The Dukes' Digest: Duquesne City School Year in Review 2024-25

Contents Superintendent’s Statement. . . . . . . . . . . . . . . . .

1

Duke Showcase. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

Ron Clark Academy/PBIS . . . . . . . . . . . . . . . . . . . .

3

8th Grade Graduation. . . . . . . . . . . . . . . . . . . . . . .

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Kindergarden Graduation . . . . . . . . . . . . . . . . . . .

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District C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 One Stone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Sports Recap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Drop in Referrals. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Drone Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Champions . . . . . . . . . . . . . . . . . . . . . . . . 14 Duke Decoders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Spring Concert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Yoga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Attack Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Black History Month Celebration . . . . . . . . . . . . 19 League of Innovative Schools Visit. . . . . . . . . . . 20 Chill Mobile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 District Partner Briefs. . . . . . . . . . . . . . . . . . . . . . . . 22 K Registration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Receivership Extension. . . . . . . . . . . . . . . . . . . . . . 25 2025-26 School Calendar. . . . . . . . . . . . . . . . . . . . Back

S u p e r i n t e n d e n t ’ s S tat e m e n t :

Reflections on a Year of Progress and Growth As we’ve reached the end of the school year, it’s important to pause and reflect on the progress we’ve made together as a school community. This year has been filled with accomplishments that demonstrate the resilience, dedication, and hard work of our students, faculty, and staff. From the classroom to extracurricular activities, our collective efforts have paved the way for significant growth in both academic achievement and social-emotional development. As we look back, we ­celebrate the strides we have made, while also embracing the opportunities that lie ahead.

Academic Excellence and Personalized Learning One of the most exciting developments this year has been the continued advancement of our personalized learning initiatives. At Duquesne City School District, we have been steadfast in our commitment to ensuring that every student’s unique strengths and needs are met. Through tailored learning ­experiences, we’ve seen students engage in deeper, more meaningful learning that aligns with their individual ­aspirations and abilities. Our teachers have embraced i­nnovative instructional strategies, providing students with opportunities to explore new areas of interest while reinforcing core competencies.

Additionally, we’ve expanded our Career Readiness programs, fostering a bridge between education and real-world experiences. Students have had the chance to meet professionals in the field, which allows them to gain first-hand experience in a variety of career fields. This hands-on approach not only prepares them for their future careers, but also instills in them a sense of confidence and purpose.

Social-Emotional Development and Well-being Equally important this year has been our focus on the social and emotional well-being of our students. We recognize that academic success is deeply intertwined with emotional safety, and we’ve worked intentionally to create an environment that promotes trust, respect, and emotional support. Through restorative practices, mindfulness sessions, and expanded counseling services, students have been equipped with the tools to navigate the challenges they face both inside and outside the classroom.

Our commitment to fostering a supportive environment has been evident in the way our students have developed resilience and empathy toward one another. Whether in ­moments of personal struggle or in the context of larger societal challenges, our students have shown remarkable growth in their ability to communicate effectively, collaborate, and build positive relationships. Our partnership with AHN to bring the Chill Mobile to the district this year is a testament to that commitment.

New Developments and Innovations This year has also seen the introduction of several exciting new initiatives. Our partnership with STEM Coding Lab has 2024-25 Year in Review

Dr. Sue Mariani

been a transformative experience for our students, ­providing them with hands-on opportunities to engage in coding, robotics, and other cutting-edge technologies for all students.

This program has not only sparked creativity but has also laid the groundwork for students to develop critical problemsolving skills that will serve them in the future.

Moreover, we’ve made significant investments in updating our curriculum and classroom resources. By integrating technology into our learning spaces, we’ve provided students with the tools to enhance their educational experience and better prepare them for the digital world. Interactive platforms and online learning modules have enabled students to work collaboratively, think critically, and become independent learners.

Looking Ahead As we look to the future, we remain committed to continuous improvement. We understand that the needs of our students and community are ever-evolving, and we are prepared to adapt and grow alongside them. Next year, we will ­continue to build on the foundations we’ve established, further enhancing our academic programs and expanding our career readiness initiatives. We will also continue to focus on ­equity and inclusion, ensuring that every student, regardless of ­background or circumstance, has access to the resources and support they need to succeed.

In addition to our academic and social-emotional initiatives, we will also be placing a strong emphasis on fostering a sense of belonging. We believe that every student deserves to feel valued and supported, and we will continue to work toward creating an environment where every learner has the ­opportunity to thrive.

A Community of Growth and Achievement The successes we’ve experienced this year are a testament to the dedication and passion of our students, staff, and the entire Duquesne community. We have worked tirelessly to ensure that our students not only excel academically, but also grow as compassionate, confident individuals. Together, we have created an environment where every student is given the opportunity to succeed, and where the values of respect, perseverance, and community are at the forefront of everything we do.

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The journey begins with the Ron Clark Academy PBIS model August 2024 One by one, 7th and 8th grade students blindly reached into a box, grabbing a ball signifying a house before going down a slide and grabbing a shirt and bracelet for their respective house.

The activity marked the Duquesne City School District’s first big step into a new PBIS (Positive Behavioral Interventions and Supports) initiative, a house system inspired by the Ron Clark Academy, an acclaimed nonprofit middle school in Atlanta, Georgia, revered for its ability to foster a “loving, dynamic learning environment that promotes academic excellence and fosters leadership.”

Middle school students are randomly split up into four houses: Altruismo (the house of giving), Amistad (the house of friendship), Isibindi (the house of courage), and Rêveur (the house of dreamers). Each house represents students’ home rooms, headed by one of four teachers: Mr Uram, Mr. Wilson, Mr. Ryan, or Ms. Taylor.

