School Board Meeting - 06/01/2026

001Everyone, welcome to Monday, January 1st, 2026 Upper Sinclair School Board meeting. We're officially underway. Uh before we get things started, uh like to stand for the pledge of allegiance, please Uh before roll call, I think the up sports update is bump clear baseball won today 3 to2. >> So congratulations kids, students, coach and his staff. Great job. Nice run. Let's keep it rolling. Uh Mrs. Kramer, I'd like to do roll call, please. >> Yes. President Mascaro. >> Mrs. Bullis, >> present. >> President Hannah, >> present. >> Mr. Kyle >> present. >> Mr. Lambert >> present. >> Mr. Mscaro >> present. >> Mrs. Peterson >> present. >> Mrs. Schnore present. >> Mrs. Snder >> present. And Dr. Wetzel >> present. All members present. >> Thank you. Mrs. Snder, would you please read us the mission? >>

002Developing lifelong learners and responsible citizens for a global society is the mission of the Upper Sinclair School District. served by a responsive and innovative staff who in partnership with the community provides learning experiences that nurture the uniqueness of each child and promotes happiness and success. >> Thank you very much. Uh next on the agenda it is time for residents comments. Are there any residents present like to have their turn at the mic? Does not appear to be so. So we'll move on to the approval of minutes. Mrs. Bullis, >> I move that the board approve the meeting minutes of May 4th, 2026 board meeting as attached. >> I second. >> All in favor? >> I. >> Any nays? Motion passes. Dr. Roso. >> Yes. Thank you. Um, next agenda item is a recognition of our

003retirees and certainly is bittersweet. very happy for for everyone as they are embarking some who have already retired. Uh we have 24 individuals on this list and not all 24 are here. Uh this is since the outset of the school year. So several names that I read tonight have already retired. Some of them are mid-year retirements and then u most of them are retiring here at the end of the year. So, first I'd just like to take a few minutes and and recognize the individuals who are not here with us tonight. Um, and just um say their name and their years of service and what they did here in the district. Uh, first we have Nancy Skola, 27 years of service, been working in the district since 1999, as a four couch custodian. Next we

004have Fred Versilelesi, 19 years of service as a bus driver. Craig M, 21 years of service boyce music teacher. Debbie Martin, 21 years of service as a paraprofessional. Diane Battalia, 13 years of service as an Eisenhire technology instructional aid. Denise Luckenbach, 25 and a half years of service as a paraprofessional, homebound teacher and special education long-term substitute. Don Kak, 24 and a half years of service as a district maintenance technician. Ed Snee, 10 years of service as a bus driver. Gina Steve, 13 years of service as a paraprofessional. Karen Pencrot, 21 years of service. Started as a nutrition center worker and most recently the Eisenhire head secretary. Christy Dawson, 28 and a half years of service, high school administrative assistant. Chris Gazi, 24 years of service as a paraprofessional. Laura Rooney, 23 years of service

005as a paraprofessional and most recently as the Baker head secretary. Lisa Merchant, 15 years of service as a paraprofessional. Mark May, 14 years of service as a bus driver. Mike Gelatada, 14 and a half years of service as a bus driver. And Tracy Langley, 19 years of service as a paraprofessional. So, a lot of names there that most of you have probably heard of over the years and have contributed to this district in many ways. They were unable to be with us here tonight and as I mentioned some of them have already previously retired but we do have several individuals who were able to be with us and we're we're thankful that they're here tonight and many of their family members and so I would like to recognize them at this time. Um first we

006have Dr. Dr. Katie Dwalt, 25 years of service, work began working in the district in 2001. Secondary English teacher, teach the theater theater teacher, journalism teacher, and newspaper sponsor. Chrissy Carigen, 26 years of service, began working in the district in 1999. Boyce gifted teacher, Boyce reading specialist, also a classroom math, English language arts, social studies, and science teacher at Boyce. Daniela Buchelli, 21 years of service, began working in the district in 2005. High school English teacher, sponsor for Montage and USC BSU. Denise Erso Burch, 30 and a half years of service, began working in the district in 1994. Boyce Middle School teacher, fifth and sixth grade Spanish. And Nancy Dunn, 32 years of service, began working in the district in 1994. teacher aid, technical instructional aid, confidential secretary, and head secretary. And so, um, excuse

007me, I had one more, two more. How could I forget these two of all people? I didn't turn the page. Um, Mark Miller, 32 years of service. Uh, sorry, Mark. Maybe I'm I'm trying to have him stick around, you know. Um, Mark Miller, 32 years of service, began working in the district in 1995. um elementary teacher, then Eisenhower Elementary School principal, our longest tenure principal in the district and supervisor of elementary education, and last but certainly not least, actually one of the first people I ever met when came to the district, Sam David. 29 years of service, began working in 1997 as a very loyal custodian. And so, this is a fantastic group of people. Um really sad to see all them go. It's quite a bit that we have. um we're all replaceable, but

008that doesn't mean there isn't there aren't going to be changes and there won't be a drop off. And uh many of them have impacted so many of our lives. Many of them had taught my own children, have been around my own children, and I know I could say that for a lot of us in here and thank you. Um you certainly will be missed. As I said before, we wish you great health and happiness in retirement. You're always welcome to sub. You know that we always think everyone knows we need subs for everything. Um, but we certainly wish you the very best and truly appreciate all your years of of service to the to the students of this district. So, thank you. We have a small gift. Dr. Mia has helped us over there, everyone.

009Um, a gift of recognition for everyone. We also will have a retiree breakfast on Monday next week. Um, and we'll have more of the staff members uh in attendance there. So, we'll give us another opportunity to recognize and spend some time with them before they move on into retirement. But at this time, if if anyone here would like to come to the podium and and say a few words, you certainly do not have to, but we do like to extend that to to all of our retirees. I don't have my back to everybody, but that's that's okay. So, I would say one one last time, I've had, you know, 32 great years. Um, I wasn't in education the first three years of my professional career. Um, I've had many conversations with families, um, with fam,

010uh, friends, um, parents, some passionate conversations as over the last 32 years, education has changed a whole a whole bunch. Um, different times have been harder, different times have been, you know, all of it has been terrific. But every conversation that I've had, whether it's with a family member, with a neighbor, with a parent, um with a with somebody, a co a colleague, every conversation comes back to four things. One is the kids. Um I don't want to say anything about somebody who chooses to work in a high school or a middle school, but I think they're absolutely banana crazy. Um but everybody has their own thing. But the kids, at least for for someone who works in an elementary school, um you could have the worst adult day and and you go to that

011school and everything is all better in a minute. Kids are smiling, they hug you. Um and on the other side of that, when they're struggling, a high five or a hug puts a smile on their face. There's no better opportunity for someone who works, you know, with kids. that that's the greatest opportunity when and I didn't work with kids my first three years of my career. I couldn't imagine staying in that job and doing that as an auditor. Um I don't know what I would have done honestly. I I would have been at happy hour a whole lot more than I am now. Um the second group of people are really parents. You know, our community is really a terrific one. Um, it's been a great 32 years. And honestly, when I have those conversations

012with neighbors or friends or family, it is always like, "Oh, can't believe this or do that or I heard this." And you Yeah. Are there times that happens? Of course. But without a doubt, the overwhelming majority of every conversation ends with, "You wouldn't believe the parents that we've met, all of us, and the kids, the parents that we've met through our careers, um that have been appreciative, that have been supportive, um and really have been a partner so many so many times. So, um you know, those two groups are really super important. The staff we this always comes out. I am so proud to have worked in Upper Slair and work in Upper Slair. I can't tell you how much that means. Um, we have the greatest group of teachers, par profofessionals, custodians, any anybody

013who works in our in our school district. Um, I feel very strongly I I have friends who work in other other districts. I have uh parents or some family who work in districts in in a capacity. Um, none of it compares to Upper St. Clair to be quite honest with you and and you all and you all are a part of that. Um, you just can't beat our staff. I work with people at Eisenhower I'm so proud of. I know parents have have fel have that same feeling. Um, they buy into what we're doing. They do it for kids every day. They are truly student centered and there's no better place on earth when that happens. And so I'm very fortunate and proud to to have worked with all of the people who we work

014with at Upper St. Clair, especially the staff at Eisenhower. And then fourth is the school board. Um these conversations really do happen. But I have a brother who does he's not in Pittsburgh, but I have these conversations at 2:30 in the morning in front of a fire and um he'll say, you know, schools or whatever and everybody has their feeling about what they see in the news and what they hear and you know um well this school board, you know, I know this person's going to get a job because of whatever reason or or they don't they don't do this for their staff members or there's always something that they hear in the news that they're reacting to I know for a fact every conversation at the end of that part of the schoolboard piece

015I can say that I worked in a school district where we had a school board for 32 years I've been here. It is rare that anybody can say for almost every one of those years we had a school board who you felt I could go work for those people and they support what I do and they trust what we do. They let our leaders lead and they allow us to do our jobs with our people for our kids and families. I I can't tell you how strongly, passionately I have had that conversation with so many friends and family and it matters and and we have all read newspapers of other school districts um over 32 years. I could tell you I've had I've I've taught, I've coached, I've been in this role. There are so

016many school boards that you're like, "Thank God I don't work in that school district. I would never do it. Thank God I'm not a a leader in that school district. I would never do it. So, I am very thankful and appreciative to all of you who don't get paid um and volunteer time and do it with support and you allow us to do our jobs. I have never had um you know, my last 24 years has have been as a principal and a supervisor of elementary education. We've hired a million people I've only had people say, "Make sure they're the right person for the job. Make sure they're qualified and then have high expectations and let them be with our kids." That doesn't happen everywhere. So, those four groups, I can't tell you how much

017they've come up in conversation. Thank you for being one of the four groups that are supportive and terrific. And I know we I can't speak for I can speak for our colleagues, my colleagues. We appreciate it. We love the people we work for. And that is definitely going to be the hardest part of of leaving this position is the kids, the families, uh the staff, and you all. So, thank you very very much for the support you've given over the years. Much appreciated. Thanks. >> Anyone else? Thank you. >> Well, if there's not anyone else again. >> Oh, yeah. Absolutely. Chrissy, come on up. >> Really say that I appreciate all of you and I have taught many of your children and now I'm teaching with some of your children. But I just want to

