CMSD Board of Education Meeting - April 9, 2024

001Except that doesn't even make sense. If Mel had locked the keys in the car... During lunch, these students at Facing History New Tech High School are providing nourishment for their minds. Oak Ridge is probably the safest neighborhood in Atlanta. They are reading Dear Martin by Nick Stone. It's power in the book. has a ton of good information about real world problems. The book is about a traffic stop that turns violent with police officers and how a young black teen grapples with racism and what it means for his future while writing letters to Dr. Martin Luther King Jr. The students read some chapters together and then discuss during this lunchtime book club. I don't disagree with everything he's doing. I have a heart. I would help too. The goal is for them to break down each

002chapter to see how they see themselves in each chapter with justice and how they can relate. So here at Facing History we like to bring and connect the outside world into the things that they're reading here inside of the school. Dear Martin is on the banned reading list in some school districts. It is a violation of our intellectual freedom and allowing students to think critically and decide what they would like to read. But books are not banned here at CMSD. Principal Melissa Swedlow wanted her students to read a couple of banned books this school year. Students should have opportunities and access to materials that they want to read, that we shouldn't keep them from it. They are given materials to read in their English classes and everything, but they should have the opportunity to find

003out more about their world and themselves by having access to a variety of different books, and we shouldn't keep that away from them. The students could choose from Dear Martin and The Hill We Climb, an inaugural poem for The Country by Amanda Gorman. That's the poem she read at President Joe Biden's inauguration. Some students are stunned. This book is banned. It's crazy. I don't understand. Why is it banned? All it does is just explain, like, you know, what we should really be doing as people and not, you know. like not liking people just because of whatever is going on or they're different from us. To hear that they were not allowed to read that book, they wanted to read it even more. It just gave them more of an edge, like, oh, they're saying why,

004like, why can't I read this book? What is this book going to tell me that the world don't want me to know? I think people of higher power are afraid of truth and reality, and they're afraid other people are going to be educated about reality. I think they're afraid that we'll be educated in a way that will help the world realize. the wrong doings. These students are not only reading banned books but learning why those in positions of power may not want others to read them. They are also learning how to find their voice and to advocate for themselves. There is a line in this book, I believe, it says because to put our future first we must first set our differences aside and difference scares a lot of people. It's scary to because it's

005different and I think if people learned more about what's so different They wouldn't be as scared But that's the thing like people need fear to stay in power Because we know to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true. Valeria starts her day with movement, which she says is her favorite part of the morning. I feel focused. Feel focused. She and her classmates focus by breathing. And out. This work session of the Board of Education of the Cleveland Municipal School District will come to order. Mr. Stockdale, will you please call the roll? Ms. Ellicott? Here. Mrs. Hudnall? Here.

006Mr. Briggs? Here. Mr. Hurd? Here. Ms. Jones? Here. Mrs. Lebron? Here. Mrs. Link? Here. Dr. Sridhar? Here. Mrs. Welchow? Here. There are eight members present. Thank you. I ask everyone who wishes to rise and participate in the Pledge of Allegiance. Thank you. As many of you may have noticed during the roll call, we are pleased to welcome a new member to the Board of Education this evening. This afternoon, the mayor appointed and administered the oath of office to Charlene Jones. Ms. Jones fills an unexpired term ending June 30, 2025. Ms. Jones is a graduate of Collinwood High School and holds a BA in mathematics and an MBA from Cleveland State University. She is retired from the Black Professionals Association Charitable Foundation and Cleveland State University, and she currently works as founder and CEO of Conversations

007for College Success. Ms. Jones has previously served on the Cleveland Public Library Board of Trustees, and she lives in Bratton Hall. welcome miss Jones we're all pleased to have you would you like to say a few words just I'm glad to be here appreciate being on the school district and I look forward to working with all of you great thank you the chair will now entertain a motion to approve the minutes of the board business meeting of March 19th 2024 thank you all in favor signify by saying aye aye any opposed The ayes have it. The minutes are approved. Next, I'm pleased to introduce our CEO to present this evening's CEO report. Dr. Morgan. Thanks, Chair Ellicott. So we're in April. I can't believe that we're in the home stretch of the school year. And

008as many of you know, yesterday, many of us had the opportunity to witness the solar eclipse. So that was. really amazing and something that our community really had a chance to rally around actually the nation talking to many people around the nation but if you also received the voicemail message that we sent out yesterday another cool event is happening over the next few weeks and that is the ohio state test so just really making sure our scholars are coming to school every day this is the chance for our scholars to demonstrate all they've learned throughout the year i know that all of their their teachers have been working really hard for them so this is game time for us so really looking forward to our scholars doing exceedingly and abundantly well on the test also

009making sure that they get a good night's rest that they come to school having eaten breakfast or going to school to receive breakfast that we provide at our schools just so that they are ready and mentally prepared. So parents help your scholars get to school on time and ready to take the test and scholars make it attempt to be at school every day, make perfect attendance your goal for the rest of the school year. So really excited for this next phase and then also just so many celebrations that are happening this over the next couple of months. We have proms that are taking place. We have graduation season that is coming up. So just really looking forward to all the celebrations as we close out the 20-24 school year, 23-24 school year. With that said,

010we have a couple of things that we're going to do during the CEO report. First, we're going to have our school spotlight for this month, and then we'll have an update from our academics team on our textbook adoption, which we have some really cool information that we received from the community and all of our schools. But first, I'm happy to bring up the principal of Davis Aerospace and Maritime High School, Timothy Jones. Good evening. Board members, district leadership, thank you for the opportunity to present the school, Davis Aerospace and Maritime High School. My name is Tim Jones. I'm the founding principal of Davis Aerospace and Maritime High School. Davis opened in 2017. This is our seventh year as a school. We've graduated three classes of seniors. I'm going to speak to you tonight about a

011few things. I'm going to tell you a little bit about the school. I'm going to share some of the data. around our school's recent achievement. I'm going to talk to you a little bit about the AAP focus and some of the things that, some goals that we have as a school, things that we focus on in the classrooms. And I'm going to talk to you about our partners in education. The Davis Aerospace and Maritime High School is actually the result of a partnership between CMSD and Argonaut. And throughout the presentation tonight, you're going to learn more about that. course feel free to ask questions if you have further ones at the end. I will end with some bright spots, some celebrations, some things that are on my mind as well. As I mentioned, Davis is

012a partnership between CMSD and Argonaut. Prior to Davis opening in 2017, Argonaut was at the time known as FASDAR, and FASDAR had the concept of the school, brought it to the district, and the district decided to open our school. We started with 40 ninth graders, of course, like the other schools we grew each year, adding a new ninth grade class. Davis is very unique. The support that we get from Argonaut and the embedded partnership truly is one of a kind. Basically, Argonaut facilitates the thematic experiences that are part of the school model, and that includes student opportunities. I'll share a few of those student opportunities. that students have at Davis. You know, opportunities out in the real world, also opportunities in the doors, in the building itself. Argonaut supports our teachers with curriculum. We have

013a number of school specific or model specific courses that we teach. staff experienced professional development from argonaut most recently we went to the port of cleveland and to flexjet which is a private basically a private airline on the east side so our teachers could continue their learning about the school model And really through this support, it affects the spirit at the school, it affects the engagement at the school, and in my view really makes it a special place to work. And hopefully a special place to go to school. The vision at Davis, we have a shared vision with Argonaut, and it really centers around these three things. First, that students are effectively prepared for college and career. Most schools say that, but at Davis what we believe is that for a student really to make

014a choice at the end when they graduate, do I want to pursue college or do I want to jump straight into the career force? If students aren't prepared for both, then that's not a choice. If they're not prepared for college and then join a career, well, they didn't actually choose. And so our expectation at Davis is that all students, when they get there until they graduate, are pursuing both so that... you know their their choices at the end uh really are what they're capable of and and what's right for them we want students to have exposure to refinement of and selection of a post-secondary plan that starts in ninth grade you'll see a few of the details about what that plan looks like what those experiences look like but but we want the purpose of

015school to be well defined for the kids. We want them to see school as a lever to accomplishing their goals that they have for themselves. And finally, we want students to feel like they matter and belong in this world. If we don't have a community where kids feel like they're a part of it, then they're not as engaged. They won't be as academically successful. And really... The sense of belonging has to extend beyond just Davis. You can't just feel like you belong at Davis. You need to feel like you belong at the port, like you belong at the airport, like you belong in the jobs and the areas that we take our kids to. So our community, our school is really part of the community, and that's the approach that we take and try and

016get our kids to really believe in that. A little bit about the demographics of the school. Our school has 226 students, 160 of them are male and 66 of them are female. That's a big discrepancy. Sometimes I say it feels like an all-boys school that girls also go to, but there's definitely a challenge there. The aviation and maritime industries are much more heavily dominated by men, but definitely finding opportunities for women and fighting for equity of women is a huge goal of ours. 63% of our students are black non-Hispanic, 23% are Hispanic, 12% white, and 2% multiracial. We have a diverse student body. It's very important to us that our teachers are finding ways to reach all the students at Davis, from relationships to curriculum materials, et cetera. I'm going to talk a little bit

017about some of the data. I know, obviously, at the end of the day, our kids need to achieve and You know, their performance on standardized tests really is important. This slide here shows our comparison to the district and to the state. And I'm going to talk to you a little bit about some of our successes. We're doing very well some places, and we're doing not so well some places. And we have a plan for all of it. If you see in the data American U.S. history, Algebra I and English language arts II, those are our strong points, especially last year. We're outperforming the district there. We still have some room to grow to achieve parity with the state. But overall, those are where we see some of our successes. Geometry, this is last year's data.

018Geometry is that short red bar. The red bar is the Davis bar, the blue bar is the district bar, and the gold bar is the state bar. But that very short Davis bar is geometry. We struggled last year in geometry. We made some moves to make some changes this year. We're seeing some results even in the December OST administration. We've already gone way past that just on that administration, but that's definitely an area of focus. Our biology results are not as strong as they have been in years past, and our American U.S. government results were not as strong. You This that that data was about percentage of students proficient this data here goes a little deeper and shows kids not just who are proficient but who are accelerated and advanced as well or basic and

019limited if you see the bar so each of the some of the data is the same as the previous slide obviously any The number of students who are proficient or better represented by the red blue and black components So you'll see you know in algebra one our data was decent in Algebra 1, although if you look at there, the black bar at the top, the kids who are achieving at the highest level is still not as high as I would like to see. So if we're just looking at proficiency, we missed that. If we want to really push our kids beyond proficiency, this is what we want to look at. And we have some room to grow there. This data shows a trend from the past couple of years in each of our OST areas.

