2015-2016 Annual Report Hampton Township School District

A Tradit ion o f Excel le

nceHHHAMPTON

A Message From the Superintendent of Schools

When I first arrived at Hampton, I ex-pressed to community members that one of the things that attracted me to the District was our mission statement. It states:

Hampton Township School District works collaboratively with the community to sup-port all children in becoming creative and innovative problem-solvers and communi-cators. The District maintains high expecta-tions by furthering our Tradition of Excel-lence as our students develop the knowledge, character and integrity to impact the world.

The core of our educational mission is to utilize effective methods that will enable our students to become creative and in-novative problem-solvers and communi-cators. I firmly believe that art education plays a leading role in developing these essential skills in our students. The arts naturally foster creativity, innovation and problem-solving skills. In addition, nu-merous studies have found that the arts are associated with student gains in math, reading, critical thinking and overall cog-nitive development. We also know that the arts allow our students to express their own individual ideas and often serve as an av-enue that creates opportunities for deeper learning. Most importantly, the arts create a secure learning environment, where stu-dents are able to self-reflect and develop the Habits of Mind, character and personal integrity that are critical to success in the modern world.

It has been my experience that all high-qual-ity public and independent schools have superior art education programs. These schools recognize that the arts are inte-gral to a robust educational experience for their students. Many states have recognized the importance of the arts in education, and have adopted mandates to ensure and protect their inclusion in the curriculum. Twenty-seven states mandate the arts as a core academic subject, while all 50 states include provisions for arts education in their academic standards.

In Pennsylvania, all students are required to receive instruction in four arts disciplines: music, visual arts, theater and dance. Penn-sylvania’s academic standards outline the minimum skills students must learn, and individual school districts are responsi-ble for the development of arts education in their curriculum and conducting their own assessments to determine if students are meeting those standards. Along with meeting the newly adopted rigorous Penn-sylvania core academic standards in Mathe-matics and English Language Arts, we have an arts curriculum and aligned courses de-signed to meet the Pennsylvania Arts and Humanities Academic Standards.

In our three elementary schools, all stu-dents are introduced to the arts through a variety of instructional experiences that foster an appreciation and understanding of important musical and visual art skills and concepts. At the Middle School, we ex-pand on that foundation through the intro-duction of multiple visual and musical arts courses and experiences that include gen-eral music instruction, concert band, or-chestra, chorus, visual arts and the oppor-tunity to participate in the annual middle school fall musical. At the High School lev-el, our students are provided a wide range of course offerings and co-curricular pro-grams in the performing and fine arts. We offer performing and musical arts courses such as symphonic/marching band, sym-phonic orchestra, concert choir, stage tech-nology/production, acting and dramatic strategies. We offer fine arts courses such as AP Studio Art, drawing and painting, in-troduction to contemporary crafts, ceramic sculpture, metals and jewelry and hands-on art history.

We are extremely fortunate and very proud to offer a high-quality art education pro-gram at our School District. At Hampton, we are committed to supporting the arts as the centerpiece of our Tradition of Excel-lence. Artistic creation and excellence in the arts remain integral to the District’s

overall academic success and the growth and development of all of our students.

I look forward to continuing to support and expand our arts programs in the District in the coming years.

Additional information about how Hamp-ton is incorporating the arts in our academ-ic mission is contained inside this annual report, and I encourage you to read on to learn more.

Sincerely,

Dr. Michael R. Loughead

Superintendent of SchoolsHampton Township School District

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Celebrating the Importance of Arts Education at HTSD

www.ht-sd.org

About the Hampton Township School District

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Hampton Township, located 10 miles north of Pittsburgh, is a flourishing suburban community of over 18,000 residents. The three elementary schools, middle school and high school have a neighbor-hood feel and are staffed by caring adults who seek to continue Hampton’s rigorous academic “Tradi-tion of Excellence.”

