001Good evening. Today is Monday, April 13, 2026. We are here in room D205 to start our discussion and voting meeting. Um, can we have our special guests from Markham to do the pledge of allegiance? to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Good evening. Thank you so much for having us. My name is Dan Ridge. I have the pleasure of being the principal at Markhamm and I have five wonderful students that are going to come and talk to you about our PBIS program and at Markhamm we call that make your mark and these are some of our marks. So I want to introduce Serena to start us off. >> Our mark of Markstar program
002is made to show and point out the good behavior of the younger kids so they get rewarded with a token by their correct behavior and hopefully encourages all kids to follow the rules. Now Leslie will say a few words. Making our mark is our elementary school's rules to follow in a good reminder of good behavior. M stands for making safe choices. A is for accountability. R for respect. And lastly, K for kind. When our school gets a certain amount of tokens, we all get a reward. Now Avery will speak. We have earned many all school rewards. Some examples are glow party, glow-in-the-dark reading, scavenger hunts, inschool movie days. Sometimes we even get to wear our pajamas. Next up, EMTT will be speaking. >> This is helpful for younger students. It encourages them when they see
003older students making their mark. When they follow examples, they make their mark, too. Lastly, Callie will speak. We love to be mark stars. Making our mark helps us make the school a better place. When we all do our part, it makes the Markham community the best it can be. >> Absolutely. >> If anyone else would like a picture, feel free. Snap away. That's not >> Oh, it worked. It works back. Just smiling and being in the background. Thank you. >> Thank you. Thank you. >> Roll call, please. Mrs. Berdick, >> here. >> Dr. Campanero, >> here. >> Mr. Clocky, >> here. >> Mrs. Crabel, >> here. >> Miss Flecher, >> here. >> Mrs. Gellman, >> here. >> Miss Given >> here. >> Mr. Hoffman >> here. >> Uh, Reverend Dr. Strauss >> here. All members
004are present. >> Thank you. I moved that be resolved that the board approves the minutes of the policy committee meeting held on March 9th, 2026, the joint discussion voting meeting held on March 9th, 2026, and the regular meeting held on March 16th, 2026. >> Second. >> All in favor? >> I. >> Wonderful. Next, we will have board reports starting with our middle school. Good evening. My name is Sasha Hosper. I'm here as an executive board member of the JMS Student Council to give you an update on our activities thus far this year and an event we are planning coming this month. In December, to brighten up the holiday season, our council sold candygrams. Students could purchase a candygram tag, fill out fill it out for a friend and attach and we attached those kind messages
005to candy canes. The days before winter break, we delivered over 500 candygrams during home room. The profit the profits from this activity was $380. We chose to donate 190 of that to Marine Toys for Tots. When we returned in January, our service committee went right to work planning a collection that would help the homeless in our community. Teams were assigned items to collect such as socks, toiletries, chapsticks, and more. Due to weather, the collection was extended over two weeks. Finally, in the end, we were able to donate 32 boxes filled with muchneeded items to Pittsburgh Mercy, an organization whose purpose is to serve vulnerable population, our community, focusing on mental health, addiction, intellectual disabilities, and homelessness through person centered care. We are proud of the participation our students community demonstrated in this in this collection.
006Next, right after Super Bowl Sunday, we kicked off our popt wars. This is a week-long competition between home rooms scheduled for February to liven up the gray winter days. A home room competes to collect pop tabs in a 5gallon water jug while sabotaging other home rooms with quarters. Soon council members commit to stay after school each day to empty and count the spoils. This allows us to update the standings daily and energize the event. At the end of the week, one winning home room was declared on each team. We collected over 318 lbs of pop tabs and 2,210 quarters. The pop tabs are then recycled and the proceeds will then be donated to a charity yet to be determined. In April, our activities committee will be sponsoring an inspirational sticky note event. This event is
007meant to not only inspire our student population, but to help them make new connections. Students will be charged with finding an inspirational sticky note with their team color and then finding the student who has the matches that matches theirs. Our hope is that this event will not only inspire students, but give them the opportunity and motivation to make new connections. Thank you for your attention. I would now like to introduce Sophia Jen. >> Thank you, Sasha. Good evening. I'm here tonight to fill you in on our ongoing leadership training as well as events we have planned to close out our year. On April 7th, 20 students from our council had the opportunity to attend the PASC regional spring leadership convention hosted by Deer Lakes High School and Middle School. This event jumped right in with
008the motivational speech given by Charlie Batch. The speech centered around how leaders may come from where you least expect and how small changes in your actions, preparation, and mindset can make your goals into reality. After that session, students broke out into student led leadership workshops. Five of our executive board members, including Sasha and myself, attended the convention as workshop presenters. This was a worthwhile and satisfying experience for all. Students who attended returned with new insight into their own leadership skills. At the convention, our school also committed to filling a middle school regional executive board position for the 2026 to 2027 school year. This will allow interested students from JMS to attend and participate in virtual meetings next year. As delegates on this board, they will have the opportunity to see how the PASC organization works
009as well as interact with student leaders and their adviserss from all over Alageney, Washington, and Green counties. Currently, five of our ex executive board members are also planning to attend the PSC summer leadership camp held July 12th to 14th at Mount Alawishas College. As eighth graders, this camp will help hone our leadership skills and prepare us to take advantage of even more leadership opportunities at the high school. Our big event for May will be our spring dance. The dance is planned for Friday, May 1st from 7 to 9:00 p.m. This will be an inclusive event for all interested sixth, 7th, and eighth graders. We hope to host a group that will fill our cafeteria and dance the night away. For our final event, our delegates were given a choice through a Google survey. We could
010either choose to attend a Washington Wild Things game on May 19th, a day students would not be in school, or we could have a field day for the last two periods of a school day in June. Although it was close, our council did choose to enjoy the outdoors in June with fun activities, games, refreshments, and of course, water balloons. This event is always a great finale and an opportunity for all our members to enjoy our time together before the year is done. Sasha and I thank you for inviting us here this evening. Good night. Thanks. >> Good evening. I hope everyone had a wonderful spring break filled with meaningful time with loved ones and if you were lucky, a little rest and reset. This time of year always brings a sense of renewal and it's
011great to see our community returning refreshed and ready to finish the school year strong. I'm pleased to share a positive update on our budget. We are happy to report that there are no furloss and the budget is balanced. This was achieved with a 3.5 increase to millillage which remains below the 4.1 act one index. If you're interested in watching the budget forum, it can be found on YouTube. You can also find the presentation on the district website under board docs. Tonight marks our preliminary budget adoption and we will move toward final adoption on May 18th. I want to thank the leadership team for their thoughtful, disciplined work in getting us to this point while prioritizing both fiscal responsibility and the needs of our students and staff. A very special thank you to Miss Connley and
012the business office team for all of their hard work. A lot of manpower and hours may go unnoticed to some, but not the board. Thank you. Congratulations to our nationally ranked girls wrestling team members, freshman Camila Hathaway, freshman Isa Silva, and senior Paige Jocks. They wrestled over the weekend in Spokane, Washington at the women's nationals. A very special congratulations to freshman girl wrestler Isa Silva. Isa is now a U15 and U17 women's national champion at the age of 14. She defeated former Panam and Fargo champions on her way to the stop of the podium. I'm incredibly proud to share that Isla will go on to represent the United States on the world team this summer. What an outstanding achievement and a powerful example of excellence for our students and community. Very proud of our girls