020Some of the bars, the yellow bar that you see peaking and then going back down there is American US government. So whereas the slide showed before that we weren't doing as well in that course as we had been doing in other classes, I know we can do it because we've achieved very highly in that class before and I know we can do it again. I'm not going to go line by line. You can see that yourself, but you can see that some of the areas, when the lines go up drastically, that means we've made some gains recently. When the lines go down, that red line at the bottom, that's the geometry line. Again, I mentioned we've had some success in geometry in the past. Most recently, we struggled there, but I'm expecting some improvement. This

021graph identifies our achievement by subgroup, specifically around closing the achievement gap. When we look at serving all students, when we look big picture at our data, our data is not big picture where we want it to be. We want our kids to be more proficient. But there are some areas specifically, so when you look at this, you'll see the red dots. And the red dot indicates where the state expects us to be to close the achievement gap. between the subgroups and the rest of their peers. Generally, our students are achieving below where the state would like us to be, but if you see the red bar on both areas, the red bar represents black non-Hispanic students, and our black non-Hispanic subgroup is achieving, of course, not as high as I would like them to be,

022but according to the state, closing the achievement gap, we're at least doing well there. The economically disadvantaged and Hispanic subgroups are the bars that you'll see that are close. And considering that... 63% of our students are black, non-Hispanic, and 23% are Hispanic. Those are the most important subgroups just by their sheer size. And so it's encouraging to me when I see this, if big picture we're falling short, if our most populous subgroups are making gains, that's important. And our staff sees that, and our kids see that, and we rally behind that. Most recently, actually, I got this award on behalf of our school in the mail just a week ago. We were awarded the Momentum Award by the state. The Momentum Award is given to schools who showed at least three percentage points increase in

023their performance index and who have maintained four or more stars in value add. So we're growing our kids, and our achievement is seeing the results of that labor, too. So this is really exciting for me because it shows that some of the changes and some of the steps that we've taken recently. to focus more on our data analysis and our interventions really is paying off. Another data point is around our conditions for learning. And again, as I led, obviously we want to set high academic standards, but if we don't have the right student culture and we don't have the right conditions for learning, then we're not going to be able to achieve that. The four components of the CFL are listed right there. The three in green are where we are scoring above average relative

024to the other schools in the district. Would I love to see our SEL numbers be even higher, that the students reporting the SEL skills of their peers? Of course I would. But you know it's always good when when you look relative to you know the rest of things that are going on The challenge number we sit one point below the district average at a 94 so 94 percent of our students indicate that our school is adequately challenging I It really is important to me that we push that and we find the areas where kids don't feel challenged And we change that and then we push our students Some of the pictures here in the presentation highlight some of the things that we do So, you know, the goal getter picture second from the left there,

025we set goals with our kids. We have assemblies with our kids where we have them share their goals and we take pictures and we highlight that. In the middle is our most recent winner of the Excellence in Teaching Award, Louie Durbin. We had a winner the previous year, too. She's shown there on the right, Ms. Burks, with one of her students. In the top right, we have an example of project-based learning, a boat building project where students model a shipping scenario over a number of weeks. The lower left there is some students who are in the Minds Matter program getting extra support on the weekends, getting prepared for college. And then on the lower right there is one of our deaf students, our only deaf student. And we, for the first time this year, have

026a deaf student. And our students, when he joined the ninth grade, his peers wanted to learn more about what it's like to be deaf. And he actually gives presentations on sign language to his English class, which was a request of his classmates, every couple of weeks. And that's ongoing. So I put these there to highlight some of the moves we're making to encourage academic achievement and some high standards, but also to back that up with a warm community to make it all as the backbone. I'm going to talk a little bit now about some of our AAP initiatives. I'm not going to read everything on here, but I am going to highlight really in English, we want our kids to be able to read and make evidence-based claims in writing about what they read. And

027in math, we want students to be given open-ended problems so they can improve their reasoning and problem solving, specifically through structured problem solving experiences. Another component... To progress monitor that, we use a program called IXL, which is one of the ways we monitor is an individualized program. Kids solve individual problems or answer individual questions at their level tailored specifically to what they need. And we try and focus that as our area for gap filling so that we don't have entire lessons that might be filling a sixth grade gap. If you have a gap from below grade level, yes, you need that filled, but we're not going to have a whole lesson on that because this is high school and we need to give you grade level material. So that's our way. accomplish both. We also

028use the OSD benchmark assessment system and we have some professional development for our teachers around strong learning targets, project based learning and things like that. Some special ed strategies and family engagement and PBIS really the most significant one there is that we have an advisory system where every teacher in our school it has a cohort of 12 kids in their advisory Crew and these are four year groupings and this is the primary relationship with the parents and families We have great relationships other families and and crew really is the backbone of that. We take that very seriously In terms of equity and access, our view is that if we provide a thematic model and an engaging school experience with a personalized plan for all of our kids, and kids can see the value of school

029in their life, they will be more engaged in school, they'll have stronger academic performance. And the way that we do that is we have a few things that all of our kids do. We have a Tier 1 approach, including CTE classes, classroom projects, some grade-level trips, every student learns how to swim. And then as kids get older, there are some Tier 2 or grade-level trips. group experiences such as some elective courses, some thematic clubs, some kids join robotics. These are things that groups of students do to further pursue their interests and goals. And then we have a tier three individualized approach for kids who are juniors and seniors. These are specific to specific kids' interests such as flight training, part 107 professional drone certification, river cleanup, employment on our school boats. And our view is

030that if we expose you and then you refine your interests and then we identify specific pathways for you, then when you leave, you really have an individualized experience and you're ready to roll. I'm going to talk a little bit about our partners in education. There are a lot of them. Argonaut is our primary partner. The experiences that our kids have out of the building, in the air, on the water, engineering things, are primarily facilitated through the relationships that Argonaut helps us forge. United Airlines called us directly a couple of years ago. They found out about one of our students flying, and they wanted to get involved. And since then, they've been on the Argonaut board, and they funded our flight program. At the school we have a relationship with the Cleveland Airport system with the

031Ohio Aerospace Institute Flexjet all you know the Tuskegee Airmen helped us start the school. They've been there from the beginning We have a Tuskegee book club that's facilitated by Tuskegee Airmen Every Wednesday with a member from Argonaut and our English teacher the Port of Cleveland interlake steamship So all of these partners, I'm not a mariner, I'm not an aviator, I can't go to FlexJet, a private airline, and speak their language the same way that Argonaut can. But Argonaut can speak their language, bring them into the building, and together we can show them what academic excellence is, we can talk about our goals for our kids, and bring our partners authentically to be involved in the school. Some of the bright spots academically this slide on the top is the is the graphic from the state

032that is Identifies student growth basically for each of our OST classes or our OST exams last year when those when students in those classes if their data winds up in the green section. That's the state's way to show us that they see that we have achieved more than a significant amount of growth or the expected amount of growth in those classes. So all of our classes last year achieved the expected amount of growth by the state. If it's in blue, there's substantial evidence that... that kids outperform. Every kid is given an expected OST score essentially and our kids consistently in all their classes even though our achievement is not as high as we want, they're still outperforming what is expected of them based on their testing history, based on how they did in middle school.

033We look at that as a good thing and an area for improvement. Of course we want to do better, but at least we're getting the gains incrementally. Also, last year and this year we took the NWEA exam. We take this very seriously. We set individual goals with our students. We take NWEA trouble spots and we embed that into IXL for individualized support. Our students in ELA scored in the 99th percentile in growth last year, the 99th. 93rd percentile in growth this year. Our math team scored a 99th percentile last year. This year the growth data was the same because we had algebra and geometry. So the growth expectations were uniform across the board. So I couldn't really figure out what the percentiles were. But the amount of growth was the same as last year. So

034we can assume that it was at least a good number. So we're growing kids in NWEA as well. So what I've tried to do is highlight some of the academic pieces, but I also want to highlight some of the specific thematic opportunities that our kids have access to. This is only the surface. These are some of the things that are on my mind right now. The water rescues program. That ship in the middle, that huge ship is headed up the Cuyahoga River to the steel mill. That small boat in the front has Davis kids on it. We have a captain and students who are part of our marine safety program. They escort those ships up and down the river, getting kayaks out of the way, making sure that boat traffic gets out of the way.

035It takes these ships hours and hours to get up the river, so one small, having to wait for a... boat to get out of the way could cost them an hour of their total trip. So it really is an important component. The picture on the upper right, we have a waterways management program. There are two ships that the city owns and that our students in Argonaut operate called Flotsam and Jetsam. Last year, annually, we remove at least 250,000 pounds of debris from the waterways so that ships and boats can safely navigate those waterways. Our students are in a NASA capstone program right now, designing basically a space station simulation. They're creating a circuit with a NASA engineer that models the various kinds of circuits and circumstances that the space station has to take into consideration.

036They're doing 3D modeling and CAD design of this circuit and of this simulation piece. And then they're going to actually build it and have a workable model. We have again a group of kids working on their pilot license. They leave school. They're in a ground school course at school learning the content but then they also leave school and fly and we're right by Burke so we can see our kids flying from the classrooms actually when that happens. FIRST Robotics is a highlight. Many of our kids are interested in aviation and maritime, but they come to us because they love engineering. And robotics is a huge program, thanks to a grant that the city was able to put together between the Science Center and FIRST Robotics. But the Davis team got second in the state of

037Ohio last year. We're excited to defend that performance soon in the upcoming Buckeye tournament. And some of those students, I saw you earlier in the year, of course, when one of my students who's on the robotics team presented her work making prosthetic limbs for students, for people in Ecuador. They took what they learned in robotics, and now they have an ongoing prosthetics program. which is really amazing. So when we see kids coming to Davis interested in our theme, interested in some academic excellence and finding their way and finding things that can excite them about school and the world and then finding ways to embed that in the classroom, finding opportunities for them to expand outside the classroom so they can then go take it to the next level, it's really exciting. And we of course

038have some room to grow. We always are modeling continuous improvement. But I think there are some really amazing things at the school that I'm very proud of. And so if any of you have a chance or would like to come down and see some things in action, you'd be more than welcome. That concludes my slides. If you have any questions about the school, please feel free. Thank you, Mr. Jones. Any discussion? Dr. Morgan? Well, thank you so much. This was a great presentation, and I know I've gotten a chance to come out to the building a couple of times. When I met with Argonaut, actually, Dr. Florence and our chief of staff, J.R. Tompkins, and I, we met with Argonaut. One of the things I told them, something on my bucket list, is to fly.

039So I would love to get out there. You can start in the simulator. Yeah, I would love to do it. But on that vein, thank you for just showing us the academic performance. It's great to see the growth and also how in some areas you guys are outperforming where this state would have you. The question I have is around pathways. When I talked with Argonaut, One of the things they mentioned is that we have the program and students are taking advantage of the program, but we're not getting many students that actually leave with a credential or any type of certification. What are some of the challenges regarding that and any ideas or thoughts of exploration that we could be thinking about to make sure that more students are actually... leaving with some type of credential

040when they graduate? Sure, it's a great question and a significant goal of ours. We are a CTE school. A couple of years ago, we filled out the paperwork and got our CTE designation. But specifically, we're part of the innovative pathway, which is a new component in the state. And if you're approved for an innovative pathway, it allows you some flexibility. Basically, you can deliver a CTE experience that's not limited to the specific pathway system that the state has defined. So we have some opportunities that are within the transportation, some within the engineering. Within the engineering we have aviation of course. And so one of the challenges has been to define the CTE experience. So we don't have, so the classes that we teach are an engineering and design class which is a typical of an

041intro class in an engineering. CTE pathway. We have a seamanship course which is maritime content. Basically if you wanted to get a captain's license this would be the content for that. We also have a ground school course which is the content knowledge you would need to pass your FAA private pilot's exam, the written test component. We have a boat building course which is a combination of some maritime content and for mariners, but it also has an engineering component. Kids are CNCing boat pieces and building actual boats by hand. And we have a drone engineering program, or course, where kids build drones and change the propellers out and try and maximize their speed, stability, various things like that. Other than the engineering and design course, none of those other courses are part of the traditional CTE,

042or like one of the state's classes. And when they're one of the state's classes, they have web exams, there's a set of credit. So a lot of it we've been creating in-house. They're aligned to some of the opportunities, but there's not a framework that we can pull from that a typical CTE school has where we sort of implement what's standard in that pathway. So one of the challenges is that we're creating it. Some of the outcomes are also very... difficult. We have graduates, nobody's graduated with a captain's license, but we have graduates with a captain's license because they were able to pursue it after the fact. You need a hundred days at sea in order to get a captain's license in addition to knowing your stuff. That's difficult while you're also a student. We've had

043graduates get their private pilot's license, but I am... hopeful that the student will graduate this year with their private pilot's license, but that is such a major endeavor that some of the opportunities we have end up being stepping stones. There's a part 107, the drone certification is definitely something within that realm, but I think some of those big those big outcomes are very big. And I think one of the opportunities that we should be exploring are what are some of the smaller, our kids learn how to swim, they get CPR certified, they get the OBEK certification, which is the Ohio Boater Education Course. That's not one that's on the list of credentials, but it's an example of something that all kids at Davis get. It's basically their boaters driver's license so they can drive boats

044legally. And I think something in between there where some credentials that are relevant to our school that are also At the scale that's appropriate for high school if we wanted an amp mechanic and get that 12-point credential They'd need to not do anything for a year and a half other than go to amp school And we don't have that capacity yet, so definitely a goal, but yeah, that's really helpful and also around this innovative pathway We could talk about that because with that the state has given the opportunity to build out a pathway so even through that there may be coursework or things that we're doing there that actually allow students to still graduate with the credential, maybe not the credentials like the captains, like you know you're not able to do that. Right. But

