Yeshiva Schools of Pittsburgh Annual Report 2020–21 3

05 21 Welcome Spotlight on The Early Learning Center 06 Our Story 22 Financing the Yeshiva of Tomorrow 08 The Syntagma Roadmap Contents 23 Expenses and Revenue 10 Innovating During a Pandemic 24 A Fruitful Partnership: Yeshiva and the 12 Federation Growing into Our New Home 26 Academic and Extracurricular 14 Highlights Chinuch Through Connection 28 The New Digital 15 Face of Yeshiva A New Support Framework 29 New Administrative 16 Investments Piloting Our Four Year Mesivta 30 Board and Committee 19 Lists Nurturing the Body and Soul 20 Building a Safe and Resilient School 5

Yeshiva Community: With overflowing pride and excitement, we welcome you to this first annual report of Yeshiva Welcome Schools. Throughout the many decades since Rab- bi Shalom Posner founded Yeshiva Schools at the direction of the Frierdiker Rebbe, there has been tremendous growth and success in its mission to provide an excellent education in both Judaic and secular studies. However, as chassidim we know it’s not enough to rest on our laurels. Instead, we must work harder, taking advantage of every opportunity to better ourselves and our school. This report is intended to make an accounting of where Yeshiva Schools stands as an organization, to highlight some of our recent initiatives, and to offer insight into where we plan to go. The depth and breadth of this report also seeks to fulfill our ongoing promise to communicate with Yeshiva’s many stakeholders, whether they be parents, employees, or donors, with greater clarity and transparency. In doing so, it is our sincere hope that we will inspire greater trust and understanding and further energize the many partnerships that are essential It is an absolute duty for to future growth and success. Much of this past year’s work focused on institutional improvement and advancement, implementing many of the action items of the Syntagma five year strategic plan. Approved by the board in early 2020, the strategic plan is a result of countless hours and incalculable dedication and collective wisdom from scores of parents, community mem- every person to spend a half bers, administrators, teachers, and board members. Together, we established 104 specific action plans and, throughout this past year, multiple committees—also comprising board members, administrators, teachers, parents, and community members—helped to spearhead the implementation process. All of this was only made possible through hour every day thinking the tireless work of our talented administration, staff and broader school community. As you will see, this report highlights updates in many central areas. These include expansion of Yeshiva’s administration; its new fundraising strategy to place Yeshiva on stronger financial footing; its primary revenues and expenses; its academic initiatives about the Torah-education of around a new boys’ 12th grade and general studies integration; rising above the challenges of COVID; enhanced professional development; the student-centered initiatives of creating a wellness division and a safe and resilient teaching approach; pursuing the purchase of a new Greenfield campus; and renovating Yeshiva’s other facilities. children, and to do everything This past year has been challenging in unprecedented ways. Not everything went perfectly or as planned. Certainly, we both made our share of missteps and miscalcula- tions. However, we have learned, more than ever, to listen to and collaborate with our community. in his power—and beyond his Instead of biding our time, hunkering down, and waiting for the pandemic to end, we consciously decided to seek and capitalize on a fantastic set of opportunities Hashem placed before us. This past year, Yeshiva Schools has succeeded beyond any reasonable expectation at the time of the closures mandated by the pandemic in March of 2020. power—to inspire children to Through working together with Hashem’s blessing and a unity in purpose, we are destined to achieve in the coming years beyond what any of us can presently predict. Please make use of this report and further your confidence in and dedication to Yeshi- va Schools’ and its central role in the future of the local Pittsburgh community and in follow the path along which the broader Chabad community from which many of its students come to learn and live. The collaborative spirit of Syntagma over the past two years has dramatically con- tributed to our school. This parental involvement and sense of partnership will surely they are being guided. be a critical element of our further growth and success. With gratitude, Rabbi Yossi Rosenblum, CEO and Head of School Hayom Yom for 22 of Teves Dr. Chaim Oster, President 6 7

to fill the position ofmenahel and rosh yeshiva. (ibid). It was in this capacity that Rabbi Posner expanded Achei Temimim Our Story from an afternoon school into the full day, 5 In the nearly eight decades dual-curriculum school it is today. In 1978, Rabbi Yisroel Rosenfeld took students over as dean, expanding the school to two in 1941 since our inaugural year, campuses and breaking ground on 2100 Wightman Street. The head shliach of we have added a preschool Chabad of Western Pennsylvania and rav of Pittsburgh’s Lubavitch community, he now serves as the halachic authority for and two high schools, grown Yeshiva Schools. In the nearly eight decades since our our through nine buildings, and DECEMBER 6, 1941 was an auspicious expansion to a full-day program, we have moment, when world history would be added a preschool and two high schools, divided by “before” and “after.” For Pitts- grown through nine buildings, and matric- matriculated hundreds of burgh’s Jewish community, it was also a ulated hundreds of graduates.We all take moment that would divide ‘before’ and pride in being the oldest Jewish day school graduates. די ערשטע פון יד“ after.’ in Pittsburgh and in being‘ ”,פראווינץ-ישיבות דליובאוויטש אין אמעריקא The attack on Pearl Harbor that would draw the United States into World War Two “the first Lubavitcher ‘out-of-town yeshi- was just hours away when Rabbi Morde- va’ in America.” (Hakriah veHaKedushah, chai Dov Altein, a twenty-two year old issue 23:3) Chabad bochur in Brooklyn, was informed We stand, now, at the start of a new de- that he’d be setting out for Pittsburgh the cade and a new era, one that promises so next morning. The Frierdiker Rebbe had many transformations for our school and charged him with opening a yeshiva ket- our children. The bracha of the Frierdiker anah. Foregoing the upcoming Yud-Tes Rebbe all those years ago has surely been Kislev farbrengen, Rabbi Altein boarded a fulfilled and will continue to inspire us as Pittsburgh-bound train. Just three days af- we move forward: “And the wise will shine ter his arrival, he had already met with the like the brightness of the sky, and those Ladies Auxiliary and discussed the idea of who bring the multitudes to righteous- establishing a local yeshiva. ness like the stars forever and ever.” (Igros On Erev Pesach, Rabbi Altein received a HaRayatz, Volume 7, page 277) letter from the Frierdiker Rebbe directing him to establish this new school with the name “Achei Temimim,” concluding, “May G-d Almighty give His help and the help of the committee to arrange all the matters of the yeshivah, and may it expand with good students, and the students will suc- ceed in their studies and in yiras Shamay- im.” (Igros HaRayatz, Volume 7, page 350) Pittsburgh would have the z’chus to house the first Achei Temimim school outside of New York. We began with just five students, op- erating out of a small house at 3257 Ward Street in South Oakland. Much of our initial educational approach and pedagogy was personally developed and overseen by the future seventh Lubavitcher Rebbe, Rabbi Menachem Mendel Schneerson. On 7 Menachem-Av, the Frierdiker Reb- be sent Rabbi Sholom and Mrs. Chaya Pos- ner to Pittsburgh, introducing Rabbi Pos- ner to the community as “a multi-talented students in person of outstanding personal qualities” 2021412 8 9