013wrestling team. The Mount Lebanon High School annual art show will take place on Friday, April 24th, 2026 from 7 to 9:00 p.m. in the Grand Staircase and Center Court at Mount Lebanon High School entrance C20. This free event will showcase the work of our AP studio artists and the student gallery. In addition to the expedition, the Mount Lebanon Foundation for Education will host an art sale and silent auction alongside the show. Guests will have the opportunity to purchase framed and unframed student artwork and bid on original pieces created by our talented AP artists. Proceeds from the sale and auction directly support MLF initiatives that enhance student experiences across the Mount Lebanon School District. Mount Lebanon High School presents Shrek the musical Thursday, April 30th to Saturday, May 2nd, 2026 at 7:30 p.m. each night in
014Mount Lebanon High School auditorium. Based on the Oscar award-winning DreamWorks film Shrek, the musical is a Tony award-winning fairy tale adventure that follows Shrek, everyone's favorite unlikely hero, and the wisecracking sidekick Donkey as they set off on a life-changing journey to rescue the feisty Princess Fiona. From Mount Lebanon to the MLB, join us for a night of hometown pride as the Pittsburgh Pirates host the Chicago Cubs on Monday, May 25th, 2026 at 6:40 p.m. The matchup features two Mount Lebanon alumni on the field, Don Kelly, who is the Pirates coach, and Ian Hap, Cubs outfielder. For more information and to purchase tickets and special game day gear, which the shirts are really nice, visit our website uh and you can find the information there. And in terms of the inclusivity calendar, it is autism acceptance
015month. Autism acceptance month celebrates and honors the experiences and identities of autistic individuals. It emphasizes understanding, inclusion, and support moving beyond awareness towards meaningful and acceptance. And if anyone celebrates Passover and Easter, we also had those as well. And that is my report. Okay, next up we have the superintendence report. Um, two quick things of celebration. The first is celebrating 100 years of Lincoln Elementary. On Saturday, April 11th, we gathered at Lincoln to celebrate the 100 years of the school. I think my most favorite part of that event was Robera Campbell, whose mom was the first principal of Lincoln Elementary. Roberta came or Mrs. Campbell came and spoke about the impact that um the school had on her mom, but also the impact that she had on the school. Mrs. Campbell is a substitute teacher
016here with us in the school district who works basically every single day of the um week and she is amazing. I think the other amazing part was the number of graduates of Lincoln that came and celebrated some um as far back as the 1940s, 1950s. So, it was a really great day. It was a beautiful day for a 100year celebration. This is just a quick slide about our Pirates versus Cubs community game. Um, at in that link there, you can find the information for purchasing tickets or in addition to that, purchasing a t-shirt if you'd like to do that as well. Um proceeds from the t-shirt will go to Libo Stars which is um our special education students here at the high school um participate in sports with their like peers in the community or
017with their peers in the school district and it helps to fund their programming for them to participate um in a lot of really amazing events. The final part of my update today is going to focus on the preliminary final budget. Uh as Mrs. Crabel mentioned last week was our budget forum and prior to voting this evening I just wanted to give a quick overview of what we discussed last week in the forum. So the first thing is our preliminary final revenues for the 2026 2027 school year which are projected to be at $129,2169 or $216,926. The breakdown between those are local um our local revenue is our largest revenue source which is driven by real estate taxes and controlled by the act one index. Other local revenues include other taxes pass through funds and fees
018associated with school programs and operations. This is 76.5% of our budget or just about $99 million. state funding which is revenue aligned with the governor's proposed budget and approved by the state legislature and it includes subsidies and grants funded by PTE and other PA departments. This is about 23% or 29.7 million. And then finally federal which is federal grants supporting at risk learners and challenge learners through title funding and Medicaid. This is about43% or $560,000. What you may notice um from March until April is that we do have changes in our revenue projection. The revenues increased by $345,712 due to decreasing the real estate tax increase from 4.1% to 3.5%. Further analysis of the real estate collection rate and adjusting it from 98 to 99%. and then decrease social security and Paser's retirement subsidy based
019upon the changes in salary and wages as a result of reductions within the 2026 2027 staffing meetings. In addition to this, a quick review of our preliminary final expenditures for the 2026 2027 school year, which you will note match the revenues. Um the breakdown here for personnel services or salaries, it's about 45% of our total budget with a projection of about 58.4 million next year. And then employee benefits, which is about 30.5% which is also 39.3 million of our budget. Purchase professional and technical services makes up 4% of our budget or $5.1 million. Purchase property services is about 1% of our budget for next year or $1.3 million. Other purchase services makes up about 5.4% of our budget or $7 million. Supplies 3.8% of our budget or $4.9 million. Property.2% of the budget at about
020$256,000. Other objects.1% of the budget or about 174,000. and then other financing uses which is about 9.7% of our budget or 12.5 million. Just some quick overview of the factors related to the 2026 2027 expenditures. We have salary increases calculated according to collective bargaining agreements. Positions were analyzed across elementary and secondary and reductions made accordingly. Due to attrition, one teacher position position was reduced. Two sbaticals will be covered by existing staff through schedule changes and six period stipens to save permanent substitute teacher costs. A technology infrastructure project came in lower than the March projection. There is an 8.3% increase to employee healthcare insurance and a 3% increase for employee dental insurance. A 3 to 5% increase in special ed tuition for out of district placements. 3% increase for charter school tuition. 10% increase to Parkway
021due to increased enrollment and Parkway tuition increase, 4% increase to the transportation contract, and then department and curriculum expenses for budgets remain flat or below prior years. And we also have um included in here 600 almost $620,000 in capital project expenses for both buildings and grounds. This slide here gives an overview of the summary of what I just discussed. And then it also talks about the millillage for next school year. The 2026 2027 proposed final budget is balanced and does not use fund balance to balance the budget. To ensure this occurred and to make sure that we did not have to rely on fund balance, the district considered all options including employee reassignments, program modifications, employee attrition, capital projects and purchases. the 2026 2027 preliminary budget balances without the use of existing fund balance without
022a full tax increase to the act one index of 4.1%. The millage increase is 3.5% or 1.083 mills which equates to about $2.9 million in additional funding for us next school year. The 2025 2026 millillage is 30.950 and the preliminary projected millage for next school year is 32.033. This millage increase is an increase of 1.083 or 3.5% of the 4.1% that is permitted by law. In addition to that, there will be some adjustments to the budget in May when the certified real estate values are issued by Alageney County when PTE issues the Homestead Farmstead exceptions to each school district. It's important to note that these considerations are part of the preliminary budget and subject to change as further planning and analysis takes place. And we just want to underscore that this proactive planning underscores our
023commitment to ensuring long-term fiscal sustainability that aligns with state regulations and our dedication to transparency and responsible financial management. Timeline for the next couple of weeks. This timeline went from about 10 10 bullet points to really after today one which is the final budget adoption on May 18th, 2026. Um the administration would like to again thank the board and thank our staff for the support that they have provided to make this possible. Um we have made significant progress towards resolving our financial issues and it's only because we've done it as a team. It's not a oneperson deal which is always um really refreshing as an administrator to know that we have the support of the board and the support of the community and our staff. And that is my update for this month. >> Thank
024you Dr. Freeze. Next we will have a presentation for K through 5 MTSS. Got to give you the good evening everybody. My name is Nikki Gil. I'm the proud principal at Hoover Elementary School and also have the great honor of working as a part of our elementary MTSS department. Um, I am joined here this evening by two of our phenomenal teacher leaders, uh, Mrs. Lindseay Janutis and Mrs. Diane Evangelista. I will let them introduce themselves as they take the podium, but just really grateful to have them here to share a little bit about Elementary MTSS and what we've been up to. So, first and foremost, who who are we? Who who is the Elementary MTSS team? Um, we of course are here representing the elementary MTSS department. However, MTSS is much larger than just us.