018say thank you and how appreciative I am and so many um friendships that I will now take into you know my life and just people that are almost become family to me. So I just really appreciate you all. Thank you for the opportunity. >> Well, thank you all and congratulations. wish you best of luck and I I I don't know if I want to speak on behalf of the board, but I'm going to. Uh I think you all make it much easier for our jobs to do what we want to do. And the passion and the love that you have for the students, for your for your life's work, uh is really something admirable and very rare that we see. Mr. Mill, you did hit nail on the head. This isn't an ordinary district. This

019is a pretty special place and I think that makes it really easy for us to do what we want to do and serve as the school directors because of how easy you guys all make it. So on behalf of us, thank you. We really do appreciate it. Uh Dr. Roso, you are up with Am I missing something? >> Oh, yep. Go ahead, Mr. Snore. >> Oh, sorry. I don't tend to be verbose at schoolboard meetings and I think everybody appreciates that. But I do want to just say um a few words tonight. You know, I always get like a little bit emotional with these retirements. Um some of you have had my kids, some of you had not have not. Um but either way, I'm always so like proud and so appreciative of all the

020years you've spent at St. Clair and all the times that you have um supported our kids and helped our schools. And so I just really wanted to thank you again for all the all the hard work you have done on behalf of the the kids in the community. And then I also want to say I told Mark this um a few weeks ago when I heard he was actually for real retiring. Um it's just a quick story but I think it really um shows how students feel about Mr. Miller. I have a college freshman. He's wrapping up his first year at PIT and he was um a student at Eisenhower and you know we're just chitchatting. He was home for the weekend and we drove by Eisenhower and I said, "Hey, can you believe this?

021I hear that Mr. Miller is going to retire." And without missing a beat, he looks at me in the car and he goes, "If you remove the heart from the body, does the body continue to live?" And I thought, "Well said, Ben, you know, really well said." And so, I think that really shows how all of the students and all of the parents feel about Mark leaving. And I know, you know, Eisenhower will continue to be an amazing place. We have incredible staff there. Um it won't be the same without Mrs. Penraat and without Mark. Um I think that the teachers um feel that and the kids certainly feel that and the parents feel that, but I know good things are on the horizon and it will continue to be a great school. But I

022wanted to share that anecdote from a student. >> Sure, Miss Peterson. Go ahead. >> I promise I'll be fast, too. I've known many of you a really long time. And um these moments are bittersweet as Mrs. Schnore uh alluded to and um as Dr. Roso said, you can't be replaced. Your job will be filled. We will love the people that come in. We will nurture them. Um as you as Mark talked about the other staff members, we will try to make those people like you have been. But um you will be missed and um you are taking a lot of love with you. So be healthy, be happy and uh stay in touch. Thank you. >> Yeah. Congratulations to all the retirees. Um on a personal note, Sam David and I started in the district

023in the same year and I'm here to tell you all custodians are not created equal. He was the best. His uh work ethic was second to none. took great pride in his work and if he had my section, I always knew that my students, my athletes and and I would be uh well cared for. So, thanks for all the good years, Sam. >> Anyone else? >> One final note. Dr. Razo had mentioned you will be replaced, but there will never be another like you. Each one of you contributed and made something unique about what you did and the love that you gave to the students and how you taught. Three minutes with a teacher can change a child's life. Three minutes change the direction. It can start as early as kindergarten, first grade, and that

024child's life will be changed forever. Giving them hope, giving them dreams. as they and as they go through the system, they'll leave prepared and ready to face their own world. But thank you very much. And Mr. Miller, I never did get that math problem, but the student and I figured out we were looking at the back of the page. We should have been looking at the front. >> Okay. Thank you very much. Congratulations, everybody. Okay, moving on. Drs. Wagner and AOR with our uh curriculum recommendations. I'll let them filter in. >> Okay. So, good evening everyone. Uh we're it's it's tough to transition from that, but um we are very excited to present our spring curriculum recommendations to all of you this evening. um our curriculum leadership team who is filtering in right now from

025the back room has done an outstanding job preparing for these recommendations. In many cases it's weeks, months or even years of work to get to the point that we are right now. Uh I want to thank them all for their commitment to this process, for their collaboration, for their innovation, for their support of one another, and for always looking to enhance the work that we do within our school buildings each day. So prior to all of you presenting tonight, just wanted to tell you thank you for all of your work. I also wanted to acknowledge Dr. Razo, Dr. Fender, Dr. Wagner, and also Mr. Miller, who probably left, which I don't blame him at this point, for there he is. Oh, he was just closing the door. Um, for all their work in this process,

026but particularly wanted to thank the board again for your support and your commitment to the process in which we have. I don't think it's really well known that most school districts on a seven-year, 5year, threeyear cycle for their curriculum recommendation process. We can update ours twice per year. and it pays dividends for our students. I know that it's an investment of time. It's it's an investment of money, but it's an investment into our students, and we couldn't do that without your support. So, in advance of these presentations tonight, we just wanted to thank you for all of that. Um, at this time, I'll turn it over to Dr. Wagner for a few last words before we uh kick it over to our curriculum leaders. >> Awesome. Thanks, Dr. O. And, um, yeah, as as uh

027Dan mentioned, just grateful for, you know, for everyone's time this evening. Um even members of our team who are not presenting this evening are here to to support their colleagues which is which is great. Um just as a a brief process reminder um though we do this twice twice a year um just wanted to to remind everyone um sort of where we are in the in the uh process of having recommendations approved. Um the inception of idea as Dr. O mentioned uh can happen at any point whether that's a student giving us a great idea family um or at the department level. Um following that we have what's called preliminary panel. Preliminary panel is held at each level in the district, elementary, middle, and high to gain initial feedback on the recommendations and the ideas

028that um are are born out of um our our teams. Following preliminary panel is final panel. Final panel is an opportunity for articulation across the K to2 sequence. It's also an opportunity for district level leaders to provide feedback um to ask questions and to continue to further refine the recommendations before they're here this evening. In addition, um notably is our community curriculum input committee. This is a a collaborative of individuals who live in upper Slair, some with school age children, some whose children have graduated. Um, some who just have an interest in in teaching and learning and have some professional expertise that they bring to that group. Um, and so that group also convenes in advance of our presentations this evening. Um, so a very iterative uh process that refineses the recommendations to the point

029that we're ready to to share them with you um this evening. Tonight, we've asked our curriculum leadership team and our department chairs um certainly to to be excited and and share their great Rex, but also to be succinct. Um but certainly they're prepared um and eager to answer any questions that you may have um after they've finished presenting their recommendations. Lastly, in the the packet that you received, um you'll notice that a number of recommendations are for your information. These often are recommendations uh that initiate a study uh that later uh might move us to a recommendation in years to come. Other recommendations um that you see in your packet are for board approval. These tend to be major recommendations that adjust courses, add courses um or change instructional programs that affect um large numbers

030of students. And so that's the the delineation there between information and board approval recommendations. Um so we look forward to to presenting this evening. Um and certainly if there are questions along the way, we hope that you'll pause and ask those. Um we'll be uh working through the order that you have in your packet. So there no uh no adjustments uh to that. Um and that kicks us off with our school counseling department. Um and Dr. Media will be presenting the first recommendation. >> Good evening everyone. Um so and Dr. Kirk is here with me as well. This is um a combination of an adopt a the Maya learning platform which was a pilot recommendation last spring. Um we've been running that at the high school with grades 9 through 11. Um that has gone

031really well. Uh starting in the fall, the seniors will well I guess technically starting right now the seniors are transitioning to using um to using that um and uh it's been really successful. We are also recommending recommending that um our seventh and eighth grade graders pilot the platform at Fort Couch as part of their school counseling curriculum um classes that they have once a rotation with our school counselors. Typically, we have had like a really intensive eighth grade career unit. We are looking to um make that career education more integrated throughout their time at for couch and having them use the same um the same resource and platform with Maya. Um we're looking to really articulate and vertically align 7 through 12 there. So, um, we're looking forward to, you know, having developmentally appropriate, um,

032resources for students and being able to see their progress over, um, the course of the six years from 7 through 12. >> Thank you, Dr. Media. Um, next up is uh, Miss Melissa Tungate uh, for high school English. >> Hi, good evening. I was so excited I didn't have to bring a bag of books today that I actually forgot the actual book I was going to bring. So, I apologize about that. Um, we just have one recommendation for the English department. We are recommending um the adoption of a resource for AP English literature. Um, it's uh akin to a textbook in that it has uh uh strategies and suggestions for kids with writing the essays for the AP literature exam. um the recently last year they moved to changing the way their multiple choice is

033uh created and so there's like fresh multiple choice practice and strategies and there's some guided independent practice as well. So, it's meant to be a supplementary resource to the AP English literature course, which as you may remember is now offered to juniors and has had a very successful year. Um, and we hope to continue that again next year. And AP English language is the senior year course. So, this is continuing that pathway of developing that structure. >> Thanks. >> Thank you, Mrs. Tongate. Next, we have Mrs. Garvey for middle school ELA. >> Good evening. Um I did not bring a bag of books. Maybe next time. Um but I am going to talk about uh resources. So the first um recommendation is for a study for digital resources or digital subscription to supplement um middle

034school ELA. uh with PSSA is moving online. We felt that we were sort of missing a little bit of um practice in that regard, we know that it's important for students to kind of study and practice the way that they're eventually going to be tested. So, we're looking for resources that are allow our students to be able to read online and answer questions online. We did have Nuzella in the past, but we kind of got rid of that in the pa um this past year. And so, we're looking to kind of fill that gap now. So, for the study, um the idea is to get a group of teachers together, kind of come up with some potential digital subscriptions or resources, um create a list, go through and um create some types of rubrics or