Total Number of Students: 2,892 Elementary Level: 1,179 Middle School Level: 702 High School Level: 1,011

Total Number of Teachers: 211 Elementary Level: 79 Middle School: 62 High School: 70

Total Number of Counselors: 8 Elementary Level: 2 Middle School: 2 High School: 4

Total Number of Support Staff: 145 Elementary Level: 57 Middle School: 32 High School: 45

Total Number of RtII Specialists: 6

Total Number of Nurses: 6 Total Number of Administrators: 18

2016-2017 Operating Budget $48.9 million 18.39 mills

More information: www.ht-sd.org

Mission StatementHampton Township School District works collaboratively with the community to support all children in becoming creative and innovative problem-solvers and com-municators. The District maintains high expectations by furthering our Tradition of Excellence as our students develop the knowledge, character and integrity to

impact the world.

www.ht-sd.org

At a Glance Key Communicators • Transportation • Food Services

Hampton Heroes • Remembrance Garden • Central Elementary

Poff Elementary • Wyland Elementary • Hampton Middle School

Hampton High School • Athletics • HAEE

Awards and Distinction

Hampton High School Named 2016 National Blue Ribbon SchoolThe Hampton Township School District is pleased to announce that Hampton High School has been named a National Blue Ribbon School for 2016.

On Sept. 28, 2016 U.S. Secretary of Education John B. King Jr. congratulated the 329 schools being honored as National Blue Ribbon Schools. Schools are selected for the honor based on their overall academic excellence or their progress in closing achievement gaps among student subgroups. According to the U.S. Department of Education, the award is confirmation of the hard work of students, educators, families and communities in creating safe and welcoming schools, where students master challenging content.

All schools are recognized in one of two performance categories: • Exemplary High Performing Schools – schools in this category are among their state’s highest-performing schools as measured by state assessments or na-tionally-normed tests. • Exemplary Achievement Gap Closing Schools – schools in this category are among their state’s highest-performing schools in closing the achievement gaps between a school’s subgroups and all students over the past five years.

Placement is based on all student scores, subgroup student scores and graduation rates. Hampton High School is being recognized as an Exemplary High Performing School. “The District is honored to receive this prestigious award for Hampton High School,” said Superin-tendent Dr. Michael Loughead. “This reaffirms our Tradition of Excellence, which is a hallmark of our School District. We offer congrat-ulations to our High School students, parents, faculty, administrators, and staff for all of their dedication and commitment to excellence. This national recognition for academic excellence is a tribute to the tremendous community support for our School District.”

During its 34 years, the National Blue Ribbon Schools Program has bestowed this coveted award on fewer than 8,500 schools. Only 420 schools nationwide may be nominated each year. On November 7 and 8, the 279 public and 50 private schools being named as 2016 re-cipients were formally recognized by the U.S. Department of Education at an awards ceremony in Washington, D.C.

NerdWallet Names HTSD “Best Value for Housing Dollar” The Hampton Township School District offers parents one of the best values for their housing dollar in Pennsylvania, according to a 2015 report from consumer advocacy website NerdWallet. Hampton is ranked at number four out of 491 school districts on the list of Pennsylvania schools providing consumers with the best value in terms of not only median home value, but also for providing a top-notch education.

The NerdWallet experts crunched census and state education data to identify high-quality schools in affordable communities. They examined standardized test scores, college readiness and class size, as well as affordability metrics to produce the top 10 list. The complete story is available on the Nerd-Wallet website.

HTSD Ranked Among Top 10 School Districts in PAFor the eighth year in a row, the Hampton Township School District has been ranked one of the top 10 school districts in Pennsylvania, according to the Pittsburgh Business Times 2016 Guide to Western Pennsylvania’s School Districts.

The annual Honor Roll ranks the 105 schools in a seven-county region based on three years of state standardized test scores. Regionally, HTSD earned the number three spot. The publication ranked Hampton at number seven statewide out of nearly 600 schools included in the study. District rankings, out of 103 Western Pennsylvania school districts, per grade level, are: 11th grade rank, 4; 8th grade rank, 2; 7th grade rank, 2; 6th grade rank, 5; 5th grade rank, 4; 4th grade rank, 2; and 3rd grade rank, 8.

Copies of the full report are available online at the Pittsburgh Business Times.

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Achievement Report: Continuing the Tradition of Excellence

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The Hampton Township School District is known for its academic excellence and its desire to challenge students to become cre-ative and innovative problem-solvers and communicators.

The District continually has been ranked among the best in the state and also per-forms well in national rankings.