year, in which we began to tackle imple- the new process, we could create what we stances. Though “COVID was like working mentation of the many action plans. With called a generative system. It takes advan- with one hand behind your back, Yeshiva the end of the 2020-21 school year, we have tage of everyone’s skills and attributes. was more efficient than any school I saw The Syntagma accomplished almost the entirety of our Everything doesn’t have to come from in this district or area,” said Dr. Szymans- operational plan for the year. the CEO; people closest to the work really ki. “It just astounds me how much Rabbi Part of what made this process so unique know what needs to be done and, within Rosenblum, community members, and 6COMMITTEES was that it was developed specifically for parameters, they can go and do it.” the board have accomplished in one year. Roadmap Yeshiva and was a radical departure from Yeshiva didn’t only stand out in the Usually it takes about three years to see a The Cambrian Group’s usual methods. planning stages of Syntagma. The ap- change in the school.” Instead of approaching and proposing proach to adoption of action plans also At the start of this process, we came the necessary changes on a piecemeal set Yeshiva apart from other institutions. together with a goal; to make the school basis, we examined the whole school at “People are so tired from the planning stronger and more rigorous, a place where once and recommended changes and im- process that they lay low the first year un- our childrens’ souls were as nourished as provements across all campuses and de- til they get their energy back. But in this their minds. All those months ago, at the partments simultaneously. Dr. Szymanski case, it went full force forward.” The fact first community meeting, we didn’t yet 100+PARENTS AND OTHER SCHOOL SYNTAGMA has been a significant part of assembled, meeting for a retreat over three describes this approach as “trying to build COMMUNITY MEMBERS that the end of the Syntagma process dove- know what this would look like in practice; our school culture over the past two years. days in August to determine the various an airplane while you’re flying it” because, tailed with the beginning of the pandemic we only knew that it would require radical The process comprises thousands of man- committees that would need to be in place even as committees met and composed ac- should have only made this laissez-faire change, a willingness to collaborate, and hours, six committees, over 100 parents for the duration of the process. In Septem- tion plans, day to day operations could not attitude more likely. Instead, in less than a unified sense of purpose. It’s with those and other school community members, ber, a meeting was held with the wider be paused. This made the process a fluid, a week after COVID-protocols were put in same principles in mind that we look for- and 104 individual action plans. community in which the scope of Syntag- ever-shifting one, in which “you might say place, our school transitioned to entire- ward to the coming school year, to creat- The journey began with the preliminary ma was laid out and the teams were formed. one thing today that’s different tomorrow ly virtual learning. This meant providing ing a new operational plan and setting up conversations between Dr. George Szyman- From October to January, the teams met because of moves that the board made the the technology equipment students would new benchmarks to aim for. Though there ski of The Cambrian Group and Rabbi and to determine their objectives and action night before.” need to learn, but also, training our edu- will, of course, be challenges and further 104INDIVIDUAL ACTION PLANS Rebbetzin Rosenfeld in September 2018. plans, which they compiled into proposals While this presented all the challenges cators on a variety of online platforms so growing to do over the coming months and In 2019, a planning team of 25 people was for the board. Though the planning stages that come along with such rapid readjust- that they could make the learning process years, Dr. Szymanski is certain that “the are over, the process has continued to this ments, there were advantages too. “With as engaging as possible under the circum- future of Yeshiva is very bright.”

Our Syntagma Board level committees were created to PA-ETEP A complete Implementation Fiscal sepa- In cooperation Administrators A new wellness An assistant oversee budget, investment, audit, scholar- software was reorganization of of a budget process ration between with the revenue and teachers division was principal for the implemented along the business office, involving key committee, precise received safe and established and a Destinations ships, facilities, investment, academic excel- with new evaluation including cross- administrators and Lubavitch fundraising targets resilient training in director appointed mesivta was lence, community involvement, revenue, procedures for training and monthly members of the Center and were established and partnership with to address the appointed. teachers and transitional check- finance committee, met for the fiscal year the University of emotional and vaccinations, medical needs, and IT. Addi- administrators ins. including submission Yeshiva Schools of 2020-21. Southern California. psychological needs tionally, three administrative committees pertaining to of monthly financial was achieved of the student body. were created: va’ad hachinuch, wellness, and performance reviews reports to the by September and identifying committee. safe and resilient school. areas in need of 2020. improvement.

A holistic A director for The A director of New evaluation Administrator’s Virtual learning capabilities were A COVID-compliant The Yeshiva Times A town hall A committee has Parent-teacher professional Early Learning Center procedures for job roles and reopening plan for fall submission and created and finalized conferences were general studies upgraded to meet pandemic-relat- development plan meeting was was appointed. administrators responsibilities were 2020 was created publication processes the calendar for the adjusted and made was crafted with a for the boys and were implemented realigned using a ed needs, including teacher train- and implemented were bolstered organized and 2021-22 school year. partially virtual group of teachers pertaining to mutual commitment with the assistance of and streamlined to to better address girls school was ing for various platforms, ensuring and administrators to held at the start performance review document as part various committees communicate school parental timing and appointed. student and teacher access to identify areas in need of June 2021. and identifying of a more targeted and a task force of news with parents. scheduling needs. areas in need of educational tech, and identifying best practices parents, teachers, of expansion and improvement. approach. and administrators. the best method of for virtual instruction. implementation.