035grading systems for how we're going to evaluate these resources, and then have some demos, lessons with some vendors, and then um take a look and see what we decide would be possibly the best for us moving forward. So potentially a um pilot recommendation in the fall. >> I think this is a wonderful idea. I have, you know, okay, maybe I'm a dinosaur, but I have to print things out to read them. And I think if I were being tested on a reading section, I would appreciate being more exposed to how to do it online. So I think this is a wonderful idea. Thank you. >> Thanks. Thank you. It's uh you've got a lot of challenges right now with reading for sure. Um so I I appreciate it too. I just wondered if you could

036talk to me a little bit about personalized learning pathways. I'm assuming that just means individual choice but then I started wondering do you mean like things driven by algorithms, machine learning, AI? >> It's it's we're looking more for student meeting students needs. So if a student is reading at a certain level, do we have will the digital subscription be able to kind of match at their level? So not necessarily having, you know, AI kind of drive that, but more so making sure that the resource that we choose will be appropriate for a variety of students. Thanks. >> All right. Second recommendation is for the adoption of the novel Fish in a Tree as a cortex for fifth grade ELA. Um this was brought up as a pilot uh in the fall of last year. Um

037we went through a pilot phase where the students um a small group of students read Fish in a Tree in fifth grade in the spring of last year and then we worked over the summer to adjust the resources to make it appropriate for the beginning of the school year this year. We had another um portion of students read the book this year in the beginning of the year and the overwhelming response from both students and teachers was that they loved the book. Um, it had great messages. It was an appropriate reading level and we are looking to adopt that for fifth grade. >> Okay. >> Silence is golden. >> Thank you, Mrs. Garin. At this time, we have Mr. Lucas for middle school math. >> If you'll excuse me, I'll just go next door and

038get my bag of books that I brought with me. Um, this is more of an update for you. Uh, the EXL pilot that we recommended for you back last spring has gone extremely well. I'm very excited. The data uh that's coming back so far, we only have map data, but it is tremendous. Some of the the best growth we've seen, um, essentially, you know, I'm I'm an excitable guy. I would want to just adopt this now, but I feel as though we don't have enough data to make a truly informed decision. So, we want to make sure we get our PAS data, make sure we get all our our ducks in a row and make sure that it's, you know, there's actual correlation here and true student growth. Teachers report uh a lot of great

039uh usage of the the program this year. Um we want to take summertime to really press in. Uh we tried a lot of different things this year. So we want to press in and see okay what worked best in what situation. Uh what topic did it align best to? For instance, when we did our data unit, we used a a lot because that's a that's a strand that traditionally is the lowest of our five strands. It's still very good, but it's the lowest for us. So we wanted to uh to utilize EXL a little bit in that. So we'll see if we get a little bit of uh of a bump there. So, um that's essentially the wreck is to take just one more year. Uh that'll give us a full uh uh full year

040of data for one of our one of our classes. We'll also have a little bit sixth grade data, a little bit of uh eighth grade data too there. So, um yeah, that's the recommendation. Keep it going for one more year and then hopefully this time next year I'll be back uh recommending an adoption. >> Yes, ma'am. >> So, this is great. But as usual, I don't I don't understand what I'm reading, so I need >> Yeah, go for it. >> Um, well, first of all, I appreciate the care and I appreciate the um relationship to the map testing. It is very exciting. Can you just help me understand like it looks like groups A and B and then D and E are growing more and then there's this C. >> Yeah. >> Can you talk

041about C? C is those are our, you know, middle- of the road students. They're still achieving well. They're still showing growth. But what we're what we're seeing the the the main benefit of this is for our students who uh traditionally struggle, we're closing the achievement gap. >> And then also that seems to high achieving as well. >> Correct. because one thing we've been able to do with this program is to say to our kids who want to explore um other topics that might not be on grade level, go for it. Uh so one thing I tried with my students this year as part of the pilot was I said okay if you're above this particular score uh which kind of gives you a score based on where they think you are in the grade range.

042I don't put a lot of stock in that, but if I've got a strong student who I've noticed in the classroom can run, uh, then here are some things you might enjoy. Or I had a student come to me and he said, "On my math test, I read a question about sin and I want to know what sin is." I'm like, "Well, this is not a theology question. This is sign is what you're looking at. So those are trigger ratios. Um, and here's the things you would need to know. That's a that's a pre-cal concept. and you need to know this and this and he's he's like, "Okay, cool." And like with a couple clicks of the button, I could release that info and kind of give him a path to get there. That's not

043going to achieve mastery, but when he gets to 11th grade, he's going to he's going to remember sin and cost. >> Well, I and I'm very hopeful that he doesn't learn other uses of the word sin. So, you know, but but I was I was wondering, does this program say anything about that average group? >> Uh >> I know this is like an ongoing problem, an enduring problem in education, but this is like fascinating, right? Because it's rare when you get the top and the bottom, >> right? Right. And we're looking I mean that's again that's something to continue to look at, but I think you you look at um the middle group is continued to grow, but this is like a comparative. So like the amount of growth for that middle group is still

044strong. It's they're still growing. So I think our PAS data is still going to be good. Um it's not like it's bad, but compared to like what you're pointing out, compared to the low and the high, they're making huge gains. Um, I think one thing that that was interesting and I want to push in on a little bit more is the correlate kind of it appears to be a correlation between just time spent in the program and growth. Um, which should be intuitive, but we want to nail that down and make sure that that actually is helping or is this just, you know, correlation is not causation. So, we wanna we want to look into that a little bit more. >> Where is the program encouraging them to spend more time too, right? I mean,

045that that that's >> non I know one of the the concerns raised by I can't remember which board member was was like how much time are we requiring of the kids. So, that's something we're trying to be very mindful of. We rolled it out slowly at the beginning of the year and kind of upped it as the year went on, scaled it back toward the end of the year. So again, that's going to be part of our summer work is really being uh targeted with where we deploy this to get the most not just bang for our buck. It's kind of a crass way to put it, but like where are we going to get the most effective use of the program? So a lot of questions left to answer, which I think is why

046it's wise to even though I really want to adopt it, it's wise to just wait a year at least. >> Thank you. Yes, ma'am. So my familiarity with this is that uh there's an assessment that the kids take that are like 20-minute intervals. Correct. >> Yeah. >> Okay. And then from there um an educator can go behind the scenes and say >> I feel that this child should be accelerated and even could be accelerated through the grade level or beyond the grade level and then they would be given that type of math as they accelerate into the program. Correct? or reversal. If a child is not meeting the third, hypothetically, the third grade standards, maybe they need to repeat a little bit of the second grade and then be able to do that as well,

047right? So, you have entire classrooms on certain levels, but there's growth for each child as they travel through this math program. Correct. >> That's the goal. And I I am aware that some districts use this as their metric for acceleration. I don't feel like that is a good use for this program. I think that this the the procedures that this board has approved in the past are working extremely well. I know we are a little bit more conservative as a district and and careful with how we but I think we do also provide a lot of opportunities even if a kid doesn't skip a course. Um we're not as we're not as territorial as we used to be um you know 15 years ago where if a kid's in seventh grade we're not saying no

048you can't you can't explore eighth grade. You're not done with seventh grade, right? Well, no. With this seventh grade skill, you've mastered what's in seventh grade. So, yeah, we're going to give you some eighth grade stuff, but we're we're we're not going to my recommendation would not be to use this program as a metric to say, let's let's just have you skip algebra 1 because we think you're a strong student. So, I want to be careful about, you know, how we talk about acceleration because that is that can be a hot button issue, uh, if we're not careful. Um, and we're we want to make sure, especially with some of the courses we're teaching, that that kids really do have those those foundations. But as far as what you're describing, like on the back end,

049yeah, teachers can go in um, and see what this kids they did. And and again, that's MAP has that as well. So we always want to be careful with that. I think the question that came up earlier about like machine driven learning and things like that is a very very important one that we're making sure that the teachers are utilizing this as a support and not as the main driver in the classroom that we're using our formative assessments. Um, I think this could be a great tool and maybe that's why we're seeing more of the growth in the AB and DE groups and not so much in the middle group because it is easier to target uh skills for kids who you're describing right who are very strong so I know what to give them

050or they're behind and I can see that so I know what to give them. So what do you do for the middle group and that's again more questions to answer but yeah your point is well made. So my my question for you just just one more. Sure. Is this something that you see educators using on a daily basis or is this something that because 20 minutes out of a class is a lot for them to be on a computer? >> Yeah. >> Um so how frequently will we be using this in a classroom setting? >> So I did not use this during I mean there were days when I I worked it into my my schedule and again this is something to discuss with our group of teachers over the summer. There were days or

051weeks where I would say okay this day is a is a win day what I need right so like if you are behind on assignments or you need second chance learning you can work with me if you're good on that and you want to work on and explore some things you can work on that so we're trying to be very careful that we're using this wisely so that it's not punitive um a lot of the times that kids are using this are doing times like panther time and period 8 which is great for the other team teachers. I'm looking at you, Mr. Kyle, because you know, if a kid is just, you know, sometimes our students get distracted and, you know, they have things that they can work on now, you know, like, well, did

052you get your EXL skills done this week? And well, no, well, then let's work on that. So, it does give during those um if a child finishes their things during those periods, it gives them something else that they can continue to move their learning forward. Um, but we are, again, like I said, we're trying to be very mindful with how much are we throwing at them because we're we're not trying to make the volume of work bigger. We're trying to make it better. Does that answer your question? >> Yes. My largest concern is that they're going to spend too much time on the computer on a daily basis. 20 minutes a day out of math class is a lot for them without having the educator actually teach. So >> that is my greatest concern. I

053would prefer to see that it's definitely supplemental, maybe a >> once a week type of thing that they have a goal to achieve that they're using the teachers are using it as a baseline of what else can I give this child to supplement their learning whether they need it, you know, um more of a remedial um learning packet or something more advanced. Um >> right. Is it does the will this be helping an IEP um assessments as well? >> It all depends on the individual students. I don't I mean I'm looking back at our IEP folks. I this is right now this is a a tool for the math classroom and so you know questions for individual learners would be taken up with the individual learners. So if the IEP team feels that this would

