through June 30, 2010 COLLECTIVE BARGAINING AGREEMENT for TEACHERS AND OTHER PROFESSIONAL EMPLOYEES between the PITTSBURGH BOARD OF PUBLIC EDUCATION PITTSBURGH, PENNSYLVANIA and the PITTSBURGH FEDERATION OF TEACHERS LOCAL 400 AMERICAN FEDERATION OF TEACHERS AFL-CIO July 1, 2007 through June 30, 2010 NEGOTIATING COMMITTEES Pittsburgh Board of Public Education Mark Roosevelt ...................................................................Superintendent of Schools and Secretary Theresa Colaizzi . Board Member, Negotiations Committee Chairperson Christopher M. Berdnik . Chief Financial Officer Jody Buchheit Spolar . Executive Director of Employee Relations and Organization Development Michael A. Palombo. Special Labor Counsel Pittsburgh Federation of Teachers John Tarka . President PFT Staff (formerly Westinghouse and Schenley High Schools) Rufus Jordan . Vice President for Senior High and PFT Staff (formerly Carrick High School) Mary VanHorn . Vice President for Elementary Schools PFT Staff (formerly Brookline Teacher Center and Madison Elementary School) Nina Esposito-Visgitis. Vice President for Middle Schools PFT Staff (formerly Stevens School and Langley High School) Sylvia C. Wilson . Secretary and Assistant to President PFT Staff (formerly Manchester, Miller, and Spring Hill Elementary Schools) George J. Gensure . Parliamentarian PFT Staff (formerly Schenley, Allegheny, and Allderdice High Schools) Stephen Jordan. PFT Legal Counsel TABLE OF CONTENTS PREAMBLE . 1 PART A—STRUCTURE OF THE AGREEMENT Article 1 Mutual Objectives of the Board and the Federation . 1 Article 2 Union Recognition and Dues Deduction . 1 Article 3 Union Matters. 3 Article 4 Teacher Recruitment and Student Recruitment Programs .
    [Show full text]
  • In the Supreme Court of Iowa ______
    IN THE SUPREME COURT OF IOWA _____________________________________________________________ Supreme Court No. 18-1199 _____________________________________________________________ ROY KARON, an individual, and, PEDDLER LLC, an Iowa Corporation, Plaintiffs-Appellants, v. JAMES MITCHELL, an individual, WYNN ELLIOTT, an individual, ELLIOTT AVIATION, a corporation, ELLIOTT AVIATION AIRCRAFT SALES, INC., a corporation, d/b/a ELLIOTTJETS, Defendants-Appellees. _____________________________________________________________ APPEAL FROM THE IOWA DISTRICT COURT FOR POLK COUNTY THE HONORABLE DAVID N. MAY _____________________________________________________________ APPELLANTS FINAL REPLY BRIEF _____________________________________________________________ Steven J. Crowley AT#0001845 Edward J. Prill AT#0012435 CROWLEY & PRILL 3012 Division Street Burlington, Iowa 52601 Phone: 319.753.1330 Fax: 319.752.3934 ELECTRONICALLY FILED FEB 13, 2019 CLERK OF SUPREME COURT Email: [email protected] [email protected] ATTORNEYS FOR PLAINTIFFS-APPELLANTS TABLE OF CONTENTS Table of Contents………………………………………………….... 2 Table of Authorities………………………………………………… 3 Statement of the Issues……………………………………………... 4 Argument …………………………………………………………... 11 I. The DISTRICT COURT ERRED BY APPLYING THE DACRES/PRIMA PAINT ANALYSIS BECAUSE IT IGNORED PRELIMINARY ISSUES ALLEGED IN THE PETITION…………………………………………………………... 11 A. The facts of this case make this dispute a tort issue rather than a contract issue………………………………….... 11 B. Due to the facts of this case, this dispute should
    [Show full text]
  • Songs of the Century
    Songs of the Century T. Austin Graham hat is the time, the season, the historical context of a popular song? When is it most present in the world, best able Wto reflect, participate in, or construct some larger social reality? This essay will consider a few possible answers, exploring the ways that a song can exist in something as brief as a passing moment and as broad as a century. It will also suggest that when we hear those songs whose times have been the longest, we might not be hearing “songs” at all. Most people are likely to have an intuitive sense for how a song can contract and swell in history, suited to a certain context but capable of finding any number of others. Consider, for example, the various uses to which Joan Didion is able to put music in her generation-defining essay “Slouching Towards Bethlehem,” a meditation on drifting youth and looming apocalypse in the days of the Haight-Ashbury counterculture. Songs create a powerful sense of time and place throughout the piece, with Didion nodding to the Grateful Dead, Jefferson Airplane, Quick- silver Messenger Service, and “No Milk Today” by Herman’s Hermits, “a song I heard every morning in the cold late spring of 1967 on KRFC, the Flower Power Station, San Francisco.”1 But the music that speaks most directly and reverberates most widely in the essay is “For What It’s Worth,” the Buffalo Springfield single whose chiming guitar fifths and famous chorus—“Stop, hey, what’s that sound / Everybody look what’s going down”—make it instantly recognizable nearly five decades later.2 To listen to “For What It’s Worth” on Didion’s pages is to hear a song that exists in many registers and seems able to suffuse everything, from a snatch of conversation, to a set of political convictions, to nothing less than “The ’60s” itself.