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D i s t r i c t a d m i n i s t r ato r s a n d t e ac h e r s first got exposed to the Ron Clark Academy during professional development visits to the school. They came away impressed and motivated to implement a similar model into their own district.

“When I went there, I had no idea what I was walking into. It was just a different world down there for that school. You saw all the teachers and the students shine with positivity. Every single thing they did was for a purpose. Every time the kids talked to you, they made good eye contact and shook your hand with professionalism,” said Mr. Uram.

We’re trying bold, new things in our “It was a lot of interpersonal collaboration and cooperation. The whole middle school.

“It was remarkable to see that they were all practicing the conduct that we want out of students in 2024,” Mr. Wilson added.

system is built on this house system, so you take pride in your house.

But regardless of your house, everyone takes pride in everyone’s success.”

The Ron Clark Academy model follows a few major tenets. Students are to follow the “Essential 55”, instead coined “The Duke House Rules” in the Duquesne City School District. Through observing these rules, students earn points through the House App. Houses will compete against each other to earn the most points, with students receiving prizes of their choosing at various checkpoints. Parents can also join the app, allowing them to not only track each house’s success, but communicate with their child’s teacher easily.

“The kids are expected to know those rules, celebrate those rules, and hold each other accountable for following those rules,” said Mr. Wilson.

In all, the system is built on positive reinforcement, with the goal of creating an inclusive environment that celebrates success.

“Our PBIS system was K-8. We needed to divide middle school from elementary and we thought this was the best way to do it,” said Mr. Uram.

“We thought that bringing this house system here, they’ll have a sense of belonging to their houses. It’s going to be a cluster of all sorts of different kids that belong to their specific house.”

Mr. Uram and Mr. Wilson echoed that teachers are excited to delve into this new chapter and initiative, praising district administrators not just for thinking outside of the box, but giving teachers freedom to do the same, as they experiment with best practices to infuse the Ron Clark Academy into their own school.

“We’re trying bold, new things in our middle school,” said Mr. Wilson.

Duquesne City School District

Dukes Showcase On May 27, the district held its annual Dukes Showcase, a celebration of our students’ hard work from throughout the year. Each grade level occupied their own table, as teachers and students explained their projects to guests. Further, a number of vendors were present for a resource fair. Thank you to all our students and staff for making this wonderful event possible.

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Duquesne City celebrates 8th grade students during promotion ceremony

On June 9, the Duquesne City School District celebrated its 2025 class of 8th graders, a hard-working, persevering group of 48 students.

Over the course of the ceremony, ­students and teachers ­reflected on heartfelt memories before students walked across the stage and accepted their diplomas, signaling their pro­ motion to high school.

“You’ve made an impact here and left a mark that won’t be forgotten,” said Brandon Kash, the district’s Director of ­Technology/ Cyber School Principal. “The world ahead is full of opportunity and I have no doubt that you all are ready for it.”

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Students Elynn Gooden and Heaven Ketterman led the ­ceremony’s proceedings. Mr. Kash reflected on the 2024-25 school year before Restorative Practice Coordinator Molly Means distributed certificates of participation to her Leaders in Training (LIT) Team, a group of selected, middle school ­students who help mentor younger students.

Further, Michelle and Brian Stowell recognized the 8th grade Lego League team members who led the district’s Lego League team, the Duke Decoders, to the state championships.

Ms. Pat Bluett announced Rosemary Denne Award ­winners.

Those award-winners, who were recognized for being ­model citizens in the community, were Amiyah Berrios, Anina ­Jennings, and Elynn Gooden.

Congratulations, class of 2025! The future is bright!

Duquesne City School District

Duquesne City celebrates Kindergarten students during promotion ceremony

On June 10, the Duquesne City School District celebrated its Kindergarten students during a promotion ceremony. Students sang a few songs and accepted their diplomas, signaling their completion of Kindergarten.

Thank you to our Kindergarten teachers — Mrs. Ernst, Mrs. Steiner, and Dr. Jennings — and the rest of our staff for helping guide these young learners through an awesome first year, full of learning, friendship, and fun.

Congrats Class of

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Students solve real world problems in new District C class

They get to see these

T o p r e pa r e f o r t h e w o r k f o r c e , young adults need a number of

real world problems

skills. Chief among them, it’s pivotal to be able to work within a team, collaborating together to best achieve the task at hand.

and work together as a team to solve them.

Each student brings

With that in mind, the Duquesne City School District has a new elective for 7th and 8th grade students this year: District C.

their own ideas and

District C, according to its website, is a “reimagined internship experience that prepares students for modern work”, where “teams of students solve real problems for real businesses, all with the support of an expert coach.”

flair to the table.

Adam Ryan, also an ELA teacher, is teaching the class in the district currently.

“I think it’s gone well. They get to see these real world problems and work together as a team to solve them. Each student brings their own ideas and flair to the table, and then bringing it together as a team is a goal of District C,” said Mr. Ryan.

“Being able to use those team skills for their career in the future and working with teams in the future. Wherever you go, you’re going to need to be able to work as a team and have the skills to problem solve.”

District C revolves around the idea of teamship, which has four steps: diversity, launch, solve, and pitch. Students with varied backgrounds and strengths are grouped together, and then are tasked with interviewing their business partner, crafting a solution for their problem, and then pitching the solution to the business.