054be a good program to use for an individual student who maybe needs this, then I think it's at our disposal. But as far as like you know a policy of we use this I'm not prepared to make a policy. I'll let you speak to >> I can speak to that. I would say to your point Mr. Lucas that it would be on an individual basis based on student needs and where we feel students need that intervention or additional support. Definitely the data piece is definitely part of that present ed level piece that would support whatever educational programming that we would decide for that student. >> Thank you. >> Yeah. See y'all soon. Right. Thanks, Mr. Lucas. Um, the next recommendation comes from the high school math department. Um, and Mr. Miller is involved in another

055professional development opportunity this evening. So, I'll be uh presenting on his behalf, but he sends his his best regards um as always to the board. This recommendation is to adopt the IB computer science curriculum um that was last updated by the IB organization in 2014. Um, and so they've revised their curriculum. Um in in short uh the the biggest change um which Mr. Miller feels and the department feels is a good one is that previously the curriculum um was more of a survey course. It covered a lot of um concepts of computer science principles um but there wasn't as much technical skill devel development. Um the revision to the curriculum that um is adopted by the IBO and and we proposed this evening um brings in uh some degree of programming um to the course

056using Java. And so students will leave the course with the computer science principles background but also some technical skill that wasn't present in the last iteration of uh this this curriculum. Um this would take effect for next school year and we teach the IB computer science course not every year uh but for enrollment purposes every other year. >> Well I you know I'm a big fan of computer science at Upper St. Claire because I have a daughter who's a software engineer and that love started in this school. Um, two questions and I think this is just good for us to know as a board how many students like offhand I are taking computer science now say compared to 2014 but like I'm wondering like what's the growth rate? Um I imagine it's growing. Um, and

057then also like how do you counsel a student about IB computer science versus AP? Is that some I'm imagining that's going to be part of advising and so forth, but um, what's the value add for us to have an IB programming course that actually hasn't focused very much on skills when we have an AP course that does? So, a little bit of that. >> Yep. Yep. Uh, great questions. So, I think we we saw a big jump in our computer science numbers probably about a decade ago. Um, and and and really sort of the the ability to for Mr. Miller to be the only instructor, it outgrew him. Um, and some of our other teachers have have jumped in on that. Um, I think what has been really helpful is and thanks to the board,

058um, the responsiveness when we did start to see a little bit of a dip in our intermediate programming um, courses a couple of years ago, you'll probably recall that Mr. Miller presented recommendations that shifted those to a cyber security and an AI focus. Um and so we've seen what was as you know maybe one might say a declining enrollment um sort of return to to where it had been about 10 years ago. So I think that responsiveness to context and and you know where we are in in history has been helpful from an enrollment perspective. Um certainly we continue with the AP computer course to see at least two sections of that um each year. Uh so that would be about 40 students are are you know sort of hitting that final course um which

059is which is wonderful. the IB computer science uh we run it every other year um and it has varying um enrollment sometimes a dozen students um or so but I think your point is well made and something that um with with Dr. Kirk we can continue to have conversation about now that the IB computer science course will have some more technical skill embedded um what are the characteristic differences between the two and how might one tee up a student to be more successful for their post-secary planning. So, thank you. We will we will have that conversation. All right. Our next recommendation um comes from our performing arts department. Dr. Cybert um is here and uh when he concludes his presentation, Dr. Cybert is headed over to the boy band concert. Um Mr. Maj's last concert

060that that he's conducting. So, uh Dr. Cyber is curriculum leader will be there to support the musicians and and their conductor um just just after this. >> Thank you. Thank you. Very exciting for Mr. Match as well. So, good evening. Thank you so much for having me here. The music department is recommending a formal study of the high school coral curriculum and program structure. Um, our curriculum review will evaluate ensemble structure, student learning pathways, curriculum alignment, program sequencing, and alignment with current practices in secondary coral education. Our rationale for this uh recommendation is that our current program of studies does not clearly define a sequential pathway for student participation in coral ensembles from grades 9 to 12. So the purpose of our study is to evaluate how the program can continue to support progressive student

061growth in vocal technique, music literacy, ensemble performance, and artistic interpretation. The view will also examine how the current structure compares to recognized instructional models and best practices employed in compar in comparable secondary coral programs. In addition, vocal music educators from across our district will collaborate throughout the review process to examine the historicity and significant aspects of the high school coral program. will evaluate the instructional alignment across grade levels and strengthen vertical alignment between elementary, middle school, and high school vocal musical experiences. The study will also include benchmarking successful secondary coral programs throughout the country and reviewing standardsbased instructional models supported by the American Coral Directors Association and the National Association for Music Education to ensure alignment with current research and na nationally recognized best practices in coral music education. Most importantly, the study is centered

062on the student experience and ensuring that our students continue to receive meaningful, engaging, and appropriately challenging musical opportunities. The specific impleation uh implementation steps are included in your recommendation form. So, you can see those right on that second page. Um we're going to do a program review and data collection this summer with curriculum mapping as well and benchmarking um this summer and fall. And we're uh seeking stakeholder feedback to our program. And then we're going to look at the program of studies alignment in fall of 2026 and make curriculum recommendation or should should I say we will compile a curriculum recommendation report in the spring of 2027. And that way we will outline our program strengths, areas for improvements, possible structural adjustments and recommendations for long-term program development. And you can see um other aspects.

063The a significant part of this I think is the fact that we have um multiple teachers across the district that are working on this. Does anybody have any questions? All right. Thank you so much for your support. >> Right, Dr. Cyber. Thank you and enjoy the show. Yeah. >> Um, next we'll hear uh from Dr. Colin Sim uh from the high school science department. >> Good evening. Uh, every day didn't worry. I made up for everybody else with the size of textbook that I brought. Um, h I'm h here to recommend adoption of experience chemistry for 10th grade uh chemistry courses at the high school. uh statewide implementation of the new PA steel standards began in 202526 uh based off of NGSS. Uh what has led to is a major shift in instruction uh to

064a three-dimensional framework that involves uh phenomenal uh phenomena integration. Um so alongside the school district's comprehensive plan for 25 through 28 uh there's a three-year plan for curriculum development unit planning and assessment alignment with steels. One of the issues with steels is because it is so new much of the materials and resources that are available are based around NGSS. Uh so it's been a challenge trying to review resources and look for things that will support our teachers. Um so particularly in physical sciences a lot of the emphasis has been on biology uh with the adjustments to the keystone biology exam. Uh our chemistry teachers they identified this experience chemistry textbook. Uh welcome to take a look if you would like. Um they recommended this textbook. Um there were two other textbooks that they examined that

065you'll see in the textbook evaluation form. Uh this book is the book that is closely aligned with these steel standards. Uh as well as that it contains that three-dimensional learning platform, built-in differentiation to support diverse learners. Uh it has a digital platform with it. Uh differentiated labs and formative assessment. So uh it's very kind of comprehensive in what it provides um as we continue to evolve uh with these steel standards. Any questions? >> Was there a textbook this year in chemistry? >> Uh I don't believe not in use. Uh the previous textbooks I believe were from 2001. >> Okay. >> Um so >> so does each child get a textbook or is it on their um Chromebook? Uh there are going to be uh two class sets of physical textbooks uh and then there's going

066to be licenses for the online component for each student. >> Okay. Thanks. I was just curious. >> Thank you. >> Right. Thanks, Dr. Sim. Um we'll next hear from our high school social studies department and Mr. Kchner. Well, good evening and uh happy graduation week and and happy last week of school. Um as I think everybody here knows though, the the work here in in St. Clair is ongoing and in fact this summer our social studies department is uh planning to conduct a study that we've loosely titled civic engagement study. But more specifically, what we're doing is we're looking to study ways to enhance exposure to more civics and government content and service opportunities for students enrolled in 11th grade social studies courses. And while our interest and work in civic engagement has been ongoing

067and um uh culminated in the creation of uh one of our core courses, American civic engagement or that we call ACE. Um I wanted to update you on on some highlights and some recent work that we've done. Uh and then I'll and I'll dive a little bit into the the study. Um just this past week um last Tuesday uh about 100 students in our 11th grade courses traveled to Washington DC and uh they took a day trip where they had the opportunity to visit a number of museums. Um we went on a tour of the US Capital and Supreme Court. Um students had options in terms of what museums they could uh visit and then in the afternoon we took a walking tour starting at the Washington Monument and and made our way all all

068the way to the uh Jefferson Memorial. Needless to say, the students uh had a wonderful experience. It was a packed day, a full day. They were exhausted, but uh but was well worth it. Um prior to that, uh just a few days earlier, they were taking part in what we've called our civic engagement week. And um an unofficial start of civic engagement week was really a community day where a number of our student clubs uh took part in the the booths that many of you likely saw if you were able to to visit that day. Um later in the week, students took part in a charity flag football tournament. They saw guest speakers. They saw documentaries. And then the end of civic engagement week uh involved what we call our capstone convention where the students

069enrolled in our 11th grade courses uh presented to our 9th and tth grade students uh their their work that they've done on a passion project, a project of of interest to them uh whether it was at a local level, state level, um and in some cases even even federal level. And so that has grown and um we're very proud of of the work that we've done, but we're also looking to maximize those types of experiences, those types of um events, the type of service that we were able to see our students exposed to and also the amount of content and skills related to civics and government. So for instance, uh while our ACE courses have grown, so have our AP US history courses. And while students enrolled in AP US history are um uh engaging

070in college level work um and ultimately taking the AP exam to earn college credit and they all take part in the capstone project along with our ACE classes. The content that they're exposed to isn't identical. Those courses are not the same. So what we're hoping to do is maximize the amount of exposure that our students have. You know, three years of social studies, only three years of social studies are required. And so, how can we harness the the amount of of of work that we're doing outside the classroom, marry that to what's happening inside the classroom for opportunities like community day, days of service, um charity ser, you know, community service at a at a local level, at a regional level. I just wanted to give you a sample. Um Dr. uh Dan Zolinsky, one