Accreditation for the boys and girls high General studies curricula are being revised to Metrics to measure the success of the The pilot senior boys class will begin in fall Action items school will begin next year, with a target date provide similar programs and levels of quality strategic plan implementation are being 2021, with a full zal program being designed in progress for completion in 18 months. across the girls and boys divisions. developed with a committee and will be over the coming school year for a formal start condensed into a report to be shared this in fall 2022. summer. 10 11

we used COVID funding to purchase Zoom Rooms which enabled those working from Innovating home to see and hear the entire in-school class, bringing everyone together for a more cohesive learning experience. As the online learning model was new for everyone, During a teachers received training on how to engage with students on Zoom, while also captivat- ing those in the room. Students learned how Pandemic to use Google classrooms both to receive and submit their assignments and to communicate directly with their teachers when in-person communication wasn’t possible. We even used Zoom to offer the students art, music, and dance, when necessary. This year, technology was not just an en- COVID-19 PRESENTED Yeshiva Schools with a year of both challenges and hancement to learning; it was the basis for growth. It demanded creativity and flexibility on the part of our teachers, stu- ongoing, quality lessons and the medium dents, and parents and proved that, as a school community, we are strong and through which our students and teachers resilient. While most schools struggled to remain open for in-person learning, stayed connected. Our new IT capabilities, Yeshiva opened its doors to its students on the first scheduled day and was discovered only due to COVID, expanded able to remain open for most of the year, with just a few weeks of closings due our Yeshiva community into the interna- to COVID exposures. With state guidelines, CDC recommendations, and our students’ best interests as our guide, a team of committed educators, parents, doctors, and other stakeholders created a reopening plan to address the intricacies of the 2020-21 school year. We appointed a three-doctor panel 1700 became a to devise medical protocols for handling COVID issues and were guided on a day-to-day basis by Dr. Chaim Os- comfortable, if ter. Based on these medical guidelines, we made changes to almost every aspect of our school, including staggering carpool times, moving meetings to Zoom, offering online somewhat informal, education, instituting daily health screens, and even relocating girls school students from first through fourth home. There was a grade into a new building. Moving into 1700 Beechwood Avenue was one of the unexpected benefits derived from COVID protocols. 1700 strong atmosphere became a comfortable, if somewhat informal, home. There was a strong atmosphere of warmth and camara- of warmth and derie engendered between staff and students, notwith- standing the separation of pods. The initial challenges posed by this move demanded creative thinking. Through camaraderie the tremendous efforts of Mrs. Leeds and her crew, alter- ations and updates were made to the school in just a few engendered between weeks. Security, as always, was the top concern. We hired a full time security guard and installed both a playground staff and students fence and an electronic door system. Accordion doors and room dividers helped create new classrooms, as well as a reception area. A swing set and weatherproof tent provided a year round option for recess. The teachers embraced the difficult tional realm, creating opportunities for situation with the utmost flexibility. talented teachers and lecturers to join us Thanks to grants from the Jewish Federation of Greater Pittsburgh, the Jack from anywhere in the world. Despite the Buncher Foundation, the Charles Morris Foundation, and the federal and state uncertainty and difficulties the pandemic governments, we were able to facilitate online learning and expand our use of created, Yeshiva Schools discovered un- technology in new and exciting ways. With the need for teachers and students expected opportunities and successes. We to stay home when they or their family members experienced COVID symp- look forward to discovering ways to contin- toms, hybrid learning became the new normal. Yeshiva purchased chrome- ue incorporating this valuable technologi- books for every student to use, both in the classroom and at home. In addition, cal knowledge in the post-pandemic years. 12 13 A capital campaign will soon be gaining steam and visibility.

In November 2020, Yeshiva became aware that a de- funct school, located at 411 Greenfield Avenue, was on the market. Since then, efforts to secure the property, which boasts 47,000 square feet, 17 spacious classrooms, and 22 bedrooms for only $1.2 million, have been ongoing. The facility offers the size needed for Yeshiva’s future growth. Its zoning provides a unique opportunity to house all of our out-of-town boys close to the existing Chabad communities in Squirrel Hill and Greenfield. A purchase-and-sale agreement for 411 Greenfield was signed on May 21st. Plans are underway to move the boys school to the new campus in time for the start of the 2021-22 school year. Equally important to Yeshiva are the planned up- grades to our campuses at 2100 Wightman and 6401 Forbes, as well as housing for our out-of-town high school girls. Long term plans include an upgrade of all those facilities to allow for future expansions to both TELC and the girls school. Renovations of 2100 Wightman will be made in concert with Lubavitch Center so that the building best accommodates both its educational and synagogue missions. Included in the overall effort is the plan to house all of our out-of-town girls in renovated, dormitory-style housing beginning in the fall of 2021. Traditionally, many of our out-of-town girls lived with community families. As we look toward future expansion and growth, we feel that the social advantages afforded by dorm-style housing make it a necessity for all our out-of-town students. Renovating all of our facilities while using them will present a challenge and, to make this transition a smooth one, we’ve hired an experienced contractor as our project manager. Craig Elias has been very successful in coordinating all of the various aspects of planning and zoning our many projects, which he have been marked by im- THESE PAST 15 YEARS will also be overseeing during renovations over the pressive growth at Yeshiva Schools. Understandably, coming years. the welcomed increase in Yeshiva families and stu- A capital campaign will soon be gaining steam and dents has created a challenge in terms of space. We have visibility. Included in that campaign is the sale of Ye- Growing strained to provide adequate room for our existing pro- shiva’s 1700 Beechwood property to Chabad of Squirrel grams, and those limitations pose a serious barrier to 22 17 1.2 Hill. Currently hosting the girls in first–fourth grade, future growth opportunities. BEDROOMS CLASSROOMS MILLION DOLLARS the building has been essential, particularly during The Syntagma five-year strategic plan identified the into Our COVID-restricted learning. However, its long-term use need for additional space as a priority. Yeshiva’s facili- has not been seen as especially conducive for class- ties committee—comprising board members, adminis- rooms or housing. trators, an architect, a general contractor, and parents With the plans taking shape, Yeshiva Schools is well New Home with experience managing real estate—has been meet- positioned to improve its facilities for its current needs

ing for the past year to address the important issue. SQ.FEET 47,000 and for the coming decades of planned growth. 14 15

tions, a LUMINA representative, who is herself an educator, guides the respon- dent through the results, mapping the Chinuch patterns that emerge. Through using LUMINA, one is able to build rapport with others; speed-read Through students, quickly grasping strengths and weaknesses; use a common language in discussing issues; collaborate with colleagues; Connection and identify “hot buttons” that trigger neg- ativity in students and colleagues. Administrators are in the process of working through the LUMINA program with the current leader, Mrs. Sterna Wine- berg. Our eventual goal is to have every educator take this course and to select one of our teachers for training as a supervisor and guide.