Currently, students are collaborating with and crafting plans to be presented to Duquesne’s City Manager, Doug Sample, on how to improve Polish Hill Park. The collaboration came about naturally, as Sample has actually received money to improve the park, which many of the students have a personal connection to.

Students have met with Sample twice, and are set to present to him at the end of October.

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Duquesne City School District

“It’s very meaningful to them and it develops a connection because it’s right up the street. They’ve all been there and know where it is and what they want out of it. So they just have to put it all together and explore it as a team and navigate through the challenges and successes,” said Mr. Ryan.

District C revolves

“That local collaboration is a goldmine because it invests in the community. They’re going right to the source, asking a group of people who know the park well, and know what might be beneficial for the people who use it. I think it’s kind of neat that they’re coming here for community input where it matters.”

has four steps:

While the class is grounded in purposeful coaching and grouping of students by Mr. Ryan, the way in which students present a solution is up to them. Depending on what students access as the solution, the content of the work might change. One group, for example, has suggested adding a water park. In order to present that solution, students must use math and science skills to compile data and determine costs. Another group, depending on their solution and presentation style, might use graphic design skills or writing skills to craft a narrative. The class, in that way, is open-ended, allowing students to think outside of the box of a normal classroom structure, and use their strengths — in conjunction with others — to solve a real world problem.

around the idea of teamship, which diversity, launch, solve, and pitch.

“It prepares them for a real world experience, as they develop skills to help them with their career,” said Mr. Ryan.

“They’re looking at the big picture, while also digging deeper — working as a team to explore questions, find root problems, and explore solutions.”

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District middle school students now being evaluated using new model December 2024

District middle school students (7th & 8th grade) are now being evaluated using a new, innovative model called the Growth Transcript.

As the district has continued to update its classes and methodology of teaching— focusing on things like personalized learning and career development/ awareness — it only made sense to reconsider evaluation tools.

T h e G r o w t h T r a n s c r i p t — developed by One Stone — is an innovative assessment tool that seeks to measure a student’s abilities and growth using a comprehensive model. The district began using it this school year.

The Growth Transcript is measured using Bold Learning Objectives (BLOB), which are tailored to measure a student’s full range of abilities and competencies.

Duquesne’s BLOB is broken down into four categories — ‘career awareness’, ‘advocacy’, ‘realizing my future self’, and ‘thinking deeply’. Within those four categories, there are 24 different competencies that teachers grade on.

“All of these skills are skills they’re going to be using for the rest of their lives,” said Mr. Uram, a middle school math teacher in the district. “We teach our normal content, but we try to design it so that we’re grading not on how many problems they did on a worksheet, but how they are doing and developing in the classroom.”

The Growth Transcript — which is traditionally deployed in high school — measures a student’s growth from quarter to quarter, allowing students to see where they started and how much they’ve progressed. Within the Growth Transcript, a student’s grade falls somewhere in a bar graph under emerging, developing, proficient, or excelling.

“We want to go away from giving a kid a definitive grade, but instead show them if they’re growing in certain areas and skills that they’re going to use for the rest of their lives,” said Mr Uram.

“This fits really well into personalized learning. It’s not like doing a group project and then everybody in the group gets an ‘A’. We measure the skills that each kid presented to that group, and we can test them on so many different skills. It really represents who a student is.”

Beyond giving a comprehensive look at a student and their development, the Growth Transcript allows students to take more ownership and be empowered in the classroom, giving them a full picture as to who they are, instead of being stuffed into the box of a definitive letter grade.

“This is information for students to know about themselves. They can see the skills they’re good at and the skills they need to work on,” said Mr. Uram. “When they get to high school, they’ll really understand where they’re at as a student.”

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Duquesne City School District

Year by year, Duke athletics continue to grow Brick by brick, district-based athletics are continuing to grow at Duquesne.

“I feel like it was a successful season all around,” said Duquesne City School District athletic director, DiAngelo Mitchell, of this past school year. “I feel like we’re taking each year step by step and adding more things to build upon the tradition we already started. The kids are really bought in.”

After a ten-year hiatus, school-sponsored sports teams returned to the Duquesne City School District in 2022. The district offered football, girls and boys basketball, and cheerleading in the 2024-2025 school year.

Each year, more students are eager to stamp their name in the storied history of Duke athletics.

“There’s growing interest, definitely,” Mitchell said. “When the younger kids see the older kids on gameday with their jerseys on, that recognition alone gets the kids interested.”

“A lot of our coaches are engaged with the younger kids, too. They have conversations about expectations and what to ­expect when they get the opportunity to participate in middle school athletics.”

As the student population continues to evolve, Mitchell is doing his best to meet their needs. He noted that more and more students are interested in soccer. As such, the district is looking into the possibility of fielding soccer teams next year.

A former athlete himself, Mitchell sees the value in athletics — not just as a physical outlet, but as a vehicle for life lessons and important skills.

“I think it helps with discipline and teamwork outside of sports,” said Mitchell. “You learn different life skills that I think our kids benefit from.”

Thus far, football has been the district’s landmark sports team, compiling an impressive 17-2-2 record over the past three years. For Mitchell, it’s been an honor to help restore the proud tradition of Duquesne City School District football.

“It’s really been surreal. Being how tight-knit our community is, even though it’s not high school football, just having that pride of school-based football again feels good,” said Mitchell, who’s also an assistant football coach for the district. “It’s just a great feeling, just seeing the kids and watching them grow up to become great athletes. It’s a great thing to see.”

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Collaborative, community approach leads to drop in referrals this school year To build a sense of community in school — an environment steeped in strong relationships and respect — it takes just that: a community.