025Um it is really a collaboration across all stakeholders in the organization and it is the cornerstone of the of a successful MTSS model. Um in our schools we're talking about our home room teachers working alongside our intervention specialists, our principles, our school psychologists, our school counselors, special education teachers are in there, our librarians, our gifted coordinator at the district level. We would not be able to do this work without the support of our district level administration and of course our board of directors um who support and allocate resources for us to be able to do the work that we're doing in our schools with our students. And finally, we are very fortunate to work in a school district where our parents and families are so engaged with their children and their education. Um and we
026really um are grateful for the positive partnership that we have with our families as we learn work alongside them to support their children. So MTSS stands for multi-tiered system of supports. It is not a curriculum area. It is not a set of academic standards. It is instead a system. It's a philosophy. It's a framework that guides the way that we approach instruction and support in our schools. The Center for MTSS defines the model as being proactive and preventative. It's integrating data and instruction to maximize our student success. Its teams working together to make decisions about program improvement and to support highquality instruction, intervention, and student engagement. Ultimately, all of this together leads to positive outcomes for our school districts, our schools, our teachers, but most importantly for our students. You may have come across this
027diamond model in in your work. Um, if you Google MTSS, this often pops up. And it's the idea that when we're looking at supporting our students, there's kind of three tiers that we're looking at. So tier one is that that's our core instruction, right? And that should meet the needs of the majority of our students. Now, there's differentiated practices that are happening within that tier one, but our core curriculum should meet the needs of the majority of our students, but we know that we have some students who need just a little bit more. And so that's when we're talking about our tier 2 students. They get everything in tier 1 with some supplemental instruction as well at tier 2. And then a very small percentage of our students may need even more intensive interventions and
028those would be referred to as tier three interventions. Now it's a tier one, tier 2, tier three intervention or instruction. They're not tier 1, tier 2 or tier three kits, right? It is the practices that we're using with students. It's not the students themselves. But the elementary MTSS team is working to reimagine that model and move away from the diamond toward more of a continuum where we have the bulk of our students in tier one at the center. But we're kind of moving out in both directions where we've got tier one intervention or tier one curriculum that meets the needs of most of our students and then we've got tier 2 supplemental supports andor extensions and enrichment opportunities. And then again, moving beyond tier 2, we've got some students who are going to need even
029more intensive either support or extension and enrichment. Ultimately, the idea of MTSS is that we're moving upstream, right? We want to have good safety nets in place to support our students. Um, this model is often used in healthcare. Um, but it's the idea that, you know, we want to make sure we've got life preservers, great lifeguards that should our students fall into the water, we can support them and help them out, right? But a big component of MTSS is also moving upstream to see if you can take a look at that graphic um some folks crossing the bridge and you'll see that there's a crack in the bridge. So part of MTSS work is also working together with our teams to take a look at that core instruction, that tier one instruction, and seeing where
030are our kids falling into the water and how can we work together to repair the bridge to prevent them from falling in. But if they do fall in, we've got good supports in place. >> Thank you. All right. So I'm Lindsay Janutis. I'm the reading specialist at Hoover Elementary. So, I'm going to talk about the what we do. So, what are the most important parts of our roles as the reading specialist and the instructional support teacher at each of our elementary buildings. So, we're really going to begin by doing what we call our universal screeners. So, three times a year in the fall, in the winter, and the spring, we give a couple different benchmark assessments to our students. Now, both of these assessments kind of show us where students are at academically. However, each
031serve a slightly different purpose. So, the first one we have is our AS web plus and this is a universal screener and also a progress monitoring tool that we use for our students in both math and reading. So again, we give it in the fall, the winter and the spring. But for our K and one students, all of the assessments are done in the onetoone format. Meaning the students come with us independently to our rooms on the reading assessments. They're working with the reading specialist. When they're doing the math assessments, they're working with the instructional support teacher. And some of the assessments that we give them are timed. Some of them are untimed. We also have what we call our oral reading fluency that we give to all of our second and third grade students.