OUR BROADER professional development approach was tweaked this year in keeping with a new model: Chinuch Through Connection. This approach em- phasizes that everything our educators and caregivers do should be through the lens of looking to build connections and deepen relationships with students. This comes about through an awareness of one’s own internal state and trig- gers. Once a teacher is aware of these the course of formal and informal classroom things, they can determine if their re- observations, as well as self-assessments action in any given classroom situation and pre-observation surveys. Teachers can stems from productive sources or from a A New Support access and review all their past evaluation more instinctual, protective source. data and notes, as can their supervising ad- Connection is achieved through vari- ministrator, helping both parties identify ous techniques, which include learning Framework areas that may need coaching. to pause and interrogate instinctive re- The software was introduced to ad- sponses. Educators often expect children ministrators in February, and they began not to act impulsively but don’t make the training with PA-ETEP in April. Over the same demands of themselves. These tech- past school year, each administrator con- niques and strategies not only empower AS PART OF standardizing our approach to teacher observation ducted one formal and one to three infor- teachers to pursue more productive re- and feedback, Yeshiva has adopted both the Danielson frame- mal observations. By next year, informal, sponses, they also model the behavior work and Electronic Teacher Evaluation Portal (PA-ETEP) soft- temperature check observations will take that we wish to teach our students. ware for faculty use. place monthly for each teacher, with a In January, the administrators met The Danielson framework provides four domains around more formal observation taking place once with Rabbi Yaakov Chaiton, who used the which to base teacher observations: planning and preparation, in the fall and again in the spring. framework of conscious discipline as the including demonstrating knowledge of content and pedagogy The combined use of the Danielson basis for the training and implementation and setting instructional outcomes; classroom environment, framework and the PA-ETEP software of this approach in our school. Full faculty which examines the management of student behavior and class- means that language, goals, and expec- training is expected to take place in June. room procedures; instruction, concerning teacher use of tools tations are consistent across campuses. Another tool that will support this ap- like assessments and communications with students; and pro- All of these elements combine to con- proach is LUMINA, a self-assessment fessional responsibilities, like maintaining accurate records and struct a portrait of an ideal teacher. This questionnaire. By answering questions communicating with parents. guide hones in on what Yeshiva wants to about one’s style of initiating, reacting, These frameworks are being used in conjunction with PA-ETEP see from our educators, who will receive coping, and planning, educators deter- software, developed in accordance with the standards of the Penn- training this coming August, so that we mine their strengths, weaknesses, and sylvania Department of Education. This software provides one, cen- begin the 2021-22 school year united in our working style. After answering the ques- tral location to house all the data gathered by administrators over educational goals and methods. 16 17 Piloting Our To maintain the special flavor of a mesivta Four Year environment and YESHIVA SCHOOLS holds a unique place in the ensure that it’s not Mesivta pantheon of Chabad education.As the oldest dual-curriculum Chabad school outside of New York, we take would also make it possible for students to earn college seriously the spiritual, emotional, physical, and ac- diluted, we are building credits while in our sevivah, with our teachers, under ademic needs of our students. The Syntagma teams the supervision and guidance of our hanhalah. charged the mesivta division with a number of ambi- a curriculum that Healthy development means addressing the needs tious goals. The steps we have taken toward meeting of the guf (physical body), middos (emotions), and those include adapting the new Yeshiva Schools mis- sechel (intellect). To this end, we are also working sion statement to the particular objectives of our me- utilizes Judaic studies on an enhanced electives program that will allow options to meet state students to express themselves creatively and phys- ically, so that they return to their academic studies with renewed energy and excitement. requirements, Our zal program will continue to focus on the independent study that empowers our boys to develop where appropriate. and strengthen their own learning skills within the broader structure and mentorship of our mesivta and prepare them for the independent learning approach- es taken in smicha programs. We are refining our Ju- daic curriculum, rooted in Talmudic study, to place an emphasis on understanding the process through which the often digressive discussions of Gemara were sivta and modifying the current “portrait of a student” codified into the practical Halacha we learn and live to conform to the unique goals of a mesivta education. by today. Shiurim focusing on foundational texts and As we transition to a full, four year program result- concepts from Chassidus will provide a grounding for ing in a diploma that will be recognized by the Penn- further and deeper exploration in their coming stud- sylvania Department of Education and accepted by ies. An emphasis on empowering each bochur to learn any institution a student might wish to apply to, we individually, personally tailored learning plans, and have taken a two-pronged approach. The first is a soft hanhalah and shluchim dedicated specifically to the opening of our new 12th grade for the academic year program, will all help ensure that we conform to a zal of 2021–22 with a pioneer class. Secondly, we designed approach, rather than simply extending mesivta-style a process to roll out the new, enhanced requirements, learning. As we expand our zal program, we are search- so that these are layered in over the course of the next ing for dynamic and dedicated rebbeim to enhance our two years, allowing all mesivta students, regardless students’ learning with warmth, positivity, and a focus of current grade level to find the path that works best on each individual student. with their plans. We are sure that the spirit of our founders, and the Some of our goals over the next few years, both short kochos of the Rebbeim, will empower us to grow this and long term, include curricular changes, partner- nucleus into an even larger class in the years to come. ships with local universities, career readiness plans, and increasing our offerings for electives. To maintain the special flavor of a mesivta environment and ensure that it’s not diluted, we are building a curriculum that utilizes Judaic studies options to meet state requirements, where appropriate. This includes actively scouting for staff to teach some of these subjects, as well as subjects with hashkafically sensitive topics. We are also exploring partnerships with local universities that would enable bochurim to learn the skills and concepts that are foundational to various career paths, from shlichus to chinuch and business. This approach 18 19