The Pittsburgh Business Times ranked Hampton at number three in the region in its most recent “Guide to the Best Schools in Western PA” report. When compared with the top 10 schools on this list, Hampton is holding steady in its ELA, Math and Sci-ence achievements at all levels. (see Top 10 chart below and PSSA and Keystone Cohort charts p. 16 - 17)

U.S. News and World Report ranked Hamp-ton High School 11th in the state of Penn-sylvania. The publication ranks the top 500 high schools in the state. There are 678 high schools in Pennsylvania.

Nationally, the publication ranked Hamp-ton at 622.

Our A.W. Beattie Career Center students have some of the highest National Occupa-tional Competency Testing Institute (NOC-TI) scores in the area. Hampton students scored a 90.91 on the most recent NOCTI test. (see NOCTI chart below)

Hampton students also scored above aver-age on the SAT and ACT. The average for the critical reading portion of the SAT was 562. State and national averages for the SAT were 499 and 495, respectively.

Hampton’s average for the mathematics portion of the SAT was 563, with state and national averages at 504 and 511. Hamp-ton’s average for the writing portion of the SAT was 539, with state and national aver-ages at 482 and 484. Hampton’s ACT aver-age composite score was 25.7, with the state and national averages at 23.1 and 20.8.

Our High School’s 2016 National Blue Rib-bon is a testament to the quality programs at all building levels. Hampton High School was named a 2016 National Blue Ribbon School as an Exemplary High Performing School. It is the second time the school has received the award. Only 420 schools na-tionwide can even be nominated each year.

Rigorous criteria have been instituted as part of the qualification and review process which requires schools to demonstrate they are closing the achievement gap. Schools meeting the criteria can only be nominat-ed for the honor once every five years. Only three Pennsylvania high schools – includ-ing Hampton – have earned the designation more than once.

Top 10 Western PA School Districts Based on Achievement for 2015-2016 School Year

1. Fox Chapel Area School District (7)2. Hampton Township School District (3)3. Mars Area School District (8)4. Mt. Lebanon School District (2)5. North Allegheny School District (4)6. Peters Township School District (6)7. Pine-Richland School District (9)8. Quaker Valley School District (10)9. South Fayette Township School District (1) 10. Upper St. Clair School District (5)

*Scoring based on Pittsburgh Business Times (Spring 2016) rankings and PA Achievement Data

Achievement Report: Continuing the Tradition of Excellence

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Top 10 Districts - Combined District-wide Grade Level Averages for PSSA ELA (non-weighted)*

District Grade 6 Grade 7 Grade 8Fox Chapel Area 81.6% 87.5% 81.0%

Hampton 88.4% (5) 88.5% (6) 87.0% (5)Mars Area 83.9% 82.4% 78.9%

Mt. Lebanon 91.9% 93.6% 89.7%North Allegheny 87.2% 89.0% 86.0%Peters Township 91.6% 90.1% 92.0%Pine-Richland 85.4% 90.3% 81.9%Quaker Valley 84.8% 77.7% 80.8%South Fayette 90.2% 93.9% 94.1%

Upper St. Clair 89.0% 83.9% 87.3%

Top 10 Districts - Combined District-wide Grade Level Averages for PSSA ELA (non-weighted)*District Grade 3 Grade 4 Grade 5

Fox Chapel 87.0% 83.3% 83.9%Hampton 85.4% (8) 84.2% (7) 83.6% (10)Mars Area 75.8% 86.3% 88.2%

Mt. Lebanon 87.6% 89.5% 90.3%North Allegheny 90.5% 87.4% 90.1%Peters Township 87.9% 90.1% 88.5%Pine-Richland 89.5% 81.1% 90.2%Quaker Valley 84.7% 77.1% 90.6%South Fayette 92.0% 94.9% 91.5%

Upper St. Clair 88.9% 90.7% 83.9%

Top 10 Districts - Combined District-wide Grade Level Averages for PSSA Math (non-weighted)*District Grade 3 Grade 4 Grade 5

Fox Chapel Area 85.2% 76.8% 71.3%Hampton 84.8% (5) 77.8% (4) 74.9% (7)Mars Area 76.9% 69.9% 88.3%

Mt. Lebanon 78.9% 78.3% 77.4%North Allegheny 81.9% 74.5% 72.8%Peters Township 80.5% 69.1% 75.5%Pine-Richland 88.4% 72.3% 76.2%Quaker Valley 82.4% 69.2% 67.2%South Fayette 89.3% 86.9% 77.6%

Upper St. Clair 88.8% 79.7% 76.3%

*Scores for school districts with more than one building per grade level were averaged.