032And then those targeted students in fourth and fifth grade. So what that means is any new students who arrive to our building throughout the year and any students who were in support in the previous year, we would assess them. Um our students in grades two through five, they will also take some assessments on the computer for both math and reading. And again, it's for all students in grades two and three and then those targeted support students for fourth and fifth. But all of that information really provides us with good strong data on what foundational skills they have. The other assessment is what we call measures of academic progress or you probably hear the kids refer to it as math. Again, that's a computer-based assessment for both reading and math. But what it does is as
033students answer questions, it adjusts the difficulty to then find their instructional level. uh those are given to all of our students in grades K through five with the exception being kindergarten only takes it in the winter and the spring. So once we complete our benchmark assessments, the next big part of our role is to really spend the time reviewing the data, analyzing the data so that we can make some really informed decisions about what our students need. So once we wrap up the testing, we spend some time really analyzing that data in each of our buildings. First of all, going through the eligibility criteria that we have established for math and reading to first identify what students need that additional support in math and reading. Once we have those students identified, then we meet as
034grade level data teams where we work as a support team with the classroom teachers to again identify those students who need that additional support for math and reading, but really it's to create a plan for each student during that libo time. So the libo time is a 1-hour block of time that is built into every classroom teacher's master schedule. 30 minutes of that time is devoted to ELA. The other 30 minutes is devoted to math. And really, we're creating a very intentional, very structured plan for each student. So whether that means students getting remediation from the reading specialist, from the instructional support teacher, even the classroom teacher. Some students need just a review of skills for math or reading. And then we know there are students who need extension and enrichment. So, it's really taking
035a look at what are the needs of all of our students, what interventions, strategies, resources do we have, and then who is going to be the deliverer of that intervention. So, much like when you go to the doctor and you share your symptoms, the doctor then prescribes a prescription of what will work for you. That's what we're doing for all of our students here. And then lastly, when we talk about our interventions, as you can see, we have a lot of really high quality interventions for tier 2 for math and reading. Um, I'll start with the reading. Um, again, it's really dependent upon the needs of the student. So, if the student has a phmic awareness need, we can offer them a double dose of Hegrity, which aligns beautifully with the tier one programming that
036we have in place. Hearity is what we use for our phmic awareness. So there are some students that just need an extra dose, some extra repetitions in order to close the gap, and we're able to provide that. If students need more of the foundational skills for reading, we can offer them the foundations double dose, which is essentially reteing the same lessons that they're doing in their tier one classroom, but again giving them more opportunities for that repetition to develop the automaticity and accuracy, which we know is so important with reading instruction. Um, we do have some students who the foundations isn't closing the gap, isn't meeting their needs. So, for those students who have a stronger deficit in the word reading, decoding, spelling areas, we can offer them the Wilson reading system that begins in
037grade two and can be accessible all the way through grade five if needed. We do have some students that have great foundational skills but are really lacking in the area of comprehension. And so for that, we have a couple of different options. One being our into reading program has a wonderful resource called the read and respond journals. And it's great at showing children how to take a piece of text and put it into more smaller, manageable chunks so that they can really stop and think about what they're reading. It really encourages students to go in and look for the evidence in the text and then respond to it in written form. And then we can also provide students the opportunity to work with their classroom teacher or the reading specialist on just reinforcing those concepts
038and skills that they're learning in into reading that they just need to spend a little extra time on. And then Mrs. Evangelista, do you want to talk about the math? >> Sure. >> Interventions. >> Of course. Yes. >> I guess I'm Diane Evangelista. I teach at Foster. Um, I taught at Melon sixth grade before I came over to Foster and I was at Markham before that. So, and last year I got my pin 25. So, this year's 26. Anyways, I'm really happy to be here and part of this dynamic team. Um, we have been busy um working through to make sure that we are um supporting all of the students here in this wonderful district. Uh the ISTs are also just so excited that for the first year we have an intervention program that we
039adopted this year. It's called Bridges Intervention. And previously we had all different tool boxes and toolkits and uh we have a wonderful mathematician um Graham Fletcher. We have tools kits from him for building fluency. So, what makes the new resource so much better is that we have all of those other tools in our toolbox and now we have this really great research uh based intervention that allows for us to help build what we focus on most and that is building building um number sense fluency and math fact fluency. Um lots of hands-on materials. Um it's the concrete represent representational and abstract where the kids are exploring and really learning the math behind the math before they get into those standard algorithms that everybody just can't wait for the kids to know. We are building that
040into our process. And so if you look at the math, it's very standard in terms of it's the bridges intervention and the math fact fluency. We really hope that by fourth grade the kids are able to master all of their math facts up to 11s and twelves. So we were really happy this year too that we have extra math which is our fact fluency program that allows for kids to continue to practice. That's a tier one resource but we also I also track with the ISTs to make sure that those kids are showing growth with their math facts because it's important to know your facts. Um so that is a little bit about math and our um new program that we're so excited about. So department updates, we continue to review and make ensure that
041our eligibility is um spoton. We look at any norms that have changed nationally and ensure that we are working to find the kids that need the support um for our tier 2 reading and math. We also have exit criteria and it's a it's it's an emotional thing when students exit because we build such deep relationships. I mean sometimes we have kids kindergarten uh first grade, second grade, third grade and then they exit and then they look at us like I don't want to leave like can I stay and it's just this beautiful um it's this beautiful but a little bit of a conundrum because they want to be in our rooms which makes us feel very good. Uh something else that we have done is that we are um we we really want to work
042on more transparency with parents. We were so happy with the tech department that were able to send home the map and the ASWeb reports to all of the elementary parents. So, they were able to see where their kids are uh performing. Allows for them to take a look at very detailed parent reports to show their um how their youngsters are performing. It allows for them to ask any questions that they have of us. Um that's the same data that we use for our criteria. Uh we also have letters that we are working on continuing um to revise and make sure that we are sharing um the important information to parents. Uh we have to approach it with um it's emotional as well when when you get the phone call that your son or daughter may
043need or your child may need a little extra support. you know, we we need to be ready to provide the the why and and what we're going to do and and at the end, our goal is to get them back into their regular classroom. Um, we also um are working on a manual, the MTSS reference guide, which we're super excited about to be in the hands of all staff in the elementary buildings that work with math and ELA. Um, it's also something great to have as we have turnover in um, our buildings. I'm so happy too to have seven ISTs back into all of the the uh, schools. That was just remarkable. So, thank thanks to everybody for making that happen. Um, and we also have a really great relationship with the AIOU. They came