self-regulation, relationship skills, and decision-making abilities. Our adminis- Nurturing the trators and teachers will continue training with Chinuch Through Connection so that we are best able to support our students’ social and emotional needs. Parent train- Body & Soul ing groups will be offered, during which parents will learn how to manage difficult behaviors and help their children cope with strong emotions. Additionally, the wellness director and professional development coordinator will co-lead teacher collaboration groups, during which teachers can provide support to one another THE WELLNESS DIVISION, established at the start of the 2020-21 school and problem-solve challenges. year, created a referral process for identifying students at risk for emotional, With regards to special education, the social, behavioral, and academic concerns. It established a graduate student wellness division plans to expand its struc- internship program with Carlow University and Chatham University, which ture and positions in order to establish and brought in five masters-level interns who provided direct services to students consistently monitor a Response to Inter- in The Early Learning Center, and both of our elementary schools and high vention (RTI) framework. An RTI frame- schools. Services primarily consisted of social skills groups, assessment, work will increase early identification of individual counseling, and classroom behavioral support. Collectively, the learning needs and provide educators with interns delivered approximately 1,650 hours of services. frequent feedback on students’ progress. The wellness division provided regular consultation with administrators The positions of special education coordi- and teachers in managing students’ behavioral and emotional concerns nator and student support coordinator will within the classroom. It offered professional development workshops on be created. The special education coordi- classroom behavior management strategies and how to manage stress and nator will track students’ RTI, coordinate anxiety during difficult times of transition (e.g., in-person to online learn- psychoeducational evaluations through ing). The wellness division also offered consultation to parents who had the Intermediate Unit, construct academic concerns for their children and provided recommendations for community support plans, assess the delivery of spe- services. In addition, it assisted in the identification of students requiring cialized instruction in the classrooms, and psychoeducational evaluations through the Intermediate Unit and the de- partner with families to assist implemen- velopment of student support plans, behavior plans, and 504 plans to better tation of outside services and recommen- accommodate students with academic, behavioral, and mental health needs. dations. The student support coordinator For the upcoming school year, in addressing students’ mental health and will oversee and collaborate with learning behavioral needs, interventions will be implemented individually with stu- specialists and related-service providers, dents, within the classrooms, monitor the delivery of specialized instruc- and with families and the tion in the classrooms, and supervise staff community. The wellness di- in the resource rooms across campuses. vision plans to continue our 1,650 hours of In addition to co-constructing the so- graduate student internship cial-emotional learning curriculum and program with Carlow Univer- co-leading teacher collaboration groups, sity and Chatham University services by the wellness director’s role will be to over- in order to provide counsel- see the student referral process and long ing services and offer addi- interns. term goals of the wellness division. The tional behavioral support to director will train and supervise the be- students. Masters-level in- havior specialists and mental health clini- terns will function as behavior specialists, who will conduct functional be- cians, manage the safe and resilient school havior assessments and create positive behavior support plans for students initiative, and lead the Student Assistance with behavioral concerns, as well as provide classroom behavioral support Program (SAP) for early identification and through the use of Chinuch through Connection strategies. Doctoral-level intervention for students’ non-academic interns will function as mental health clinicians, who will conduct assess- barriers to learning. The director will as- ments and provide individual counseling to students presenting with mental sist the special education coordinator and health concerns. In addition, the dorm counselors will receive suicide pre- student support coordinator in meeting vention training tailored to their role in supporting out-of-town students students’ academic needs and will contin- in the dorms. ue to provide professional development Within the classrooms, the wellness director, alongside the profession- and consultation to administrators, teach- al development coordinator, will construct a social-emotional learning ers, and parents in managing students' so- curriculum that will be used for students to promote their self-awareness, cial, emotional, and behavioral needs. 20 21