045we really want to make sure, and this isn't just for your high school, but all of our high schools across the board, that students are leaving with something as they pursue both college and career. So it seems like it's right on the right step and looking forward to exploring that further. Thanks. Principal Jones, appreciate your pride in your students combined with your clear-eyed, you know, upfront thinking about the challenges. So thank you. Any other questions from the board? All right. Thank you very much for being with us. Thank you very much. And the final part of my update, I'm going to bring Dr. Florence up, who has some really exciting information about our textbook adoption process. As you guys know that throughout this year, one of the things we've mentioned, even when we have the

046school spotlight, I'm always asking our schools, what curriculum do you use? And one of the things we realize when we look at our data, if we do not have... a more streamlined curriculum across our district. It doesn't enable us to support our schools in the way that it needs to. They need to be supported. And also, it doesn't enable us to really understand when there are challenges. What are those challenges if everyone is using something different? So Dr. Florence and team has gone on this exploration phase to get information from our schools, from parents, and also researching many different curricular options. excited to hear more about it for board members if you want to follow along of course the presentation is here and for anyone who's watching but it's also linked in the agenda I

047think it's item 8.5 we're moving it from the academics up to my CEO update so that's Florence thank you good evening board chair Ellicott board by his chair Hudnall dr. Morgan board members tonight I will present to you the recommendation for the ELA curriculum for our k-8 schools and our high schools for the 24-25 school year this recommendation aligns with our strategic direction to define curricular options that all CMSD students will have access to no matter what school they attend In January, our academics team began the textbook adoption process. In order to determine the textbook for the district, we evaluated each curriculum using these six components. Teacher, principal, and community surveys, teacher and principal focus groups, external curriculum review using ed reports, an internal curriculum review, ELA program correlation data, and then a curriculum cost

048analysis. It is important to note that for this adoption process, we only reviewed curricula that are currently being used in our district. In this presentation, I will walk you through each of the six components and the data points aligned to each component. So for component one, our teacher, principal, and community surveys, we sent our survey to all of our teachers who teach ELA and to all of our principals and then through the community using Let's Talk. From all pregroups surveyed, the results indicated that the curriculum should have materials that meet the needs of all students and should include a robust phonics curriculum to teach foundational reading skills. From the principals and teachers, the surveys also indicated that the curriculum should be rigorous and standard aligned and include an in-person comprehensive professional development. You will hear

049that theme of comprehensive PD over and over again from our teachers and from our principals as a need for our curricular tool. For the second component, teacher and principal focus groups, the team conducted K-8 and high school focus groups that included teachers and principals for each of the curricula that we currently use. Common strengths noted in the K-8 teacher focus groups were that teachers found the content in their programs to be engaging and inclusive and include vast amounts of instructional resources for both students and for teachers. Common opportunities for improvement included complexity of curriculum for some of the curriculums that we currently use, and the lack of robust phonics and foundational skills components within the curriculum. For our high school focus groups, common strengths from the high school teachers stated they felt that there was

050a vast number of instructional resources available that offered scaffolding and differentiated supports for students and that embedded text. That embedded text were complex and appropriately rigorous. So they felt the texts that were included were rigorous and complex and also engaging for our students. Common opportunities for improvement included many teachers felt that the online platform was hard to navigate and not user friendly. Others did not find any obvious areas of improvement. For our principal focus groups, Principals believe that the content in their ELA curriculum had rigorous content and differentiated instructional materials and resources for students. Common opportunities for improvement from principals included that their current curricula did not have many opportunities for integrated writing experiences for students. Programs were very complex and not user-friendly. Other common themes for principals were the need to choose a curriculum

051aligned to the Ohio Department of Education and workforce guidelines and the need for ongoing quality PD to support teachers and leaders. The third component that we used was a review process from the external curriculum review using Ed Reports. As a part of the curriculum review process, the ELA curriculum team reviewed findings from Ed Reports for each of the primary ELA curricula used within the district. Ed Reports is an independent nonprofit that publishes comprehensive reviews of K-12 instructional materials using an educator-led approach that measures standards alignment, usability, and other quality criteria. Ed Reports is grant funded and has reviewed close to 100% of the K-12 ELA and math curriculum across the nation. Ed Reports review teams consist of educators, district coaches, state content leaders, and they are trained and spend an average of 150 hours per

052series for each of their reports. Teams review every page of a series and assess for both alignment to key ELA shifts, regular practice with complex text and their academic language, reading, writing, and speaking, grounded in evidence from the text, both literary and informational text, and then building knowledge through content-rich nonfiction, and ease of use for educators and students. So Ed Reports is one of the tools that we use. It's very strongly used across the nation to be able to rate text and materials, to be able to determine how effective those materials will be used. in classrooms. So for this study, EdReport scores were pulled from the review of each publisher's 5th and 10th grade curriculum. or the average of the K-2 science of reading scores for the grades K-3. For the three major curricula used

053in our K-8 schools, inter-reading scored slightly higher than EL. Inter-reading scored better for differentiation and text complexity, but lower for standards alignment and use and design. My view scored below inter-reading and EL across all dimensions. In high school, there was little difference between Edward Fort's review of my perspectives and inter-literature, so they were basically the same. My perspective scored slightly better for text complexity, but lower for alignment of tasks to standards and building knowledge. Wit and wisdom is not approved by the state. Oh, I'm sorry. Wit and wisdom is not fully approved by the state of Ohio, so we did not include that one in our review. This slide says high school, but it is early literacy, so please note that. The data is a review of the early literacy components of the three K-8

054programs that we currently use. For the early literacy component of the three major curricula used in CMSD, EL scored slightly higher than Inter-Reading and MyView. All three curricula were lauded for supporting students with developing phonemic awareness, fluency, and vocabulary. However, EL scored slightly higher than the two other curricula for providing students with consistent opportunities to practice their reading comprehension. One thing I'll note just about ed reports, and I know that Dr. Florence shared that ed reports, the amount of time that the reviewers do in reviewing the curricula, curricular options. Ed reports, when curricular options are noted on ed reports, that means that they are highly... rated or highly effective. So all the options that we're having here, you see the scores, this lets you know that it is high quality. And one of the goals

055that we're doing when we're putting text and different things in front of our students, we want to make sure it's high quality. And so I just want to reference this process that Dr. Florence is talking about. It's really important because we're not just doing this to review it, it is also really making sure that our students are receiving the best curricular options. So the next component was an internal curriculum review. The team identified four additional areas that should be assessed when identifying a unified ELA curriculum. To address these gaps, the team constructed a supplemental evaluation tool. so a tool that went along with the Ed Reports Review that measured a curriculum's effectiveness in the following areas. Coherence in college career readiness, supports for students with disabilities and ELL students, cultural diversity and representation, and writing

056to sources, speaking and listening, and language. A team was created to review the three primary K-8 and two primary high school curricula used in CMSD. The curriculum evaluation team was comprised of 13 representatives from the district's special education, multilingual, gifted, and academics departments. The CMSD internal review team reviewed two sample modules in second and sixth grades from the identified K-8 curricula and a 10th grade module from the two high school curricula being reviewed. Criteria was scored on a four-point scale. For the K-8 curricula, EL and inter-reading were again rated much higher than my view. Scores for coherence, college readiness, and diversity in representation were nearly identical, and the two curricula received matching marks for the regular inclusion of writing, speaking, and listening tasks. EL scored highest for identified supports for students with disabilities and ELL

057students. The high school internal review team assigned higher marks to interliterature for all four areas measured. The fifth component of the textbook adoption was a review of the ELA curriculum correlation data. So another factor we considered was the correlation between student proficiency and the curriculum. Mixed effect models were built to estimate the association between curriculum choice and proficiency. for elementary or high schools ELA test takers. Only full academic students, full academic year students who took the standards OST ELA or ELA II test during the 22-23 school year were included in the data. Other variables accounted for school grade, gender, race, ELL, SPED, gifted, attendance rate, suspension, homeless, and foster care. So, when you look at this data, the correlation showed an average proficiency rate of 27% for students using both EL and into reading, so

058they were basically the same. An average proficiency rate of 28% for students using wit and wisdom, and an average proficiency rate of 35% for students using my view or my perspectives. We also reviewed our pulse check data to determine if there was a correlation with student performance. We found that in comparison to the most used curriculum, which is EL, the estimated probability that a student was proficient was nine percentage points higher for my view, my perspectives, and six percentage points higher with inter-reading and literature. So when you look at the high school correlation data, the correlation data showed an average proficiency rate of 33% for students using both My Perspectives and Into Literature, and an average proficiency rate of 0% for students using National Geographic Edge. For the PulseCheck data, no model showed evidence of

059significant difference between the two most used curricula, My Perspectives and Into Literature. Finally, the team did a curriculum cost analysis to determine which textbook would cost us in the first year or how much they would cost us in the first year and beyond. The information is shown on this slide and broken down for each curriculum and each component of the curriculum that we would need for implementation. So, finally, after the analysis of those six components, our recommendation for moving forward for next year for our K-8 schools is to use inter-reading. Some of that rationale includes, of the 490 survey respondents, 14% of EL users agreed or somewhat agreed the curriculum was easy to use. 75% of the inter-reading users somewhat agreed with that statement. 66% of principals agreed or somewhat agreed that it was easy

060to coach through inter-reading. For EL, that was 52%. And then 70% of our inter-reading users, teachers, somewhat agreed or agreed that the curriculum was effective for students. Only 12% of ELL users agreed or somewhat agreed. So for this recommendation, we relied very heavily on our teacher-principal feedback, inter-reading, and... Inter-reading was at Yale, we're very close when we look at ed reports, when we look at the internal review, and so we relied very heavily on the feedback from our principals and from our teachers. And that made this decision pretty easy for us after listening to that feedback. For our high school recommendation, we are going with My Perspectives. Some of the rationale includes both teacher and principal focus groups noted that My Perspectives included complex, appropriately rigorous text with ample scaffolding. A majority of principals and

061teachers surveyed found both curricula easy to use and effective with students. My Perspectives is more expensive, but it's also already used in most, 75% of our high schools, so most of our high schools already use it. And so we feel like it'll be easier for us to purchase because we already have some groundwork laid for that one. And there are a couple of documents in the appendix for you there if you need them. What questions do you have? Any discussion from board members? Mr. Briggs? Yes. Thank you for that. Mr. Briggs, is your mic on? Yeah, it is. I'm just not talking loud enough or close enough. Thank you. Thank you. I thought your report was very thorough. And my question is. Were any of the other options, did they score as high as the

062ones you recommended as far as the feedback? So as far as feedback, it was, if you go back to the slide, if I go back to the slide that has the feedback, it was kind of mixed for our K-8 schools. The teachers felt very strongly about EL that it was very complex. that preparation for teaching it was hard in the limited amount of time that they had. They did feel like inter-reading was easier to use for those who were currently using it. From our principals, they did feel like for the most part they were easy to coach. There was similarity in how they were able to coach and prepare teachers for using them. And they also thought that inter-reading was more user friendly for them and for teachers. Thank you. Mrs. Link. Thank you. Very

063interesting presentation. I liked how you, like reading and writing of course we know about, but I was interested to hear speech and also listening in there. So that is fabulous. Of course everyone needs to know that. My question, I think it's on slide 18. So I noticed that only six of the schools use my view, but that proficiency is quite a bit higher. So I was just trying to understand that difference. This slide? Yes. So this slide shows you how many schools we have currently using each of the programs that you see here. And so the data team really took a look at those six schools and pulled the data for those six schools to get that proficiency average. So what you see is an average of the six schools that currently use that program.