Top 10 Districts - 2016 Keystone Cohort Scores*District Algebra 1 Biology Literature

Fox Chapel Area 92.8% 93.8% 95.9%Hampton 85.9% (10) 83.5% (10) 92.5% (8)Mars Area 87.0% 90.2% 93.4%

Mt. Lebanon 92.0% 86.9% 94.5%North Allegheny 91.5% 86.7% 93.6%Peters Township 92.1% 90.6% 96.1%Pine-Richland 89.1% 87.0% 93.5%Quaker Valley 86.4% 84.3% 90.6%South Fayette 92.9% 83.7% 87.2%

Upper St. Clair 92.3% 93.1% 95.3%

Achievement Report: Continuing the Tradition of Excellence

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The Class of 2016 is attending some of the top-ranked colleges and universities in the nation:

Boston College Washington University in St. Louis Emory University

Cornell University Georgia Institute of Technology University of Pittsburgh New York University Pennsylvania State University Miami University (Ohio) University of Rochester University of Notre Dame Villanova University George Washington University Michigan State University Syracuse University American University University of California (Davis)

Top 10 Districts - Combined District-wide Grade Level Averages for PSSA Math (non-weighted)*District Grade 6 Grade 7 Grade 8

Fox Chapel Area 69.3% 60.9% 60.5%Hampton 64.9% (8) 70.6% (4) 67.3% (2)Mars Area 70.7% 62.3% 49.2%

Mt. Lebanon 71.3% 71.1% 63.6%North Allegheny 68.5% 61.8% 58.8%Peters Township 76.2% 73.5% 74.6%Pine-Richland 75.5% 66.5% 54.0%Quaker Valley 63.6% 55.4% 51.1%South Fayette 87.0% 78.7% 65.7%

Upper St. Clair 64.7% 68.0% 65.3%

The Class of 2016

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On June 9, 2016, 261 well-prepared grad-uates embarked from the hallowed halls of Hampton High School into the world. Like those who have graduated before them, the Class of 2016 are creative and innovative problem solvers and communicators who will make their mark on the world.

Academic achievement is exemplary, with over 90 percent of all graduates continuing their education and average College Board scores consistently above state and national averages.

Members of the Class of 2016 scored above average on the SAT and ACT. The average for the critical reading portion of the SAT was 562 (PA was 499, National was 495). Hampton’s average for the mathematics portion of the SAT was 563 (PA was 504, National was 511).

Hampton’s average for the writing portion of the SAT was 539 (PA was 482, National was 484). Hampton’s ACT average compos-ite score was 25.7 (PA was 23.1, National was 20.8).

Nineteen Advanced Placement (AP) cours-es are available across multiple grade levels. Last year, over 500 AP exams were com-pleted by Hampton High School students with an overwhelming majority earning scores which qualify for college credit. There are 30 Honors courses offered across multiple disciplines and grade levels. In ad-dition to AP and College-in-High-School courses, Hampton High School provides a comprehensive and diversified curricu-lum. Students must earn a minimum of 25 credits for graduation, including at least 40 hours of community service.

Approximately 90 percent of the Class of 2016 is attending a four-year college or uni-versity, with another 2.5 percent attending a technical or trade school. Another 2 per-cent enlisted in the military and 4 percent intended to enter the workforce immedi-ately upon graduation. Just over 1 percent were undecided about their post-gradua-tion plans.

SAT ReasoningHampton PA National

Critical Reading and Writing

562539

499482

495484

Mathematics 563 504 511

ACT ScoresHampton PA National

English 25.2 22.6 20.1Mathematics 25.3 23.0 20.6

Reading 25.8 23.6 21.3Science 25.7 22.8 20.8

Composite 25.7 23.1 20.8

Class of 2016 Post-Secondary Plans

Plans PercentageCollege/University 90.0%Employment 4.0%Technical Schools 2.5%Military 2.0%Other 1.5%

Impressions: A Tradition of Excellence in Arts EducationThere has been a lot of buzz surrounding STEAM education in recent years, with a focus placed on the S (science), T (technol-ogy), E (engineering) and M (math) por-tions of the equation. What often is over-looked is the A component of the formula, which emphasizes the importance of arts education in producing well-rounded, cre-ative thinkers and problem-solvers.

