001Good evening. Thank you for your patience as we return from our executive session. Um, may I have a motion to open us up into the work session? >> I motion that we move into our work session. >> And I second the motion. >> Laam, will you please call the role? >> Mr. Heights? >> Yes. >> Mrs. H Howard Primes >> here. >> Mr. Todd, >> Mr. Hoskkins Lily >> here. >> Mr. Trimble, >> yes. >> Mrs. Krenshaw, >> yes. >> May I have a motion to consider the consent agenda? >> I motion we consider the consent agenda. >> I will second that motion. >> Is there any discussion? >> Sure. There's some, right? It's great to see so many names um coming off the probation list. It shows that we had a >> very successful
002hiring season. So, congratulations to HR on all that work. >> And Miss Lenam, I appreciate your summaries at the end of the financial report. >> Oh, here. Here. >> It makes it really clear to understand where we stand. >> Yeah. I always feel like I'm like it's like spoiler alert. I go right to the back and then then start there. Um also congratulations to uh principal polling at Roxel for uh on her retirement. >> Yeah, she is one of those who has just been almost universally adored. you know, principles I've found are um it's not as much about being good or bad, it's about being a fit in that building. And Shelley really has been a fit in that building. Um and she's been just just dynamite. So I I join Phil in saying a
003hearty bravo. >> Any further discussion? Well, if no more discussion, may I have a motion to approve the consent agenda? >> Oh, there's our motion on. >> Oh, okay. Um, Miss Leam, will you please call the role? >> Mr. Hanks, >> yes. >> Mr. Trimbo, >> yes. >> Mrs. Krenshaw, >> yes. >> Mr. Hashkas Lily, >> yes. >> Mrs. Howard Prime, >> yes. I will now turn it over to Superintendent Kirby for a second reading of our policies for group A. >> Okie dokie. And second reading for our policies. I'll have Mr. Patton come up for that component. [clears throat] >> Um so these are the second reading of our policies. um they are um we've made some adjustments based on what was um requested from our previous meeting in December and the policies have
004um uh made those changes on the committees to reflect that. Um we are now in uh our second reading and then the goal is to have our final reading in uh February. Uh we anticipate new updates coming in shortly um a second round for the school year afterwards. >> Do you letter yours like Paul did? Not to compare you to your predecessor. >> I will letter them like my predecessor [laughter] cuz they were >> so they will so this was group A this year and then um the first policy was actually the diabetic policy but that was just one and so this is we kind of combined it but this I will latter them for the years. Thank you. >> Yeah. >> And I only had one item because again I think all of my
005stuff was sure was addressed. Um but it was I I think kind of tagging on to um one of our recent meetings. Um and so it's policy 7540.02 um digital content and accessibility. Uh and maybe I'm getting the spirit of this wrong, but do we need to add anything in because this is about staff and uh students creating content like for the web and for you know digital content. um with the uh new scoreboard that's going to go in. Uh one of the things that was part of the pitch on that was that um video CTE students would be creating content for that. Do we need to broaden this beyond web and that to cover other mediums? >> That's a good question. I can look into that and then follow back up for the final
006reading at our February media. Yep, that was my only one. you know, this is um one of the the um policies that is being discussed is um release time for religious instruction during the school day. And um I think it's just worth reminding everybody that um there is no stipulation in the law that allows us to sever ties with a provider and that is an enormous omission by the state legislature. There was a story. The biggest provider of this is, of course, an outfit called Lifewise. And Lifewise lost a kid this week. Um, and you know, so the district uh where that student is enrolled has no way of severing ties with Lifewise literally after they lost a kid. And thank heavens that the young person was was okay and was found and all that,
007but um it's it's just so poorly done um that you know we have to adopt a policy for this because it is now state law and they are once again encroaching upon home rule which used to mean something to the the um gerrymandered assembly but no longer does. So, just thought it's worth mentioning. >> All right. Well, we'll now move into our work session portion of the meeting um regarding goal three. >> All right. We're excited to turn it over to our goal three team. So, Kith and Nancy, Lisa, take it away. they will be followed up and we will go right into after their presentation um our chief of schools who talk through uh the work we are planning around firearm safety. So we'll we'll roll right through that. >> Great. >> All right.
008So good evening everyone. >> Good evening. >> It's nice to be here to give you some updates on um goal three as it were. Um, we know that goal three might not be goal three um as we know it once we kind of keep moving with our strategic plan and our one plan, but for now um that label sticks and I think the last time we all presented as a group was October of 2024. So, we have a lot of exciting updates to share with you tonight. Um, so I'm Kathan Kavanagh. the supervisor of communications for the district. And joining me are Nancy Pepler, the supervisor of community and school partnerships, and Lisa Hunt, our family engagement specialist. So, just to reiterate um what goal three is, it's all about family and community engagement, partnerships
009and communications. Uh we believe, of course, that families and community partners are welcomed and fully engaged in supporting and enhancing student learning. And that slide's also a great excuse to show that really really adorable picture that we love so much. [gasps] Okay, so in terms of my updates um since we last spoke, so um updating you on some next steps that I had shared um a while ago, over a year ago, um and you've heard me talk about this before, we of course have launched our brand new chuh.org uh that went live at the end of June. So, we're proud of this because uh we feel that it's more modern, it's better organized than the old website, and uh it's just in general more attractive to visitors. I did want to point out a few
010things that we really like um in terms of tools. So, this search engine on this website, um it's not going to return anything that has been deleted. That was a big problem with our old website. So, um, Google would essentially cache things and keep them even if we had deleted something from the page. So, that's no longer a problem. Um, we also have a really great translation service called Wiglot. So, Wiglot allows us to choose up to five languages um that uh if you click translate or if you hover over translate, it gives you five different language options that you can translate the page into. So we selected the um currently the top five spoken languages among our English language learner students. So those would be right now uh Spanish, Nepali, Portuguese, Swahili and Ukrainian.
