North Allegheny board reviews emotional support program, eyes data-driven expansion

North Allegheny School District staff presented a program review of the district—s emotional support services, saying the work is intended to make the district a regional model for supporting students with significant emotional and behavioral needs.

Dr. DeLuca and Dr. Cornyn introduced the review and said the bulk of the work took place last school year and was refined with input from external expert Dr. Fraunapple. The team said they used a range of assessment tools, including a research review, stakeholder surveys (parents, teachers, administrators), a countywide survey of 41 districts (excluding Pittsburgh Public) and a standardized quality indicator instrument distributed to each school.

"My goal with this review, with our recommendations, and with this entire program implementation is to say that North Allegheny will be that model," one presenter said, describing a vision that pairs behavioral and academic supports.

Presenters framed recommendations around five strategic goals tied to the district—s balanced scorecard: (1) academic excellence through specially designed instruction in IEPs; (2) continuous learning via job-embedded professional development and sustained collaboration with mental health agencies; (3) empowering students with transition planning and career-ready skills; (4) ensuring flexible learning environments, including calming corners and sensory supports; and (5) safety and wellness supported by better assessment tools and data teams.

The team emphasized MTSS (multi-tiered system of supports) structures and data-driven decision-making: pilots are under way at five sites to build data teams that place students into tiered interventions and monitor entry, progress and exit criteria. Presenters said the intent is for students to receive time-limited supports, grow skills and return to general education when appropriate.

Presenters highlighted outcomes and survey findings: outside placements of special-education students declined from 8.1% in 2013–14 to 5.4% in 2023–24, and parents reported higher satisfaction with the emotional support program than teachers, who expressed lower satisfaction and a need for more embedded professional support.

Board members praised the report and asked for timelines on implementing "low-hanging fruit" such as targeted staff training; presenters described immediate next steps including districtwide access to behavior specialists, advanced-tier training at pilot sites and partnership work for transition planning with the Pennsylvania Training and Technical Assistance Network and the Allegheny Intermediate Unit.

The presentation closed with the board invited to ask questions; presenters thanked coordinators, teachers, paraprofessionals and specialists who contributed to the review.

The report will be discussed again at the board—s voting meeting two weeks later, when formal action or adoption of recommended changes may appear on the agenda.