    [Show full text]
  • Shootings Near Brashear Called Teen's Revenge
    C P M C P M G Nov 14 2013 12:33:02:453AM Post-Gazette G A-1 Y K Y K RECIPE FOR A READY-MADE HOLIDAY MOVIE PENS DROP THANKSGIVING PREVIEW 3RD STRAIGHT FOOD & FLAVOR, E-1 WEEKEND MAGAZINE SPORTS, D-1 $1.00 THURSDAY, NOVEMBER 14, 2013 VOL. 87, NO. 106 11/14/13 FINAL . Obamacare Shootings near Brashear enrollment at 106,000, far less than called teen’s revenge predicted Three students wounded following dismissal from the Beechview high school; 2,200 have signed up 16-year-old charged in ambush-style attack that brought massive police response across Pennsylvania By Amy Goldstein and Sandhya Somashekhar The Washington Post WASHINGTON — Slightly more than 106,000 Americans signed up for health plans in the first month of new state and fed- eral insurance marketplaces, the Obama administration reported Wednesday. The figure, far lower than the administration predicted, points to the steep challenge ahead as the White House tries to over- come public and congressional frustration with the program’s problem-plagued rollout. The tally showed that just a quarter of the enrollments were in the federally run marketplace, while the rest were in the state exchanges. Just 2,200 Pennsylvanians have submitted an application and selected a plan, according to the Department of Health and Human Services report. SEE ENROLL, PAGE A-5 Strip District John Heller Post-Gazette nominated Pittsburgh police gather along Hampshire Avenue at the base of Rockland Avenue in Beechview. for national This story was written SAWMILL RUN BLVD. by Liz Navratil based on her On the Web historic status reporting and that of Lexi Visit post-gazette.com to LOWENHILL AVE.
    [Show full text]
  • Bedrock and Surficial Geology in the Greater Belfast-Brooks Area, South-Central Maine
    Geological Society of Maine 2016 Summer Field Trip Bedrock and surficial geology in the greater Belfast-Brooks area, south-central Maine David P. West, Jr. Middlebury College Woodrow B. Thompson Maine Geological Survey Roger LeB. Hooke University of Maine Stephen Pollock University of Southern Maine Field Trip Objective On this field trip we will highlight prominent bedrock and surficial features in the general area between Belfast and Brooks, Maine. Many of the individual stops visited will allow for observations of features related to both the bedrock geologic history (hundreds of millions of years old), and the much more recent glacial history (tens of thousands of years old). The bedrock portion of the trip will provide opportunities to observe representative units within four major tectonic terranes that are juxtaposed in this region (St. Croix, Fredericton, Passagassawakeag, and Casco Bay belts). Additionally, aspects of the deformation, metamorphic, and plutonic history of the region will be examined. Finally, a spectacular traverse across the high strain portion of the regionally extensive Norumbega fault system will reveal a wide variety of fault rocks (e.g., mylonite, cataclasite, pseudotachylyte), and demonstrate a complex history of superimposed faulting. The glacial portion of the trip will include localities showing impressive glacial grooves revealing ice flow directions, erratic boulders eroded from till, a new glaciomarine delta exposure, and an esker pit. Additionally there will be stops that “ground-truth” the new stunning Lidar imagery in the area that has provided evidence of widespread removal of upland till by subglacial meltwater streams which, near the glacier margin, are associated with esker nets.