In the Hampton Township School District, our mission statement promises that we will work “collaboratively with the com-munity to support all children in becoming creative and innovative problem-solvers and communicators” and to “maintain high expectations by furthering our Tradition of Excellence as our students develop the knowledge, character and integrity to im-pact the world.”

When implemented as part of a well-round-ed, standards-centered curriculum, the arts play a vital role in the development of skills students can use to be successful in the oth-er core subject areas.

“Art, when it is used properly within the curriculum, can change the entire environ-ment – the way you think, the way you start a discussion, the way you solve a problem,” said Superintendent Dr. Michael Loug-head. “Numerous studies over the years have proven that exposure to the arts helps students to not only do well academically, but to also succeed in life after high school graduation.”

“The arts are at the heart of our rigorous academic offerings for our students. At Hampton, we firmly believe in the value of providing our students with a variety of arts courses designed to challenge and enrich them,” said Dr. Loughead.

Dr. Sarah Tambucci, Director of the Arts Education Collaborative in Pittsburgh, said the importance of an arts education often is not fully understood by parents and educa-tors, leaving the programs vulnerable, espe-cially during budget time. “Arts education provides liberal, well-rounded individuals who are capable of many things. Students who are exposed to the arts are creative,

problem-solvers and excellent communica-tors – all skills which employers have said are important in today’s workforce.”

The arts help to cultivate the habits of the mind, Dr. Tambucci said, which include the ability to listen intently, think flexibly and communicate with clarity and precision.

Building a Strong FoundationHampton has been very intentional in how it has built its arts program at all levels, starting with the introduction of a variety of materials and artists.

“Elementary students are naturally enthu-siastic about exploring art materials and are very curious about artists and their art-work,” said Ms. Kelly Koble, Central Elementary art teacher. “I try to expose them to as many different types of artists and art materials as possible during their elementary years. It is my goal that with a wide range of art experiences and knowl-edge, they will be confident and enthusi-astic artists when they leave elementary school for middle school.”

In addition to exposing students to a vari-ety of art experiences at a young age, Ms. Koble said it also is important to help them make connections between what they are

learning and the real world. For example, fifth graders learned about graphic design, and then created their own logos. In second grade, students created personal story quilts based on the work of artist Faith Ringgold.

“Through a wide range of art experiences, along with making personal connections, it is my hope that the groundwork is laid for a lifetime appreciation and enjoyment of the visual arts,” Ms. Koble said.

Ms. Elizabeth Farrell, Poff Elementary art teacher, said hands-on, exploratory art lessons are a great way to engage elemen-tary-aged students. “I also try to get them to understand that art is never perfect and that children are natural artists.”

Ms. Kate Powell, Wyland Elementary art teacher, said her goal is to introduce her students to as many art media as possible.

Her philosophy of art education is shaped by artist Georgia O’Keeffe, who once said that colors and shapes could be used to say things for which words could not be found.Ms. Powell said all students have at least one art medium in which they excel, and she tries to identify and foster that medium

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Impressions: A Tradition of Excellence in Arts Education

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in each of her students. “I expect my stu-dents to think hard and to practice crafts-manship, but I also want them to experi-ence a love for art.”

In addition to visual arts, elementary stu-dents also are exposed to the performing arts through a grade-appropriate music program. All students have the opportu-nity to participate in music education and performance through singing, listening and playing musical instruments.

Students who opt to participate in music at the elementary level in Hampton are given the opportunity to continue at the middle and high school levels. Orchestra and con-cert bands, along with strings and chorus, are options. At the High School, students have the opportunity to participate in the marching band.

Multiple studies over the last decade have shown that students’ academic and spa-tial reasoning skills are developed and honed through a music program, as well as their comprehension and listening abil-ities. Where academic achievement is con-cerned, students who participated in music scored an average of 31 points above aver-age in reading, 23 points above average in math and 31 points above average in writ-ing, according to a 2012 College Board SAT report (page 12).

At the middle and high schools, students with all levels of ability are encouraged to take one or more of the many art courses that are offered.