064Okay, but that's not the one we selected. So I'm just one, like that seems like a pretty big gap. The other one was like 33, 33. see it's a tie. Just was trying to understand that difference. So based on the feedback that we received from principals, teachers, so that's a smaller group, so we actually had a fewer people to actually attend our focus groups and also participate in our survey data. But when we look at the ratings from Ed Reports and from our internal review, we see similarities. So there's not one that stood out, there was not one that had a whole lot of difference when we looked at them from Ed Reports and from our internal review, the pieces that we actually rated. okay so then and maybe I so all the schools then

065will go into the ones that we recommend so do you like do you are you concerned at all then about the six schools that have like a 35% proficiency that it would cause any, I guess, like harm to those students. No, I cannot see that any of these programs would cause harm to students. Okay, and that's probably a strong word. I don't mean that, but I just mean like academically I want them to all achieve as well as they can. That's exactly right. That is the goal for all of us, and really aligning around one will help us to better support all of them with teacher PD, with school leader PD, with support on the ground. And so once you see our resolution, the attachment there is very heavy on the PD component because teachers

066and principals both told us they had a lot of virtual. PD that they did not think was effective. They did not have enough people in their buildings coaching them on the curricular tools. And so we are really focusing heavily on that with implementation of one curriculum. And we really feel like with one, we can have better conversations around the data and around how we're moving and be able to move all of our kids forward. Okay. And that makes good sense. And also, I think with mobility of the students, it would be complementary. Thank you. Yes. Ms. Welchow. Thank you, Dr. Florence. I really appreciate the depth of the presentation. More of an education question for me. So once we have these curricula sort of adopted consistently, what's like the time it would take when we

067would start to see the results of this curriculum change in student outcomes? That's a very good question. And often with research, and I hate to say this, but there's often a dip in that first year that you see with implementation. That's just implementation science. The goal is three to five years of consistent implementation will help us to see the impact on student performance. Consistent implementation at high levels across all schools. I have a couple questions. Thank you, Dr. Florence. So looking at those slides on the curriculum correlation, I think there are slides 18 and 20, did you look at disaggregated by subgroup proficiency at all or was it a high level view? It was just a high level view. Okay. Is there any value to looking at that or is it, you know, what was

068the reasoning, I guess? So, there could be value, but based on our overall performance, this aligns with what we see as a district, district-wide performance based on where we are as a district. So, what we see here, we will see in the other data that we already have for our particular subgroup. So, we know there's a gap between our white students, black students. But we could definitely break this down for you and get it by subgroup. Okay. I was just curious. We'd be interested to see. And then, you talked a little bit about cost. If we are now standardizing across the district, did that affect how we paid for it before? Did it come out of school budgets or did the district still pay for it at the district level? We still paid for most

069of it. Schools were also still paying for bits and pieces themselves. Okay. So at last May, there was a resolution that included maybe like $9.4 million that included all of the curricular pieces altogether. But some schools still have the autonomy to buy pieces that we did not purchase for them as a district. Okay. Got it. Thank you. Dr. Morgan? Two questions. One on the, for the schools that use EL or any of these other ones, they have all the resources. Are we working with those textbook companies to get the materials back? Do we keep them or? Is that something we'll have to work through? We will have to work through, but our goal will be to remove them from their building so there's not that temptation to go back to it next year. That's great.

070And then also on the foundational text, do we have a recommendation there yet? Not yet. We'll have it next month. Okay, awesome. Thank you. Thank you, Dr. Floren. Thank you. Anything else? No, that concludes my report. Thank you, CEO Morgan. All right, next up, while the board does not usually vote on resolutions at our work session, we do have one time sensitive item that we need to vote on this evening. It is resolution 5.01. And the chair will now entertain a motion to adopt resolution 5.01, making an appointment to an unexpired term on the board of trustees of the Cleveland Public Library. Thank you. By way of background, in Ohio there are a number of different types of public library systems, county libraries, municipal libraries, township libraries, and school district libraries. The Cleveland Public Library

071was established over 150 years ago as a school district library. Therefore, under state law, the CMSD Board of Education serves as the taxing authority and sole appointing authority of the Cleveland Public Library. This means that it is our board's responsibility to make an appointment to the Board of Trustees of the Cleveland Public Library each year and to fill any midterm vacancies on the Board of Trustees. As Library Board Trustee John Hairston has recently resigned, the Board of Education must fill this vacancy no later than April 15th. On behalf of the Board of Education, first I want to thank Mr. Hairston for his 16 years of service on the Library Board. And next I'll go into our process a little bit. In order to identify the best candidate to fill the vacancy that came out recently,

072the Board of Education publicly solicited applications and the board's ad hoc library board appointments committee interviewed a number of applicants. The committee, which at this time consists of Ms. Welch-Howell and I, is recommending that the full Board of Education appoint Malak Rashid to this vacancy on the library board. And so with this resolution, the Board of Education will be appointing Malak Rashid to the Library Board of Trustees for an unexpired term ending July 2, 2029. Ms. Rashid holds an Associate of Applied Business degree from Cuyahoga Community College, a Bachelor of Arts, and a Master of Public Administration from Cleveland State University. She serves as Development Director and Co-Founder of Smart Development Inc. and as a Nonprofit Consultant with United Funding Group and MR Nonprofit Consulting. If Director Felton-Thomas and Ms. Rashid would like to come

073up and say a few words, we'd love to have you. I'll start. Either one. I just want to thank Vice Chair. board for their participation pulling together this to bring us a board member unfortunately with trustee harrison having to redone due to health issues it was a kind of period of time where we had to kind of pull this together quickly. And so I know you worked very hard to give us the best trustee that we could possibly have. And we're so excited to have Trustee Rasheed to join us on the board. So thanks to all of you for your work, especially the ad hoc committee. Thank you. Ms. Rasheed? Good evening. I'm very privileged and honored to be here with you all. It was a very wonderful experience to go through the process of

074the not to apply and to be interviewed and to really also learn from the interview committee and the review committee. So I thank you both, Sarah and Deanna, for the wonderful experience it was, especially with such a role like this. I take this extremely as. a privilege and an honor considering the legacy of the Cleveland Public Library and the role it plays in our community. It personally and professionally it holds a really great dear place in my heart for myself my family what I do for my profession today especially working with refugee and newcomer communities It's really important, and I'm really excited especially to work alongside you because every interaction I've had Was wonderful my favorite city club was actually the anniversary of the library that I attended and that was one of my first

075city club sessions I attended in a while, so I think it's a full circle moment, and I'll be a part of this journey to hopefully make such a great impact for the Cleveland Public Library and for the general public who go to it to learn, to play, and experience Cleveland. Thank you so much. I was reminded of something that I just wanted to mention that Ms. Rashid mentioned in her interview that we thought was really wonderful, which was that there's no judgment in a library. And that really stood out to the committee. So thank you both. Is there any discussion from board members? Ms. Welch-Howell. Thank you, Chair Ellicott. I just want to echo the comments that have been made and just say it was a pleasure to meet you through the interview process. And

076I think Mrs. Rashid's passion for the library based on her lived experience, her really, truly deep understanding of the role of a trustee, and her just ready to kind of roll her sleeves up and get to an attitude is going to be a wonderful addition to the board. And so I'm very excited to have you. Vice Chair Hudnall. Yes. I first learned of Malak's work via an email at St. Luke's Foundation. And she kept emailing me. I'm like, this woman keeps emailing me. And then we got to work together through the Cleveland Votes Board. And I've grown to love and appreciate her leadership. And I'm so excited for you, the board, and the library. So thank you so much for serving. Thank you both. Hearing no further discussion, Mr. Stockdale, would you please call the

077roll on this motion? Ms. Ellicott? Yes. Mrs. Hudnall? Yes. Mr. Briggs? Yes. Mr. Hurd? Yes. Ms. Jones? Yes. Mrs. LeBron? Yes. Mrs. Link? Yes. Mrs. Welchow? Yes. Motion passes with eight votes. Thank you. This resolution is adopted. Congratulations, Mr. Sheed. And thank you, Director Thomas. All right. This evening we have 15 more resolutions. in the areas of finance, operations, academics, and equity and culture that will be presented to the board for discussion only. The board will be asked to consider the adoption of these resolutions at our April 23rd board business meeting. Dr. Morgan, would you please present these resolutions to the board? Yes, the first three resolutions are finance resolutions 6.01 accepting the amounts and rates as determined by the Budget Commission in authorizing the necessary tax levies and certifying them to the county fiscal

078officer With this resolution the board will be accepting the amounts and property tax rates for calendar year 2025 approved by the Budget Commission and the County Fiscal Office This is the final step of a three-part process In December, the board approved a 2025 tax budget that requested the county to collect 84.3 mils in calendar year 2025, 78.2 mils for the general fund, 1.0 mil for permanent improvements, and 5.1 mils for bond retirement. The county reviewed our request and accepted the general fund and permanent improvement request, but reduced the bond retirement request from 5.1 mils to 4.9 mils to match our debt service obligation. The other change from the December resolution is the inclusion of the 8.8 mils for the Cleveland Public Library. This resolution establishes that the county will indeed collect 84.1 mils for the

079district and 8.8 mils for the... Cleveland Public Library. The tax budget includes the 20 meals approved by voters through issues 68 in November 2020. 6.02, authorizing the acceptance of a grant from the Ohio Bureau of Workers' Compensation and authorizing the CEO to spend the funds in accordance with the terms and conditions of the grant. With this resolution, the board will be accepting from the Ohio Bureau of Workers' Compensation a school safety and security grant in the amount of $14,395 to help cover the cost of the inspections, assessments, maintenance, and improvements to indoor heating. heating, ventilation, and air conditioning, as well as the purchase of other secondary devices to control the spread of airborne contaminants, including viruses. 6.03, authorizing the acceptance of gifts and grants from an anonymous donor, the Cleveland Foundation, Effective Leadership Academy, Martha

080Holden Jennings Foundation, Mid-American Conference, College Football Playoff Foundation, and Project Lead the Way, and authorizing the CEO to spend the funds in accordance with the terms and conditions of the grant. With this resolution, the board will be accepting the following gifts and grants. From an anonymous donor, a gift in the amount of $34,768 to support CMSD Student Travel Fund. From the Cleveland Foundation, a gift in the amount of $1,646 for general support of Ginn Academy. From the Cleveland Foundation, a gift in the amount of $597 to provide book awards to students at Daniel E. Morgan School. From the Cleveland Foundation, a gift in the amount of $4,819.50 to support O.H. Perry's Schools Gifted and Talented Education Program. From the Cleveland Foundation, a gift in the amount of $4,819.50 to support Dual Language Schools Gifted and

081Talented Education Program. From Effective Leadership Academy, a gift of eight program sessions in the amount of $4,500 to provide social-emotional learning support and team building through the social-emotional development programs focused on self-leadership and personal growth at Nathan Hale School. From Martha Holden Jennings Foundation, a grant in the amount of $3,000 to elevate the students' awareness of Earth Day at Stonebrook Michael R. White Montessori School. From American Conference and College Football Playoff Foundation, a grant in the amount of $75,000 to support teacher retention through the Teaching Cleveland program. From Project Lead the Way, a grant in the amount of $15,000 to support Atlee Stevenson's implementation of the Project Lead the Way program. From Project Lead the Way, a grant in the amount of $10,000 to support Atlee Stevenson's implementation of the Project Lead the Way launch

082program in partnership with Verizon. Thank you. Is there any discussion from the board on these resolutions? Thank you. All right. The next three resolutions are operations resolution. 7.01, authorizing the CEO to enter into a two-year lease and shared use agreement with the Great Lakes Science Center to use educational facilities for MC squared STEM. Ninth grade. academy in the amount not to exceed $192,000 per year. This resolution is for the renewal of the lease for the space at the Great Lakes Science Center that currently houses the ninth grade academy of MC squared STEM high school. District legal academics and operation team members work to expand the terms of this for an additional two years at the rate of $16,000 per month. 7.02, authorizing the CEO to take the necessary actions to prepare and maintain district facilities

083from the period of May 2024 through June 2025 to ensure effective operation during the academic year in an amount not to exceed $16,525,000. This is an annual work resolution enabling the District Operations Division to prepare and maintain facilities during the 2024-2025 school year. Attachment A itemizes each of the expenditures in this resolution. 7.03, accepting $3,746,000 from the City of Cleveland to develop neighborhood health clinics and authorizing the administration to use $1,851,000 of those to make improvements to John Marshall and JFK High Schools and Anton Gardena Pre-K 8th School to renovate three spaces for health clinics. With the approval of this resolution, the CMSD Operations Division will begin the construction and planning. construction planning and implementation to expand Metro Health Clinics from three current sites at Glenville High School, Clear Westrop, and Mound to six sites.