Overall

discipline referrals in the building are down 49.4%.

This school year, the Duquesne City School District has seen its environment in the hallways and classrooms change. As of April 23, overall discipline referrals in the building are down 49.4%. That improvement in behavior is no accident, but rather the result of intentional work, steeped in relationship building, restorative practices, and strong collaboration ­between staff, students, and parents.

“We all work well together,” said Jennifer Yocca, the district’s Dean of Students. “The efforts are intentional and we have the same goal in front of us. We want the same outcomes.”

Yocca helps lead behavioral efforts, but is quick to mention that those efforts are not just collaborative in nature, but incumbent upon that collaboration. Yocca has headed those ­efforts by leaning upon her years of experience as a former classroom teacher in the district, as well as her success with classroom management and restorative practices in those years.

“I’ve always been strong at classroom management, and when I was introduced to restorative practices I really bought into that, and I saw the success I had with it in my room. I’ve been able to apply that to the whole building,” said Yocca.

In the instance of a referral, there is a two-step communication process: one call from the referring adult, and another call from Yocca. During these calls, Yocca will listen intently and ask questions, working together with families to develop a plan that supports the student in question in the best way possible.

Yocca will also often act quickly to provide classroom interventions, knowing that learning won’t take place until the issue is resolved. Additionally, Yocca has worked hand-in-hand with the district’s Restorative Practice Coordinator, Molly Means, leading healing circles that center around conflict resolution and making sure students’ voices and perspectives are heard.

“I’ve seen success with these healing circles. A lot of times our students might be upset because they can’t get out what they’re thinking,” said Yocca. “We want to make sure our students can give their viewpoint of the story and find a resolution. The kids come up with things that they think they can do to make the situation better, and we find that that’s what they want, to resolve it and move forward.”

Yocca stresses that communication is key to conflict resolution, and to her efforts as a whole, which have been effective due to communication and collaboration between staff.

For instance, Yocca will also regularly observe students in classrooms, offering suggested interventions to teachers for classroom-managed behaviors.

Efforts in implementing PBIS (Positive Behavioral Interventions and Supports) with greater fidelity and scope have also been key. PBIS, essentially, is a positive reward system based on focused efforts to encourage good behavior. Dr. Brooke Watterson, the school’s psychologist, is the PBIS lead for grades K-6. For 7th and 8th grade, the Ron Clark Academy house system has served as those students’ PBIS. The Ron Clark Academy (RCA) model splits up students into four houses: Altruismo (the house of giving), Amistad (the house of friendship), Isibindi (the house of courage), and 10

Duquesne City School District

PBIS efforts in the district center around school-wide expectations to be safe, respectful and responsible.

Rêveur (the house of dreamers). Each house represents students’ home rooms, headed by one of four teachers: Mr Uram, Mr. Wilson, Mr. Ryan, or Ms. Taylor.

RCA centers around a point system. Students regularly compete against each other in house challenges — organized by paraprofessionals Desiree Bluett and Jennifer Kraus.

Further, students can earn house points regularly for following house rules. A TV monitor on the middle school floor displays house point totals. There is also an application, which parents can access to keep track of house points and communicate with teachers. Discipline referrals for 7th and 8th grade students have decreased 74% this school year.

“I think RCA has definitely helped the behaviors down here,” said Mr. Uram, a middle school teacher. “Our main goal this year was to just implement the house system. Having kids in the houses get rewarded points daily, having house challenges, I think we’ve hit the goal.

The kids are bought in and the staff is bought in.”

“I think they have pride in representing their house. They want to defend their house and get the most house points, and the way to do that is by following house rules. It has made a tremendous difference,” added Yocca.

PBIS efforts in the district center around school-wide expectations to be safe, respectful and responsible. Efforts have ramped up this year with more frequent rewards. Every week, students who earn 10 Duke Bucks — which are rewarded by staff for good behavior — are given a certificate, and have the opportunity to be randomly selected to shop in the school’s PBIS store, which features a number of toys and fidgets, among other things.

Additionally, K-3 students who earn the most PBIS points in a month are recognized and receive a tumbler or water bottle, along with gifts from the PBIS story. Grades 4-6 students of the month receive a gift card.

“I think it’s really important to recognize the kids as much as we can because that’s how change happens,” said Dr. Watterson. “The kids like being recognized for positive things.”

Dr. Watterson gave special credit to Means, Pittsburgh Area Community Schools site ­manager Alexis Thomas, and school counselor Monica Walker for coordinating gift ­shopping for the PBIS store.

Beyond weekly and monthly recognitions, K-6 classrooms also compete against each other with regular PBIS challenges. One past challenge centered around accruing the most ­compliment points. Another PBIS challenge centered around keeping classrooms orderly and clean. Evening custodians rewarded points based on how clean and orderly classrooms were at the end of the school day.

“It’s just been refining and leveling up the things that we’ve done prior,” said Dr. Watterson.

“And we’ve been able to give prizes consistently, which has made a big difference.”

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Class Spotlight: Drone Soccer

O n a r e g u l a r s c h o o l m o r n i n g , it’s common to see district middle school students jostling with flight dynamics and the basics of aviation, as they look to fly drones through a circular goal.

Drone soccer gameplay is more closely aligned with quidditch than actual soccer, and is played within 10-foot-by-20-foot indoor arenas.

At the Duquesne City School District, creative approaches to education are the norm, especially when it comes to determining electives, which offers a chance for t­ eachers to meet students where they’re at with their interests, all while teaching them valuable skills. One of the latest offshoots to that creative approach is drone soccer, a new elective in the district.