011Now Ukrainian is also tied with Filipino. So what I'll do and this is a nice thing about Wiglot is I can actually see how many times pages are being translated into different languages. So um I'll check the data in about a month to see um you know what that is and if we need to switch anything out. So, that's a really cool tool. Another um really neat tool on the website is called Audio Eye. So, that's actually that little that little guy um that blue circle in the bottom left hand corner. Um if you click on that when you're on the website, you can actually um accessibility tools. So, um making the fonts bigger, highlighting different things. Um so, it it allows users to access the website in different ways. Um and when we did
012have our feedback form out on the website when we first launched it, most of the feedback we got um in terms of uh constructive criticism was uh just regarding the placement of a lot of different links. So I think a lot of people especially staff members were using the website mostly to kind of get to another website so to speak. So we had to make some compromises and move some things around so that people could still access what they needed to access. But a big problem with the old website was that it got really cluttered when we started doing that. So we made some compromises and you know it's growing pains for for everyone. But I think um in general people are pretty happy with the new website. >> The biggest thing that I heard
013right when the the switch happened was uh school supply lists and how now you go instead of going to the page you go into your school and D but it was like people got it like it wasn't >> exactly >> and next year it'll be fine. >> Yeah. just a learning curve for most things. So, >> um, so we had also talked last time about our new initiative at the time, which was mailing a quarterly newsletter to all district families. So, that's gone through some changes. Um, we actually are now moving instead of um quarterly newsletters, we are doing triannual publications mailed to all households. So, we found that um producing and paying for um four newsletters just wasn't really um effective uh budget-wise or time-wise. So, what we're doing instead is we're doing two
014newsletters, so fall and spring. And we're actually going to mail our whole quality profile um in the winter and right now. So, I actually um approved it for print and mailing today. So, those should be in your mailbox within the next few weeks. And we've also got some additional copies coming for um our schools and our libraries and the community centers and different events. >> Who who all gets those? >> Everybody. If you live in the district boundaries, maybe even a few extra because it's every door direct mail, which is more cost effective than sourcing addresses. Um so everybody in the community will get that. Yeah. So um we had also talked about uh the communications role in the district-wide KPI on PBIS which was um increasing supports and services to staff enabling them to
015support the behavioral needs of students resulting in fewer infractions that lead to an out of school suspension by 15% each year over the next three years. So our role in that and this was a big project for the communications team uh was to redo the student code of conduct video. So this is a video that every student watches at the beginning of the year. Um their principal show it to them in their start of school assembly. So K through 12, everybody watches it. Um this new video, the goal was really to make it more engaging, more interesting for kids and also easier to understand. We couldn't completely revamp the language, you know, because it had to be certain words included in it, but um we could add some add some things. So um the new
016video has three student presenters and u one principal, Mr. Josh Luton, and uh we also worked with uh Cynthia Booker and her TV club students on this. So which was really really fun. So um we got to use her space and her TV club students got to work on another project. So, um, that was a really great project all around. >> What school is the TV club? >> That's Heights High School. >> Heights. Okay. [clears throat] >> And so, um, another big project for us was, of course, the Monos the Monaceel Middle School renaming initiative. So, um, our team did help lead that task force and of course we presented the final recommendations to the board of education and, uh, we were, um, leading the way on the communications surrounding the final decision that the
017board made and we also, um, with the help of the superintendent's office planned the dedication ceremony for Bombgardner Middle School. So, you can see a couple pictures there. Um, and then some numbers and reports to share. Um, I'm not going to bring up the PDF, but you um feel free to look at it um whenever you like. It's our social media profile performance from the last uh time that we had shared these numbers until October of 2025. So, um our net follower count, it was about the same as the year prior. So, it grew by um about 1300 followers. [clears throat] Um, and then in terms of high school shadowing and tours, um, again, I've shared this before, but Diana Dusel, um, over at the high school, she is the point person for taking, um,
018students and their families on tours and providing students with shadow days. So she'll um hook up the students with usually it's a 10th or 11th grade student at at Heights High School who has um similar interests and um you know can take them around the school and they basically just shadow them for a day. So um Diana has so far this year she has given 15 tours and then last year 24 25 she's she gave approximately 34 um tours and shadow days and 15 of those students ultimately enrolled in Heights High School and this year we're um about on track for the same number. So um we're pretty pleased with that. Uh we get um requests from private and charter school students, from families who maybe went to the district when the kids were younger
019and they're looking to come back. Um families who are relocating to the area, maybe they've never lived here before. So we get all sorts of different families um asking for tours of Heights High School. And the way we see it, worst case scenario, even if they don't enroll, they had a great tour of the building. they can tell their friends and neighbors and family members that, you know, they got a great impression of Heights High School. And that's it for me. >> Thank you, Kathan. And I'm sorry I had an appointment before this meeting and forgot to put my computer in the car. So, Kathan's sharing. So, um I'm I'm really pleased to be here and to share. And Lisa and I will also be talking about our transition into the school leadership and oh
020>> improvement and support >> permanent >> improvement and support department. Isn't that awful that I I got the name wrong? I'm sorry. Um and so we'll be talking about our supports directly to buildings throughout our presentations also. [snorts] So um one of the things that I wanted to share especially for the new board members is that one of our strategies as a district is um what are called community learning centers and we have community learning centers which include these four pillars and philosophies at two of our buildings at Noble and at Oxford. And you can click on the link there if you'd like to see. There's a fun little graphic that describes it. And it includes expanded learning time and opportunities, collaborative leadership and practices, which is expansion of partnerships, active family and community engagement,
021and integrated student supports. And so at Noble, we're in our fifth year of the CLC. Tanal is our organizer there. Um, and one of the things that she's really focused on this year has been and last year has been supporting attendance initiatives in the building. So, she's that extra person that um, Noble has and Sabrina at Oxford to help support the attendance teams and to make phone calls to families and things like that. Um just a fun thing to share for this year we've have uh 127 noble students that have participated in enrichment activities funded through and organized by the community learning center at Oxford. Um we launched in 2022 and Sabrina Ali is our um organizer there. Another fun thing especially for the new board members is Sabrina's been working for the district for
022more than 18 years. She was a lunch aid, then a lunch supervisor, and then the district invested in her through the grow your own program, and she got her degree in social work, and she's now our CLC organizer at Oxford. So, that sort of ties some things together. I always like to share. >> And a Heights parent. She >> And a Heights parent. Yep. And her kids graduated from Heights. Exactly. So, um, so it's just a good story all the way around. and um and Oxford, which really didn't have a lot of those enrichment activities going on before the CLC's uh came on board at that school, um has had 133 students participate already this year in enrichments, again, paid for and organized by the um CLC organizer. >> One one thing, and I I
023see you're going for the button, Nancy. One thing that's I think really great about uh the CLC's having seen the one at Noble uh you know having lived in the neighborhood for a long time and then my daughter being at the school and volunteering at some is it really does it's the the first C right in CLC community it's bringing so many people into the building uh bringing families in on more than just curriculum night or you know literacy night or whatever it's like it's another opportunity to get them in to the community. >> Yeah. and and hopefully you'll see in the board report I I typically share the upcoming CLC activities and and those community gettogethers. Please come to them or at least occasionally come to them because you'll see that in action. And
024we're working harder at um supporting also our academic um connections in those activities too. So so those evenings also so they're not just fun family engagement events. Um, so at those community learning centers, a big part of the goal is to expand our community partnerships at those buildings. And just I'm not going to read this. I'm you can read it for yourself, but see some examples of the community partners that are working in each of those buildings in partnership with the organizers and the principles and the teachers and the families. And um those events, we always have partners there at those fun events um sharing their information. And then this year we've really expanded to some new partners that we're excited about including the Metrop Parks and Cleveland Museum of Natural History doing some great
025in engagement and enrichment activities. And um one of my um goals for this year is to work to ex identify some grant funding to be able to expand this community learning center work to Boulevard and Bombgardner. And so to give you an example of some of the partnerships that we um have in the district, I wanted to share one of our highest level partners obviously is Metro Health and our school-based health partnership um goes back to about 2018. There's a lot of change and growth in that. Um and we had over 1,200 visits to either the Heights Wellness Center at the high school. If you haven't been there, we'll give you a tour. um or through the mobile units at the middle schools. Um last year and last year was our first year of what
026we call hub and spoke where we transport students from the elementary schools up to the high school um to be seen there. Um and you can see the breakdown for the reasons for the visits. One thing that you may not know is that um our agreement with Metro Health allows our staff and any family member of a student to also be seen. Um, and most importantly and and spread the word to your friends and neighbors. For students, for our students, this doesn't apply to our staff or our the family members of students, but for our students, there's never any out-of- pocket expense. There's never a co-pay. There's never a deductible. So, if a student is seen at their pediatrician in the community and it's $25 to walk in the door, it's zero when they're seen
027through Metro Health Schoolbased Health. and we have expanded dental and then um I reported on this last year. We're in the middle of our first full year of this our um expansion through an alums foundation, the Fiser Family Foundation to um have expanded time for mental health screenings and short interventions and then a mental health navigator. One of the things that we're really excited about is our new as of 2024 partnership with vision to learn. Every student in the district gets a free vision screening if they need it a full vision exam and if need they then need glasses, free glasses. And so we've seen every student in the district in the last year and a half except for at the high school and that'll be this spring. [snorts] Um and we're also back to
028the original school which was Oxford and we're we'll be starting that again this spring. So um that's something that has been a real gamecher for our students and the nurses love it. You see, last year we completed um 173 students received new glasses and this year already we have 199 that have received new glasses and they'll get a free replacement pair if they're broken or lost. Um we also have a partnership with um mobile dentist and they come out that this year they're coming to the middle schools for the first time and they come to our elementary schools once or twice a year depending on the need. And so in general, one of the big big pieces of my work is partnership management and expansion um to provide those enrichments and supports at each building.