BASED ON OUR CREATIVE Curricu- lum GOLD alignment with the PA Learn- Spotlight on The ing Standards, TELC students have im- Building a Safe proved their skills this year. Children are assessed with our curriculum, examining their growth in social-emotional, physical, and Resilient Early Learning cognitive, language, literacy, and mathematics spheres twice a year. Percentages are based on widely held expectations for School Center each age group from research-based practices. Children are either below, meeting, or exceeding expectations. THE CORE CONCEPT of a safe and resilient school is to build a Promoting the physical communication that and psychological safety values both transparency system-wide approach to ensure that student care and emotional of our students, staff, and and equity among all well-being are an integral part of the Yeshiva culture and environ- parents. Daily routines, stakeholders. GOLD OBJECTIVES ALIGNED WITH PA LEARNING STANDARDS ment. The culture is based on respectful and open communication consistent schedules, clear Develop the principles where trust, care, safety, and a clear set of behavioral expectations behavior expectations, of group collaboration Fall 2020 and discipline policies all are adhered to by all stakeholders—the faculty, teachers, students, with mutual respect create a sense of safety and parents. A key component of being safe and resilient is knowl- for all individuals and security. edge of the risk and protective factors that play into an individual within the group. or a community response to stressful events. This was particularly The principles of This includes groups SOCIAL-EMOTIONAL: LITERACY: RHYMING, MATHEMATICS: COUNTING, important over the past year and a half, as the COVID pandemic self care ground and within a class, groups of MANAGES FEELINGS LETTERS, SOUNDS SHAPES, PATTERNS disrupted our normal school rhythm. support a healthy faculty collaborating on school environment. curricula, team building 81% 84% 86% To support this new initiative, we assembled a team of various Promoting self care for activities, and teams of Meeting/ Exceeding Meeting/ Exceeding Meeting/ Exceeding stakeholders. We sought the guidance of the Center for Safe and both spiritual and physical administrators working on Resilient Schools and Workplaces, housed at the University of needs, particularly for new school-wide projects. 19% 16% 14% Below Below Below Southern California. One of the lead researchers, Pamela Vona, school staff, is essential in It is a priority for Yeshiva MPH, MA, and PHD candidate, consulted with our team. Ms. Vona creating a safe and calm to seek out the opinions also gave an informative and enlightening presentation on the classroom and schoolwide and perspectives of those survey that her team utilizes to support schools as they embark in environment. who may have previously felt unheard. adopting this educational approach. We focused on the seven main Providing peer support principles of building a safe and supportive school environment. for students and staff. Empower equity of Spring 2021 Compassion fatigue is a voice for members within real phenomenon among subgroups in our school. staff as they strive to take Respect for individual care of the children in student viewpoints are SOCIAL-EMOTIONAL: LITERACY: RHYMING, MATHEMATICS: COUNTING, our school. The teachers’ encouraged by teachers, MANAGES FEELINGS LETTERS, SOUNDS SHAPES, PATTERNS lounge provides the time while respect for parents A key component and space for teachers and faculty is encouraged 96% 95% 98% both to wind down and by administrators. Meeting/ Exceeding Meeting/ Exceeding Meeting/ Exceeding collaborate. As the Develop cultural of being safe students’ need for support 4% 5% 2% protective factors. Below Below Below is no less pressing, we are These include the and resilient is hoping to add a counselor- acknowledgement and staffed student support the reinforcement of the room on each campus. This Jewish and Chassidic knowledge of the initiative has already been principles by which we Keystone STARS (Standards, Training/ the blended nekudos and multisyllabic This method of instruction allows us to piloted in the boys lower live. The inclusion of Bikur Professional Development, Assistance, words. Our youngest students are growing more directly assess more foundational elementary school. risk and protective Cholim committees, meals Resources, and Supports) is a voluntary, quickly by exploring drawing and writing skills like persistence, task analysis, prob- Promoting and for families in need, The quality rating system that promotes qual- outlets with different art experiences and lem solving, patterning, and memory, as developing trust and Kinder Closet, and other ity improvement in early learning and fine motor opportunities. well as more topic-specific stages for pho- transparency among similar resources all help factors that play development programs. TELC staff have In the coming year, we plan to integrate nics, reading, writing, and numbers and all school members. not only to foster a sense Foundational in creating of community, but to shown exemplary quality in classroom en- more alef-beis into hands-on learning op- operations. into an individual trust is ongoing, support these religious vironments, teacher-child interactions and portunities in all ages. TELC will also be Hands-on learning with children’s input regular, and respectful principles. taking required professional development fully implementing the Creative Curric- will be included with Torah and parsha training for continuous improvement. ulum, a project based approach aligned learning every day. The GOLD assessment or a community Our students in kindergarten are com- with our Judaic mission and vision. objectives, coupled with the use of the Cre- We will continue to expand on the principles required to pleting kriah reading daily, starting with We will be using the Classroom Assess- ative Curriculum, are directly aligned with response to build a safe and resilient school, meeting the social and the basic letter recognition at the start of ment Scoring System observation tool in the Pennsylvania Learning Standards and emotional needs of all community members under the the year and moving through the following all of our classrooms to track and measure will help to create seamless transitions be- stressful events. leadership of the wellness division nine levels, finishing with practice of both teacher-child high quality interactions. tween grade levels. 22 23

SUSTAINABLE REVENUE from a variety of sources is the lifeblood of any private school. Historically, Ye- shiva Schools has received approximately 50 percent Expenses and Revenue Financing of its annual revenue from government programs and the Jewish Federation of Greater Pittsburgh, with an additional 30 percent from tuition, and 20 percent the Yeshiva of from events and fundraisers. While this mix of rev- REVENUE enue has sustained Yeshiva to date, new strategies for diversifying and growing Yeshiva’s revenue base Tomorrow were needed to support the school’s new Syntagma Cemetery Fund Contributions $17,047.10 plans. With that in mind, Yeshiva’s revenue committee announced the following strategic goals earlier this year: Donations and grants $791,593.09

Dues $24,064.30

STAY AFFORDABLE CHANGE OUR FUNDRAISING ACCELERATE SYNTAGMA Continue to provide gener- PHILOSOPHY INITIATIVES Education Improvement Tax Credit $1,701,852.66 ous scholarships and work Revamp Yeshiva’s fundrais- Align our fundraising efforts to avoid significant tuition in- ing approach to broaden our with the transformational creases, despite rising costs. access and appeal to a wid- objectives of our school’s Educational Programming (CCIS, fees, PreK Counts, tuition) $2,525,720.28 er group of potential donors, strategic plan. SUSTAIN GOVERNMENT both locally and nationally. & FEDERATION SUPPORT Investment Income $113,190.17 Implement enhanced com- GROW GRANT REVENUE pliance and collaborate with Expand the aperture and

the Federation to ensure that size of private sector and Jewish Federation Allocation $286,140.00 existing government pro- corporate grants that we grams are not eliminated. pursue and secure. Other General Income $26,055.36