071of the teachers of the ACE course and the A push course, I asked him to send me a sample of some of the capstone projects. And if you'll bear with me for just a brief moment, I just wanted to share some of the things that um that the students um decided to take part in. They they designed these uh they advocated for legislation requiring safer drinking water. Um they are are researching chill rooms for students to support mental health. They were com attempting to combat the opioid epidemic. Advocating for voter ID law in Pennsylvania, providing more funding and support for schools to implement 504 service agreements. Support for raising the minimum wage. advocating for a more robust business district in USC, sidewalks in USC. Um, I could go on and on. Um, so what we

072want to do is bring together members of our department, members of other departments, including ELA, uh, our counselors. How can we, uh, take the good work that we're doing and and take it to another level. So, thank you for your time. U, happy to talk more about any of that with you. All right. Thanks. Thank you. At this time, we will turn it over to Dr. Andler Plovvic. >> Good evening. Thank you. I have two pilots that we are proposing for special education. The first of which is that we are looking to pilot math 180 as our curricular resource beginning with grades five and six for our resource math classes. So, our students specifically in special education, those students who would be receiving that intervention level. Uh math 180 will utilize our existing MAP testing

073to determine placement in the program. It aligns to a more personalized approach to intervention. uh those students who've already begun in transmath starting in sixth grade will continue through that in grades seven and eight. But what we're going to do in addition is the math 180 has what we call a flex license option. So it provides math 180 as a supplement as opposed to the main curricular resource. So our proposal is that we're looking to pilot in at Boyce in 56 with math 180 as the primary resource whereas then at 78 we'll pilot the math 180 as a supplement and we'll collect some data points to determine efficacy from those two spots and again utilizing our MAP testing for that. Any questions on that part? The other part other pilot we're looking at is in

074addition to adding for our reading intervention tools we're looking to pilot spire. Previously we've adopted foundations as an intervention tool for our special education at the elementary back in 2018. Foundations is more of a tier 2 support for students. It is multiensory. It is structured. It is explicit that reading intervention piece. What we're looking at aspire to then take the tier three piece of that. those are non-responders and foundations given our complex needs of learners and how reading has been such a primary focus for us adding more of those resources. The difference with spire is that this one is Orton Gillingham based it is tier three more intensive students will take a placement test determine where their needs are and then from there again it is also multiensory structure and explicit reading instruction but it

075adds another tool to our toolbox at the elementary level. I do have a question. Is spire able to go to the middle years? >> Yes, there's different levels of spire. So, there's spire up, there's spire next. Um, and also there's also reading accelerator. That's part of that upper grade levels as well because one thing we have to make sure is that we're looking at grade appropriateness, age appropriateness. So, spy up tends to stay in the upper elementaryaries and then as we get into the middle levels, there is spire next uh reading accelerator. I know we've been talking at the tier 2 level with voice and what to look at for next pieces for that. I know we have a reading wreck from last year and that. >> So that's something you'd be interested in possibly

076>> for for the middle years. >> Yeah. I don't want to steal Dr. Works Thunder. >> Yeah. No, >> talking a lot about >> Mrs. Garvey's right here. We're actually talking about it right before this meeting too. We've had several meetings over the last couple of months. Um and that is absolutely something we're looking into. I actually have the binder right below my table right now to to give to Mrs. Garvey and we are certainly looking into that. Um we've done extensive work um evaluating different products and that is one we're certainly looking into. >> Great. You know I would be in support of that. >> Thank you. Okay. This time we'll turn it over to Dr. Media again. >> Okay. Um this is sort of the uh part of part of the um urge

077to uh pilot the Maya learning at at Fort Couch. Pennsylvania has revised the career education and work standards. They will go into effect in uh July 1, 2026. Um they've they've retoled uh the the expectations in the standards to combine a few different um a few different things. The previous standards were somewhat um discreet such as like can write a letter, can can complete a resume. Um the updated standards are a little more global and looking more at student mindset, student um uh approach to to developing work habits. um we are required to report on different grade levels every year in terms of uh artifacts that are collected across different content areas. And so the recommendation is to adopt Pennsylvania's new standards and then also to um complete some work to integrate them through our

078curriculum. We know that we are preparing students for um for college and and and life after high school and their careers, but we want to make sure that we are also hitting the expectations um that the state lays out for us in terms of uh collecting the appropriate artifacts um across not just the work that our school counselors do with students, but everything from our um our CAPS courses in in middle school um some of the experiences that are interdisciplinary um as you know as young as kindergarten. Um some of the community helpers um visits for example definitely align with our our career standards. So it's really looking at you know how are we completing um these expectations and what is it that we're anticipating collecting from from all students um to report back to

079the state. >> Quick question. This this seems like a massive data project. What's the what's the I mean I'm assuming like that's all figured out. >> Yeah. >> Okay. Thanks. That's all you need to know. >> Yeah. So So we and this has been in place for a number of years and so we we are already doing this. It's really just a recrosswalk to make it to make sure that are we collecting the right things? Are the things that we are um you know are the things that we're collecting in the right grade levels etc etc. um and making sure that we are I identifying and highlighting them as you know this is something we actually do need to keep. This is one of the things that the state can monitor us on. Um so

080so they could this the state can show up during our testing windows and say we want to see you know Joey Smith's career portfolio and we have to be able to produce that. And so that has all really been um tangled out. you know, it really is a bit of a tangle, but that that part has already happened. This is really just making sure that what's in there is the is the right stuff. >> Thanks. >> I remember um a committee quite a few years ago getting together to talk about how to start collecting and exam, you know, identifying, you know, these types of artifacts. So, um I know how much work it must be. And Dr. Wagner and I were at a meeting at Parkway because we talked about the fact that Parkway students

081produce artifacts there as well. So I know that there was communication with um you know collecting those things. So I I do commend you on this. It's interesting. I don't know. I'd be interested sometime in sitting down having a conversation about is it producing results >> as opposed to meeting the criteria of the collection. I I think in what we really work to ensure is that we aren't uh duplicating efforts that we aren't doing extra that we are really looking at what is already included in our very rich curriculum and what artifacts can we select from what is already happening because we know that the work that we're doing is effective in in developing our students into the you know the adults and and and the lifelong learners that we want them to be. So

082um it's not necessarily adding to but it is making sure that um we are prioritizing that we you know as we go through these curricular recommendations we also want to make sure that we aren't um kind of weeding out something that is considered to be a a a key artifact in in this work as well. So it really is interdisciplinary. Um, and you're right, our our teachers, they do what they do day in and day out, and they may not even realize how many of the standards in addition to their content standards they're they are meeting. Um, and so that's kind of the work of of the the larger group of us to make sure that we don't lose sight of that as well. >> Thank you. >> Okay. I'll actually be uh presenting Mr.

083Wilson's uh recommendation. And so his recommendation is to conduct an in-depth review of AI tutoring tools such as Google Notebook LM and Brisk AI through a structured evaluation over the summer of 2026 to inform staff training in the fall of 2026 based on the results of that review. And I can tell you that his plan is to to gather a small team of teachers over the summer to evaluate the tools that are currently in use, how effective they are to kind of make content specific uh in-house experts to be able to deploy training for our staff members in the fall. As you're aware, the last couple of years, our staff has built a strong foundation in AI, how it works, um ethical use of it. We know students are using it on their own. Um

084but this one is more to look at the tools that we actually have the capacity to have us input the information as opposed to it being open to the to the wide web um and use as a supplement. So not to replace teaching, not to replace um instruction or what goes on in the classroom, but how can we support students even if they're out of the classroom? Um, just as an example of something I can tell you about that I saw this year, I was in a sixth grade classroom a couple of months ago. And um, one of the things that they have is for every single lesson, they have a video of that lesson of the teacher teaching. And so if a student is absent that day or if they go home and need

085some additional support on their homework, they have the ability to watch the teacher teaching the lesson, stop it, pause it, rewind it, or whatever as they're doing their work so they can gain a better better understanding of the content. Well, for this particular lesson, for this topic, one of the sixth grade teachers, the the video completely disappeared for some reason. And so all the work that he put into creating a you have to imagine every single topic has has a video of the teacher teaching. So that's a lot of of work and time. So, as opposed to him going in and re-recording himself, he actually took his presentation for that lesson, his quick check, his note guide, and his homework and put it into Notebook LM and said, "Create a video that's less than 10

086minutes at a sixth grade level for for our students." And within minutes, it spits out a video that was absolutely outstanding. So as opposed to him, you know, taking 4550 minutes, whatever it might have been to to re-record himself, he used one of these tools, which is called Notebook LM. So again, Mr. Broad can jump in, I'm sure, as he knows some of the technical things of it, but the tools that they're looking at are ones that we input the information into them as opposed to it being open to to the entire internet. Um, and then we can have it produce what we'd like it to produce, whether it be a podcast or a video, a quiz, note cards, note cards, flashcards, um, and those types of things. And again, the idea is to help

087drive some of the professional development that will happen in the fall based off of this study that they'd like to conduct. Yes, I'm sorry. I love this stuff. Uh, quick question just to keep in mind as you keep going is one of the things that I think this district does so well is mentor junior teachers. when we use tools like notebook LM which I use all the time. I mean I'm I'm all I'm all AI dirty. So um but you see I have developed e an expertise over time to be able to make decisions quickly. And so even a new teacher coming out of college right does not have the same skills that say a curriculum leader has after years of interacting with students and so forth. So I would just caution that part of

088the review here for using tools um gets teachers to evaluate in their own developmental trajectories. What am I gaining? What am I losing? Um in terms of my own critical thinking for instructional design. Um this is something that is very serious. >> Thank you. >> Quick comment. Um, I like playing around with AI and I was I was working with Gemini and moving to Copilot and I was pretending I was doing a research project and it was interesting how just changing one word could totally change the inflection of a report that I was creating. So I'm thinking back to how we were trying to working earlier in the curriculum recommendations and it talked about writing skills, reading skills, comprehension. And I can see how the teacher could so much so it would be so much

089easier for the teacher to create something for specific skills to identify the weaknesses that students have in a particular area, rewrite the program and target those skills that this could be done much more quickly. But but it was fascinating just moving between the two tools and how when Gemini took it over kind of just changed it. I was I was creating a fifth fictitious report. It was kind of fun, but then I got too wrapped up in it. I I did really have to stop. I was talking about taking up too much. You know, an hour goes by like that. A snap of a finger and you've got pages of research just by asking questions, answering questions. Fascinating. >> Yes. Thank you. Okay, at this time I will talk to take it over to Dr.