084Photos of the three current sites can be found in the PowerPoint that's attached. We won't be showing that this evening, but it is in the resolution if you want to see it. Actually, some of them are up. You can actually see those pictures of the ones that we just opened. Of course, we did a groundbreaking ceremony at the Glenville Health Clinic. So it's really awesome things, and this resolution is allowing that to expand into more of those health-based clinics. Any questions, Mr. Briggs? Yes, a question on the health clinics. I think this is a huge improvement and much needed, and I applaud that. My only question is what happens after the three-year grant expires? Are we going to anticipate continuing that operation? That is a great question I don't know if anyone from the operations

085division has any Intel on that or we can actually get more information about when the the grant Yeah, so we'll come back and get information on that The question was just what happens when the grant is up and that's a great one Because it's always great when you have it and it's good to use it and then what happens afterwards So thank you for that question. We'll follow up. Is it a three-year grant or is it to three sites? Three to six. Did I miss here? I thought it was three years Okay For three spaces. It looks like it's a grant to renovate three spaces, and I would assume after the renovation, the grant's over, but it would be good to check. To check, yeah. We could check. We'll check on the terms of that,

086and then also if there is any limitations on that. So we'll give you that information. Thank you, Mr. Briggs. Any other questions? Ms. Welch-Howell. Just a question on 7.02. Just how does that 16.5 compare to this academic year in terms of the budget for the same operations? Oh, the annual resolution. Do you have any information on that, Karen? This is just our routine operations just for maintenance every year, and the question is the $16.5 million. Yeah, just is it roughly the same, not like exact numbers? It is, and the team, Aaron's here actually tonight, too, our executive director. The team has done a really nice job to make sure that they've aligned all of the work in terms of the budget that we've proposed. Wonderful. Thank you. Thank you. All right. All right. The next

087three resolutions are academic resolutions. And actually, we have two here because we've already done five in the earlier portion. So resolutions 8.01 and 8.02 are purchases for equipment at Max Hayes High School's Career and Technical Education Program. 8.01 authorizes the purchase of 10. K4943-1 Power Wave 300C Advanced Edu 1 Packs from the Lincoln Electric Company for use in the career technical education programs at Max S. Hayes High School in the amount not to exceed $126,001.90. Max Hayes currently has an older model of the Lincoln Electric welding equipment that students use for their welding program in the trade career pathway program there. The requested equipment provides patented power connect technology which will upgrade this technology. The addition of the control enhancements to the requested equipment provides a safer and more consistent environment required to teach and

088learn this skilled industrial trade. 8.02 authorizes the purchase of two 8043 Kohl & Kessler 15X and 50. precision geared head engine lathe gap bed metal working with specified capacities and features including various accessory equipment from ornamental products tool and supply for use in the CTE programs at Max Hayes High School in the amount not to exceed $92,570. Max Hayes currently has two old and operable CNC machines that our students use and it's time to upgrade those for the career path. program. As a CTE high school based on industrial type trades, Max Hayes is uniquely set apart from the other CMSD high school models and has vastly different budgets and purchasing needs. Max Hayes is requesting the purchase of two CNC machines from ornamental product tool and supply. And then we have 8.03 approving an extension

089to the sponsorship agreement with the Ohio Department of Education and Workforce. And 8.04 renewing the sponsorship of contracts of three community schools, which we'll go into in a moment. And I'll have Matt Rado come up. But this is the extension of three of our partner schools and our charter schools that we have here. So we'll have Matt Rado come up to explain more of those. Good evening, Dr. Morgan, Chair Ellicott, Vice Chair Huddle. Thank you for having me tonight. So as Dr. Morgan mentioned, tonight I'm presenting two resolutions from the district charter office. So the first is a resolution, as Dr. Morgan said, that's extending our sponsor agreement with the Department of Education and Workforce, also known as DEW. And then the second is a resolution approving modifications to the contracts of all of the

090schools that we sponsor, and then extending three of them. So the first resolution extending our agreement with the Department of Education and Workforce. So we're required to have an agreement with the state to sponsor. And the agreement includes language prohibiting us from signing contracts with schools that extend beyond its term. So therefore we must occasionally extend that agreement in order to sign updated contracts with the schools that we sponsor. And DEW has offered an extension through June 2031. And then the second resolution, which is approving contracts with the schools we sponsor. So as Dr. Morgan said, the second resolution approves contracts with schools. So those contracts go out as far as June 30th, 2029. So this extension with DEW would allow us to avoid another extension next year during next year's charter renewal process, assuming

091the board were to vote to renew those contracts to the terms that you could extend them to. So beyond extending the length of this agreement with DEW, there aren't any other changes. And then the second resolution, approving contracts with the schools that we sponsor. So we annually review sponsored school contracts and update them as needed depending on changes to state and federal requirements and the state's accountability system. The board approved extending three of those at the January work session. So this slide here has a summary of all of the contract changes and I'm not going to go into detail on all of them now, but I want to highlight a few for you next. So first is there is paragraph 18. The facility section has some revised language that would allow the CEO to approve

092the temporary relocation of a school under certain circumstances. So you might recall earlier this year that one of our sponsored schools had recently moved and they did not have the required documents ready due to some challenges with that move. So this caused a delay in their opening. So this language would allow a school to open. without the delay of waiting for the next CMSD board meeting for formal approval of a temporary change in location. Mr. Rado, sorry, which exhibit are we looking at? This is in each of the contracts. So in resolution 8.04, each of the school contracts, they all have the same language. The one up there is for Village Prep Willard. But otherwise, they're basically exactly the same except that address is different in the beginning. But it's paragraph 18 of each school,

093each school's contract. And also just to note, if board members are wanting to follow along with the deck, it's in the first part of the resolution 8.03. So this next slide, like I mentioned, every year we have to review and add new revised code references. So this is a list of all of the revised code references that are now applicable to charter schools that are new laws that were passed. So I'm not planning to review those all with you, but if you have any questions about any specific ones, please let me know. Okay, so before I talk about the changes to the attachment for so if you look at resolution 8.04 There's an exhibit H and that is the accountability framework Before I talk about the specific changes to that I want to just give

094you some context for what that is So basically that framework is the key document where we as the sponsor and each school agree On how we'll hold the school accountable for their academic financial and organizational results So we do that evaluation every year. We share the results of it with each school against that framework We share with their board with the larger community with parents of those schools as well via the school each school's website in our own website and as you recall from the January renewal votes when we make or we ask the board to make renewal decisions it's based on their the results of the schools on this framework so as you know though from this conversation tonight we do have legal changes that happen we have a state accountability system changes that

095happen and so this framework does have to be a living document So I wanted to make sure you understood that and then I want to tell you about the specific changes that we're proposing in here to the financial framework. So again, that's in that same exhibit in the financial section. So these revisions came after we received feedback from the Charter Office's financial consultant and she's a CPA and is a former head of a sponsoring office and she helps us fulfill our financial oversight obligations that we have. And so she reviewed the latest guidance from the National Association of Charter School Authorizers. So authorizer is what sponsors are called in most states, just for reference. So she compared that guidance to our current framework. And we also received feedback from one of our school's treasurers. So

096based on her review of the newest guidance and then the feedback from the treasurer, there's a few different changes that we're proposing which are in that last bullet there. So the first one is to eliminate the annual change in cash position indicator. So this was an indicator that NACSA previously recommended, but then they removed it from the latest guidance. So they met with a number of sponsors, and in those meetings they heard that schools that are strategically planning and saving up money end up getting a not meeting standards rating in the year when they spend that money down. And so they're penalized then for that planning. So, removing this indicator then allows us to not punish the schools that are making that type of decision. The second change to the financial framework is modifying the

097change in net assets indicator, and this is being done for similar reasons as the first one, which is that schools that have a planned decrease in net assets would not be marked as below standards as long as they still are in the overall strong position of having a zero or a positive total net position. And then the last one that we're proposing to modify. Basically, this is the budget variance. So this is saying how well a school does it following its approved budget. The previous version of this, you would be marked as below standards if you had any of your major budget lines that were off by more than 10%. Even if your overall budget was actually in a better position than approved. So this change would modify that so that in addition to being

098over by 10% on an indicator. you have to have a lower net assets than you budgeted as well. So then just the last change I want to flag for you is contract length. So as I said, there's no change to the lengths of four of the contracts. There are three schools that the board voted to renew in January. So one of those schools, Citizens Leadership Academy East, the contract is a two-year extension. The other two, which are near west intergenerational school and village preparatory school cliffs, those would be three year extensions. And this language here is showing you that they have the ability to earn two possible additional automatic one year extensions based on academic performance so that each school would then have a five year contract. Five years is the maximum we can offer.

099And the reason that this was the recommendation that we had in January was because Due to COVID and the pandemic and the state accountability changes, we didn't have that much academic data. So we were asking the board to make that decision using only two years of academic data. And so based on that, we created this structure here that allows us to continue to keep a close eye on future renewals based on that performance without making them go through a full renewal process and asking for another vote from the board on that. So that's all that I wanted to flag specifically for you. Are there any questions that you have about any of those? Anything from you, Dr. Morgan? Thank you, Mr. Rado. Thank you. And then... The next four resolutions are our equity and culture

100resolutions. We have 9.01 authorizing the employment of teaching staff, non-teaching, and school-based administrative staff. This is a routine monthly resolution. They'll be authorizing the total of 67 new hires this month, and the details are set forth in Exhibit A attached to the resolution. Authorizing, 9.02, authorizing the reclassification of employees. This is also a routine monthly resolution authorizing the reclassification of 16 employees this month, and the details are also attached in Exhibit A. 9.03, authorizing and accepting the retirement resignations and other separations of employees. This is a routine monthly resolution accepting a total of 34 separations of employees this month. and the details are in the exhibit attached to the resolution. 9.04, authorizing the issuance of limited contracts for differential positions and the payment of additional earned compensation to employees. This is a routine monthly resolution

101which will enable 37 employees to receive additional compensation this month. The details are attached in the resolution or attached to the exhibit of the resolution. Thank you, Dr. Morgan. Is there any discussion from board members? All right, that concludes the presentation of the resolutions on tonight's agenda. For old business, is there any old business from board members? Okay, Dr. Morgan, I believe we have one item of old business carried over from our last board meeting. Yes, so the 2024-2025 school year calendar. So last month we were able to present the recommendation for the calendar for next school year. As you know, that that must sit for 30 days, and we're continuing to get feedback from anyone, and I know that there is a link. for let's talk in terms of just giving that feedback so

102if you have any feedback for us or questions continue to reach out if you have any questions but it is still up and we'll be voting on that at the April 23rd meeting to officially adopt the calendar for next school year Thank You dr. Morgan is there are there any questions from the board regarding the calendar resolution all right is there any new business Well, for new business, I would like to wish Ms. Link a happy birthday as she is celebrating a birthday this month. And the next regular board business meeting will be a board. The next regular board meeting will be a board business meeting next Tuesday. Why does this say next Tuesday? Tuesday, April 23rd at 6.30 p.m. at John F. Kennedy High School at 15. 15111 Miles Avenue. And just a reminder

103that this is a new location for the meeting as we will be holding our annual volunteer and partnership appreciation event and therefore moved it from the Daniel E. Morgan School in order to better accommodate the larger crowd as we celebrate and appreciate our volunteers. The chair will now entertain a motion that the board enter into executive session for the purpose of considering the appointment and employment of public employees and officials, preparing for negotiations with public employees concerning their compensation or other terms and conditions of their employment, and conferring with attorneys concerning disputes involving the Board of Education that are the subject of pending or imminent court action. Thank you. Mr. Stockdale, please call the roll. Ms. Ellicott? Yes. Mrs. Hudnall? Yes. Mr. Briggs? Yes. Mr. Hurd? Yes. Ms. Jones? Yes. Mrs. LeBron? Yes. Mrs. Link?