044in and did a study with all of the elementary buildings and it was like a survey that that we all completed and they um assessed where we were strong in areas that we needed to improve and they met with each school individually. We're continuing in that um trajectory to make sure that we have everything tied in a nice beautiful boat. And finally, for efficiency and equit equitability, we uh started something brand new last spring. It was a pilot to try to send all of the math support or the ISTs and reading support to the seven elementary schools where we're able to test the entire building except for those who are absent um in one day. And so this allows for all of us to be all hands on deck. it um was less of a
045distraction to the classroom teacher. So that you know imagine pooling kids over and over again multiple days. This allows for us to have one day one stop and all of the eyes at the table. You know, it was really remarkable to go to all of the different buildings and to listen to the kids read and see the kids do math. And it actually allows for us to see where there might be some areas that we need to work on if we're seeing trends in the data that are consistency or that are consistently low um in the different buildings. So we are um also very excited that we created a benchmark um schedule a calendar so that everybody all hands on deck have access to when these benchmark tests are happening when we're coming oneonone again
046transparency so that teachers can plan uh the spring and the winter was we did it but between the concerts and the parties and springtime everything um we are ready we have a plan in place thanks to Dr. Gil who, you know, kept us going. She kept saying, "We can do this." And we're like, "But she said, "No, we can do this." And we did it. We did it. Um and and the goal is to increase our time at the table with the kids. Um it does take time to do all of the screening that we do, but um at the end of the game, we want to make sure that we have the kids that we need, and we're constantly looking at um growth. I think that's providing resources. Here we go. Um I also
047think that we this was touched upon already. Um our to our core resource that we have uh for bridges and um building fact fluency. I talked about extra math. Um the Wilson there's a Wilson conference that teachers are able to the math learning center came to an to an August inservice and it was just delightful. We played with math. the ISTs were just mapping out and it was just remarkable. So, we were trained by the core trainer so that we were ready to go. The beautiful manipulatives in all of our boxes. Um, we're just all trying to keep them all in their nice little tidy boxes because there's lots of stuff in our kits, but it's working. Um, and then finally, identify those tier 2 resources. I know interreading has been wonderful for our elementary
048programs to have um lots of robust and helpful u intervention. All right. So, our work to date has really been around those big buckets of consistent practices, ensuring efficiency and equitability and providing resources. So, where do we go from here as a department? Well, looking ahead, um we're going to start taking a deep dive into our assessment tools. We've had map and as web plus for quite a while. um given all the curricular changes that we are making, we really felt it was important to keep the assessment tool pretty constant and steady so that we could measure right if you change all of the variables, who knows which variable is the one that's made the difference. So, um kind of staying the course with what we have for right now so that we can see
049what the impact of these new implementations are. Um but I think it's also time that we're looking at that. So, we're going to be taking a deep dive, look at where our assessment tools currently, are there redundancies and gaps, how can we start integrating those curriculum based assessments in our new core resources into that MTSS structure now that we've got a year under our belt and into reading. We've got math coming down the pipeline, right? How do those factor into the decisions that we're making? Making sure that we're continuing to update and look at that eligibility criteria. As Diane mentioned, we've got new norms that are constantly changing. How does that impact what students we're capturing through our criteria? We want to make sure that we're accurately identifying students. Um, we will continue the collaboration
050with the Alagany Intermediate Unit so that we have consistent practices across all seven elementary schools in terms of our data meeting protocols. Um, and I to develop consistent tier three referral systems. So again, you know, we for students who they're receiving tier one curriculum, they're receiving those supplemental supports and they are still showing that they need a little bit more and different from us. What does that process look like? And just making sure that consistent across the board. I know our school psychologists will do it do dance a jig um when when those come in. Um, and then ultimately too, we've talked a lot about, you know, that MTSS model and the support side of the diamond. So, we also need to start shifting our focus to make sure that we're really looking at the
051tier 2 and three supports for the extension and enrichment side of that diamond. So, that's going to take a lot of collaboration between our um, elementary gifted coordinator and our librarians who are serving as case managers. So that kind of wraps up the work that the elementary MTSS department has been doing the update and reviews that we have made. Um we really appreciate the opportunity to share with you the wonderful work that is happening. Happy to field any questions if you have any but really just grateful for this opportunity. >> Thank you. >> Do you have a question? >> Go ahead. >> I didn't have a question. I have a call. >> Okay. Just making sure. Um, I just wanted to say, uh, the work that you do is so important and thank you so
052much. I know so many students, especially K through five. I can actually talk about my my own son in first grade. He was like, "Oh, math." And then he soared and is in like the 90th percentile in it. So, the work that you do, it does work. Um, and just thank you so much for what you've you've done, what you continue to do, and what's coming ahead. So, very excited to see what's next. Yeah. So, I just uh the the it's really interesting kind of the shift now um from away from the triangle and kind of squishing and and making that more of a continuum. Um is that a kind of a more recent development in terms of MTSS um across the board? Is that is that a change that's been pushed locally? Are you
053seeing other uh schools uh in the AIU uh that are moving to that model? >> I I couldn't tell you exactly when that model emerged. Um I think as we embarked on this work as an MTSS department and really looked at like who are we and what are we doing and who do we want to be going forward, we started digging into what's out there and what could, you know, make us better. I think we we've always been doing great work to support our kids, but you know, in the spirit of continuous improvement, we always want to grow and get better. Um, and when we discovered that model, it was kind of a no-brainer that like this is the direction we we need to go. We need to make sure that we're incap in incorporating
054those students who are in need of those extension and enrichments in the fold as well because I think sometimes they almost seem like two separate processes happening at the same time. I mean the the extension and enrichment is happening but we want to it's all the same umbrella. It's all the idea of supporting students meeting them where they are and supporting them to get them where they need to be. >> Yeah. I mean we've been talking about differentiation for decades now right and this feels just like a more structured >> uh you know model to to provide that differentiation for students. So I think it's great. I also just want to echo, you know, thank you for taking time out of your evening. We all appreciate, you know, the long days that you always put
055in and the the emotional roller coaster that it is working in a a public school. So, we love hearing we love hearing directly from the people doing the work. So, thank you for for coming and sharing with us. >> Well, we appreciate the invitation. Thank you. And you know, thanks also to Lindsay and Diane who are, you know, a huge part of the work that we do, but we have a wonderful team at all of the seven elementary schools. And the way that that group comes together, um the passion and dedication to the students of Mount Lebanon is really um unparalleled. So um for those who are watching, your children are in phenomenal hands. >> Uh I'm glad to see your la the last point was about that um enrichment side because I had a
056note about that. Um, and I've had a student who has needed a little bit of support. Um, and actually Mrs. G, uh, worked with my student, and I just told him not that long ago, he's in seventh grade now. Um, that his, um, like pronunciation is very clean enunciation, I guess. Um, he's like, "Oh, that was Mrs. G back. He didn't work with you for very long." Um, but yeah, I wanted to to ask more about that enrichment. And you know if you look back at the pyramid that second tier is you know uh like 15% of students gifted students are only making up about 5% right so there is this population of students who I think historically have been um potentially lost and I think that there's been a lot of variability I think