090Fender who was gonna step in for uh for Mrs. Melinger. Thank you. >> So I'm probably not as lively as Mrs. Melinger, but um I was involved with the high school study um when we did a review of the wellness and physical education and um did some changes back in 2023. And if you remember back in the fall, we adopted the Glenco text to go with those high school revisions. And now, even though we still eagerly await the official adoption of the standards that have not been revised since 2002, um we want to be proactive and conduct a study of those academic standards for health, safety, and physical education um throughout this summer and give some time. We have a lot of things that really kind of overlap. So, where do those standards fit between

091a science curriculum, between the health curriculum, between counseling, and so that we make sure that we're hitting all of those standards to the best of our ability as an LEA, um we want to take some time this summer and just do a study of what we have to offer and maybe some changes that might need to occur as a result of the um academic standards that are kind of sitting there waiting for final approval. All right. And uh we now move to the final department uh of the evening and that's world language. We'll start with high school world language and uh Mr. Claremont will present a recommendation. And as Mr. Claremont makes his way way to the podium, we'll take just a moment to um thank him and recognize him um at his final curriculum

092recommendation presentation. Um Mr. Claremont uh is stepping down as as curriculum leader uh a little bit later this month and uh yeah leaves behind an amazing leadership legacy. Um just a couple of quick highlights. Um beyond being an amazing classroom teacher, which is why you were the perfect curriculum leader, Mark Andre. Um Mr. Claremont stepped into his leadership role at a time the department was reorganized into a K8 um 912 configuration when it had previously been a K12 department. um which required uh great collaboration skills and and you and um Angie have been amazing partners in leading the department um over the past um nearly decade if if not more. Um and so that in and of itself is is wonderful and continued to keep um great progress going. But at the high school level,

093I know that we've all as a high school leadership team benefited from um your great insight and the way that you always think interdisciplinary. And so this evening, I know your recommendation is very niche um in terms of of the course and the population. Um but certainly your contributions over these past uh 10 or more years um far uh you know surpass anything that that we could have ever imagined. So um on behalf of the leadership team, thank you for for your great service as curriculum leader. We certainly will miss you next year in that role, but we know that uh Mr. Claremont has um uh already expressed his desire to to be a wonderful mentor to our next curriculum leader um who the board um will uh potentially uh uh bring into the leadership

094forward at tonight's meeting. So without further ado, >> well thank you. Uh you probably could have saved it for after. I'm a little bit sad right now, but that's okay. Um so I have one curriculum recommendation uh to bring forth and it is adopting uh adventures in Japanese 2. Really neat sounding textbook right um for a Japanese 3 course. Uh really just a little bit of background right now we use the kimono series which dates back from 1992 um you know like one year before the last time the Canadians won the cup. So it's been a while. It's been I just had to slide that in. Um but the other uh course honors u honors Japanese 4 uses adventures in Japanese 2. Um and really what we found is that that text is a lot

095more modernized, right? Um they still publish it, which is always, you know, a positive. And um what we're looking to do is to bring right now Japanese 4 is taking the second half of the textbook. We're looking to make the first half of the textbook, the Japanese 3 one of its sources rather than still relying on the old kimono textbook. uh that's really going to help us just make the that book more, you know, help out with the transition from three to four and also make it more modern relevant. Um, also something that I'd like to point out from this wreck. If you take a look at the bottom implementation step, uh, the next logical phase would be to eventually start taking a look at the Japanese one and two curriculum and see if we

096want to continue bringing that uh, textbook series, the adventures in Japanese uh, down to level one and level two. All right. Thank you very much. Thank you. >> Thank you, Mark Andre. And at this time to to close us, >> could I just say one thing real quickly? So, one thing I don't want to forego here about Mark Andre, and some of us knew Da Baird very well. Some of us may have heard of Da Baird, but Da Baird was an icon here. And Mark Andre had the heavy responsibility of filling her very large shoes. And I thought that he did an exceptional job of that and did it seamlessly. And I think that was a big remark of his humility and willingness to work with others and listen to his team um really went

097a long way in a very tough transition. If you've ever had to follow a really good leader, it's really difficult to do. Um, and I really I really uh, you know, feel for um, like we were talking about before like Eisenhower, right? That's a tough place to be in as a leader going through transition and Mark Andre was able to do it so so very very well. And I I just didn't want to let that be forgotten because it wasn't just becoming a curriculum leader. it was transitioning into such a a deep embedded icon of a person and uh making it go so well for the team. So very well done. I'm sorry to hear that you're leaving. >> Thank you. I mean I'm still teaching at least a decade and a half. >> Great

098job Mark Andre. Thank you. And uh to close us off for this evening we have uh Angie Tenno. Always last, Dr. Roso. I'm always last. >> Blame Dr. Fender. She put you there. >> No, it was Da Baird. She changed us from foreign language to world language. Um, I'm so sorry. I have to say my partner in crime is leaving me. Um, I'm sorry. Maybe I'll do my recommendation first. Um, no, seriously, Mark Andre and I have worked so closely together. It's um been an unbelievable partnership for so long. stepping into and creating brand new curriculum experiences for our K through2 department in a way that's never been done before and isn't done in any other district. And um he was brave enough to let me say I I want to make major changes and

099it's going to affect everything that you do and everybody that you oversee. And he said okay bring it on. Is it good for kids? Is it going to make things work for kids? And if the answer is yes, he was he was always always there at my side. And um just it's just impossible to explain how much that support as a leader without um someone in my own building or someone in my own department who does what I do can experience and just having someone else to speak French with. Mark Andre, I told him tonight if you uh were leaving teaching, I would track you down and chase you back. Like, at least you're not at least you're not make leaving me. And to give Angie a moment to regroup, I said that one of

100the things I will miss the most is being in a meeting with the two of them, having them go back and forth in French. And I'm kind of like, okay. Because it's just so fascinating how they think and process and can jump in and out of languages so fluently together. And I have just loved that aspect of the two of them. So that is your funny moment to regroup >> and let's talk Spanish. >> On to Spanish. Hola. >> Okay. um our Spanish program. I'm I'm also lo losing you all realize um Mrs. Peterson and Mrs. Bullis that I'm also losing my long-term partner in crime who has taught next door to me, Denise Erso, for 30 years. She is older than me. I will say that. Um but by a lot, I'm just going

101to say um but she No, not really. Don't tell her I said that. Um uh our fifth grade exploratory program is very unique. Very unique that is unique because it is the only program that um we have really I think districtwide that is a bridge between something that begins in elementary has a gap year and then continues for just some students at the following year with the expectation that they continue along a proficiency path. um that that is language that we don't want them to lose. And so um with Denise um having been in that position for 30 years, she has developed as as I have and as the German teacher has at fifth grade um a program that works for us as instructors to bring language to students, inspires them to want to be

102bilingual and continue with language um and building proficiency. Um but her curriculum is unique to her gifts and talents. Um and it is also her retirement is also coming at a time when we have implemented extraordinary changes in grades 6 through 8 from a more traditional language um approach to a a fullblown comprehensible input proficiencybased providing the high school with novice high students on entry. Um it's a huge change for us as as a program and as a department. So one of the pillars of our instruction is in grades six through eight is um a curriculum that we've implemented over the past few years called the SOMOS curriculum that comes from the comprehensible classroom. I want to be clear it's just one piece of what we're doing in grades 6 through 8. But they have

103also created a new curriculum for exploratory programs called the Bamos curriculum. It's excellent. It is very visual. It is very scripted for new teachers. It has all the proficiency and cultural components that we needed an exploratory um curriculum and it's extremely broad. Two years ago, we ran a pilot for third, fourth, and fifth grade implementing a few units. They only had five units available at the time. The full curriculum is now available. It's enough to provide instruction for an exploratory course that is 45 minutes long daily instruction for a semester which is far more than we will need for a 12week course that meets every other day. Um so we will be able to continue to use what we've been using at the elementary level but also broaden and adapt for fifth grade. Um, I

104feel pretty strongly about implementing this because I've we received great feedback from the two elementary teachers who um taught a unit, the feedback from the kids and also the feedback from Denise herself as she has taught it over the past couple of years. Um, but also bringing in a new teacher to fill those shoes who um needs support and training. This is the kind of program that um can be handed to someone um and provides a lot of support and resources that we can um um confidently give to someone new stepping into that role and position. Okay, which leads me to the next one. I promise I'll be brief. Dr. offender. This um is this last recommendation is um complicated and complex and has a lot of details mainly for the study that's upcoming. So,

105I'm not going to go into all the details. Uh but we do need to study the needs in our elementary Spanish program in grades 1 through 4 um to see how we can best meet the needs for our students there to provide a foundation for building proficiency um and bilingual brains. That's really what we're trying to do. We're trying to build bilingual brains in very young children and then launch them into middle school with an exploratory program, choose a language, and continue um uh the study of a single language, years of instruction of a single language, develops proficiency in a language. So, that's kind of where we're heading. We've had significant changes in our elementary program since 2012, um including programming changes, staffing changes, and changes to instructional minutes. So we need to take a

106step back and uh determine a firm program model, solidify the curriculum that we want to be using in grades one through four to reflect modern uh best practices and also our proficiency driven curriculum and also de develop a sustainable schedule um for our staff that will build proficiency in our in our students. I have compiled a complete history and rationale for the flesh foreign language in an elementary school Spanish program in Upper St. Clair over the past 25 years along with relevant research to help in our discussion with administration and stakeholders within the district as we move forward with this study to help us make decisions to determine a path forward. >> Thank you. >> It's impressive. Thank you. >> Well, thank you all very much. Very impressive and always continue to see the passion

107and insatiable desire to always finding better ways to teach our kids. So, thank you all very much for your time. You want to stick around for the rest of this? I'm warning you. We're going to get started now. >> Run away. >> That's right. >> Okay. Uh on to agenda item number nine, superintendent report. I'll pass it over to Dr. Razo. >> All right. Thank you. curriculum deers did a great job. A lot of good information. This has been a lengthy meeting, so I assure you we're going to keep the agenda moving. We'll certainly stop, answer any questions, but the team will move quickly but appropriately through through the rest of the agenda. Uh update, just a couple quick updates on my end. Um since we've last met, boys and for couch were recognized as

108uh middle schools to watch in Pennsylvania again. It was redesated for the sixth time. So uh tremendous accomplishment. Those two buildings continue to thrive and be a model for others throughout the state. And so both both buildings had wonderful uh assemblies um last week uh where they both received their redesignation. So just want to commend the four couch students and staff as well as the boy students and staff. Um as was previously stated, final week of school. So as you can imagine, a little bit busy around here. Um but uh a lot going on. Tomorrow is the prom. We have move up days throughout the district. uh half day for everyone on Friday. Friday is the students last day and then Thursday is graduation. 5:30 will be back larat and then 7 o'clock is graduation.