On the surface, drone soccer is a game, with the initiative being to fly a drone soccer ball through a hanging goal. But dive further, and the class offers students a chance to explore aviation, problem-solving skills, and teamwork.

“The kids have really enjoyed it,” said Desiree Bluett, a paraprofessional in the district.

Sanctioned by the U.S. Drone Soccer Association, drone soccer was formally launched at the end of 2021. While Duquesne City is one of the first districts to adopt it in the region, drone soccer is quickly growing, as an estimated 240 schools in the United States host drone soccer teams.

Drone soccer gameplay is more closely aligned with quidditch than actual soccer, and is played within 10-foot-by-20-foot indoor arenas. The district renovated a room to accommodate that arena. During the class, students learn how to fly drones and explore careers within aviation.

“A lot of the stuff they’re learning about is involved with aviation. That’s the whole reason that drone soccer first came about,” said Michelle Stowell, who is currently teaching the class. “There weren’t as many people interested in that career, so introducing it at an early age with drone soccer has shown more interest with aviation.”

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Duquesne City School District

Drone soccer fits in well with the district’s priority on STEAM (science, technology, engineering, arts, and math) learning and career preparation. Last semester, the class started with students building the drones themselves, a challenge that required teamwork and problem-solving.

A lot of the stuff

With the drones built, much of the rest of the class — and the class this semester — is focused on learning to fly the drones.

with aviation.

they’re learning about is involved

“It’s not as easy as they think it is. When they first saw the controller they thought about Xbox or PlayStation, and that they could just push the buttons and it would be easy. But there’s a lot more than that to it,” said Bluett.

“What’s neat about it is watching everyone work together. They’re in small groups and they work together to problem solve and figure out what went wrong, why the drone isn’t flying, why it didn’t fly the next day, different things like that. I think it’s been a successful class.”

Given their proclivity for technology, Stowell said that students have caught on quickly. “They’re growing up in such a technological age. They are so advanced with the technology that they’re troubleshooting and figuring out solutions that we never would have thought of,” said Stowell.

“They have to pay attention to the smallest details, like the direction of the motors and the way the propellers are even put on the drone, but also adding the rotation to it as well.

They’ve realized in order to troubleshoot, they have to cross this, this, and this off the list.”

Stowell said the class has had some other unintended and intended benefits. With a growing population of ESL (English as a Second Language) students in the district who are interested in soccer, this helps scratch the soccer itch. Plus, as the district does with World of Work and other initiatives, students are introduced to careers through the class that they might’ve not thought of previously.

“It’s nice that all of the electives we have are focused on a career that they could potentially have someday,” said Stowell.

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Mrs. Korenoski’s class wins Penguins’ Reading Champions Challenge

As Mrs. Kristen Korenoski’s 3rd grade class embarked on the ­ enguins’ Reading Champions Challenge, they did so with a big goal in mind: P they wanted to win it this year.

On March 7, students were informed that their hard work had paid off. Over an eight-week span, Korenoski’s class read for 73,245 minutes, the most of any participating classroom. The Reading Champions Challenge, a reading initiative organized by U.S. Steel and the Pittsburgh Penguins Foundation, encourages 3rd grade students to grow their love for reading through an eight-week program.

Duquesne City students have participated in the challenge for two years.

The goal of the challenge is to have each student read for 20 minutes a day, the same amount of time in a hockey period. Each class is provided with a set of ten books focused on teamwork, kindness/anti-bullying, hockey and penguins. All of the district’s 3rd grade classes participated in the challenge, along with a plethora of other 3rd grade classes in Western Pennsylvania.

“It’s extremely cool to win it. They really put in the hard work and they set the goal themselves. It’s all on them. They were motivated to do it,” said Korenoski.

“They kept reading and reading, and I kept supporting that. They wanted to ­accomplish this together, and to see them do just that is the icing on the cake.”

All of the district’s third grade classes were visited by a Penguins ­Foundation ­representative, along with Iceburgh, the Penguins’ mascot. Students were rewarded with a variety of gifts. Most prominently, ­Korenoski’s class will be hosted in a party suite for the Penguins game on March 11. The class will also receive ‘The Steel Cup’ trophy, customized with their names on it.

Korenoski lauded her class for their love of reading. While she helped provide them with the resources to read and books that met their interests, she gives all the credit to her students.

“I try to keep a variety of books for them in my library, and if I see them gravitating towards something, I try to get more to keep them interested. We also have Epic (digital reading platform) on their iPads, which they love. They can go and choose books that speak to them, or I can assign them books based on what they’re learning at the time,” said Korensoki.

“They just have that love for reading, that love for learning. They have that spark, and that has all come together and they just really jumped on board this year.

They’re a group of readers.”

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Duquesne City School District

Duke Decoders earn award from Pennsylvania Lego League championships O n F e b r ua ry 15, o u r L e g o L e ag u e t e am , the Duke Decoders, competed in the Pennsylvania Lego League championships in Palmyra, PA. While the Decoders did not advance to the national competition, they did take home the Motivate Award, given to a team that embraces the true culture of Lego League through team building, team spirit, and enthusiasm. Given the familial, close-knit, and positive culture of the team, it’s no surprise that the Decoders took home that award.

“We drove there in the school van. Our kids were talking about what they wanted to do during their presentations, and they decided that they were going to do a chant. They were able to do that chant for the judges, which showed their teamwork and enthusiasm,” said Michelle Stowell, one of the Decoders coaches.