029Um as part of the face scorecard, and you're going to hear more about it from the the author of the face scorecard, Lisa Hunt, in a little bit, but all principles completed an updated list of partners at each building this year. And one of the things that I've been working closely with Chief Coleman on is our um community partner rubric evaluation rub rubric to evaluate how those partnerships are supporting our buildings. Um we also just recently surveyed all of our social workers, principles, and counselors on the gaps and what do you need in terms of partnerships. And so we're working on a report and I'll be working on um uh reaching out to additional partners for those expansions. Again, for the new board members, one thing that may surprise you, we we spend almost no
030money in this district on partnerships. We don't This is almost everything you've heard other than the little ones where the CLC's will pay for somebody to come teach a basketball class or something, a little provider. the rest of these partnerships, they the the partner comes with the funding. So, we're not spending money on those partnerships for Metro Health or Vision to Learn or any of those bigger partners. Now, this next couple of slides, um, uh, Angel and I have to share annually. It's a requirement for the state of Ohio that we talk about the student um wellness and success funds and we're required to report out to the community annually on this. And so this bianium, you can read this, but we're slated to receive a little little over 333 um,000. And that funding does
031go to help manage the partnerships, but also pay some for some partnership with the ESC. Um, and it also pays for some of my time, Lisa's time, some of our social workers, and the CLC staff. So, we're using the dollars that the state started um and they put in the foundation payment, but it's considered the student success and wellness funds to pay for some of the things that we've talked about. And then Lisa and I together are going to report on the Heights Family Resource Center. We're super excited about this. This is new. And so our um Do you want to start? You want to take that? >> Sure. Sure. since I've been >> um the HFRC or Heights Family Resource Center. Um we try to look at it more of um a opportunity to
032highlight our partnerships to really find out what our families need. Um, we want to make sure that we're looking at basic needs support. And it's really been an opportunity to one-on-one have some really great conversations with families, let them shop with dignity, and, you know, because our community has been so extremely generous. People can shop, they can get food, they can get um, you know, gently used clothing, brand new clothing in some cases, shoes. Um, it's just a really great place and it shows our district and our community that we care. Um, so we've also hosted events and uh we've been able to highlight this for example was a community well this is our back is this a back to school resource fair >> which is I think many of you were able to attend
033except for the new board members that was just absolutely amazing with the amount of like partners that we had there did you pop into that Kathy >> Kathy might you weren't there I did not >> okay it's you pictures >> you saw pictures they're great >> something to look forward to next year >> yeah absolutely and we had a lot of families come out and it was a day of fun but also frontloading because we had attendance information, we had calendars. It's just a really great way to start the year. >> It is there. >> Slinging chargers and stuff for Chromebooks. >> Slinging chargers. [laughter] >> Registration was there. >> Parent annual update room. Help room was packed. People for them. Nice lunch. Back to school supplies. School supplies. >> Give away a lot of
034backpacks that day. >> Absolutely. So, it's really a great central location for people and it's a really great way for us to show our district and our partners a good way to connect with families and community. And do you want to add anything? >> Yeah, I think the the um the only other thing that I'd share about the the um uh HF HFRC is that our our usage has really ticked up recently. people have been making appointments to come and get what they need. Um, and so the this last slide for me was this um encapsulation that Chief Coleman asked me to put together about how what I'm doing is supporting all of the buildings and how what the um community learning center organizers um are doing is supporting all of the buildings. And obviously
035at Oxford and Noble, the organizers support that family engagement work, attendance work, and countless principal requests. They're an extra person in that building to help with any family um uh issues and um student issues and they're really seen as a integral member of the team. At all of the other buildings though, I will say the the two um Sabrina and Tanal support a lot at the other buildings too. So they support that vision to learn partnership. They're out at all the buildings helping with those screenings and the exams and the eyeglass fittings and all that. And then they are our partners. Lisa and I and then Sabrina and Tanal are the four people who staff the Heights Family Resource Center and run the events there. And so they're really throughout the district additional supports. Um,
036obviously Metro Health, Vision toLearn, Mobile Dentist, they're um they're at all of our buildings. We work very closely with the nurses at all the buildings and we work um with the MTSS teams if students need additional support. Um, again, all all buildings have had families come to the um HFRC throughout the year. And then I did share already that I'm using a partnership rubric um and observations at all buildings to evaluate our partnerships. >> And the one thing I'd add too with um Nancy and Sabrina and Tanal, we're building that system around the HFRC. So we had to figure out an intake. So we're asking people the right questions. Um we're also giving them the opportunity to share funds of knowledge if they want to do a braiding workshop or come in and share something
037with other families. But we also can refer right away immediately to like the centers if they need like rent assistance or mental health support. So we're building all of those structures in terms of organizing and being able to say if you need this then we can refer you to that. So really just trying to be nimble um and Tanal and Sabrina and Nancy and I are really trying to build those structures so we can reflect and say what what's really the driving force between why we have this center and between the partnerships that we have so we can say we deliver because it's needed for families and by families. >> I just recently saw a presentation by someone who should be a partner and I'm I don't think that they are because they're a relatively
038new organization but they're growing quick. It's called Grandparents for Vaccines. >> And so this is a it's started by a physician who's a grandparent and he's got this cadre of other grandparents and they're turning this into a national organization. Um but it's to combat disinformation in the vaccine space. And at this time, and this is where I see the tie-in for us, is we interface with families who are young families who are bringing their first kiddo into the district, but have two or three more in the wings, and they'll be here in a couple years. And as our uh health and human services secretary uh changes vaccine schedules at the federal level, it's going to have effects on what families can get paid for uh with insurance and and other concerns. Uh, and so having