“Hampton Middle School students have 7.5 weeks of visual art in 6th, 7th and 8th grade,” said Ms. Lisa Woods, Middle School art teacher. “Additionally, two art electives are offered to our 8th graders and an af-ter-school art club is open to all students.”

Ms. Woods said the art program at HMS is designed to support students in developing their emerging artistic voices. “Students make choices in their artwork that reflect their individuality and their personal

connection with the world around them. What I want most for my students is for them to have the experience of creating something that is meaningful to them. The creative process of making art engages students in generating ideas, teaches them to experiment, take risks with and revise ideas, and ultimately, to bring ideas to fru-ition.”

Students also have the opportunity to par-ticipate in the fall play (high school) and the fall musicals (high school and middle school). The High School Theater Depart-ment’s spring musical productions have won numerous Gene Kelly awards. The latest Middle School musical had over 100 students participate as actors, stage crew and orchestra/pit performers.

“The momentum is built upon from the el-ementary and middle school art programs by giving art students multiple options to specialize in the arts,” said Dan Franklin, High School arts teacher and theater de-partment faculty advisor. “With the diverse options we have available, students can tailor their experience in the arts in high school in virtually any way they want to suit their interests.”

The High School art program offers three levels of ceramics, drawing and painting and jewelry, two levels each of contempo-rary crafts, art history, acting and technical theater. New to the program is the oppor-tunity for students to take an Advanced Placement (A.P.) Studio Art course.

“The HTSD visual arts curriculum is de-signed to challenge students to think creatively, take risks and develop techni-cal and observational skills,” said Karen Vachon-Thaner, High School art teacher. “The art room environment encourages students with each project through journal writing and artist statements.”

Ms. Vachon-Thaner said all art educators in the District work incredibly hard to provide K-12 students with a rich and meaningful art education that will impact the decisions and choices they make once leaving the HTSD community and going out into the world.

Incorporating the Arts in the ClassroomStudents at Hampton are not just learning about the arts while participating in music or art class. The arts have been incorporated into other subject material to enhance it.

At the elementary schools, teachers often pair writing with art to enhance the learn-ing experience. One such example involved students completing an “About Me” writ-ing exercise that was then used to create self-portraits.

Students at all three elementary schools also participated in the Pinwheels for Peace project in honor of World Peace Day on Sept. 12. The goal of the project was to cre-ate a public visual statement about the im-portance of peace in a world that often

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Impressions: A Tradition of Excellence in Arts Education(Continued from page 20)is bombarded with images of violence. The pinwheels represent the true meaning of peace: a state of calm and serenity, with no anxiety, the absence of violence, freedom from conflict or disagreement among peo-ple or groups of people.

Pinwheels – a common childhood symbol – are easily made from any type of materi-al, making them an ideal peace project for young children. In addition to crafting the pinwheels, students also were encouraged to compose their feelings about peace on paper in a variety of formats, including po-etry, prose, haiku or essays.

At the Middle School, students enrolled in the Creative Cooking class with Susan Per-ry are presented with several opportunities to think strategically about food design us-ing a variety of ingredients as their medi-ums.

Jessica Heranic, a French teacher at the High School, presents a five-week unit on Impressionist Art in her French IV Hon-ors class each year. Students enrolled in the course are required to study the culture in addition to the language, and French Im-pressionism plays a huge role in the culture of France. Students learn about 15 artists and 19 paintings. The entire lesson, and all presentations, must be given solely in French. “Studying it enriches the students’ knowledge beyond the language,” Ms. Her-anic said. “It gives them an appreciation of it beyond the classroom. It’s cultural cur-rency.”

Students in Heranic’s class were given the option of presenting an interactive report on the French Impressionist of their choos-ing, or to recreate a famous French Impres-sionist piece and present it to the class.

Junior Jena Carter chose to present on Al-fred Sisley. “Learning the history of artists is important to understanding the histo-ry and culture of France,” she said. “I may even use what I’ve learned here about im-pressionism in art club because we’ve been working on landscape painting, and Sisley’s work fits in perfectly.”

Students in the Photojournalism class and High School Yearbook staff also are putting art skills into action inside and outside the classroom. Devon Byrne, Photojournal-ism instructor and Yearbook advisor, said the students involved with both are hon-ing their skills by photographing and vid-eotaping events in their school and in the District. Yearbook staff are tasked with not only coming up with the annual theme for the book, but also the photos to be used and the overall artistic layout of the book.