Our Duke Decoders brought home the Motivate Award from this year’s Pennsylania Lego League Championships

“We were shocked to make it to states initially. But because our team is such a big family and we were able to display core values, that helped us advance.”

After plenty of hard work preparing for the competition, the Decoders exhibited significant improvement in their gameplay.

“During our first run we scored 305 points, which was a huge increase from our regional competition, when we scored 175 points,” said Stowell. “The fact that we were able to almost double our points in two months with a brand new robot was pretty remarkable.”

As the district continues to build up its Lego League program, Stowell anticipates future growth. Seeing the culture the team has built — and what they’ve been able to achieve — should only serve as motivation for younger students.

“Especially with the sendoff assembly, I think the younger kids were intrigued seeing the older kids go on a trip,” said Stowell. “I anticipate more kids being interested in getting involved with the program.”

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Middle School Band holds Spring Concert On May 21, our Middle School band put on their Spring Concert. Songs played include ‘20th Century Fox Theme’, ‘Here We Go March’, ‘Lightly Row’, ‘Mary Had A Little Lamb’, ‘Old McDonald’, ‘Yankee Doodle’, ‘Shoo Fly’, ‘When The Saints Go Marching In’, ‘Play Date’, and ‘Let’s Go Band’. Congratulations to our students on an excellent performance and thank you to our music teacher and band director, Rachel Shively, for helping lead the way.

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Duquesne City School District

CLASS SPOTLIGHT

YOGA Long a proponent of yoga, Jessica Murrman praises its physical and mental benefits. Now, she gets to share that passion with the district’s students.

Murrman, along with Ellie Kyle, began teaching a yoga elective this quarter, offered to the district’s 7th and 8th grade students.

“It’s been going really well,” said Murrman. “I’ve had a lot of engagement. It helps keep the focus on positivity throughout the day.”

Murrman officially became a certified yoga teacher in September. Murrman earned her certification through Open Up Pittsburgh, whose mission is to “teach mindfulness tools through movement and art practices that center people living with disabilities.”

Her certification, which focused on making yoga accessible to all — no matter their limitations — was funded through Project SEEKS SES, a partnership between the Allegheny Intermediate Unit (AIU) and the Allegheny County Health Department (ACHD), ten school districts and three universities to explore a variety of resources to address trauma, behavior and mental health supports for students and staff. Murrman also helps lead an after-school yoga class for staff.

“Yoga has helped me a lot in the past,” said Murrman, who has practiced yoga, off and on, for 15-plus years. “I’ve always wanted to become certified but never had the time or opportunity.”

Throughout a week, students learn about yoga, practice poses, and then cap the week off with a full-on yoga class on Friday.

Among subject matter, Murrman said students have learned about the history of yoga, styles of yoga, how yoga can bring up certain emotions, meditation, breath work, and much more.

The class — which occurs during first period — is a great way for students to start the day positively, setting them up for success the rest of the day. “We have some time to relax, collect 2024-25 Year in Review

our thoughts and put in the past what might’ve happened prior to them coming to school today. It’s a way for them to start their day with a fresh start,” said Murrman. “To see kids really enjoying it has been cool to see.”

Within just a few weeks, Murrman said she’s gotten great engagement, and cited one success story, which involves a student who apathetically joined the class. Within a short period of time, he’s turned into a big proponent of yoga.

“Now that he’s doing it, he’s really enjoying it. He likes that it’s the first part of the day. They have breakfast and then go to yoga at 9 a.m. He said it’s a nice way to start the day and helps him feel calmer throughout the day,” said Murrman.

“I hope it’s something they share at home, so they can continue the practice once the elective ends. Not just the physical aspect, but being able to continue the emotional influences that yoga can have on them throughout the day.”

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Attack Theatre blends learning and movement

in Duquesne City classrooms­ Once one of Attack Theatre’s instructors steps foot into the Duquesne City School District building, they ­immediately feel love and connection.

“At Duquesne, as soon as we walk in, everyone is excited.

The students and teachers see us and get excited. It’s such a great, welcoming environment,” said Tague, an Arts ­Education Manager at Attack Theatre. “The general vibe we get is the students are excited when we enter the room and they don’t want us to leave.”

Founded in 1994, Attack Theatre is a Pittsburgh-based company that strives to “create work at the intersection of art and community.” At the Duquesne City School District, that means working with students and teachers to blend movement and dance into the classroom, and effectively make learning more engaging and successful.

Attack Theatre has a years-long relationship with the district that started in 2019, when several district teachers a­­ttended one of their professional development workshops, and sought to bring the work back to their school. Since then, the district has looked for creative ways to partner with Attack Theatre. This school year, Attack Theatre is working with K-5 students for up to four Mondays a month. Currently, they’re working with K-3 students until April, but will expand the work to include 4th and 5th grade later in the school year.

“The kids love it. They look forward to it on Monday mornings,” said Duquesne City principal Erica Slobodnik.

“It’s more engaging, compared to a child who is sitting all day. As teachers, we have to be creative with different ways of thinking for what benefits our students. Bringing movement into instruction keeps them wanting to learn and engaged, which is what we want.”

Michele de la Reza, Attack Theatre’s co-founder, stressed that there’s scientific proof that links movement to learning.

While teachers might know that to be true anecdotally, 18

de la Reza’s instructors are able to supply teachers with ­examples and the proper skills to integrate it into their ­classrooms effectively.

“The body is an instrument for learning regardless of your level of mobility. We’ve always believed that movement is an essential part of learning, and neuroscience studies back that up. We’re utilizing the body in a creative way to activate learning,” said ­ de la Reza.