039these conversations I think is pretty vital. So it'd be a really great for I'm thinking kindergarten information night. I'm thinking the family resource center. Yeah. So I'll um I'll pass on information. >> Yeah, that that would be great. Absolutely. >> Yeah. I I I Phil and I have talked about our concern about just, you know, kids coming to school unvaccinated. um the vaccines that we used to be able to take for granted are no longer hip. Um and so and the thing about it is the danger about it is that once it once there's a change in the thinking I hate to even use that word at the top um that in that influences what vaccines are covered which influences what vaccines our people can't afford. And so if we can build some capacity around
040vaccine clinics free vaccine clinics I think that would be fantastic. with Metro. Yeah. >> Y next slide. >> So, I'm really excited to be here and um really excited to share the work since I guess we haven't been in front of you for a year. Um some of the things that we talked about implementing that are in full implementation. Um especially the I don't know if I should have my glasses on [clears throat] or off. Let me see. Let's see how this goes. [laughter] I'm here. I'm there. Anyway, sorry about that. Um, 100% of our schools do have family and community engagement measurable plans. Um, and the scorecard really is sort of a placeholder um to talk about those specific metrics that we share across the district and looking at family engagement systemically. Um, we
041want to make sure that we're approaching the work through a continuous improvement cycle and it actually helps us move from activities to impact. Um, we want to make sure that our family engagement is um, aligned and it's measurable and it's responsive. And the scorecard is really a place for us to do that. Um, each scorecard gives intentional conversations um, mostly one-on-one with our principles, but also districtwide, how we can talk about improving that work and our practice. When we talk about the scorecard, it's really through these areas. We talk about demographics. We talk about climate. We talk about two-way communication. And then we look at quarterly progress monitoring. So we're having those touch points to keep talking about those areas. >> Um I think you can advance or maybe you did. >> I did. I
042did. >> Okay. So um I went a little fast on that but I will say this for demographics. All of our principles know their number of students and many know their number of families. But when we talk about demographics, we want to be really intentional about how many of those families are supporting students who have disabilities. How many of those families speak English as a second language or are learning English language and being really intentional about how do we reach those families and support them and making sure that we're connecting when we talk about climate. Um, as Nancy and Kathan talked about, we all have a shared KPI in terms of improving behavior and attendance. And that um, climate piece is also where we as principles and a district talk about how are families supporting
043PBIS, right? We want to use the acron acronym often, but really it is about positive behavior in interventions and supporting kids with the same reinforcement, the same messages and how we as a system are making sure families are and community partners are part of that framework. So every school has a PBIS tier one plan on how they can measure over time what they're doing to pull families in. And so again, I look so forward to those one-on-one conversations with principles because we can touch base and say, "What are we doing?" >> Sorry, am I the only person who hears, "Okay, [laughter] >> the buzzing." I don't hear it earlier. Don't worry. That's all right. [laughter] >> I just heard something. And I'm just like on. >> Oh, wow. [laughter] >> Yeah, I can hear that.
044>> You do? I can definitely hear you know. >> Okay. All [laughter] right. Sorry. All right. Did it stop? I I just >> It did stop. >> Okay. Yes. Okay. >> All right. So, really those one-on-one principal meetings are about the quarterly progress monitoring of the scorecard. And I think the the big thing about it is it is responsive because we are aligning it to the district's one plan. Also, um, as we continue for that PBS piece, there's a link there to just show you how the rubric works and the conversations that we can have about having families involved in that. We often ask families to be a part of, you know, the PBIS team. And what I tell principles is don't have a parent sitting in there listening to us talk about data and
045these other metrics that may they may or may not be able to help with or feel connected to. The rubric gives us family language to really talk about how are families touching that work? What are we doing as a system to pull them in? And so that's what I say this rubric is a great guide for conversations much like the scorecard is. Um and the other thing I would say too is it's just a way of us ensuring that families are not considered additional work but they are also integral to the work of student support and success. back on with the glasses. So, I will say this, one of the metrics that um I had or my KPI was to have familyfacing parent leadership at every school. And we do each of our schools have
046district-wide family leadership actively working at each school where it shows a positive culture of shared leadership and thrives to inform our practice. So, I'm excited that our PTAs are strong, that we have a parent mentor who's supporting our district, that we also have unique opportunities to support and work with our PTA council, um, who's done some support in terms of giving us, um, additional support for our attendance incentives. Um, they were our partner for the back to school resource fair. And so, that shared leadership is great. It also looks really unique, I think, at every school. For example, the Heights Heights High School has a parent advisory group which gives which gives Dr. Towns the opportunity to just have some conversation with parents about things and timely topics and get their feedback. Um, and then
047Roxboro Middle School is doing something really unique and exciting. It's called the brand new Nubians. Um, and that's in partnership with the social worker, Miss Yvon Harris, who had this wonderful idea of building community for kids who maybe didn't go to any of our elementary schools, um, and are new to the middle school, but need that connection. So, that's for parents and students. She hosts a spot for students to come and talk with her. And then we do a quarterly event for families out in the community. The next one is actually at the library or the rec center. I think we did the library, now it's the rec center. So again, really unique opportunities um for families to connect our schools like the jobs and trades fair, which we've expanded to an annual family night,
048too. So families can be involved in that decision-m. >> Just a moment to take some pause for some pictures. [laughter] >> That was at Yes, I remember that. Well, >> which was a huge picture. >> Is that you the tiger? >> I wish I could have been there. [laughter] The tiger. Yeah, >> you were missed. >> Yeah, it looked like such a great event. I heard great things. >> We we will learn from that event. What we can say um is that all of our families got to see what district supports we offer. Um whereas in the past it was sort of ma managed in a different way. So we have to figure out if that one centralized location is the way to do it, whether it's at the high school or in another school.