104Yes. Mrs. Welch-Howell? Yes. Motion passes with eight votes. Thank you. The board will now move into executive session. Following executive session, the board will return to this room to briefly conduct some further business. robotics teams from several different states come here to the Wolstein Center to compete in the FIRST Robotics Buckeye Regional. CMSC will have two new teams, one from Garrett Morgan School of Engineering and Innovation and a district-wide all-girls team. These young ladies say they are ready to show their girl power. Girls can do anything, yeah. Anything a man can do, a girl can do as well. A group of young ladies from six different district high schools joined the first CMSD all-girls robotics team. They are using their skills and passion to build and operate this robot. This rookie team named Lady Voltage

105aims to prove that girls can build robots just as well as any boy-dominated team. I wanted to join the all-girls robotics team because it seemed like a very... open and welcoming group to join and I was very excited to gain experience and knowledge with my peers. Alrighty, pop it out. Lady Voltage has mentors to guide them in all aspects of the process, including electrical, mechanical, and business. I'm very, very proud of them. Not even just from robotics. Some of it's just been even on a social and communication level. Because they have to speak to people. Judges are going to question them. We're drilling them on questions about how the robot works. watch them start to gain the confidence because they know the answers. It's having that confidence to answer and so watching them build that

106and then you know making the decisions. You know the mentors are there to help guide and support them, but they're ultimately making the decisions on the robots. While this may be a rookie team, they have experienced members. Daniela spent the last two years on the Davis robotics team. They placed second at state last year, and she hopes to bring home a trophy with her new team. I decided to join a new team because it was an all-girls team, and I really like to give what I know, my knowledge, to other teams that I really need. because they are rookie teams. So I want to give my experience the last two years to them. They are not the only ones new to the competition. This is the first year Garrett Morgan School of Engineering and Innovation

107is competing as well, bringing a total number of robotics teams from CMSD to seven. Many of these students spend their time at the Great Lakes Science Center after school to work on their robots. Kevin is the team captain for Garrett Morgan. He believes this is an excellent hands-on experience for anyone interested in joining the STEM field. Luckily we have mentors and they are free to help you out because we do have our ups and downs and we do make mistakes. I actually want to focus more on my education now because I see how they already know the stuff and it's like second nature for them. I just want to have that same experience. Both teams enjoy working with professionals and learning skills that they can use beyond the competition. We've also had the ability to

108be put into leadership positions that I feel will be very beneficial for our future, especially since most of the team plan on pursuing a career in the STEM field. So that's been really great, really fun being able to have the ability to supervise and given a sense of responsibility at our age. Except that doesn't even make sense. If Mel had locked the keys in the car... During lunch, these students at Facing History New Tech High School are providing nourishment for their minds. Oak Ridge is probably the safest neighborhood in Atlanta. They are reading Dear Martin by Nick Stone. It's power in the book. has a ton of good information about real world problems. The book is about a traffic stop that turns violent with police officers and how a young black teen grapples with racism

109and what it means for his future while writing letters to Dr. Martin Luther King Jr. The students read some chapters together and then discuss during this lunchtime book club. I don't disagree with everything he's doing. I have a heart. I would help too. The goal is for them to break down each chapter to see how they see themselves in each chapter with justice and how they can relate. So here at Facing History, we like to bring and connect the outside world into the things that they're reading here inside of the school. Dear Martin is on the banned reading list in some school districts. It is a violation of our intellectual freedom and allowing students to think critically and decide what they would like to read. But books are not banned here at CMSD. Principal Melissa

110Swedlow wanted her students to read a couple of banned books this school year. Students should have opportunities and access to materials that they want to read, that we shouldn't keep them from it. They are given materials to read in their English classes and everything, but they should have the opportunity to find out more about their world and themselves by having access to a variety of different books, and we shouldn't keep that away from them. The students could choose from Dear Martin and The Hill We Climb, an inaugural poem for The Country by Amanda Gorman. That's the poem she read at President Joe Biden's inauguration. Some students are stunned. This book is banned. It's crazy. I don't understand. Why is it banned? All it does is just explain, like, you know, what we should really be

111doing as people and not, you know. like not liking people just because of whatever is going on or they're different from us. To hear that they were not allowed to read that book, they wanted to read it even more. It just gave them more of an edge, like, oh, they're saying why, like, why can't I read this book? What is this book going to tell me that the world don't want me to know? I think people of higher power are afraid of truth and reality, and they're afraid other people are going to be educated about reality. I think they're a faith that will be educated in a way that will help the world realize. the wrong doing. These students are not only reading banned books but learning why those in positions of power may not

112want others to read them. They are also learning how to find their voice and to advocate for themselves. There is a line in this book, I believe, it says because to put our future first we must first set our differences aside and difference scares a lot of people. It's scary because it's different. And I think if people learned more about what's so different, they wouldn't be as scared. But that's the thing. People need fear to stay in power. Because we know to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true. Valeria starts her day with movement, which she says

113is her favorite part of the morning. I feel focused. She and her classmates focus by breathing and stretching and lifting weighted objects. After that, they take a walk. Let's go around Wilbur Wright Pre K through eight school to find landmarks they created to find certain rooms. The exercises take about 20 minutes each day and will have a lasting effect. I've seen like it's almost best when we start our day with it because I have students who are wiggly and starting our day with movement helps them come back in their focus, their centered, identifying our emotions through this and how it helps our emotions and making those connections. Mrs. Burt says this is a significant accomplishment for the students. I have third grade, fourth grade, fifth grade. I actually have a second grader this year, too.

114And I will get them for typically a three-year span. And I teach students who have significant cognitive disabilities and other varying abilities, and they have varying strengths as well. In order to incorporate movement into the student's day, Mrs. Burt says she had to call in her village. I think the biggest part is it can be intimidating to introduce a new program. To even begin the Courageous Pacers program, both the educators and scholars had to take a step out on faith. So the objective of Courageous Pacers is to challenge students to walk 100 miles and lift 10,000 pounds. Now we modified those for the particular class that you saw to make it attainable for them. And the goal is to integrate healthy attitudes and healthy practices and habits with students. To get the students engaged, they

115first got them involved in making the map. We talked about symbols, we talked about location, so those were kind of our big vocab words and then the students decided how to act out a location, so like the cafeteria or the music room they were clapping and I brought in a camera and a green screen and lights and reflectors and they acted out the different locations in the schools and chose a color that represented those places as well. And tweak the program to accommodate any limitations. I observed the class as they first started and we determined that some of the exercises could be changed a little bit. You may have noticed instead of doing the triceps extension this way, we just had one of the bottles and we did it that way. Mrs. Burt says first

116some students were reluctant, but eventually... they came around. A lot of the students who are resistance are now leaders in the program and are helping me count, are reps, are standing up in front of their peers and leading probably the only time in the day that they're leading throughout the day and it's just wonderful to see. Do you like the shoulder press? Shoulder press! Good job! And just like the school's motto, the educators watch the students soar as they pace courageously around the halls of Wilbur Wright. With each step, they are learning life skills and habits that they can use at school and at home. I love to see them working together. I love to see them bonding with their peers. And the students are becoming more confident. How do I look? You look great.

117You look great. to try new things, like answer questions for the story. What's interesting about the school that you like to see? Well, I see about the downstairs. I see Mr. Atkins. I like my classroom. Good job, Julian. These courageous pacers are learning skills that will set them up for success with their feet firmly planted on the ground. We're investing in them and we're showing them that we know that they have what it takes to go to the next level and we want to make sure that we put all the tools that we can into their toolbox to make sure that they can go to that next level on up, not only on the field but as a whole person. That's it. Game is over. Lincoln West wins 7-4. It's been an amazing experience. Chess

118takes me out from all my stress or any problems that I have. It's just fun, you know. I like playing chess. Excellent where he pulls back and then he leaps with that, pushes off with that one foot. That's called a grab start. Three-pointer up. And wow! So today is about y'all having fun, showcasing your skills, being good teammates, communicating with one another. Don't be afraid to make a mistake just because the bright light's on with the camera, all right? Do your thing. Do what you've been doing. How long y'all been playing basketball? Long time, right? Little kids, you're well equipped. It's being in the arena, you know? You know, putting yourself out there and just performing under pressure. Those are important skills. There's a lot of people that is rooting for us as a team

119to bring history back to Cleveland. You understand? We have no doubt. We've been in this thing for 11 to 12 months, you know, so we just got to go and finish it out. Steps up, throw in. Coverage is good. Oh, what a grab! Going up to... and coming down with it is Damarion Whitten, the tight end. Words really can't explain how I feel. You know, I'm just thankful that we could bring something to the city of Cleveland and to our communities, to our school system. So many people have tried it for so many years. When robotics teams from several different states come here to the Wolstein Center to compete in the FIRST Robotics Buckeye Regional, CMSC will have two new teams, one from Garrett Morgan School of Engineering and Innovation and a district-wide all-girls team.

120These young ladies say they are ready to show their girl power. Girls can do anything, yeah. Anything a man can do, a girl can do as well. A group of young ladies from six different district high schools joined the first CMSD all-girls robotics team. They are using their skills and passion to build and operate this robot. This rookie team named Lady Voltage aims to prove that girls can build robots just as well as any boy-dominated team. I wanted to join the all-girls robotics team because it seemed like a very... open and welcoming group to join and I was very excited to gain experience and knowledge with my peers. Alrighty, let's pop it out. Lady Voltage has mentors to guide them in all aspects of the process, including electrical, mechanical, and business. I'm very, very proud

121of them. Not even just from robotics. Some of it's just been even on a social and communication level. Because they have to speak to people. Judges are going to question them. We're drilling them on questions about how the robot works. watch them start to gain the confidence because they know the answers. It's having that confidence to answer and so watching them build that and then you know making the decisions. You know the mentors are there to help guide and support them, but they're ultimately making the decisions on the robots. While this may be a rookie team, they have experienced members. Daniela spent the last two years on the Davis robotics team. They placed second at state last year, and she hopes to bring home a trophy with her new team. I decided to join a

122new team because it was an all-girls team, and I really like to get... what I know, my knowledge, to other teams that I really need because they are rookie teams. So I want to give my experience the last two years to them. They are not the only ones new to the competition. This is the first year Garrett Morgan School of Engineering and Innovation is competing as well, bringing a total number of robotics teams from CMSD to seven. Many of these students spend their time at the Great Lakes Science Center after school to work on their robots. Kevin is the team captain for Garrett Morgan. He believes this is an excellent hands-on experience for anyone interested in joining the STEM field. Luckily we have mentors and they are free to help you out because we do

123have our ups and downs and we do make mistakes. I actually want to focus more on my education now because I see how they already know the stuff and it's like second nature for them. I just want to have that same experience. Both teams enjoy working with professionals and learning skills that they can use beyond the competition. We've also had the ability to be put into leadership positions that I feel will be very beneficial for our future, especially since most of the team plan on pursuing a career in the STEM field. So that's been really great, really fun being able to have the ability to supervise and given a sense of responsibility at our age. Except that doesn't even make sense. If Mel had locked the keys in the car... During lunch, these students at

124Facing History New Tech High School are providing nourishment for their minds. Oak Ridge is probably the safest neighborhood in Atlanta. They are reading Dear Martin by Nick Stone. It's power in the book. has a ton of good information about real world problems. The book is about a traffic stop that turns violent with police officers and how a young black teen grapples with racism and what it means for his future while writing letters to Dr. Martin Luther King Jr. The students read some chapters together and then discuss during this lunchtime book club. I don't disagree with everything he's doing. I have a heart. I would help too. The goal is for them to break down each chapter to see how they see themselves in each chapter with justice and how they can relate. So here at

125Facing History we like to bring and connect the outside world into the things that they're reading here inside of the school. Dear Martin is on the banned reading list in some school districts. It is a violation of our intellectual freedom and allowing students to think critically and decide what they would like to read. But books are not banned here at CMSD. Principal Melissa Swedlow wanted her students to read a couple of banned books this school year. Students should have opportunities and access to materials that they want to read, that we shouldn't keep them from it. They are given materials to read in their English classes and everything, but they should have the opportunity to find out more about their world and themselves by having access to a variety of different books, and we shouldn't keep

126that away from them. The students could choose from Dear Martin and The Hill We Climb, an inaugural poem for The Country by Amanda Gorman. That's the poem she read at President Joe Biden's inauguration. Some students are stunned. This book is banned. It's crazy. I don't understand. Why is it banned? All it does is just explain, like, you know, what we should really be doing as people and not, you know. like not liking people just because of whatever is going on or they're different from us. To hear that they were not allowed to read that book, they wanted to read it even more. It just gave them more of an edge, like, oh, they're saying why, like, why can't I read this book? What is this book going to tell me that the world don't want

127me to know? I think people of higher power are afraid of truth and reality, and they're afraid other people are going to be educated about reality. I think they're afraid that we'll be educated in a way that will help the world realize. the wrong doing. These students are not only reading banned books but learning why those in positions of power may not want others to read them. They are also learning how to find their voice and to advocate for themselves. There is a line in this book, I believe, it says because to put our future first we must first set our differences aside and difference scares a lot of people. It's scary because it's different. And I think if people learned more about what's so different, they wouldn't be as scared. But that's the thing.