Yeshiva fundamentally changed its fundraising phi- tion of Greater Pittsburgh and other private founda- losophy. We announced that all future Yeshiva fund- tions. In the coming years, Yeshiva will expand the Rental Income $25,525.00 raising activities would be directly linked to a school aperture of our grant requests to a broader set of both program or strategic initiative. This emphasis on trans- local and national private foundations. We have also parency means that our donors know precisely where begun to explore funding from a growing number of Total $5,511,187.96 their funds are headed. In today’s day and age, people corporations who are issuing grants as part of their want to donate their money to a cause they can connect corporate social responsibility (CSR) initiatives. By se- with, and with the plethora of Syntagma action plans, curing more grants to fund specific operational needs EXPENSES we know that our donors will be able to find a program encompassing security, energy efficiency, wellness, or strategic initiative at Yeshiva they want to support. and more, Yeshiva will be able to allocate the monies To that end, all proceeds from this year’s annual raised through fundraisers to Syntagma initiatives Administrative $212,987.01 raffle, which raised a record-breaking $70,000, went that will further the school’s strategic plans. to further our recently launched arts and music pro- One such initiative is the expansion and upgrading grams. All proceeds from this year’s annual Charidy Facilities $494,060.15 of our facilities. While Yeshiva has two very serviceable campaign, which raised a record-breaking $205,000, school buildings in Squirrel Hill, we’ve struggled to helped establish an endowment fund for Yeshiva’s accommodate the significant growth in student census Insurance $66,672.56 new wellness division. We plan on capping off our that has occurred over the past fifteen years. In fact, successful run of record-breaking fundraisers by rais- our Syntagma strategic plan specifically called out the ing $300,000 at this year’s annual dinner in August, Other $30,586.74 all of which will go toward implementing specific need for additional educational space, as well as an ex- Syntagma plans associated with improving Yeshiva’s pansion of our dormitory capacity for out-of-town high employee benefits program, which will play a crucial schoolers—both of which were viewed as critical to en- Personnel $4,462,073.01 role in teacher retention, helping to avoid lost learn- abling the school’s long-term growth and improvement. ing time and resources. Yeshiva is on the move and our revenue committee In addition to raising more money through fund- is committed to finding both a more diversified and Program Expenses $508,211.51 raisers this year, Yeshiva also significantly grew its sustainable base of funding and new ways of gener- grant revenue in 2020–21. This included $600,000 in ating revenue that link the cause of our donors with Total $5,774,590.98 COVID relief funding from both the Jewish Federa- the various elements of our Syntagma strategic plan. 24 25 When the tree is young, A Fruitful especially when it is still Partnership: Yeshiva and the in the stage of a seedling, Federation every good care given it in that early stage, however insignificant it may seem, is an investment which in THE SUCCESS OF YESHIVA SCHOOLS is critically dependent on the longstanding partnership with the Jewish Federation of Greater Pittsburgh. The Federation provides essential support, due course amplifies itself both in terms of financial resources and assistance in publicizing our educational vision. From a financial perspective, the Federation directly or indi- rectly accounts for nearly 50 percent of Yeshiva’s annual budget. many times, and the full The Educational Improvement Tax Credit Program (EITC) allows companies to contribute to the fund and receive a 90 percent tax credit on state income taxes. The Federation then distributes those funds to Pittsburgh’s three Jewish day schools, including effects become evident in the Yeshiva. The Federation also makes annual direct allocations to each of the day schools. That allocation was enhanced this past year as part of the Federation’s COVID relief program. mature, fruit-bearing tree. Lastly, the Federation’s foundation manages Yeshiva’s endowment, which ensures that the money is invested in a safe, effective, and efficient manner, according to the accepted investment Excerpt from a letter of the Lubavitcher Rebbe standards for a nonprofit organization. As an agency of the Federation, Yeshiva Schools follows their guidelines for best practices in governance and fiscal management. By including the affiliation with the Federation on mar- keting materials, we are able to assure our stakeholders of our commitment to those best practices. Notably, the Federation’s CEO and president, Jeff Finkelstein, graciously attended an initial meeting with the seller of the 411 Greenfield property to voice the Federation’s support of Yeshiva’s efforts to make the purchase. With the fiscal and organizational support and encouragement from the Federation, Yeshiva Schools continues to move forward toward realizing our mission of excellence in education. 26 27

The general studies teachers for the first-sixth grade boys Academic and and girls received training in the newest version of Dimensions Extracurricular Singapore Math, based on the methods used in Singapore, where Highlights students consistently rank at the top of international testing.

We partnered with The Digital New music and art The “Stand Together” Citizenship Project and hosted the courses program, which trains Melding their study of Parshas Mikeitz were offered and equips middle and founder and associate director for a with the presidential election, the high to the boys high schoolers to discuss and girls and tackle tough issues, presentation to our middle and high school girls staged a faux-election for elementary was implemented under and high the guidance of Mrs. school boys and girls discussing the ins Yosef as viceroy of Egypt, featuring school Leah Herman, with seven and outs of positive digital citizenship. students. students from the girls campaign slogans and ads, polling school making up the A wellness fair conducted 2020-21 team, helping to questions, and a presentation of his at the girls high school The eighth grade girls implement various anti- featured workshops about used hummingbird stigma programs for their views on the economy, foreign policy, stress management, robotics technology to peers. agriculture, and more, all incorporating removing the stigma create an interactive As part of their around mental health Chanukah display for the unit on genetics, information from the parsha and the struggles, and facts/ STEM billboard. the 11th grade girls myths about alcohol and were visited by meforshim they studied. drug use. Hillary Regelman from JScreen to discuss open vs. closed model testing and the importance of genetic screening.

Eric Lidji, director of the Rauh Jewish Archives at Heinz History Center and a Yeshiva Schools alum, conducted a guest lecture discussing the archiving process with the eighth grade girls as part of their Jewish history unit. This 57students reached the was in preparation for the students’ creation oftheir own finals of the International Sefer Hamitzvos Chidon, museum exhibit projects. 24 representing the boys The boys’ high school built their own The first grade girls and 33 representing the hoverboards as part of their studies of created and illustrated girls school. Our students There are several extracurricular programs currently being summer, which will enable her to handpick women from the their own picture books as earned 16 certificates, 18 Newton’s laws and the effects of mass developed for the coming school year, one of which is a new community to serve as personal mentors to our high school girls part of their unit about the plaques, 14 stage plaques, mechanchos program for our high school girls. Mrs. Shterni Lew throughout their time in our school, providing support, guidance, six days of creation. and six medals. on moving vehicles. will oversee the program. She is set to receive training over the and encouragement. 28 29

Everything from teacher an- nouncements and permission The New Digital slips, to newsletters and emer- New Administrative gency mass notifications, are all nested within the platform. It has both a desktop and mo- Face of Yeshiva bile app version, and parents Investments can choose whether to receive their notifications only in-app, or forwarded via text or email. Currently, the school’s RenWeb data is being cleaned up and, once that’s been completed, ParentSquare can be populat- ed. In the meantime, a group of ONE OF THE PROJECTS the The site had its soft launch parents and committee mem- community involvement com- just before Pesach. A survey bers are working on beta test- mittee worked on was creating was sent around to adminis- ing the new system. and launching the new Yeshiva trators and various peers and, Schools website. for a week, they interacted with The process of building out The process began with the the site and provided feedback the website forced the community involvement committee to Dr. Danelle Conner Dr. Madeline Nassida Rabbi Mendel Unsdorfer committee breaking the school from both a design and content Director of general studies Director of the new wellness division Assistant principal for the boys high school down to its core components perspective. think of Yeshiva Schools from the perspective of an outsider in order to determine the nec- Upcoming plans for the web- Dr. Conner has worked in education for Dr. Nassida is a licensed psychologist Rabbi Unsdorfer received his rabbini- and to consider what elements essary sections. The team fo- site include bolstering the aca- almost 20 years as a teacher, academic who obtained her doctoral degree in cal ordination from Central Lubavitch cused on choosing inclusive, demics section with education- would help the school put its coach, and administrator. She received counseling psychology from Carlow Uni- Yeshiva in New York. Prior to this role, transparent language, making al benchmarks and curricula, best digital foot forward. The her master’s from Chatham University, versity. She completed a residency with he spent four years involved in post- the pages easily navigable, and as well as the expected launch new site, the team says, is the principal certification from Carnegie Cleveland Clinic Children’s Hospital, as high school boys administration and an placing the school within the of ParentSquare, a unified digital iteration of the school Mellon University, and her doctorate in well as a fellowship with the Center for additional three years as the assistant larger context of the Jewish platform that is purpose-built we’re all working and aspiring Curriculum and Instruction from Indi- Pediatric Neuropsychology. Dr. Nassida principal at the United Lubavitch Yeshi- and Pittsburgh communities. for school communications. towards. ana University of Pennsylvania. is also an adjunct professor for Carlow va in New York. University.