“The work that we do through dance and kinesthetic learning, our goal is that it is transferable across curriculum and content.

What we always hope is that the teacher is a partner in the learning and the strategy. The teacher is the expert. What we hope to do is add more tools in their toolbox that they can utilize.

And we do that by modeling it and working with the kids.”

Tague and de la Reza both stressed that their lessons to students are ever-changing, based on the needs of the teachers and ­students that they’re serving. Instructors will adjust their lessons to fit the learning in the classroom they’re serving, working things like adverbs, adjectives, or sight words into their instruction.

Further, the time in which they enter classrooms is intentional, too. From January to early March, instructors are focusing on Kindergarten and 1st grade classrooms, as these students are starting to find their footing and learn more, but still might need to hone in on behavior standards. They’ll work with older students at Duquesne post-PSSA’s, as that’s typically when ­burnout starts to happen.

“If they’re working on the difference between an adverb and an adjective, for example, we can do that in movement. So we’ll ask the teacher to give us some of their words for the week, and we’ll create a lesson that involves movement,” said de la Reza.

“We’re making the program fit the needs of the students and the teachers. We don’t want education to be a cookie cutter model. Every student and teacher is different. So we meet with the teachers before the workshops to see what they want to get out of it and what skills and assets they would like to acquire,” added Tague. “Duquesne is uniquely wonderful in the collaboration we have with their teachers.”

Duquesne City School District

Duquesne City School District holds Black History Month Celebration

On February 25, the Duquesne City School District held its annual Black History Month Celebration for a powerful night that amplified black history, creativity, and student voices.

After everyone in the room recited the Black National Anthem, students recited ‘A Dream Deferred’ and ‘I, Too’, poems by Langston Hughes. A number of students then put on a play entitled, ‘Celebrate Juneteenth’. Afterwards, Duquesne’s Boys & Girls Club put on a talent show, as a number of students showcased their dancing skills. The Boys and Girls Club dance team also performed.

Special thanks to all of our staff that made this event possible, along with PACS site manager, Alexis Thomas and Duquesne Boys & Girls Club director, Le’Tresha Dean. Congratulations to our students and our organizers for a wonderful night.

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League of Innovative Schools tour comes to Duquesne O n M a r c h 27, the Duquesne City School District was proud to welcome members of the League of Innovative Schools for a tour of the district.

The League of Innovative Schools is a coalition of more than 150 forwardthinking school districts in 34 states. Membership in the League is based on a combination of superintendent and school district qualifications. Launched in 2011, the Digital Promise League of Innovative Schools is a national network of school districts that connects and supports the most forward-thinking leaders in education. By collaborating on shared priorities, League members — including superintendents and district leaders — spearhead innovative learning and leadership practices to achieve equitable outcomes for every student.

The district has been a member of the League of Innovative Schools since 2022.

This year’s Spring Convening for the group was held in the general Western Pennsylvania area. The district is one of 13 total districts in the area to host the League this week.

During a tour, the district highlighted a variety of its academic programming. Programming featured included:

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Esports

STEAM Labs

District C

Podcasting

Lilliput Playhouses

One Stone

Drone Soccer,

Lego League

Yoga

ActiveFloor

Theater Duquesne City School District

provides students a unique outlet for social and emotional well-being At the Duquesne City School District, t­ ackling social and emotional well-being is a group effort. Beyond both general and targeted efforts by staff, the district partners with a number of providers.

One of the district’s more creative partnerships is with the Chill Mobile, a retrofitted RV that provides inter­ active mental health lessons. Since it was conceived in 2022, the Chill Mobile has regularly visited the district for three-week lessons with our students and teachers.

The Chill Mobile is made possible through a partnership between the AHN Chill Project and Pittsburgh Pirates Charities.

“We recognize that academic success is deeply inter­ twined with emotional safety, and we’ve worked intentionally to create an environment that promotes trust, respect, and emotional support,” said Duquesne City Superintendent, Dr. Sue Mariani. “Through restorative practices, mindfulness sessions, and expanded counseling services, students have been equipped with the tools to navigate the challenges they face both inside and outside the classroom.”

The Chill Mobile is a social and emotional program which works to decrease the mental health stigma, while teaching preventative, evidence-based coping strategies. Over the course of Chill Mobile visits, ­Behavioral Health School Educators facilitate immersive, interactive lessons which engage all senses, to maximize participation and learning for all involved.

In addition, teachers and educators are provided instruction and tools to continue putting mental ­wellness practices to work in their school community long after the Chill Mobile’s final visit.

“I think it’s a lot of reinforcement of things they already know. Sometimes kids don’t know the best way to express themselves and their feelings,” said Karen Cooper, one of the Chill Mobile’s Behavioral Health School Educators.

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Partner Briefs At the Duquesne City School District, we’re proud to have a number of important, impactful partners in our building.

Please see below, for some year-end recaps from Pittsburgh Area Community Schools (PACS), Head Start, the Just Discipline Project, and the Boys & Girls Club.

Pittsburgh Area Community Schools (PACS) Reflecting on the past year, PACS is proud to share the strides we’ve made in fulfilling our mission to bridge the gaps between students, families, schools, and resources. ­Together, we’re fostering a supportive community where all students can thrive.

This year at Duquesne, we had the privilege of implementing several impactful programs and initiatives aimed at enriching the lives of students and families. Some key highlights include:

• Monthly Family Engagement Events: These events helped strengthen the

c­ onnection between families and the school, fostering an inclusive atmosphere and connecting the families to the school. We held events like a Holiday Party, BINGO Night, and Craft Night to bring families together into the building for fun and connection.