057some teachers are phenomenal with making sure that those kids get the enrichment that they need. Um but I love what we've done with standardiation across the district for the support side. Um, and I think it'll be great to look forward to that standardization across the district to make sure that every that we don't have those students slipping through the cracks. Um, and the other thing that I'd like to mention on that end is the math acceleration situation. I would love to see that looked at more more closely. >> And I I just had a question of whether it was something you all were looking at or perhaps a goal to look at the core resources and some universal design for learning practices. so that those core re resources really can meet the needs of more
058students so that those supports are kind of built in to things that are happening regularly in the classrooms and not necessarily like supplemental or extra support. >> Yeah, I'll I'll take those two questions actually. Um so the first is about math acceleration. Uh math is currently in a program review cycle there. We'll hear from them on May 6th, 11th, whatever the first meeting in May is um that they'll talk about year one of their program review, which was uh analysis and research. Part of their year one also is selecting or reviewing core resources of what they're going to pilot for next year for for to for a deep dive in that. The other thing that I've tasked them with is to dig deeper into the math acceleration process. I view that as a math conversation
059and we likely will need to engage our colleagues in 68. Um so that will also be part of next year's work as they enter year two of their program review. >> Thank you. >> I'm happy to serve on the math curriculum team as well um along with Dr. Kitsko and Rose Davidson. She's the math facilitator. So I will have a seat at the table as well as we are working on this work. We're just weaving in all of the it's not reform but with the new curriculum that we're getting I guess it is a bit of a reform and we're really excited >> prepared to adjust as this curriculum >> yes >> is implemented what are the outcomes and then it's looking at that bridge again right where are kids falling into the water so
060that we can look at the tier one practices but then also being there to support our students who who need the extra help. Um, I have another question. Um, so I know this is a spectrum of students that we're I have two questions. The first question is I know we're dealing with this spectrum of students and it's kind of like a bell curve of of kids. Um, have you seen that bell curve kind of either flatten out or get a little bumpier as we have moved through the past like few post-pandemic years? like have more students been in need of tier 2 supports and do you see that as like a increasing trend or more of a bubble? >> Um it it's really hard to say because every year it's really looking at the data
061that is right. So it's we we I can't say that we've spent a a tremendous amount of time looking at like well what does this year's data look like compared to last year's data as much as it's what does this year's data look like and what are we going to do about it. >> Okay, that's fair. Thank you. Um, >> what I would add to that, sorry, is what what we do look at pretty closely is are our students achieving where they should and are they making adequate growth during the time of the intervention, right? Because this team really is about supporting kids where they are right now in order to to grow them, so to speak. >> Yeah. >> Uh, we did that dive between fall and winter and all of our buildings showed
062um high growth and high achievement across the board, which suggests that what we're doing, be it the core resources, the interventions, is being successful. Um but to get as granular as that year to year haven't gotten that. >> Sure. Sure. And and I appreciate that the focus is the pre and post or pre and continuing for each student rather than broader trends. Um my other question is how does the the testing and evaluation regimen and the continuing um adjustments that are made, how does that apply for English language learners? Um, and what does that communication process look like with families when students qualify? >> That's a that's a great question. So, um, certainly, you know, our our English language learners participate in our universal screenings and they are very much a data point that we're
063taking a look at and then we look at, you know, again, what are the needs of our students, who needs what, what resources align and who is delivering that intervention. And so sometimes, you know, it our our ESL teachers are a part of that conversation as well. Um, and we kind of look at what's going to be best for that student. Um, and you know, sometimes we get really creative with, hey, this is really what this student needs. And our team will pull together and make that happen to get them whatever support or if we've got a resource, be it a person, a program, a we really work together to that. That's the beauty of the elementary level is that you know our schedules can be a little bit more flexible. Um and so we
064can really make those decisions to support individual students. So they are very much a part of the fold. Um, and we kind of look at, you know, they're receiving English language, English as a second language curriculum, but then also where can we put in pockets of other interventions if they're demonstrating that need >> and are the evaluations that are done, I mean, I know we don't have the capacity to like translate the MAPS test into Persian or something like that. So, everything is given in English and then you just see where students are, where they are. >> It is. Yes. >> Okay. Okay. Thank you. I wanted to explore a little bit about like the transition out of your services. We talked a little bit about how they're identified and then you mentioned and um
065that hit home for me like it's hard to leave your room because your room is a lovely place and then they do and they go back um to have having fewer supports but then academically things get harder, the rigor changes, the reading materials more complex. How do you pick them up again if they were to need that? It's part one of my question. The other thing is middle school. Like we've been talking a lot um as a district about bridging the gap between what um what supports and what learning occurred in elementary school with being wellprepared into middle school for those kinds of um helps or the freedom to not need that help anymore. So can you talk a little bit about transitions like that? Um, so part of our program is with the ASU
066web plus we do that progress monitoring piece. So every two weeks we're keeping close data on each of our students. So we essentially create a goal for every student for each of the areas that we assess them in um for the end of the school year. So then every two weeks we're giving those assessments to see are they making their way towards reaching that end of the year goal. So just like we have our eligibility criteria, we also have our exit criteria too. Um, and so we're looking for kids to with three consecutive data points show that they are at or above their aim line because we want to make sure that when they do go back to that tier one, they're going to be successful, that we've closed that gap. Um, we certainly have
067options. We have some students that, you know, we might sort of wean down, right? So maybe instead of working with the reading specialist all five days, we might bring them down to three days or we might um transfer that intervention from my support to maybe the classroom teacher. Um but I think the most important piece is we're always meeting and talking about kids to make sure that they're getting exactly what they need because you're right, we don't want to let them go too soon um and then have them come right back in. But the beauty of it is if they do, we're here to support them. So, um, and then with the transfer to middle school, again, we work really closely with our middle school colleagues to have those conversations so that they fully understand
068the supports that we put in place for those kids at the elementary level and then to see what exactly they're going to need at the middle school level so that they are successful. >> Good. Thank you. >> Anything else? >> All right. Thank you so very much. >> Thank you. >> Great work. >> Next, we have our student representative report. >> Good evening, everyone. Um, first of all, thank you for having us here tonight. Um, we're very excited to share some of the great things happening as we head into some warmer months. And so, first off, students enjoyed a relaxing spring break from March 30th to April 3rd. And the time off was certainly appreciated as many students now begin preparing for Keystones, AP exams, and finals. In addition, Lincoln Elementary School celebrated its 100th
069anniversary this past week with the ceremony, community celebration, and several student performances. And it was a wonderful evening for Lumini, staff, and students alike. Looking ahead, we have several exciting events coming up this week, so be sure to mark your calendars. For the past few months, the Libo Cultures Club has been planning the inaugural around the world night. Um, which is meant to celebrate the different cultures and ethnicities in our community and bring people together for a night of music and food. Um, specifically, the event will feature katak and Greek basket dancing along with cultural stands and will play take place tomorrow. Um, specifically Tuesday, April 14th from 6:30 to 900 pm. And additionally, this Friday, Mount Lebanon Student Council will also host the inaugural Minithon, which is an event in partnership with Penn State