109And as we look right now, the weather looks great, which is obviously a very important item on our our radar, no pun intended, as we go into graduation. So, um another terrific school year and uh we we look forward to finishing strong this Friday. With that said, if it's okay, I'll move into the next agenda item. Uh we are recommending um glad to be presenting a proposed collective baring agreement with Upper Slair Education Support Professional Association which are our bus drivers and our bus attendants. It's a very important group in the district and we are very fortunate to have some wonderful employees there who have the responsibility of transporting our students to and from school and they do a remarkable job. Um want to thank particularly uh Miss Kramer, our solicitor and Mr. Burchil, who

110were uh very much the lead in in the negotiations, and we are recommending a 5-year uh collective bar agreement that would begin July 1st, 2026 and expire June 30th, 2031. Any questions? Be glad to answer them. >> All right. Mrs. Hannah, would you like to make a motion? >> Sure. I move that the board approve the collective bargaining agreement with the Education Support Professional Association PSEAN NEA bus drivers and bus attendance effective July 1st 2026 through June 30th 2031 on final terms and conditions acceptable to the superintendent and solicitor >> and I second the motion. >> Uh all in favor say I. I. I. >> Any naysay? >> Motion passes. Okay, thank you. Um 9C requesting approval of salary adjustments and compensation for non-representative employees, supervisors, administrators, um consistent with compensation plans and employment agreements.

111Um this includes 57 employees um groups such as our administrators throughout the district, our school police force, our technology department, business office, and essentially most of the district offices. This is money that is in the budget but does require board approval and so we are asking for that authority this evening. >> Mr. Schnore. >> Yep. I approve that the board I I don't approve. I move Well, I am going to approve. I move >> there was one. I move that the board approve the total annual salary adjustments and compensation for all non-represented employees and administrators/supervisors consistent with applicable compensation plans and employment agreements as presented. >> Second. >> Uh all in favor say I. >> I. >> Any nays? >> Motion passes. Dr. Rosen. >> All right. Thank you. Um 10A. Uh we have several

112staffing resolutions uh because we continued with the district's restructuring. Much of that is evidenced here in this request for approval of staffing resol resolutions. We are uh a couple notes decreasing a pair professional and Eisenhire aid and that position would be transferred to Baker that is based off of student needs. We're also requesting change in title for human resources manager Miss Amy Mack to director of human resources. um she's been in that role now for the past year and her responsibilities would remain the same, but that would more more accurately reflect the work she's doing and be in line with the uh district administrators who also are at the central office. We also um as a result of Mr. Miller's retirement and the continued organizational restructure would be decreasing the supervisor of elementary, middle school,

113and secondary education. And as part of the transition, we are recommending the director of elementary and middle level education position and director of secondary education position both being central office uh administrators responsible essentially as district leads for curriculum instruction professional development for the district. Uh very much a continued need and um we personnel listings coming up but uh that would be Dr. AOR and Dr. Wagner who've just been tremendous administrators for this district and uh we're very much excited about recommending them for these positions. >> Okay. Uh Mr. Kai, would you like to make a motion, please? >> Sure would. I move that the board approve the above listed staffing resolutions items one through nine as presented. >> I second. >> All in favor? >> I. >> Any nays? >> Okay. Approved. Moving on to

114the director of human resources, Mrs. Mack. >> Thank you. Good evening. Um, we are excited to announce that we've filled 10 of our open positions. Our building leaders administrators have been worked very hard throughout the process and have successfully filled five professional positions including four teaching positions at the high school, one teaching position at Boyce Middle School, one teaching position at Fort Couch Middle School. Additionally, um, within our classified group, um, we've filled the both head secretary positions at Eisenhower and Streams Elementary School. And additionally, we have filled two maintenance positions um, with the operations team. So, we've been busy, but we're excited to welcome these new individuals. Thank you. >> Thank you. Dr. Wessle, would you like to make a motion, please? >> Yes. I move that the board approve the personnel listing as

115presented subject to all required pre-employment history reviews and clearance requirements. >> I second. >> All in favor? >> Any nays? >> Motion passes. >> Mrs. Mack, you're still up. >> Great. U we are requesting approval for two independent contractors to provide services for the 2627 marching band season. Um, the first one is RMS visual design for high school marching band drill designs at a total cost not to exceed $2,175. And Rob Trrow Music LLC for MU high school u musical, I'm sorry, high school um marching band c um custom arrangements at a total cost not to exceed $4,500. >> Okay. Mr. Lambert, would you like to make a motion? I sure would. I move that the board approve the above listed agreements items one through two subject to final terms and conditions acceptable to the

116superintendent and solicitor. >> Second. >> All those in favor, please say I. >> I. I. >> Any nays? Motion passes. >> Dr. Fender. >> Good evening. I'm sharing with you for a first reading of the revised school policies. We have eight policies up for revision this evening and once again this is the first reading and then at our board meeting on June 15th that'll be considered the second reading and adoption. Um most of these policies are basic language clarifications and or updates uh as required under the school code. So policy 140 which is charter schools and then 810 which is transportation are kind of connected um regarding the district's requirement to provide transportation um to charter school students. 204 attendance is updated to include the new requirements as I've said under the school code. Those

117new provisions are addressed in the parental notifications for a for when a child is truent. And when a student is considered habitually truent, they may not transfer during that school year to a cyber school unless determined by a judge that it is in the students best interest to do so. Um the next is under threat assessment and these are once again are additions from the PA school code regarding timely consultation between the threat assessment team um to share with your local law agency and for us though this is a language update. This is something that we do as a best practice under Chief Bryson's guidance as well. Uh district audit this is basically a minor clerical edit. Um, the one I'm most excited about to share with you is the integrated pest management. Um, this

118policy has been updated to provide additional context regarding requirements for integrated pest management and the time frames for notification of pesticide application and how long that notification must remain in place. And then 805.1 and point.2 are also relative to law enforcement agency and school security personnel and are interconnected with the procedures around timely consultation and the sharing with the local law enforcement. So very um brief updates but ones that we wanted to make sure that we provided to you before the close of the school year. >> Well, thank you very much. Uh next uh agenda item. You're still up, Dr. Fender. I am I am requesting that the board um approve entering into an agreement with Inspirit AI. In Spirit AI is an agency that the district is working with this summer to come on

119site and use our facilities to provide an enrichment program to students in grades 6 through 12 during the dates of June 19th through July 10th. And currently at this time we have 10 student uh 10 district students enrolled in that program and it's not considered a district program and spirit AI is utilizing our facilities but the curriculum and everything has been provided to parents online through our student or I'm sorry through our bulletin board notification and that's where parents can go for the registration information and are informed about the educators and the curriculum um for this program itself. Well, thank you, >> Mrs. Peterson. >> Yes. I move that the board approve entering into an agreement with Inspirit AI for use of the district's facilities for summer enrichment program open to any student in grades

1206 through 12, district and non-district on June 29th through July 10th, subject to final terms and conditions acceptable to the superintendent and solicitor. >> Second. All those in favor please say I. I. >> Any nays. >> Motion passes. >> Uh pupil service agreement. Dr. Media. >> All right. So these are um these are annual um requests for approval. The first is uh the LEA letter of agreement for the coming school year um with the with the state that basically says that we will um comply with the requirements to support children and youth experiencing homelessness. Um just as a point of reference, we did um have our monitoring this year for um how we support uh children and youth experiencing homelessness. We did receive full credit for that. um that that monitoring visit went went very

121well, although our numbers are are fairly low uh which we're grateful for. We do um work very hard to to support the students um when those needs come up. Um and then the second is theou for title three, our federal programs um federal programs funding for English language development services. um we join theou the we join um the consortium with the AIOU to help us meet the requirements of of that federal program. >> Miss Snider, go ahead. >> I move that the board approve the above listed agreements items one through two subject to final terms and conditions acceptable to the superintendent and solicitor. >> For all those in favor, say I. I. I. >> Any nays? Motion passes. Did we need a second for that? >> I'm sorry. I thought you did say something. >>

122I second. >> Okay. Just go back and revote, right? Yeah. Okay, we got a second. All those in favor, please say I. I. I. >> Any nays? The motion now passes. >> Thank you, Commissioner. Dr. Angelo, do I miss one? >> So, you got me all messed up. >> Andler Plovic. >> Oh, yes, Dr. Povic. I'm sorry. >> Yeah, absolutely. Thank you. I am requesting approval of the following seven agreements. It is renewal time. And so these are not new agreements, but they are in addition to just renewals for the upcoming school year for 2627. Arc human services provides transition services for our students as well as job coaching. Bel Airendum is also as part of a student placements to support in their FAPE. Uh goodwill is also part of our transition programming for students

123in the 18 to 21. They have two programs. They have Goodwill for project search and they have project life. So these are two separate agreements. And then leader services is our IEP writer. Child count is our program for special education allows us to be our database. Presley Ridge is also for student placement and Wesley family services as part of their continuum of services through placement and partial programming. >> Well, thank you. Uh Mrs. Bullis, would you like to make a motion, please? >> Certainly. I move that the board approve the above listed agreements items 1 through seven subject to final terms and conditions acceptable to the superintendent and solicitor. >> I second. >> Okay. For all those in favor, please say I. >> I. Any naysay? Motion passes. Dr. Angelo, now it's your turn. >>