049High at the high school. >> I feel like that's the lean. Um because we won't be on top of each other. We'll have space. I liked being at an elementary school, but I think, you know, we have to think maybe it's like um A through L the first night. It was a lot of families. >> I thought about it. >> But it was it was great. It was a great feel. So, we'll learn from it. And again, inviting our partners and you can they can do the tour like >> all the stuff they can look forward to. >> It's the flagship of the district. And those kids, >> especially if we can get some high school kids there to do that. I love it. >> So, be on the lookout for that plan. >> Maybe
050uh an additional handler for TJ the Tiger. I think maybe two would be helpful with that many [laughter] >> small people in the periphery coming from all >> angles everywhere. >> Excitement was real [laughter] though. >> The picture lines was so long like we weren't anticipating that. But [laughter] there are so many great pictures too and we shared them with family. We gave them a picture >> at high time. [laughter] Yeah, >> that's one of those feet. >> Maybe an escape hatch or something. Easy way out. [laughter] >> Rockstar. >> All right. So now, as far as next steps go, um, in my world, I will be focusing a lot on strategic planning and student enrollment. So, as we know, uh, strategic planning is really underway for 2026 and beyond. So, um, I will be
051working with, um, Superintendent Kirby and my fellow leadership, um, on really communicating what the next plan looks like and how it, uh, meshes with our district 1 plan. And then, as far as student enrollment goes, I am in the process of working with a committee on reviewing and reporting on student enrollment data and trends. Um, a lot of this will inform our future marketing practices um, as far as student recruitment goes. There's a lot to unpack. A lot of it is kind of confusing um, as we know that it has been for many years. So, um, we're currently working on unpacking all of that and making it useful. >> Kath, can I ask? So, I was one of the conferences that I was at, they all sort of blend together, but there there are um
052outfits who do student recruitment. >> And I wonder if you know, I mean, I know we're we're running a very lean machine at the moment, but it might be a good time to at least learn uh and maybe steal some ideas. Um, >> I would love to learn more. I think a lot more of these types of [clears throat] companies are popping up. We did a few years ago work with um a company >> Castle >> I forget what it was called. It wasn't a great experience. Um but I'd be willing to explore others and maybe you know find some different references and >> Cassia >> what was it called? >> Not to say the name publicly. >> Oh sorry. [laughter] >> Yeah we won't. But yes that's what it was. Yeah. So, but that's
053not to say that there aren't great ones out there, and I would totally love to learn more >> for sure. >> And these um groups are focused toward public school students. >> These groups are are focused toward public school students. Yes. To to recruiting back >> back into the >> Yeah. >> Interesting. Um >> there's a market for it. >> Yep. >> For sure. like >> so I think I've really talked about next steps for my area of focus but um completing the partnership evaluation using that rubric on our high level partners I have a pretty audacious goal of getting to 2500 students um enrolled in Metro Health by the end of the year and working on some specific things for that solidify um the funding for expansion of CLC's to Boulevard and Bombgardner and
054most importantly really expand our community partnerships in response to the survey of the principles, social workers and um counselors. Um, and for me, next steps in terms of family engagement, um, as Nancy mentioned, you know, with the reorganization of us being part of school leadership, um, just making sure that we continue to push families, um, as a priority and part of our partners in terms of school success, just making sure that we're pushing that, um, consistently. Also continue to use the FACE scorecard, um, continuing that work um, to make sure that we have a caring community at every school. Um, we also newly formed an English language committee which is um really a great opportunity to see what we do in terms of our district which is great support but making sure that it's clear
055aligned and that our families know and everybody knows what we have and use and getting that voice from families and community partners. Um, so that committee is going to I think help with the transparency and clarity for our work with English language [clears throat] families. And then also I've been able to help with parent concerns when they get to a formal um level up here up here at the board. So continuing to use that opportunity to hear from parents who are concerned um and continue to use a restorative lens and make sure that we're applying mediation skills and bringing them back to the school community and to continue to support the CHU educational equity policy goals. Thank you. >> Any questions? >> Thank you. >> Great. I love hearing what you [clears throat] guys are
056up to because >> it's just so great. >> Yeah. I mean, like dollar for dollar, some of the best money. And again, like you mentioned, we're not spending for most of this, but the money that we are spending, it really is multiplied by the partnerships and all that work >> and making sure we're using our resources. Are the Metro Health services available every day to the city? >> I'm going to kick that to Nancy. >> So, um the the Metro Health uh the Heights Wellness Center at Heights High is open depending on the week, three or four days a week. Um, in addition, there is a full-time community health worker that is assigned to the district and um, she works on things like helping with access to food or housing assistance or clothing or transportation
057or any of those barriers to good health. And she works um, in the district five days a week. >> Yeah. >> And she's grant funded, I think, isn't she? Or no? >> Um, no. All of the all of the Metro Health staff are staff of Metro Health. That's funded by their fundraising or by the the what they can bill because our stu most of our students have either private insurance or Medicaid, not all. Um so they are they're all funded through that. The new grant through the Heights Schools Foundation is um supporting a mental health community health worker focused on bridging those gaps and breaking down [snorts] the barriers for mental health and that's grant funded to the foundation. >> And will that position be colllocated between like the high school and the middle schools
058or is it going to be districtwide or just at the high school? >> She she all of the Metro Health staff work on behalf of all of our students. Yep. their offices are at the high school, but the the nurse at Metro Health, for example, can go out to a elementary school if they need a um a consultation with a specialist for something in the eye and take out a specialized piece of equipment and sitting in the nurse's office at Boulevard and look at that and connect to a specialist in the Metro Health system and they can do that now. >> Yeah, >> it's it's pretty amazing. They all work on behalf of all the students. >> Do we know um and if you don't know this, this is fine because I'm hit you with
059it off the cuff. Do we do you know the percentage of families or or students, I should say, that are enrolled and able to use because there is that form that at least previously had to be filled out. >> It's it's only we're only right now at about 1300 >> districtwide are consented is the term. >> Yep. >> Yeah. And students or families? students. >> And as a reminder, um, because when I learned this, I was like, "Oh, that's amazing." You can be consented into the Metro Health at Heights, but then also retain your current pediatrician through the clinic or uh, you know, Green Road or Senders or whoever you're using. >> Oh, absolutely. Yeah. And that's one of our barriers is people think you have to become a Metro family, not a clinic family
060or a uh family. And um just today I had a meeting with my main contact at Metro about a survey that they're going to be doing of the currently consented families asking them about their likelihood to recommend it. You know, all those positive things. And and one of the questions that we added today was that question of do you use Metro Health Schoolbased Health as your primary care or do you have a a relationship with a pediatrician in the community? because we think that most of our students do have relationships with the pediatrician in the community. This is convenience and it's less expensive for them to use Metro Health >> and less time out of school, >> right? And that's the most important reason. But we're we're hoping that we can use those data to
061tell that story better to to get to that goal of 2500 consented. >> Yeah. It's almost like you need parent testimonials. >> Definitely. That's what that's what we're hoping with with this the survey responses to get some of those. >> But 13 excuse [clears throat] me 1300 that's over 25%. So >> it it's it's good and it's growing every month but and in other districts they have a much higher percentage. So in at Urban Community School and at Cleveland Metropolitan Schools a much higher percentage. Um, so we're we're Kathan and I talk about this a lot. I'm working with a technical assistance provider to try to get some additional ideas. And um, yeah, 1300 is good, but once you tell the story, people will um, more people will sign up. We'll never get as high