Senior Hayley Hewlett serves as the year-book’s co-editor-in-chief and photography editor. Hayley said working with the year-book has helped her to feel more involved at school. The staff made the decision to

stare at the image and blink to produce an after-image that is in the correct color. “For example, if you make a blue banana and stare at it for about 30 seconds, when you blink, you will see a yellow (red + green = yellow) banana. This is because the blue receptors become fatigued and red + green causes you to see yellow,” said Pugliese.

The Future of Art EducationThe Hampton Township School District continues to explore ways to expand arts education. District Administration is work-ing closely with the Arts Education Collab-orative in Pittsburgh to ensure HTSD is providing a well-rounded arts education experience.

incorporate more writing in the yearbook, which has helped to improve their writing skills and make the yearbook more inter-esting. One of the lessons she’s learned from her involvement in this form of art medium is that “pictures capture the mon-umental events in life and that’s a skill we can take with us as we go through life.”

The arts have even been incorporated into the physics and science classes at the High School. Students in Jamie Pugliese’s classes create images that showcase the addition of colors of light and retinal fatigue. The les-son is intended to illustrate the sensitivity of the cones of our eyes to red, blue and green. As part of the lesson, students color a picture in the “wrong” colors and then

The collaborative’s Leadership Academy provides an intensive, year-long profession-al learning opportunity for educators de-voted to becoming leaders in their schools. One of the first steps Hampton is taking involves the transformation of the Central Administrative Offices into a direct reflec-tion of the student population and culture. The offices will feature student artwork and projects throughout the year to highlight arts education.

“This is a first step in saying arts are im-portant to Hampton,” said Dr. Tambucci. “Hampton is lucky to have leadership that sees the value in arts education.”

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District Financial ReportHampton School Board Approves 2016-

2017 Operating Budget, Property Tax Rebate Program

The $48.96 million 2016-2017 Final Oper-ating Budget included a minor real estate tax increase of 0.27 mills or 1.49 percent. For the median property in Hampton (assessed value of $161,200), the millage increase equates to an additional $44 in School District taxes per year.

Hampton, once again, was focused on pro-viding a responsible and balanced budget, while continuing to meet the financial mandates beyond its control. The most significant of these being contributions to the Pennsylvania School Employee Re-tirement System (PSERS). The mandato-ry contribution rate for PSERS increased from 25.84 percent of wages in the 2015-16 year to 30.03 percent of wages in the 2016-17 year. Even though half of the District’s contributions to PSERS are reimbursed by the State – the increase will cost Hampton and its taxpayers an additional $510,000 during the 2016-2017 fiscal year. The chart (right) summarizes the PSERS employ-er contribution rates (actual and project-ed) from 2010-11 to 2024-25. So far, the increase from 5.64 percent in 2010-11 to 30.03 percent in 2016-17 has added $3.46 million to the District’s Budget (net of state reimbursement).

Hampton had the foresight to create and fund its “PSERS Stabilization Fund” during the 2009-2010 fiscal year, which allocated $6.4 million toward future PSERS rate in-creases. The fund included a formula de-signed to efficiently allocate the funds over the course of 15 budget years.

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The District used $747,000 from this fund in 2016-17 to assist with balancing the bud-get without the need for a large tax increase.

The entire Final 2016-17 Budget and previ-ous versions can be viewed on the District website at ht-sd.org.

Board members also approved the contin-uation of the Property Tax Rebate program for the 2016-2017 School Year. The pro-gram is available to senior citizens, widows and widowers and disabled persons with limited incomes who applied for and re-ceived a Pennsylvania Property Tax Rebate for the 2015 calendar year.

In order to qualify for the rebate, the max-imum reported income on the applicant’s approved 2015 PA-1000 application - Line 12 - must be $20,000 or less. The maximum amount of rebate payable to any claimant is $375 per fiscal year and one rebate is avail-able per homestead property.

All previous applicants should have re-ceived an application via U.S. Mail in July. Applications were due no later than April 30, 2016. To receive an application, please call Mr. Jeff Kline, Director of Administra-tive Services, at 412-492-6308 or send an email request to kline@ht-sd.org.