    [Show full text]
  • Waste Transfer Stations: a Manual for Decision-Making Acknowledgments
    Waste Transfer Stations: A Manual for Decision-Making Acknowledgments he Office of Solid Waste (OSW) would like to acknowledge and thank the members of the Solid Waste Association of North America Focus Group and the National Environmental Justice Advisory Council Waste Transfer Station Working Group for reviewing and providing comments on this draft document. We would also like to thank Keith Gordon of Weaver Boos & Gordon, Inc., for providing a technical Treview and donating several of the photographs included in this document. Acknowledgements i Contents Acknowledgments. i Introduction . 1 What Are Waste Transfer Stations?. 1 Why Are Waste Transfer Stations Needed?. 2 Why Use Waste Transfer Stations? . 3 Is a Transfer Station Right for Your Community? . 4 Planning and Siting a Transfer Station. 7 Types of Waste Accepted . 7 Unacceptable Wastes . 7 Public Versus Commercial Use . 8 Determining Transfer Station Size and Capacity . 8 Number and Sizing of Transfer Stations . 10 Future Expansion . 11 Site Selection . 11 Environmental Justice Considerations . 11 The Siting Process and Public Involvement . 11 Siting Criteria. 14 Exclusionary Siting Criteria . 14 Technical Siting Criteria. 15 Developing Community-Specific Criteria . 17 Applying the Committee’s Criteria . 18 Host Community Agreements. 18 Transfer Station Design and Operation . 21 Transfer Station Design . 21 How Will the Transfer Station Be Used? . 21 Site Design Plan . 21 Main Transfer Area Design. 22 Types of Vehicles That Use a Transfer Station . 23 Transfer Technology . 25 Transfer Station Operations. 27 Operations and Maintenance Plans. 27 Facility Operating Hours . 32 Interacting With the Public . 33 Waste Screening . 33 Emergency Situations . 34 Recordkeeping. 35 Environmental Issues.
    [Show full text]
  • 2020 Presidential Primary Election
    2020 Presidential Primary Election Municipality Building Address City, Zip A Aleppo Aleppo Township Public Works Garage 100 North Drive Sewickley 15143 Aspinwall Aspinwall Municipal Building 217 Commercial Avenue Pittsburgh 15215 Avalon Avalon Elementary School 721 California Avenue Pittsburgh 15202 B Baldwin Borough Baldwin Borough Building 3344 Churchview Avenue Pittsburgh 15227 Baldwin Township Baldwin Township Municipal Building Upper Level 10 Community Park Pittsburgh 15234 Bell Acres Bell Acres/Big Sewickley Creek Volunteer Fire Department 1850 Big Sewickley Creek Road Sewickley 15143 Bellevue Bellevue Municipal Building 537 Bayne Avenue Pittsburgh 15202 Ben Avon Ben Avon Volunteer Fire Department 7219 Church Avenue Pittsburgh 15202 Ben Avon Heights Shannopin Country Club One Windmere Road Pittsburgh 15202 Bethel Park Bethel Park High School 309 Church Road Bethel Park 15102 Blawnox Blawnox Volunteer Fire Department 376 Freeport Road Pittsburgh 15238 Brackenridge Pioneer Hose Company 124-128 Morgan Street Brackenridge 15014 Braddock New Hope Baptist Church Multi-Use Room 445 Sixth Street Braddock 15104 Braddock Hills Braddock Hills Senior Center Community Room 2794 Columbia Avenue Pittsburgh 15221 Bradford Woods Bradford Woods Elementary School 41 Forest Road Bradford Woods 15015 Brentwood Brentwood Library 3501 Brownsville Road Pittsburgh 15227 Bridgeville Bridgeville Volunteer Fire Department 370 Commercial Street Bridgeville 15017 C Carnegie Carnegie Municipal Building One Veterans Way Carnegie 15106 Castle Shannon Myrtle Avenue Elementary School 3724 Myrtle Avenue Pittsburgh 15234 Chalfant Chalfant Community Center 218 North Avenue East Pittsburgh 15112 Cheswick Cheswick Volunteer Fire Department 1411 Spruce Street Cheswick 15024 Churchill St John Fisher Parish 33 Lewin Lane Pittsburgh 15235 Clairton Clairton Municipal Building 551 Ravensburg Boulevard Clairton 15025 Collier Collier Municipal Building 2418 Hilltop Road Presto 15142 Coraopolis Keith-Holmes VFW Post 402 412 Mulberry Street Coraopolis 15108 Crafton American Legion Frank R.
    [Show full text]
  • Ethical Bedrock Under a Changing Negotiation Landscape Kevin Gibson Marquette University, [email protected]
    Marquette University e-Publications@Marquette Philosophy Faculty Research and Publications Philosophy, Department of 1-1-2017 Ethical Bedrock Under a Changing Negotiation Landscape Kevin Gibson Marquette University, [email protected] Published version. "Ethical Bedrock Under a Changing Negotiation Landscape," in The Negotiator's Desk Reference / Christopher Honeyman, Andrea Kupfer Schneider, editors Saint Paul, Minn. : DRI Press, [2017]: 493-502. Publisher link. © 2017 DRI Press. Used with permission. -----~------------- ------------------~----.--~~--~~~-~ 03 36 ro The Ethical Bedrock under the Negotiation Landscape Kevin Gibson Editors')\~ " ~vote· }'j d' what's Pas 'bl o~r zlemmas as a negotiator fall into two basic sets, ch~Pters in~. e? and "what's right?" The first is treated by many UJ~ztes about t~ b?ok. Here,from his philosopher's background, Gibson thznk more e zrif[uence ofmorality on negotiations, and how we can should bere cJe?rly ~bout what's the right thing to do. This chapter The .Moralitya .~n coTl)unction with Carrie M enkel-Meadow's chapter on 0 J Compromise. Ethics in N Negot· . egotiation b Iabona ~ckdrop th PProaches and personal attitudes vary widely and against a tnight think ~ promo~es bargaining as optimizing personal gains some 0nlybYth t~ at anythmg goes. However, individuals are constrained not shape oure reshold requirements oflaw but also by personal values that . l'he d. co.nd.uct at the negotiating table. It ProVid Isciphne of philosophy can help negotiators in two ways. First, frarnewo e~ a set of time-tested principles that give us the conceptual benchrna \ and language to assess our actions. Secondly, it gives us or difficu~ s of acceptable behavior, which are particularly useful in novel are a numbcases when the law may give little or no guidance.