070that raises money for children affected by pediatric cancer. The event will feature a basketball tournament, cornhole, face painting, and a dirty soda bar. Anyone interested can sign up for these events through the weekly district newsletter. Um, and additionally, Henry's not here tonight. He's doing some college stuff in Vermont, I think. But we'd like to share a small update on the mental health initiatives. And so, specifically, thanks to the support of Mr. Davis, we're currently collaborating with Wellness Warriors to develop initiatives for the remainder of this school year and into next year. And so, once we finalize plans, we'll share more details about those working groups, speakers, and potential opportunities. And that's all. Thank you for your time tonight. And if you have any questions, please feel free to ask. Thank you, Miss Tunis. >> All
071right, next we will have board reports starting with policy committee. Miss Fleer, um the policy committee did not meet this month uh due to the budget forum, so I have nothing to report. >> Thank you. PSBA, Miss Gilman, >> thank you. Um, so PSBA just want to mention, I think I mentioned at our last meeting that the school leadership conference will take place in October 18th through the 20th in the fall. It's a great opportunity for any board directors if they are interested in some professional development and participation as well as um they are seeking proposals from educators and school leaders to present. Those sessions are due by May 8th. >> Thank you. Civic engagement. So, the civil engagement board did not meet this month. Next meeting will take place on May 6th. >> Thank
072you, Emla. Mrs. Berdick, >> I had a quick question um for PSBA though. I did I see in some one of our many emails that um the voting delegates um conference was moved away from the PSBA conference and onto a different time. Does that ring a bell for anyone? >> I I think it Do you know for sure? Yeah. >> Yes. It it's in last week's board update. I'll put it in again this week. >> Okay. >> It is going to be in Mechanicsburg at uh Swan School's campus. Um so it's not at their headquarters. >> Okay. >> Um Okay. So on to MLF. Um the MLF spring grants are currently being reviewed under a newly designed rubric. Um we have we'll have announcements next meeting of the winners of those grants. But um we're
073always just so grateful for the teachers who submit their thoughtful and innovative ideas for their classrooms and it's exciting to be able to um to grant them some financing for those ideas. Um, speaking of financing those ideas, the art show is offering um a fundraising opportunity uh for the MLF um in which uh prints and original artwork that's been created by our AP art students will be for sale at the art show um later on this month, April 24th, I believe, a Friday night. Um that's always a fantastic show and then the opportunity to take home a a token of their talent is um is great. So, um I'm hoping that um we can all support our fine arts program by attending the show and um thank you to those students who their creativity is
074being uh sold uh to the community to benefit other classrooms in the district. >> I just um I think that you you said AP art and it might be >> Oh, it's actually Yeah, there's art from all classes I think >> in the show, right? And I I can speak to this as a I'm familiar with it. I go every year. I love it. Um, the art program from the beginning, 9th grade on up is all on display. Excellence is evident from 9 to 12. The AP art students are the ones who are selling their materials. And >> I think even some of the prints are from um like art one at least last year. They were >> they they weren't when we when we did that last week, but um I could check on
075that and get back to you. >> That was just from last year. >> Okay. We did some pricing and organizing last week, so I'm not I'm not sure. Do you know, Dr. Davis, if it's all levels for sale? I know it's certainly all levels. >> Thought the sale pieces were all the APR students. >> Okay. >> You should come on the top. >> I'll find out and let you know. >> There was a young man that came up a young man that came up last year and purchased and he he was so excited to buy his friend that was a freshman. He was like so excited that his friend's art from Art One had been selected to be >> That's amazing. All of it's amazing. um regardless of where they're where they're enrolled. >> Thank
076you, Mrs. Berdick. PTA Council, Dr. Campano. >> So, this is long, but um and I tried to check myself. Um but there's a lot that goes on at PTA that I wanted to share here. So, um the council met on Wednesday, April 8th um at 9:00 a.m. at Washington Elementary School. Um in addition to hearing from our district administrators on general things that are typically in again um Dr. Dr. Frieza's board updates. Um, the council elected new officers for the 2627 school year and they will take over operations on July 1st. Um, they are seeking volunteers for council committee chair roles for next year and anyone interested can email um, the president at president mtlcounsilpta.org. Um, the environmental sustainability uh committee is going to be hosting a table at the Earth Day celebration which will
077be on April 26 from 11:00 a.m. to 3 p.m. They worked with the graphic arts students in Mr. Johnson's course. Um, the students submitted designs for a reusable tote bag and they ended up selecting three designs actually. One was used for uh the tote bag, one is used for a flyer and one is used for a banner that I believe is going to be displayed in Uptown. Um and then uh the graphic design class will be screen printing the bags and they will be for sale at the Earth Day event. Um public safety partners um also speak at the council meetings. So uh the Mount Lebanon Fire Department, Mount Lebanon Police Department and Mount Lebanon Social Services as well as Medical Rescue Team South Authority or MERA are hosting a sensory friendly open house on
078Saturday, April 18th from 11:00 a.m. to 2 p.m. at the Mount Lebanon Public Safety Center. Uh the fire department, this is always a big annual um excitement. The fire department announced the annual fifth grade fire safety test has been administered. So for those of you who don't know, um this is a 50 question multiple choice test that covers all the content from kindergarten through fifth grade covered in their fire safety curriculum. Um and it's highly competitive and much anticipated annual event where the elementary schools compete um to bring the fire safety champions wrestling belt back to their school. Um the winning school's name is engraved on the belt um with the year. So the kids get really excited about that. Um the belts presented along with a visit from the firetruck and one year of
079bragging rights. Um and I hope to look forward to uh announcing the winner here at a future board meeting. Um the individual students are eligible for awards. A perfect scoreer earns them a Kennywood ticket. Um that's good for the whole uh season. And then also top scoring students at each school will receive a fire department t-shirt that is customized for each year. Uh the police department um announced that they are running public safety camp again um which is the last week of July. Registration is through the recreation department and it's open to children ages 9 through 12. There's lessons on cooking safety, pool safety, first aid, CPR, and weather safety and demonstrations in fire hose operations, rope rescue scenarios, uh patient packaging, and vehicle rescue. Um lots of other exciting things. So, if you're looking
080for something for your kids to do this summer, um, and the safety tip of the month from the police department was related to ebikes and e scooters and a reminder to check on the, uh, rules and laws surrounding use of um, e scooters and ebikes. Uh, Mertza announced that they have four car seat technicians on staff. So, for those uh community members and families who have younger children need a car safety check on Saturday, April 18th from 9:00 a.m. to 2 p.m. The municipality announced applications are open for junior commissioner and junior board member positions. Um and these are available on the municipal website and are due by July 1st. Um they do require a letter of recommendations. So, interested students should um start to look into that and ensure that their schedule can accommodate
081the scheduled commission and board meetings. Uh the there's one junior commissioner for the fall semester and one junior commissioner for the spring and then I think the junior board members serve for the entire year. Um and those are um on on any of the municipal boards. Um, the PTA is coordinating with outreach teen and family services on a stress management workshop offered here at the high school in this room D205 uh tomorrow night from 7:00 to 8:00 p.m. And another um workshop called the family communication workshop will be offered online on April 29th from noon to 1:00 p.m. And information is available on the outreach website. And the next council meeting is on Wednesday, May 20th at 9:00 a.m. here at the high school in the library. Um the seven Georgia Poke scholarships will be