128People need fear to stay in power. Because we know to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true. Valeria starts her day with movement, which she says is her favorite part of the morning. I feel focused. Feel focused. She and her classmates focus by breathing and stretching and lifting weighted objects. After that, they take a walk. Let's go around Wilbur Wright Pre K through eight school to find landmarks they created to find certain rooms. The exercises take about 20 minutes each day and will have a lasting effect. I've seen like it's almost best when we start our day

129with it because I have students who are wiggly and starting our day with movement helps them come back in their focus, their centered, identifying our emotions through this and how it helps our emotions and making those connections. Mrs. Burt says this is a significant accomplishment for the students. I have third grade, fourth grade, fifth grade. I actually have a second grader this year, too. And I will get them for typically a three-year span. And I teach students who have significant cognitive disabilities and other varying abilities, and they have varying strengths as well. In order to incorporate movement into the student's day, Mrs. Burt says she had to call in her village. I think the biggest part is it can be intimidating to introduce a new program. To even begin the Courageous Pacers program, both the

130educators and scholars had to take a step out on faith. So the objective of Courageous Pacers is to challenge students to walk 100 miles and lift 10,000 pounds. Now we modified those for the particular class that you saw to make it attainable for them. And the goal is to integrate healthy attitudes and healthy practices and habits with students. To get the students engaged, they first got them involved in making the map. We talked about symbols, we talked about location, so those were kind of our big vocab words. And then the students decided how to act out a location, so like the cafeteria or the music room, they were clapping. And I brought in a camera and a green screen and lights and reflectors, and they acted out the different locations in the schools and chose

131a color that represented those places as well. Entrance first. And tweak the program to accommodate any limitations. I observed the class as they first started, and we determined that some of the exercises could be changed a little bit. You may have noticed instead of doing the triceps extension this way, we just had one of the bottles, and we did it that way. Mrs. Burt says first some students were reluctant, but eventually... they came around. A lot of the students who are resistance are now leaders in the program and are helping me count. Our reps are standing up in front of their peers and leading probably the only time in the day that they're leading throughout the day and it's just wonderful to see. Do you like the shoulder press? Shoulder press! Good job! And just

132like the school's motto, the educators watch the students soar as they pace courageously around the halls of Wilbur Wright. With each step, they are learning life skills and habits that they can use at school and at home. I love to see them working together. I love to see them bonding with their peers. And the students are becoming more confident. How do I look? You look great. to try new things, like answer questions for the story. What's interesting about the school that you like to see? Well, I see about the downstairs. I see Mr. Atkins. I like it like my classroom. Good job, Julian. These courageous pacers are learning skills that will set them up for success with their feet firmly planted on the ground. We're investing in them and we're showing them that we know

133that they have what it takes to go to the next level and we want to make sure that we put all the tools that we can into their toolbox to make sure that they can go to that next level on up, not only on the field but as a whole person. That's it. Game is over. Lincoln West wins 7-4. It's been an amazing experience. Chess takes me out from all my stress or any problems that I have. It's just fun, you know? I like playing chess. Excellent where he's back and then he leaps with that, pushes off with that one foot. That's called a grab start. Three-pointer up. Oh, wow! So today is about y'all. Having fun, showcasing your skills, being good teammates, communicating with one another. Don't be afraid to make a mistake just

134because the bright light's on with the camera, all right? Do your thing. Do what you've been doing. How long y'all been playing basketball? Long time, right? Little kids, you're well equipped. It's being in the arena, you know? You know, being, putting yourself out there and just performing under pressure. Those are important skills. There's a lot of people that is rooting for us as a team to bring history back to Cleveland. You understand? We have no doubt. We've been in this thing for 11 to 12 months, you know, so we just got to go and finish it out. Steps up, throw in. Coverage is good. Oh, what a grab! Going up to... and coming down with it is Damarion Whitten, the tight end. Words really can't explain how I feel. You know, I'm just thankful that

135we could bring something to the city of Cleveland and to our communities, to our school system. So many people have tried it for so many years. When robotics teams from several different states come here to the Wolstein Center to compete in the FIRST Robotics Buckeye Regional, CMSC will have two new teams. One from Garrett Morgan School of Engineering and Innovation and a district-wide all-girls team. These young ladies say they are ready to show their girl power. Girls can do anything. Anything a man can do, a girl can do as well. A group of young ladies from six different district high schools joined the first CMSD all-girls robotics team. They are using their skills and passion to build and operate this robot. This rookie team named Lady Voltage aims to prove that girls can build robots

136just as well as any boy-dominated team. I wanted to join the all-girls robotics team because it seemed like a very... open and welcoming group to join and I was very excited to gain experience and knowledge with my peers. Alrighty, pop it out. Lady Voltage has mentors to guide them in all aspects of the process, including electrical, mechanical, and business. I'm very, very proud of them. Not even just from robotics. Some of it's just been even on a social and communication level. Because they have to speak to people. Judges are going to question them. We're drilling them on questions about how the robot works. watch them start to gain the confidence because they know the answers. It's having that confidence to answer and so watching them build that and then you know making the decisions. You

137know the mentors are there to help guide and support them, but they're ultimately making the decisions on the robots. While this may be a rookie team, they have experienced members. Daniela spent the last two years on the Davis robotics team. They placed second at state last year, and she hopes to bring home a trophy with her new team. I decided to join a new team because it was an all-girls team, and I really like to get... what I know, my knowledge, and to other teams that I really need because they are rookie teams. So I want to give my experience the last two years to them. They are not the only ones new to the competition. This is the first year Garrett Morgan School of Engineering and Innovation is competing as well, bringing a total

138number of robotics teams from CMSD to seven. Many of these students spend their time at the Great Lakes Science Center after school to work on their robots. Kevin is the team captain for Garrett Morgan. He believes this is an excellent hands-on experience for anyone interested in joining the STEM field. Luckily, we have mentors and they are free to help you out because we do have our ups and downs and we do make mistakes. I actually want to focus more on my education now because I see how they already know the stuff and it's like second nature for them. I just want to have that same experience. Both teams enjoy working with professionals and learning skills that they can use beyond the competition. We've also had the ability to be put into leadership positions that I

139feel will be very beneficial for our future, especially since most of the team plan on pursuing a career in the STEM field. So that's been really great, really fun being able to have the ability to supervise and given a sense of responsibility at our age. Except that doesn't even make sense. If Mel had locked the keys in the car... During lunch, these students at Facing History New Tech High School are providing nourishment for their minds. Oak Ridge is probably the safest neighborhood in Atlanta. They are reading Dear Martin by Nick Stone. There's power in the book. has a ton of good information about real world problems. The book is about a traffic stop that turns violent with police officers and how a young black teen grapples with racism and what it means for his future

140while writing letters to Dr. Martin Luther King Jr. The students read some chapters together and then discuss during this lunchtime book club. I don't disagree with everything he's doing. I have a heart. I would help too. The goal is for them to break down each chapter to see how they see themselves in each chapter with justice and how they can relate. So here at Facing History we like to bring and connect the outside world into the things that they're reading here inside of the school. Dear Martin is on the banned reading list in some school districts. It is a violation of our intellectual freedom and allowing students to think critically and decide what they would like to read. But books are not banned here at CMSD. Principal Melissa Swedlow wanted her students to read a

141couple of banned books this school year. Students should have opportunities and access to materials that they want to read, that we shouldn't keep them from it. They are given materials to read in their English classes and everything, but they should have the opportunity to find out more about their world and themselves by having access to a variety of different books, and we shouldn't keep that away from them. The students could choose from Dear Martin and The Hill We Climb, an inaugural poem for The Country by Amanda Gorman. That's the poem she read at President Joe Biden's inauguration. Some students are stunned. This book is banned. It's crazy. I don't understand. Why is it banned? All it does is just explain, like, you know, what we should really be doing as people and not, you know.

142like not liking people just because of whatever is going on or they're different from us. To hear that they were not allowed to read that book, they wanted to read it even more. It just gave them more of an edge, like, oh, they're saying why, like, why can't I read this book? What is this book going to tell me that the world don't want me to know? I think people of higher power are afraid of truth and reality, and they're afraid other people are going to be educated about reality. I think they're afraid that we'll be educated in a way that will help the world realize. the wrong doing. These students are not only reading banned books but learning why those in positions of power may not want others to read them. They are also

143learning how to find their voice and to advocate for themselves. There is a line in this book, I believe it says, because to put our future first we must first set our differences aside and difference scares a lot of people. it's scary to because it's different and I think if people learned more about what's so different they wouldn't be as scared but that's the thing like people need fear to stay in power Because we know to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true. Valeria starts her day with movement, which she says is her favorite part of the

144morning. I feel focused. Feel focused. She and her classmates focus by breathing and stretching and lifting weighted objects. After that, they take a walk. Let's go around Wilbur Wright Pre K through eight school to find landmarks they created to find certain rooms. The exercises take about 20 minutes each day and will have a lasting effect. I've seen like it's almost best when we start our day with it because I have students who are wiggly and starting our day with movement helps them come back in their focus, their centered, identifying our emotions through this and how it helps our emotions and making those connections. Mrs. Burt says this is a significant accomplishment for the students. I have third grade, fourth grade, fifth grade. I actually have a second grader this year, too. And I will get

145them for typically a three-year span. And I teach students who have significant cognitive disabilities and other varying abilities, and they have varying strengths as well. In order to incorporate movement into the student's day, Mrs. Burt says she had to call in her village. I think the biggest part is it can be intimidating to introduce a new program. To even begin the Courageous Pacers program, both the educators and scholars had to take a step out on faith. So the objective of Courageous Pacers is to challenge students to walk 100 miles and lift 10,000 pounds. Now, we modified those for the particular class that you saw to make it attainable for them. And the goal is to integrate. healthy attitudes and healthy practices and habits with students. To get the students engaged, they first got them involved

146in making the map. We talked about symbols, we talked about location, so those were kind of our big vocab words. And then the students decided how to act out a location, so like the cafeteria or the music room, they were clapping. And I brought in a camera and a green screen and lights and reflectors, and they acted out the different locations in the schools and chose a color that represented those places as well. And tweak the program to accommodate any limitations. I observed the class as they first started and we determined that some of the exercises could be changed a little bit. You may have noticed instead of doing the triceps extension this way, we just had one of the bottles and we did it that way. Mrs. Burt says first some students were reluctant,

147but eventually... they came around. A lot of the students who are resistance are now leaders in the program and are helping me count. Our reps are standing up in front of their peers and leading probably the only time in the day that they're leading throughout the day. It's just wonderful to see. Do you like the shoulder press? Bicep curls? Shoulder press! Good job! And just like the school's motto, the educators watched the students soar as they paced courageously around the halls of Wilbur Wright. With each step, they are learning life skills and habits that they can use at school and at home. I love to see them working together. I love to see them bonding with their peers. And the students are becoming more confident. How do I look? You look great. to try new

148things, like answer questions for the story. What's interesting about the school that you like to see? Well, I see about the downstairs. I see Mr. Atkins. I like my classroom. Good job, Julian. These courageous pacers are learning skills that will set them up for success with their feet firmly planted on the ground. We're investing in them and we're showing them that we know that they have what it takes to go to the next level and we want to make sure that we put all the tools that we can into their toolbox to make sure that they can go to that next level on up. Not only on the field but as a whole person. That's it. Game is over. Lincoln West wins 7-4. It's been an amazing experience. Chess takes me out from all my

149stress or any problems that I have. It's just fun, you know? I like playing chess. Excellent, where he pulls back and then he leaps with that, pushes off with that one foot. That's called a grab start. Three-pointer up. Oh, wow! So today is about y'all having fun, showcasing your skills, being good teammates, communicating with one another. Don't be afraid to make a mistake just because the bright light's on with the camera, all right? Do your thing. Do what you've been doing. How long y'all been playing basketball? Long time, right? Little kids, you're well equipped. It's being in the arena, you know? You know, putting yourself out there and just performing under pressure, those are important skills. There's a lot of people that is rooting for us as a team to bring history back to Cleveland.