    [Show full text]
  • ROCK OUTCROP SYSTEM Ros12 Southern Floristic Region Southern Bedrock Outcrop Dry, Open Lichen-Dominated Plant Communities on Areas of Exposed Bedrock
    ROCK OUTCROP SYSTEM ROs12 Southern Floristic Region Southern Bedrock Outcrop Dry, open lichen-dominated plant communities on areas of exposed bedrock. Woody vegetation is sparse, and vascular plants are restricted to crevices, shallow soil deposits, and rainwater pools. Vegetation Structure & Composition Description is based on summary of vegetation plot data (relevés), plant species lists, and field notes from surveys of approximately 50 bedrock outcrops. • Lichen and bryophyte cover is high. On exposed bedrock, crustose and foliose lichens predominate. Species include Can- delariella vitellina, Lecanora muralis, Rhi- zocarpon disporum, Dimelaena oreina, Xanthoparmelia cumberlandia, Xanthopar- melia plittii, Acarospora americana, Physcia subtilis, and Dermatocarpon miniatum. On bedrock margins and along crevices, fruti- cose species such as Cladonia pyxidata are present with the more abundant crustose and foliose species. Common bryophytes on exposed rock include Schistidium and Grim- mia species, and, along crevices, Ceratodon purpureus, Weissia controversa, and Tortula species. Mosses often form carpets in shallow rainwater-collecting bedrock hollows. • Herbaceous plant cover is sparse to patchy (5–50%); characteristic species in crevices and areas with shallow soil (< 1in [3cm] deep), where plant biomass is low, include small-flowered fameflower (Talinum parviflorum), brittle prickly pear (Opuntia fragilis), rock spikemoss (Selaginella rupestris), rusty woodsia (Woodsia ilvensis), false pennyroyal (Isanthus brachiatus), slender knotweed
    [Show full text]
  • Of the School District of Pittsburgh, Pennsylvania Minutes
    THE BOARD OF PUBLIC EDUCATION OF THE SCHOOL DISTRICT OF PITTSBURGH, PENNSYLVANIA MINUTES Meeting of: August 25,2004 Call of the Meeting: Regular Meeting Members Present: Mr. Brentley, Mrs. Colaizzi, Dr. Dowd, Mrs. Fink, Mr. Isler, Mr. Matthews, Mr. McCrea, Mr. Romaniello, Sr., and Mr. Taylor Present 9. Members Absent: Absent 0. The following matters were received and acted upon. Actions taken are recorded following the reports. THE BOARD OF PUBLIC EDUCATION PITTSBURGH, PENNSYLVANIA 15213 Administration Building 341 South Bellefieid Avenue August 25,2004 AGENDA ROLL CALL Approval of the Minutes of the Meeting of July 21,2004 Announcement of Executive Sessions Committee Reports 1. Committee on Education Roll Call 2. Committee on BusinessEinance Roll Call Personnel Report 3. Personnel Report of the Superintendent of Schools Roll Call Financial Matters Financial Statement and Controller's Reports on the Status of Appropriations New Business Roll Call(s) We are an equal rights and opportunity school district. EXECUTIVE SESSIONS Legislative Meeting of August 25, 2004 In addition to executive sessions announced at the legislative meeting of July 21 2004, the Board met in executive session on July 27, August 16, and immediately before this legislative meeting to discuss various personnel matters, that may include, but are not limited to: administrative vacancies, residency waivers, disciplinary matters, and positions opened and closed. The Board does not vote at executive sessions. Committee on Education August 25,2004 Page 1 COMMITTEE ON EDUCATION AUGUST 25,2004 DIRECTORS: The Committee on Student Services recommends the adoption of the following resolutions, that the proper officers of the Board be authorized to enter into contracts relating to those resolutions and that authority be given to the staff to change account numbers, the periods of performance, and such other details as may be necessary to carry out the intent of the resolution, so long as the total amount of money carried in the resolution is not exceeded.
    [Show full text]