082awarded to seven graduating uh seniors. >> All right. Thank you, Dr. Campaniro. Municipality items, Mr. Clark. >> Okay. So, we've got um first up coming up on Thursday, April 23rd from 8:30 to 10:30 in the morning is coffee with a cop up at Orvis. There is no agenda for this. It is just an opportunity for members of the community to come up and sit and talk with police officers. Leadership will also be there if you'd want to speak to them. It's a nice opportunity in a low stress environment to get to know your police officers. Um, on the same day as the art fair, we have uh Tre City Arbor Day ceremony which will happen at Jefferson Elementary School at 2:30 a.m. or sorry, 2:30 p.m. Um, this year they will be uh planting a
083dogwood tree. >> And then as uh Dr. Campanero mentioned Sunday is Sunday the 26th is Earth Day from 11 to 2, sorry, 11 to 3:00 p.m. at Lebanon Park. Uh we look forward to seeing you all there. Um you did hear me previously say that uh we are a tree city and we were just this past week uh designated a bird town by the Arbor Day societ or the sorry the Ottabon Society. Uh moving on to a couple budgetary items. There has been a 10-year extension of the naming rights to Clint Seymour Field uh in which the Clint Seymour Foundation pledged $50,000 to be targeted for renovations and improvements of the field. Um, also they uh there is a purchase of a new pumper truck that will be delivered in 2028 and be part of
084the 2028 budget for $1.5 million. >> Thank you, Mr. Clocky. One thing I just thought about, it's not municipality related, but it's still uptown. Um, if you are available, the historical society is doing Friday night lights uh for the draft and I believe it starts like April 23rd. So, there'll be a lot of great Lebo um football things in there. So, I just great throw that in there really quickly. Um, Parkway West, that would be me. Very pleased to report that Parkway received a grant that will cover the PA systems as well as the fire alarms. They were from like '9s, I believe. So, it was well overdue. Uh, they also had enough money to uh use the rest for flooring. So, really great things happening over there for Parkway. And graduation will be on
085May 13th and I will be in attendance. And Pathfinder, Miss Given. >> Sure. I had to jump back my memory a little bit because our next meeting is in two days. Um so the last meeting was about 26 days ago but uh yeah so we are in maintenance and um building projects mode. Uh got the new boilers installed. So that's great. Um looking at some other capital improvements, smaller things to the building over the summer and um going through the 2627 budget um and getting ready for the next school year. Thank you, Miss Gitz. Mobility, Mr. Hoffman. >> The mobility uh uh committee met just this past Wednesday, and it was really um just a reorganization meeting. So, uh bringing on new members, uh appointing leadership. Uh but we will meet again next month and
086I'll have some more substance to share at that point, I'm sure. >> Thank you, >> Mrs. Crabel. Can I just add um to Mrs. Walters's point and Mrs. Berdock? So, the PSBA delegate assembly um is it's going to be on Saturday, November 7th at 900 a.m. at Cumberland Valley School District. Um there is not going to be virtual attendance this year. There's no option for virtual attendance and the appointment of up to three board members is voting. Delegates will be on the May 11th discussion agenda to be voted on at the May 18th meeting. >> Thank you, Mrs. Gman. >> Miss CrarAel. >> Yep. >> May I just clarify the question about feeding? I just checked with Mrs. Rodriguez. >> She said there's a lot of prints from R2 2D and honors 2D for sale,
087but the originals will come from the AP students. >> Okay, got it. >> Thank you. >> Did we have any questions or comments from residents or taxpayers concerning any action items uh for the meeting that previously requested to speak? Nope. All right. Do we have anyone in the room that has any questions or comments? um with any concerning action items for this meeting. Okay. And we have no unfinished business. Correct. Correct. >> Great. Thank you. So, moving into finance as we have already had our discussion meeting. Uh today we are looking to resolve treasures report monthly list of bills list of tax refunds for March 2026 budgetary transfer for April 2026 2026 27 proposed final budget and the Dix sporting goods location release I do see an asterct uh for B monthly list of bills.
088Miss Connley, anything to report back? >> No. >> Okay, great. Any questions or comments from the board for any items? Okay. Mrs. Berdick, could you read the resolution, please? >> I move that it be resolved that the board approves the finance agenda items. >> Second. >> Roll call, please. >> Mrs. Berdick, >> I. >> Dr. Campanero, >> I. >> Mr. Clocky, >> I. Miss CrarAbel >> I >> Mrs. Fleer >> I >> Mrs. Gellman >> I >> Miss Given >> I >> Mr. Hoffman >> I >> Reverend Dr. Strauss. >> Hi. >> Thank you. Okay. Moving into human resources personnel report. Miss Conley, anything report there? >> No, we made um some additions with some activity that occurred in the last week. Nothing um out of the ordinary though. >> Thank you. Miss Given, would
089you read the resolution, please? >> Yes. I move that it be resolved that the board approves the human resources agenda items. >> Second. >> Roll call, please. >> Mrs. Berdick, >> I. >> Dr. Campano, >> I. >> Mr. Clocky, >> I. >> Mrs. Crabel, >> I, >> Miss Flecher, >> I, >> Mrs. Gellman, >> I, >> Miss Given, >> I, >> Mr. Hoffman, >> I, >> Reverend Dr. Strauss, >> I. Thank you, Miss Walters. Moving into curriculum instruction, uh we have the agreement with the Bradley Center schoolbased mental health program, educational services agreement with the Bradley Center, high school orchestra trip to New York, New York. Copy of Mount Lebanon High School DECA trip to Atlanta, Georgia. And we have the resolution. Do we have any questions or comments from the board? >> Okay, Dr.
090Dr. Campero. >> I move that it be resolved that the board approves the curriculum and instruction agenda items. >> Second. Roll call, please. >> Mrs. Berdick, >> I. >> Dr. Campanero, >> I. >> Mr. Clocky, >> I. >> Mrs. Crabel, >> I. >> Miss Fleer, >> I. >> Mrs. Gellman, >> I >> Miss Given >> I. >> Mr. Hoffman, >> I. >> Reverend Dr. Strauss, >> I. Thank you, Miss Walters. Next, we have facilities. A lot of items in facilities. So, we have our proposed lease fee schedule for 2026 27. Mount Lebanon extended day program summer lease for 2026. The extended day program leases for 2026 27 school year. Proposed facilities rental fee schedule Monday through Saturday for 2627. Proposed Sunday facilities rental schedule for 2627. Proposed stadium occupancy license Mount Lebanon Aqua Club agreement
0912627 transportation agreement with Malacer direct energy business NRG contract parent transportation agreement any questions or comments about any of the items for the board? Nope. Miss Fleer, resolution, please. I move that it be resolved that the board approves the facilities agenda items. >> Second. >> Roll call, please. >> Mrs. Berdick, >> I. >> Dr. Campanero, >> I. >> Mr. Clocky, >> I. >> Mrs. Crrabel, >> I. >> Miss Flecher, >> I >> Mrs. Gellman, >> I >> Miss Given, >> I. >> Mr. Hoffman, >> I >> Reverend Dr. Strauss, >> I. >> Okay. Thank you. And any questions or comments from residents and taxpayers? Comments are limited to three minutes. I don't have my thing to repeat. Okay, looks like they're good. Bruce Slater from 140 Skyler Circle. Um last month um the second meeting
092we had a lot of um it looked like college professors uh uh spoke probably about 10 of them or something but but I could hear whispers you know that why why can't we get do responses you know um the public it's a time for the public to get uh a chance to ask questions and get answers back in the public sector um so that other people know what's going on in a a top secret society never works in in this in the world. Um they've become dictatorships and um uh I I think it's time for people the school board to respond to uh people from the public on all whatever subject it is. Uh answer a question that needs to be answered, you know. Um um I just just unhappy. Ever since Dr. Freeze came,
093it's been that way. And it's not I don't think it's I I top secret process is not the right approach for the school district or will never or anywhere else >> in government. >> If you have any questions that you'd like to ask us, we are happy to respond to them. There is >> no that's not not what I'm talking about. That's private. You know that I'm talking about it should be made public responses every everything being be response. That that's a copout right there. >> Okay. That's your opinion. >> And the board complies with the sunshine law and public comment is an opportunity for the public to make comment. The district to receive it. The board can certainly direct administrators to look into something further and provide specific responses. Um, but I I have
094no doubt that the board complies fully with Sunshine Law as it relates to transparency. >> Thank you. >> Okay. Our next upcoming public meetings, May 11th at 6:30 p.m., we will have our policy committee meeting as well as our board discussion at 7:30 p.m. and May 18th, 7:30 p.m. will be our regular meeting. Do I have a motion to adjurnn? >> So moved. >> All in favor? Back