062as Cleveland, but I think it's um I feel a lot of responsibility for it because all of this money that they're spending in our district, I mean, they have doctors and nurse practitioners in our building three or four days a week. >> Yeah. >> You know, and nurses and blah blah blah blah blah. They're spending a lot of money in our district and we need to help get those numbers up. >> Do you have any sense how many sports physicals they're doing at the beginning of the year? I should know that number. I don't. Phil, I will tell you that that's that's the first [clears throat] wave of our of our enrollments every year is the sports physicals. And back when we had Tiger Camp, when we sent out the the enrollment, we had the
063bigger Tiger Camp, we got a lot of students then because families thought they had to fill out that form like all the rest >> and so they just filled it out. >> Is there any way to slide that form into our our registration? It's in it's in our registration both paper and um and electronic >> and so that's probably moving the ball slowly >> you know because you'll get more of those kids but I yeah I I sense your frustration in that N >> well we're excited about what we're working on now with Metro asking those questions and that we can then turn into into that those storytelling those um examples that we can then push that out. Again, I think that I I'm because I'm certain that the that the evaluation I mean that
064the feedback survey will be positive from people who've used the service. >> Maybe TJ the Tiger needs a [laughter] white needs a white jacket >> and a little stethoscope. Yeah, >> heaven knows that fur is a hot >> like the swim trunks at the pool ribbon cutting swim trunks. She's just Yeah, it's like Barbie, you know. [laughter] >> It's like Barbie. >> Awesome. >> Well, thank you, Kathan, Nancy, and Lisa. >> Thank you. Thank you. >> It's always wonderful to hear from you all about the work that you're doing in our district. Yes. >> Thank you for the support. >> Yes. And now, Chief Coleman will tell us about firearms. >> I do want to just say thank you to Nancy and Lisa [clears throat] because they do work in our department. they do a
065lot of work and sometimes that doesn't um go seen a lot in public view and Lisa did forget one very critical part of working with families um that call our district when they're not always happy and so it's really nice to have a parent be able to talk to another parent during those times and really be able to hear them in a way that sometimes even as administrators we're not able to. So, I just want to publicly say thank you for that and for Nancy for allowing me to um grow and say, "Aunt Nancy, take this rubric, go out to the school." She was like, "Did >> you just call me Aunt Nancy?" >> No, [laughter] that's I heard it too. >> I said aunt. For the record, everybody out there [laughter] laugh. I said
066aunt Nancy >> like I am an aunt Nancy [laughter] >> a little weird >> but the work >> the work is very important and [laughter] Nancy >> no so thank thank you both it's [laughter] a great we are it's a really good team you guys great work so thank you >> thank you >> um so moving on to gun safety should I >> Chief Coleman could you slide the mic over just a snitch >> yes thank you will you be able to do it Kath thank you. >> Um, so as the presentation is coming up, uh, Superintendent Kirby pushed this to our department, I think about three or four weeks ago. And so we have put together a plan that we're going to roll out starting this month and then we will continue to roll
067it out and continue to add to it. Um, I'll let Kathan bring it up. Thank you so much. So, we are going to be presenting a series on gun safety. Um, I'm going to walk you through the purpose of tonight's presentation, which is the next slide. So, tonight's presentation, I will provide you a brief overview of our gun safety awareness and help seeking series. I will clarify our district's preventive and planned approach, explain our timing, focus, and implementation, and outline staff and our family communication. So, a a little bit about our framing and our core language. We are going to keep our see something, say something policy and really align it to gun safety. We're going to be very clear when we're presenting this um to all age groups about what this particular series is
068about. Our approach is going to be preventive, planned, and proactive. Um, typically when we start to talk about weapons in schools, it can sometimes be after an event has occurred. Parents are already heightened, staff is heightened, students are afraid, and so we don't want to encounter that. We want to make this a series that will repeat itself throughout the school year into next year and just become a normal part of our CHU process. Um again it's not incident driven or reactive to specific events and the focus is on student safety help seeking and emotional regulation which is why we are incorporating our SEAL team. Um Dr. Abdul Sutar and her team will be working very closely with us as we roll this out. So why this works? It ensures consistent age appropriate safety messaging. Um,
069we'll start as early as kindergarten and work our way up to 12th grade. Um, we'll reinforce clear reporting pathways for students, which is really important. If you're a student in CHU, we want you to know how to report. We don't want you to question reporting. So, we don't want that. Am I going to be called a tattletail? Am I going to be called a snitch? If you see a gun, if you see a weapon, we want it in you instinctly. I have to tell somebody. And so we're going to keep moving that message into our students, into our community. Um, this will build shared responsibility among our students, staff, and adults. And then it also aligns with our social emotional learning priorities because our counselors will also be a part of this work. So our
070leadership and delivery model is as follows. Our leads are going to be our building principles, our assistant principles, and our dean of students. They will be supported by our school counselors. The counselor's role is to be visible and available during the assemblies and available for follow-up support after sessions. This is very important because we do realize that there has been gun violence in some of our families. Um, I think that that is just probably a very unfortunate story for millions of Americans. And so, as we're holding these assemblies, we want to make sure that we are being very aware of that and that if students need help from a counselor that they know how to seek that support. Our implementation approach is going to be in assemblies embedded into existing school schedules. So typically as
071a school principal um we usually do um assemblies at the beginning of the year to set expectations. That will also be when this information is rolled out in August and September. We typically do another assembly when we come back from winter break which is right now around this time which is why our kickoff will be now in January. And then we'll do another assembly when we come back from spring break because that will take us into the latter part of the year. So we will do this three times a year. Um we'll have consistent language used across all schools. Of course the language will be different based on um the age um of the student that the assemblies are held for and our principles do a great job with that. We are not teaching about
072weapon instruction. This is very important. But we are going to say the word gun safety. I think that is very important. We don't want people trying to figure out well what are they talking about? We are talking about guns and making sure our students are aware that if you see a gun in school again there's no thinking you go and act you see something you say something immediately. Um there will be an emphasis on the safety actions our reporting concerns and our help seeking behaviors. Our winter series will start in January. We've had a couple of snow days that have kind of put us behind. A principal meeting is tomorrow. So, this will be rolled out to the principles which will give them the rest of this week and next week and probably the beginning
073of February to hold this expectation assembly and it's still right in time with them holding their um right after break assemblies to just tell kids how to get back in the flow of things. Um we are explicitly going to name guns or weapons. Um, and we will share with parents that we have had this assembly so that they know that we talked about it that day. Um, we'll talk about immediate safety actions. Again, we're really going to be pushing a narrative of if you see it, do something. Um, sometimes we do have kids who are I don't care if it's a um like a plastic gun. Our kids are doing really well. They will go and say Rachel has a like a BB gun or Rachel has a water gun. They know that guns of
074any sort, any fashion are not allowed in school. And we want to push to our kids that you're not telling on someone, you're keeping your community safe. So, we really want to push that message. Um, we'll continue to reinforce see something, say something, and then our district reporting process, which our parents also need to be aware of that their kids have learned a process of reporting. And it's as simply as if Lisa is a staff member, an adult in a building. I believe that Rachel has something that's not safe. I think it might be a gun. And then um Miss Hunt will go and take it from there. Um we'll do this again in April. Again, it will be on help seeking behaviors. What do you do if you think someone has a weapon in