Diane Healey Masha Shollar Crystal Kuharski School nurse for both the boys and girls Director of institutional advancement Director of The Early Learning Center at campuses Yeshiva

Mrs. Healey will assist with COVID-pro- Ms. Shollar graduated summa cum laude Mrs. Kuharski has worked as both a sec- tocol compliance and overseeing medi- from Yeshiva University and holds a ond grade and preschool teacher, as well cation administration. She received her master’s degree from The New School. as a professional development coordina- undergraduate degree from Clarion State Her non-profit experience includes time tor and program specialist. She received College and studied for her RN degree at as a campaign manager at Charidy Inc., her bachelor’s degree in Early Childhood UPMC St. Margaret School of Nursing. where she managed multiple fundraising Education and her master’s in Early Lit- campaigns for educational institutions, eracy/Reading Preschool-sixth grade. among other organizations. 30 31

COMMUNITY INVOLVEMENT COM- REVENUE COMMITTEE MITTEE Develops fundraising policy and initiatives Board and Fosters community involvement and including tuition and scholarship policy positivity through effective outreach, My father once quoted support, and communication within Chair: Yosef Hashimi Committee the school and with the greater Pitts- Chaya Engle burgh and Chabad communities Elly Feibus Skip Grinberg Lists Chair: Sharon Cooper Dr. Chaim Oster (ex officio) the Alter Rebbe, ‘v’kaneh Chaya Engle Rabbi Yossi Rosenblum Elly Feibus Izzy Rudolph Tamar Hashimi Nechama Hordiner Dov Ber Naiditch SAFE AND RESILIENT SCHOOL COMMITTEE l’cha chaver, the quill Dr. Chaim Oster (ex officio) Chair: Mindy Small Rabbi Yossi Rosenblum Judah Cowen Masha Shollar Batsheva Deren Dena Taub Chaya Engle Rena Udkoff Rabbi Chony Friedman shall be your friend’—and Yisroel King VOTING BOARD MEMBERS FACILITIES COMMITTEE Dr. Madeline Nassida Dr. Chaim Oster (President) Develops policy and initiatives for the Rabbi Zalman Raskin Rabbi Yisroel Altein proper acquisition, renovation, and use Rabbi Yossi Rosenblum Sharon Cooper Ayala Rosenthal elaborated: This refers of facilities and major infrastructure Chaya Engle (Secretary) Dr. Dani Saul Amy Schuler Meyer S. Grinberg Chair: Dr. Chaim Oster Rabbi Shlomo Silverman Yosef Hashimi Chaya Engle Shoshie Thaler Sruli Richler Keren Leeds Izzy Rudolph to the quill of the heart, Dovi Nadoff Yonasan Sanford (Treasurer) Aaron Pfeffer Lior Shkedi SCHOLARSHIP COMMITTEE Rabbi Yossi Rosenblum Responsibly and compassionately applies Rabbi Chezky Rosenfeld Yeshiva’s tuition and scholarship policies ACADEMIC EXCELLENCE COMMITTEE Chanani Saks to individual families and advises the reve- meaning that whatever Chair: Dr. Danelle Connor Shimon Zimbovsky nue committee on tuition and scholarship Rabbi Yisroel Altein policies Batsheva Deren Rabbi Mannis Frankel INVESTMENT COMMITTEE Chair: Yosef Goldberg Develops policy for the proper man- Eytan Rosenthal one learns one must Nami Friedman Brian Gerard agement of Yeshiva’s financial assets Miriam Shkedi Rabbi Dovid Hordiner and debt Adina Waren Crystal Kuharski Martin Nash Chair: Fishy Milch Amy Cohn WELLNESS DIVISION experience emotionally. Dr. Chaim Oster (ex officio) Rabbi Yossi Rosenblum Barry Faigen Chair: Dr. Madeline Nassida Rabbi Eli Rubin Elliot Katz with members: Leah-Perl Shollar Dr. Chaim Oster (ex officio) Dr. Yisroel King Dr. George Szymanski Rabbi Chezky Rosenfeld Dr. Dani Saul Hayom Yom for 14 of Av

AUDIT COMMITTEE IT COMMITTEE VACCINATION COMMITTEE Develops policy and facilitates the relation- Advises and monitors the deployment Applies the three-school immunization ship with Yeshiva’s outside auditors of information technologies across all policy in a responsible and sensitive man- operations ner to the families of Yeshiva Schools Chair: Barry Faigen Amy Cohn Chair: Lior Shkedi Chair: Dr. Chaim Oster Shmuel Huebner Chaya Engle Chaya Engle Dr. Chaim Oster (ex officio) Dr. Chaim Oster (ex officio) Diane Healey Rabbi Chezky Rosenfeld Rabbi Yossi Rosenblum Ashira King Yonasan Sanford Rabbi Chezky Rosenfeld Rabbi Yossi Rosenblum Eliran Shkedi Shua Teitelbaum BUDGET COMMITTEE Formulates budgetary procedures and develops and monitors the annual budgets MEDICAL COMMITTEE Advises and monitors medical issues Chair: Barry Faigen at Yeshiva Schools Amy Cohn Dr. Chaim Oster (ex officio) Chair: Dr. Chaim Oster Rabbi Yossi Rosenblum Dr. Michoel Moritz Rabbi Chezky Rosenfeld Dr. Yermi Udkoff