124Yes. Thank you. Uh so as part of our preventive maintenance plan, I'm asking for your approval to seal coat, crack fill, and paint the fort couch parking lot and roadway areas. Um that particular parking lot, it's about 11 years old, and it's time to give it some attention. Um the idea would be that we would seal it now and then within four, five, possibly six years, we would make accommodations to mill and pave that lot. Um, I am asking for you to approve a total cost with a 5% contingency of $26,880. >> Mrs. Hannah, >> I move that the board approve the co-stars contract with JM Paving Co-Stars number 029-E23-118 to crack, fill, seal, and paint the Fort Couch Middle School campus at a total cost not to exceed $26,880 subject to final terms and

125conditions acceptable to the superintendent and solicitor. >> And I second the motion. >> Okay. All those in favor, please say I. I >> any nays? Motion passes. Mr. Barat. >> Thank you, President Mascarero. Um, there's a memo in your packet with some equipment I'd like to declare obsolete. I take any questions at this time. >> Mr. Schlur. >> Yes. I move that the board declare the attached listed equipment surplus/obsolete and be authorized to sell, exchange, dispose, or donate in accordance with the provisions in board policy 706.1 sale or disposal of surplus property, equipment, supplies, and textbooks. >> Thank you. Is there a second? >> Okay. Uh for all those in favor, please say I. >> I. >> Any nays? Motion passes. Mr. Snder here. Yeah. Yeah, there he is. >> Hey, >> Mr. Snder, you're

126up. >> Thank you. Good evening. Tonight, the administration would like to recommend the your approval to replace two walk-in freezers and one walk-in cooler. These units are from 1997 and uh are beyond their life expecties. Um this past year alone, these units have uh have had nine critical mechanical failures. Uh they are deteriorating quickly. Uh fortunately we were able to get them back up and running quickly. Uh but they did fail after hours. So we it was a race against the clock to save everything inside the units. Um and fortunately we were able to do that. But these units are on their last legs and um they're coming to the end well they are at their end of life. Uh if approved, uh we would like to recommend uh awarding the contract to Alageney Refrigeration

127at a cost not to exceed $96,694 18 cents which includes a 10% contingency and this is a co-star contract and if approved it would be funded through the construction fund. >> Thank you, Mr. Snder. Uh Mr. Kyle, >> I move that the board approve the Co-Stars contract with Alageney Refrigeration Co-Stars number 036-E25-059 for walk-in cooler and freezer equipment at a total cost not to exceed 96,69418 subject to final terms and conditions acceptable to the superintendent and solicitor. >> I second. >> For all those in favor, please say I. I. I. >> Any nays? Motion passes. >> Mr. Bro, back to you. >> Thank you, President Mascaro. In your board packet is a memo about some software subscriptions that we'd like to renew. And I have to say like soft software subscriptions is the most escalating

128cost in my budget. Um the companies just keep on raising their prices, raising their prices, uh changing their pricing models. Um escalating costs. The first one is for Microsoft for our Microsoft services, our server infrastructure, SQL, Microsoft Office and those packages. Um even on the state contract um the prices were escalating very quickly and so um IU13 uh Lancaster Lebanon and IU they've been in the software sales program for a long time and they were able to strike a deal with Microsoft that was below the state contract prices which will save us about $10,000 a year. The next one is VMware. I personally lobbyed the AIU3 um to do to get a some kind of educational contract for the state for VMware. VMware has dropped all their state contracts, PEPM co-stars, and the price was

129going to rise from $10,000 a year to $33,000 a year. So, a couple a couple of tech directors, my cohorts of mine, other districts, we lobby the IU and they were able to secure a statewide contract with VMware for this product for the next few years. And the third renewal is Eventbrite. This is a system we use for ticket sales for uh sporting events, musicals, plays, and uh we've been a long-term customer of them and they are able to lock in our current rates right now um for another um few years. And so I'm recommending we stay the course with them and um and agree to a four-year term for with Eventbrite. >> Thank you, Dr. Russell. I move that the board approve the above listed technology renew renewals items one through three subject to

130final terms and conditions acceptable to the superintendent and solicitor. >> Second. >> All those in favor please say I. >> I. >> Any nays? >> Okay. Motion passes and approved. >> Mr. Burchil. >> Good evening. Um financial summary for the period ended April 30th, 2026 is provided for your review. Uh the four funds, the general fund, uh it's kind of the same story. Investment income is down from a year ago. The uh federal funds, the effective federal run funds rates down over 16%. So uh we'll see what how that I mean there's some uh projected cuts in the um in the interest rate over the next six months. So we'll see how that pans out. Um, state revenue is lagging behind last year and continues to since the budget was approved in November. Um, we

131that will catch up, but it's just lagging from from last year. Food service fund u meal revenue I'm happy to report is about 12% higher at the end of April compared to last year. Uh, mostly just in the increase in sales volume of um, meals. Capital reserve uh, money has been spent so nothing really left in there. construction fund. Um, as we talked about, we expect most of that money to be spent by the end of the summer. Budget transfers in the amount of $16,15.18 are presented for your approval, review and approval. And then the bill list is also included in the supplemental financial report for your review and approval. Any questions? >> No. Thank you, Mr. Virtual. Mr. Lambert, you want to make a motion, please? >> Yes. I move that the board approve

132the treasur's report including approval of total bill list and check file listing as attached and as follows. Fund 10 general fund $2,149,619.71. Fund 32 capital reserve fund $3,812.92. Fund 39 construction fund $9,9255. Fund 51 Food Service Fund 123,646 $3664.90. >> Second. >> For all those in favor, please say I. >> I. >> Any nays? Motion passes. >> Mr. Virtual, we still up the next two, please. >> Yes. I have two more. So, uh, we're asking the board to, uh, approve the ratification for the, uh, public facilities grant resolution. uh we had to amend it. Uh so the requested amount changed. It changed to $4,571,831 which is 75% of the project. Um we would be matching at 25%. It's not listed on there be 1,523,944. Total project cost 66 6,95,776. Uh to refresh your memory, this

133is to um convert streams from electric to gas and all the other things that go along with that. Um I'm afraid without some kind of support from the state, we may not be able to do that, at least not in the near future, at least probably not while I'm here. So um just ask you to uh to ratify it. It has been submitted and approved by the state >> and uh Mrs. Peterson. Yes. I move that the board authorize the ratification of the public facility grant amendment resolution 3-2-26 to change the public facility improvement grant amount to $4,571,831. >> Second. For all those in favor, please say I. >> I. >> Any nays? >> Motion passes. >> Okay. Finally, we're asking the board uh recognize the uh district flag the flag football team booster group.

134They've submitted all their required documentation and we're asking you to recognize them. >> Last but not least, Mrs. Snder. >> I move that the board approve resolution 2026-06-01A adding the district flag football team as a school affiliated booster group. I second that motion. >> Uh all those in favor, please say I. >> I. >> Any nays? >> Okay, motion passes. Uh on to committee reports. Let's start with Dr. Wetszel and work our way down. >> Thank you. Um Pathfinder is having its graduation, high school graduation. Um actually Upper St. Clair, just so you know, we don't have any students graduating this year and I just thought you should know that. Um but things seem to be going well there. >> Good. Thank you, Miss Pearson. Anything? Parkway? >> No. Um the Parkway year is pretty

135much over. Um as a matter of fact, we're having our meeting virtually tomorrow. We usually have a wonderful meal cooked by the students. Students are gone. So everybody has to eat at home. Thank you, >> Mrs. Bolas or Miss Snder. Yes, the PTC had their wrap-up meeting on May 12th and most of the time was spent talking about um filling vacated volunteer positions. Uh a welcome committee chair is needed. A wellness committee chair is needed. Multiple spelling bee chairs were needed. Lots of chatter about spelling bee. We need spelling bee volunteers. rally your neighbors to volunteer for the spelling be. And the high school uh was still in need of a secretary and treasurer and steam streams was still in need of a secretary as of May 12th. So maybe some of them have been

136filled by now. >> Mrs. Bullis. >> Yes. The registration has opened for the PSBA annual conference to be held October 18th to 20th at the Kalahari Resort. The opening keynote is going to be Dr. Neo Quinn Lynn who is president of High Point University. He is internationally known as an author and a consultant. The interesting story about him is he came to this country with $50 in his pocket and spoke very little English. He has been an incredible business partner. He's been had positions in banking, real estate, publishing, retail business and he'll talk about a life of adver adversity and abundance and there will also be a lot of educational sessions available. Next is the PA educational innovation awards are available. The applications are open until July 31st. It can be a schoolboard member, a

137school leader or a teacher. And June 26 is the last day to register for the delegate assembly. If anybody here is interested in participating in the delegate assembly, I believe it's November 7th as I recall. >> Thank you, Mrs. Hannah. >> Nothing to report. >> Okay. Thank you, M. are object. All right, matters of information. Dr. Razo. >> Yes. Um just uh an update. Uh we have changed the board meeting for second board meeting and our final board meeting for the fiscal year from June 8th to June 15th. Um completed all the necessary uh advertising requirements. That will be our final meeting for the year. And then we would also be presenting the final budget for the adoption. And then as I previously shared, uh, Thursday, June 4th is backarat and the high school theater

138at 5:30 and graduation 7 pm. And, um, Mrs. McDonald will be sharing more information and details um, this evening with the entire board. That's all I have. >> Well, thank you much. Uh, just wanted to let it known on Monday, June 1st, 2026, we had an executive session for safety and security negotiations. Can I say something? >> Absolutely. >> The board would like to congratulate Mrs. Mack, Dr. Oor, and Dr. Wagner. Thank you so much for your wonderful performances and moving up to these new positions of bigger and greater responsibility. Thank you very, very much. >> Congratulations to everybody else, too, as well. All right. Uh, someone would like to make a motion to adjourn tonight's meeting. So moved.