075the school? How do you seek help? Um what's your responsibility as a peer? Again, our language is going to be our responsibility is to keep our community safe and our community means everyone in it. Um, we're going to um say something early. Sometimes again that teetering like I don't want my friend to be upset with me. We really want to move out of that and just say what it is as soon as possible. We're going to do this um after breaks or pro post break reinforcement in April and we're going to stress regulation and supporting peers in the community. Um our fall series is the same. In the fall, that's when we're going to reset our expectations. This is what typically happens in the fall. The school lays out a really good um expectation assembly
076for all students. Um they send home rules and expectations to parents. So, this will be a part of that. Um we'll identify trusted adults. Any adult in a school is a trusted adult. And so, I should be able to go to anybody um and share what the concern is. I don't want this to be um confused with a very um prescripted trusted adult which is where a student says Mr. Trimble is my trusted adult and I'm going to always go to Mr. Trimble if I have an issue. We are going to be doing this in a more general way because again we want kids to go to any adult if they see something. We don't want them trying to find Miss Hunt. We want to say that in this instance any adult that you see
077is a trusted adult. Yes, you may have a teacher that's your favorite, but because it may be a harm to the community, I want you to go to Miss Howard Primes if you believe that um and somebody has a weapon in our school. And we will also train our staff to know take it seriously. If a kid says it, we want to respond seriously. Hopefully, it's not anything, but we want to make sure that we're responding correctly. And then we're going to um continue to review our reporting pathways um for documentation and accountability. We'll have our agendas retained from these assemblies. The dates that we did them will be documented who facilitated the assembly. Um and this is just to ensure consistency and transparency. Again, we want this to become just how we do things
078in Cleveland Heights, University Heights, where parents can say, "No, in our school district, we know three times a year, this is what we are going to be receiving from our community." And I believe the last slide is beyond the school building. So, this is where um Lisa Hunt, Nancy Pepler, Kathan Kavanaaugh, Ricky Waters um will be helping um and Dr. Abdul Satar and her department. So, our social emotional learning department has already been in touch with planning gun safety programming for parents. Um, what we would like to do is um continue the collaboration that they've already established with the police department and district stakeholders. Um, those outside agencies have already been contacted. And our goal is to have a parent event the same month that we have something in the school. So, for example, in
079January, the parent event will probably have to be February, but just an awareness and um like a parent event after hours for a gun safety. And Lisa and I were just talking, it could be virtual, it could be a webinar, but to always have some type of event in the fall, winter, and spring so that we are bringing our community um together to just say our kids had expectations um assembly this week. Now, we want to bring you into the fold. There are a lot of different community um agencies um that would be willing to come in and partner with our schools to do that. And I believe that's the last slide. Yep. Any questions or comments? >> We really want your feedback because this is still in development. Um and I know we've been
080having conversations about it for a while. I did share some of the resources you shared Phil with Rachel so she can take a look at that to >> interate some of those pieces um as well. I feed my pieces. One recommendation that I would make is that um in addition to talking about the actual you know physical guns that you also you know speak about um violence intervention um you know with our young people [clears throat] um and also regulating their emotions um you know and that things >> don't have to go from zero to 100. you know um and how you can make a lifealtering decision in a very short amount of time. So [clears throat] for multiple people it can >> I have a question. So who will be the facilitators? Are they
081trained facilitators? Are they >> So the building principles will be facilitating this and they typically have like beginning of year, middle of year, end of year um expectations assemblies. But this will be a little different cuz they'll work in contact with the counselor. So the counselor has that expertise around the social emotional learning piece and so they'll work together to figure out like what this is the language that we're going to use. Even if you think of the elementary building, we probably will not have the same assembly for K12 and 345. We'll do a split band K12. That language is a little bit different. Then we'll do an assembly for 345. Of course, that language sounds very different in middle school and a little bit more mature from in high school. So, uh, I'm just
082going to start off with some thank yous before before you get into it before I start [laughter] talking at you. Um, I first want to thank Superintendent Kirby, who I think has taken a little bit of badgering, I think, from me and probably me and Dan specifically. And I think part of that was I think we were using the wrong language around it initially where we were talking about this in terms of a curriculum and that word means something. And so I think in in and I I don't want to speak for you, Liz, but I think that at a certain point we're using that language and you're probably thinking, well, Dr. Jenkins and they've got these schedules. >> That's what we did. >> They've [laughter] got some they've got some aggressive schedules around curriculum
083and is this going to slow that work down? Um, but I think the shift into the SEAL, PBIS, pick your acronym, uh, you know, world, it it's not taking out of instruction time. It's it's adding value. Uh, so I just I'm I'm very very happy with how this is going >> and I want to thank you for for I was not expecting this much planning in this short time period. And I think this is exactly what I was hoping for. I wasn't expecting it, but this was like that that we could we don't it doesn't have to be perfect out the gate. We just need to start doing something. Um you said I think something and I can't quote it, but at the beginning you said about you know that we want to be you
084know proactive versus reactive. And you know I I thought we we don't teach stop, drop, and roll after the kid catches on fire. That's right. >> You know it's like you this is >> frontloaded work. Um, so the again the turnaround and the intentionality behind this I think is really really great. Um, and then I think lastly I want to acknowledge um some of the discomfort that some families might have with this about talking about guns in schools, guns around their kids, their kids going to a friend's house, their friend says, "Hey, my dad has a gun. Do you want to see it? I know where he keeps it." All of this stuff. Um, guns are not a Cleveland Heights specific problem. uh they're not a urban or inner ring suburban problem. I keep in
085my algorithm now is now tuned to give me lots of news about Northeast Ohio education. I'm getting stuff about board of education meetings all over Kyoga County. Uh and the last couple gun things that I saw in the news were happening in outer ring suburbs, outer suburban areas. Uh so it's it's worth saying that you know it takes courage to address something like this but this is not a problem specific to us. This is a nationwide epidemic level problem. >> I appreciate us doing it when there's not an incident on the table. I think that's when people the fear is high. People are [clears throat] very nervous and it just speaks to our district to say we're we're being very proactive. Um, we want to teach our kids that again, Gabe, you said it like
086a a moment can change a life forever. And so, just trying to get students to understand that is very critical. But also having adults understand like we have to take every report seriously. Even if it turns out to be nothing, great. But we want our kids to realize if I go to an adult, they're going to listen to me. They're going to take what I'm saying very seriously and are going to act on it. And and I think this is this is the other component of you know we we rolled out weapons detection detection systems at the high school and and I'm still of the belief that see something say something is the most powerful tool that we have and one of the fears that I expressed back when we were having all those discussions
087was I don't want people walking through a metal detector to think I am now safe because no weapons detection system is perfect. Uh there are, you know, there's plenty of doors and windows in in all of our buildings. There's, you know, there's process. There's all kinds of things. And I with this being to me the tentpole way that we solve for these problems, uh I'm I'm just really heartened that we're reinvigorating a lot of the focus on this work and that it's not just a piece of technology at the front door. >> Yeah. I um first of all, beginning where Phil quite correctly began, thank you all of you, your your incredible team. Um this has meant a lot to me for quite a while to be honest with you after I had attended a