• Food Pantry: We successfully launched and maintained a school-wide food pantry,

providing consistent support to families throughout the year. The pantry will continue to run through the summer. If any family is in need to utilize it, please click here and fill out your order to have it delivered to you.

• Expanded Clothing & Hygiene Closet: We increased our ability to meet basic needs by expanding our closet, ensuring students and families had access to clothing and hygiene products whenever needed.

• New Programming: We welcomed new and meaningful programs such as mentoring for girls with the Black Women’s Policy Center and Grief Groups through The Caring Place, providing valuable emotional support to students.

• Weekend Food Bags: We provided weekly food bags to 50 students, ensuring they had access to meals during weekends when school is not in session.

• Lunch Bunch Groups: These groups offered a supportive space for students to ­connect, socialize, and build relationships.

• Ongoing Support for Basic Needs: Throughout the year, we continued to assist with meeting the fundamental needs of the community, ensuring students and ­families had the resources necessary to succeed.

We are excited about the progress made this year and look forward to continuing our partnership with the Duquesne City School District, working together to make a lasting impact on the lives of our students and families. Here’s to another year of growth and success!

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Duquesne City School District

Head Start The Allegheny Intermediate Unit 3 Head Start and Pre K Counts Program provides eligible preschool age children with quality, comprehensive, in-home or classroom programming designed to support school readiness skills. Families enrolled into the program also receive services for the entire family including family goal planning, resources, referrals, along with the opportunity for family members to come together once a month for Local Parent Meetings. There are a total of 5 classrooms located in the Duquesne Area. The locations are in Duquesne Place, Orchard Park, and within the Duquesne Educational Center to accommodate families. Children ages 3-5 are eligible.

Interested in registering your child for Head Start/Pre-K Counts? Contact Sonya Gooden, Family Advocate, at (412) 969-4329. Click here to fill out your child’s pre-application.

Just Discipline Project The Just Discipline Project (JDP) continues to partner with the Duquesne City School District to provide incredibly valuable services. Our JDP coordinator, Molly Means, spearheads work centered around restorative practices. Among a number of duties, she helps lead healing circles, helping get to the route of a conflict and finding a peaceful solution. Her work has been important in bringing down discipline referrals in this past school year.

She also leads a group of 6th-8th grade ­students called the Leaders in Training.

These students function in mentorship roles with younger students, helping build a sense of community in the building, while bridging the gap between grade levels.

Boys & Girls Club The Boys & Girls Club of Western ­Pennsylvania operates a clubhouse out of the Duquesne City School District building, providing excellent after-school programming. Clubhouse director Le’Tresha Dean helps organize a wide variety of engaging activities, programs, and field trips. Additionally, Dean helped organize a talent show that was performed at the district’s Black History Month celebration this past school year.

Click here for more information about the Boys & Girls Club Duquesne ­clubhouse.

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Duquesne City School District

Duquesne City School District Receivership extended until 2028 On March 28, 2025, the Honorable Alan Hertzberg, Administrative Judge of the Civil Division of the Allegheny County Court of Common Pleas, ruled to extend receivership for the Duquesne City School District for the next three years, effective on April 1, 2025, and ending on March 31, 2028. The 2025 Duquesne City School District Financial Recovery Plan was also approved, via a motion from district solicitor William Andrews.

Dr. William Kerr, who has served as the district’s Court-Appointed Receiver since 2021, will continue as receiver. The district has been in receivership since 2013, designating that the Pennsylvania Department of Education (PDE) takes academic, financial, and operational oversight over the district. Those efforts are led by Dr. Kerr, in conjunction with the school district and partners at PDE. “Receivership has preserved the assets, values and traditions of the Duquesne City School District. Stakeholder collaboration has been productive through continuous academic and financial improvement efforts, primarily keeping the K-8 School central to the community,” said Dr. Kerr at a public hearing on PDE’s petition to extend receivership on March 26.

“The extension of Receivership will ensure a stable educational environment and will help sustain the existing school system. By addressing the root causes of the School District’s academic and financial challenges coupled with reasonable solutions, Receivership will provide “a steady at the helm” approach for academic and financial success in the future.”

At the public hearing, Duquesne City School District superintendent, Dr. Sue Mariani, and Duquesne City School Board president, Sonya Gooden, delivered statements.

Additionally, PDE representatives made the case for the extension of receivership and the re-appointment of Dr. Kerr, as well as for the Public Financial Management Group (PFM) to review the long-term financial projections of revenues, expenditures, operating results, and ending fund balances for the next seven years. There was also a period for public comment.

Managing budget and finance matters effectively has a direct correlation to classroom curriculum, instruction, and assessment resources and successful outcomes.

“One of the primary benefits of Receivership for Duquesne City School District has been its ability to stabilize its financial situation. Managing budget and finance matters effectively has a direct correlation to classroom curriculum, instruction, and assessment resources and successful outcomes,” said Dr. Mariani.

“As Superintendent, the School District has introduced new curricula, invested in teacher training, and implemented data-driven strategies for improved educational outcomes. These focused areas are a continuous effort to increase student growth and achievement, with the goal of better overall school performance.”

The district will continue to work in partnership with PDE to provide the best educational opportunities possible for its students.

“As Superintendent of Schools, I am committed to working collaboratively under the statutes and regulations of Receivership in cooperation with the Court-Appointed Receiver, Board of School Directors, district administrators, faculty, support staff, the greater community, and, of course, our Duquesne students and families,” said Dr. Mariani.

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