PSERS Employer Contribution Rates 2010-11 to 2024-2535%30%25%20%15%10%5%0% 2010- 2011- 2012- 2013- 2014- 2015- 2016- 2017- 2018- 2019- 2020- 2021- 2022- 2023- 2024- 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Hampton Twp School District/Surrounding Districts’ 2016-2017 Real Estate Tax*

Hampton Deer Fox North Pine- Shaler Township Lakes Chapel Allegheny Richland Area

*Real Estate Tax is based on a property assessed at $161,200 in each School District.

Budget at a Glance

Revenue SourcesLocal - $34.42 million (71.4%)State - $13.47 million (27.9%)Federal - $318,000 (0.7%)

*One mill of real estate tax generates $1.548 million in real estate tax revenue for the Dis-trict. *Salaries/Benefits/Debt Service/Utilities/Stu-dent Transportation make up 90% of the total expenditures.

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Athletic Accolades

www.ht-sd.org Page 23 • Hampton Township School District Annual Report 2015-2016

Hampton Township School District has a well-earned reputation for its Tradition of Excellence. Academically, Hampton ranks among the top schools in Pennsylvania and the nation. This tradition extends beyond its academic performance and into the athletic arena.

During the 2015-2016 School Year, the Hampton Talbots excelled in several sports, including Boys’ Golf, Girls’ Volleyball, both Boys’ and Girls’ Soccer and Girls’ Volleyball.

Athletic accolades include:

• Boys’ Golf AAA Section Champions – In addition to the team championship, Justin Griffith earned a Silver medal at the WPIAL Championships and qualified for the PIAA Championships and Ben Huber placed 8th at the WPIAL Championships and 14th at the PIAA Championships. • Girls’ Volleyball AAA Section 4 Champions – The first team consisted of Paige Daly, Mia Ringeisen, Anastasia Russ; the second team consisted of Hannah Ringeisen and Kali Kobert; and the third team consisted of Kira Diehm. • Cross Country – Zach Case qualified for the WPIAL and PIAA Cross Country Championships.• Boys’ and Girls’ Soccer – both teams qualified for the WPIAL Championships and made it to the quarterfinals round. • Girls’ Soccer – All-Section Champions included Erin Herock, Courtney Coholich and Caitlyn Weckerly; All WPIAL champion was Erin Herock. • Boys’ Soccer – All-Section championship team included Cullen Green, Nich Pezich, Nick Bello, Josh Arch and Alec Miller.

Hampton Township Board of School Directors

Page 24 • Hampton Township School District Annual Report 2015-2016 www.ht-sd.org

School Board Directors are elected officials who volunteer their service to the District and community-at-large. In addition to regular-ly-scheduled Work Sessions and Voting Meetings, Board Members also serve or have served on a variety of standing and ad-hoc com-mittees, including the Hampton Alliance for Educational Excellence, the A.W. Beattie Career Center, the District Branding Committee, the Technology Committee, the Web Assessment Committee and the Special Education Advisory Committee.

The Work Session meetings are held at 7 p.m. on the first Monday of each month, with the Voting meeting being held at 7:30 p.m. on the second Monday of each month. An optional meeting can be held at 7:30 p.m. on the fourth Monday of each month as needed. Holidays which fall on regularly-scheduled meeting days may result in the meeting being moved to another day.

School Board meeting agendas can be found on the District website at ht-sd.org/District/SchoolBoard. The Tuesday Board Report – a complete synopsis of the previous night’s meeting – is available on the District website under the School Board section. Official minutes also are posted and available online.

Contact the School BoardPresident: Bryant Wesley II, Esq. 412-443-6142Vice President/Student Affairs Chairperson: Mary Alice Hennessey 412-492-7261 Treasurer/Policy and Legislative Affairs Chairperson: Robert Shages 412-487-5574Personnel Chairperson: Pam Lamagna 412-486-1645 Educational Programs Chairperson: Gail V. Litwiler 412-487-5286 Finance Chairperson: Lawrence Vasko 412-487-9463 Facilities Chairperson/Board Secretary: Denise Balason 412-487-5553Technology Affairs Chairperson: Greg Stein 412-487-5478Transportation Chairperson: Cathy Lueers 412-720-9802

Committee Liaisons: A. W. Beattie - Lawrence Vasko and Greg Stein Hampton Alliance for Educational Excellence - Denise Balason