088couple of wakes uh of of our kids um and our recent grads. Um and you know I think there will be parents who are ambivalent about this and um but the cause is more important. Um I see this as almost a part of a of the health curriculum. We live in a world like it or not where there are more guns than human beings. And this gun safety curriculum is in my eyes right there next to teaching kids how to swim because there's water everywhere. Um, and you know, and we teach, you know, human reproduction, which is not an easy thing to teach, but we teach it so that kids have the skills and the the knowledge and the awareness necessary. um to live an adult life. Um there's things that that like I love
089the focus on, you know, on the school setting, but my my [cough] [clears throat] personally my bigger concerns are equipping our kids to be safe when they're outside of school, when they're they walk into a friend's house and there's a handgun on the coffee table. Well, what what now? Um and and so, you know, or or I'm out, it's Friday night, and um you know, we're we're meeting up with so and so's older brother who is clearly packing. Those sorts of scenarios that I that just scare me. Um, and so as much as we can, uh, as much of sort of building in here's what you do outside of the school day, um, sort of an extension of see something, say something, but after hours, um, I think that that um, summertime is also a
090really vulnerable time that as as you're thinking about your spring presentations. I'd love for resources to be shared about uh about, you know, summer. Um, also I think that if we can build in and I I just shared a folder with Rachel and Liz. It's not very well populated, but um there's some things from um the um pediatric society of America um that you know just safe storage. Let's let's try to to you know make sure that our families know the importance of safe storage um of weapons. also any sort of resources. If we have people in the district who want to correctly abandon a gun, where can you drop a gun off if you no longer want to have this thing under your roof? And and perhaps we can build some partnerships with local
091law enforcement to really begin to have gun abandonment events. Um, I think that would be a great thing. every gun that's off that's out of a out of our city is is a safer city. Um and then also I think that we've got eager partners. I know that Mike Hower of the county council is really interested in leaning in with us on this. He has said so. Um also I think that if there's a place for um our SRO's in the discussion as well um I think that would be you know just engaging them building relationships helping them build relationships is so so important too. Um, so I think that this is a wonderful start and and I am uh you know my it's a relief to be honest with you to see this um
092this come and I know that it's really just the beginning. So thank you. Thank you. Thank you. Thank you. >> It is definitely the beginning. I took some notes on what you said and I think even our outside of the school um events that we'll have those are really great questions. I think that's a really that can be a conversation starter. What would you do if you saw a gun at a friend's house? Um what would you do if you knew you had a a friend had a gun on them and it's outside of school? What what would you do? And those are like great conversation starters. Are you comfortable telling your parent? Are So, I think those are things that we can work on just to even peique the conversations and even with the
093counselors um if we did have those conversations. Of course, this would probably be like it could be with smaller kids too, but we'd have to um vet it a certain way to have those conversation where kids have maybe a smaller group, not in a big auditorium like that, but smaller groups where you can have those conversations cuz those are really good questions that that's when kids really are put to the test and they might be scared and really may not know what to do in those, you know, some adults don't know what to do in those situations. And to Phil's point, um I've been lucky to work with the faith or family and community engagement practitioners for the the suburbs, the outer ring suburbs for the last 5 years. And it is a generative conversation
094on what are they doing or the [clears throat] need to do something. And so we could do a virtual where we pull it together for not just our district but the neighboring district and really amplify it and use uh other neighboring resources too. >> Great. >> Liz, there was a woman who came when we had the event at Heights High as we were moving into the Yeah. To the the weapons detectors who's a locally based expert. >> Do you remember who that? >> So she works for the counter. She works >> the inaugural office of Yeah. Office of Nonviolent or violence prevention. >> She was phenomenal. >> So maybe we can try to to >> bring her in. If I could just add one thing and I know I've shared this with Lisa and maybe
095others of you and um I learned this from our friends at Metro Health that there's emerg emerging research that um suicidality especially in adolescence is less um correlated with depression than it is with um poor impulse control and just access to a firearm. >> And how many adolescence don't have poor impulse control? Right. which is exactly [clears throat] where Gabe started. >> Yeah, that that I really think that's that's an important conversation as we do move this out into the community and figure out how how to have that with our those conversations with our family members because um it's it's certainly happened in our community and um and we all worry that it could happen again. The access with poor impulse control Thank you very much. >> One just one last thing. It occurs to
096me that um and not to volunteer you for stuff, Tom. [laughter] Uh that >> pointing at you. >> Yeah. Yeah. >> Finger point >> that and and and I'm I'm interested. We have to go back in the archives and figure out if we've ever had this before. But next year we'll have a board member who has a kid at every level. So Tom will have an elementary school, a middle school, and a high school level kid. which means for in terms of like rapidly collecting feedback from other parents at the pickup or whatever, um I think Tom will probably be a great resource to >> That's perfect. >> Yeah. >> Versus going to five different people. It's like you got to >> one-stop shops, [laughter] >> hand out questionnaires. Great. >> Well, thank you very
097much. I appreciate everyone's presentation tonight coming in on this calamity day. Oh, that's okay. >> Good. It's very much appreciated and thank you for your hard work. >> Thank you. >> All right. >> If I may add a motion to Can I add something to the agenda? Okay. Can I make a motion to add a correspondence to the agenda? >> So moved. >> Second. >> Mr. Hines, would you like to provide us with a discussion? Yeah. Um, this is really just informational at this point. Um, Maisie Adams who is um a force of nature in this community. Um, she is um a grad uh and a mom of grads. uh and she's involved in among other things um uh you may have heard of the oneandone initiative where people can volunteer for one day's activity
098without getting involved for the rest of their life. Um that that's Maisie, but she's also a member of the Landmark Commission, the the um Cleveland Heights Landmark Commission. And she reached out to me um about, among other things um getting Cleveland Heights High School identified as a landmark. And um as we are celebrating the building's 100th anniversary um when I I'm reminded her of that and the 6 2026 date that that's going to be happening um she immediately looked me in the eye and says it's going to be tough but we can do that. [laughter] So um and then there also um is she also is interested in um talking about getting uh the uh stables at the Milicanin property uh which as we all know were the stables from the original severance estate. And
099it is just such a cool building. Um, and perhaps even Milikin the the Milicanin building um because it is such an interesting architectural uh building um to to to get the designation. And so, um, I basically just wanted to bring this up, um, and perhaps, um, begin a conversation here in this building that would include obviously SAM and a discussion of, um, of the benefits, you know, the pros and cons of of doing this. I think that it's pretty much all pros. Um but uh it you know if we can just sort of move it forward here in house and ask any questions and that sort of thing um and decide if this is something that we want to pursue. But I think certainly um the heights high designation would be a really nice addition
100to the celebrations of this year. So it's really just informative at this point. Nothing to to debate. Um, if you have any questions, I'd be happy to take them back to Maisie. She actually um offered to come and speak to the board uh if that's something that we want her to do >> perhaps as a um invited audience member. >> Yeah. >> Can give us a little more information. >> Yeah. Yeah. Maybe at the next meeting like during the public comment [snorts] >> could be. Yeah. On the Okay. Yes. So, we need to vote for the agenda >> adjustment. Miss Laam, >> can you [laughter] please call the role? >> Mrs. Krenshaw? >> Yes. >> Mr. [clears throat] Heind? >> Yes. >> Mr. Treble? >> Yes. >> Mr. Hashkas Lily? >> Yes. >> Mrs. Howard
101Primes? >> Yes. >> All right. Well, if there is no further business, so may I have a motion to adjurnn? I motion we adjourn. >> I guess second. [laughter] >> Miss Leam, will you please call the role? >> Mr. Heights? >> Yes. >> Mr. Treble? >> Yes. >> Mr. Hashkas Lily? >> Yes. >> Mrs. Howard Prime? >> Yes. >> Mrs. Krenshaw? >> Yes. Meeting adjourns. [clears throat]