150You understand? We have no doubt. We've been in this thing for 11 to 12 months, you know, so we just got to go and finish it out. Steps up, throw in. Coverage is good. Oh, what a grab! Going up to... and coming down with it is Damarion Whitten, the tight end. Words really can't explain how I feel. You know, I'm just thankful that we could bring something to the city of Cleveland and to our communities, to our school system. So many people have tried it for so many years. When robotics teams from several different states come here to the Wolstein Center to compete in the FIRST Robotics Buckeye Regional, CMSC will have two new teams, one from Garrett Morgan School of Engineering and Innovation and a district-wide all-girls team. These young ladies say they are

151ready to show their girl power. Girls can do anything, yeah. Anything a man can do, a girl can do as well. A group of young ladies from six different district high schools joined the first CMSD all girls robotics team. They are using their skills and passion to build and operate this robot. This rookie team named Lady Voltage aims to prove that girls can build robots just as well as any boy dominated team. I wanted to join the all girls robotics team because it seemed like a very. open and welcoming group to join and I was very excited to gain experience and knowledge with my peers. Alrighty, let's pop it out. Lady Voltage has mentors to guide them in all aspects of the process, including electrical, mechanical, and business. I'm very, very proud of them. Not

152even just from robotics. Some of it's just been even on a social and communication level. Because they have to speak to people. Judges are going to question them. We're drilling them on questions about how the robot works. watch them start to gain the confidence because they know the answers. It's having that confidence to answer and so watching them build that and then you know making the decisions. You know the mentors are there to help guide and support them, but they're ultimately making the decisions on the robots. While this may be a rookie team, they have experienced members. Daniela spent the last two years on the Davis robotics team. They placed second at state last year, and she hopes to bring home a trophy with her new team. I decided to join a new team because

153it was an all-girls team, and I really like to give what I know, my knowledge, to other teams that I really need. because they are rookie teams. So I want to give my experience the last two years to them. They are not the only ones new to the competition. This is the first year Garrett Morgan School of Engineering and Innovation is competing as well, bringing a total number of robotics teams from CMSD to seven. Many of these students spend their time at the Great Lakes Science Center after school to work on their robots. Kevin is the team captain for Garrett Morgan. He believes this is an excellent hands-on experience for anyone interested in joining the STEM field. Luckily we have mentors and they are free to help you out because we do have our ups

154and downs and we do make mistakes. I actually want to focus more on my education now because I see how they already know the stuff and it's like second nature for them. I just want to have that same experience. Both teams enjoy working with professionals and learning skills that they can use beyond the competition. We've also had the ability to be put into leadership positions that I feel will be very beneficial for our future, especially since most of the team plan on pursuing a career in the STEM field. So that's been really great, really fun being able to have the ability to supervise and given a sense of responsibility at our age. Except that doesn't even make sense. If Mel had locked the keys in the car... During lunch these students at Facing History New

155Tech High School are providing nourishment for their minds. Oak Ridge is probably the safest neighborhood in Atlanta. They are reading Dear Martin by Nick Stone. It's power in the book. has a ton of good information about real world problems. The book is about a traffic stop that turns violent with police officers and how a young black teen grapples with racism and what it means for his future while writing letters to Dr. Martin Luther King Jr. The students read some chapters together and then discuss during this lunchtime book club. I don't disagree with everything he's doing. I have a heart. I would help too. The goal is for them to break down each chapter to see how they see themselves in each chapter with justice and how they can relate. So here at Facing History we

156like to bring and connect the outside world into the things that they're reading here inside of the school. Dear Martin is on the banned reading list in some school districts. It is a violation of our intellectual freedom and allowing students to think critically and decide what they would like to read. But books are not banned here at CMSD. Principal Melissa Swedlow wanted her students to read a couple of banned books this school year. Students should have opportunities and access to materials that they want to read, that we shouldn't keep them from it. They are given materials to read in their English classes and everything, but they should have the opportunity to find out more about their world and themselves by having access to a variety of different books, and we shouldn't keep that away from

157them. The students could choose from Dear Martin and The Hill We Climb, an inaugural poem for The Country by Amanda Gorman. That's the poem she read at President Joe Biden's inauguration. Some students are stunned. This book is banned. It's crazy. I don't understand. Why is it banned? All it does is just explain, like, you know, what we should really be doing as people and not, you know. like not liking people just because of whatever is going on or they're different from us. To hear that they were not allowed to read that book, they wanted to read it even more. It just gave them more of an edge, like, oh, they're saying why, like, why can't I read this book? What is this book going to tell me that the world don't want me to know?

158I think people of higher power are afraid of truth and reality, and they're afraid other people are going to be educated about reality. I think they're a faith that will be educated in a way that will help the world realize. wrongdoing. These students are not only reading banned books but learning why those in positions of power may not want others to read them. They are also learning how to find their voice and to advocate for themselves. There is a line in this book I believe it says because to put our future first we must first set our differences aside and difference scares a lot of people. It's scary because it's different. And I think if people learned more about what's so different, they wouldn't be as scared. But that's the thing. People need fear to

159stay in power. Because we know to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true. Valeria starts her day with movement, which she says is her favorite part of the morning. I feel focused. Feel focused. She and her classmates focus by breathing and stretching and lifting weighted objects. After that, they take a walk. Let's go around Wilbur Wright Pre K through eight school to find landmarks they created to find certain rooms. The exercises take about 20 minutes each day and will have a lasting effect. I've seen like it's almost best when we start our day with it because I

160have students who are wiggly and starting our day with movement helps them come back and they're focused, they're centered, identifying our emotions through this and how it helps our emotions and making those connections. Mrs. Burt says this is a significant accomplishment for the students. I have third grade, fourth grade, fifth grade. I actually have a second grader this year, too. And I will get them for typically a three-year span. And I teach students who have significant cognitive disabilities and other varying abilities, and they have varying strengths as well. In order to incorporate movement into the student's day, Mrs. Burt says she had to call in her village. I think the biggest part is it can be intimidating to introduce a new program. To even begin the Courageous Pacers program, both the educators and scholars had

161to take a step out on faith. So the objective of Courageous Pacers is to challenge students to walk 100 miles and lift 10,000 pounds. Now we modified those for the particular class that you saw to make it attainable for them. And the goal is to integrate healthy attitudes and healthy practices and habits with students. To get the students engaged, they first got them involved in making the map. We talked about symbols, we talked about location, so those were kind of our big vocab words. And then the students decided how to act out a location, so like the cafeteria or the music room they were clapping. And I brought in a camera and a green screen and lights and reflectors, and they acted out the different locations in the schools and chose a color that represented

162those places as well. And tweak the program to accommodate any limitations. I observed the class as they first started and we determined that some of the exercises could be changed a little bit. You may have noticed instead of doing the triceps extension this way, we just had one of the bottles and we did it that way. Mrs. Burt says first some students were reluctant, but eventually... they came around. A lot of the students who are resistance are now leaders in the program and are helping me count, are reps, are standing up in front of their peers and leading probably the only time in the day that they're leading throughout the day and it's just wonderful to see. Do you like the shoulder press? Shoulder press! Good job! And just like the school's motto, the educators

163watch the students soar as they pace courageously around the halls of Wilbur Wright. With each step, they are learning life skills and habits that they can use at school and at home. I love to see them working together. I love to see them bonding with their peers. And the students are becoming more confident. How do I look? You look great. to try new things, like answer questions for the story. What's interesting about the school that you like to see? Well, I see about the downstairs. I see Mr. Atkins. I like it like my classroom. Good job, Julian. These courageous pacers are learning skills that will set them up for success with their feet firmly planted on the ground. We're investing in them and we're showing them that we know that they have what it takes

164to go to the next level. And we want to make sure that we put all the tools that we can into their toolbox to make sure that they can go to that next level on up. Not only on the field, but as a whole person. Right to the second baseman. That's it. Game is over. Lincoln West wins 7-4. It's been an amazing experience. Chess takes me out from all my stress or any problems that I have. It's just fun, you know? I like playing chess. Excellent where he pulls back and then he leaps with that, pushes off with that one foot. That's called a grab start. Three pointer up and wow! So today is about y'all having fun, showcasing your skills, being good teammates, communicating with one another. Don't be afraid to make a mistake

165just because the bright light's on with the camera, all right? Do your thing. Do what you've been doing. How long y'all been playing basketball? Long time, right? Little kids, you're well equipped. It's being in the arena, you know? You know, putting yourself out there and just performing under pressure, those are important skills. There's a lot of people that is rooting for us as a team to bring history back to Cleveland. You understand? We have no doubt. We've been in this thing for 11 to 12 months, you know, so we just got to go and finish it out. Steps up, throw in. Coverage is good. Oh, what a grab! Going up to... and coming down with it is Demarion Whitten, the tight end. Words really can't explain how I feel. You know, I'm just thankful that

166we could bring something to the city of Cleveland and to our communities, to our school system. So many people have tried it for so many years. When robotics teams from several different states come here to the Wolstein Center to compete in the FIRST Robotics Buckeye Regional, CMSC will have two new teams, one from Garrett-Morgan School of Engineering and Innovation and a district-wide all-girls team. These young ladies say they are ready to show their girl power. Girls can do anything, yeah. Anything a man can do, a girl can do as well. A group of young ladies from six different district high schools joined the first CMSD all-girls robotics team. They are using their skills and passion to build and operate this robot. This rookie team named Lady Voltage aims to prove that girls can build robots

167just as well as any boy-dominated team. I wanted to join the all-girls robotics team because it seemed like a very... open and welcoming group to join and I was very excited to gain experience and knowledge with my peers. Alrighty, let's pop it out. Lady Voltage has mentors to guide them in all aspects of the process, including electrical, mechanical, and business. I'm very, very proud of them. Not even just from robotics. Some of it's just been even on a social and communication level. Because they have to speak to people. Judges are going to question them. We're drilling them on questions about how the robot works. watch them start to gain the confidence because they know the answers. It's having that confidence to answer and so watching them build that and then you know making the decisions.

168You know the mentors are there to help guide and support them but they're ultimately making the decisions on the robots. While this may be a rookie team, they have experienced members. Daniela spent the last two years on the Davis robotics team. They placed second at state last year, and she hopes to bring home a trophy with her new team. I decided to join a new team because it was an all-girls team, and I really like to get... what I know, my knowledge, to other teams that I really need because they are rookie teams. So I want to give my experience the last two years to them. They are not the only ones new to the competition. This is the first year Garrett Morgan School of Engineering and Innovation is competing as well, bringing a total

169number of robotics teams from CMSD to seven. Many of these students spend their time at the Great Lakes Science Center after school to work on their robots. Kevin is the team captain for Garrett Morgan. He believes this is an excellent hands-on experience for anyone interested in joining the STEM field. Luckily we have mentors and they are free to help you out because we do have our ups and downs and we do make mistakes. I actually want to focus more on my education now because I see how they already know the stuff and it's like second nature for them. I just want to have that same experience. Both teams enjoy working with professionals and learning skills that they can use beyond the competition. We've also had the ability to be put into leadership positions that I

170feel will be very beneficial for our future, especially since most of the team plan on pursuing a career in the STEM field. So that's been really great, really fun being able to have the ability to supervise and given a sense of responsibility at our age. Except that doesn't even make sense. If Mel had locked the keys in the car... During lunch, these students at Facing History New Tech High School are providing nourishment for their minds. Oak Ridge is probably the safest neighborhood in Atlanta. They are reading Dear Martin by Nick Stone. It's power in the book. has a ton of good information about real world problems. The book is about a traffic stop that turns violent with police officers and how a young black teen grapples with racism and what it means for his future

171while writing letters to Dr. Martin Luther King Jr. The students read some chapters together and then discuss during this lunchtime book club. I don't disagree with everything he's doing. I have a heart. I would help too. The goal is for them to break down each chapter to see how they see themselves in each chapter with justice and how they can relate. So here at Facing History, we like to bring and connect the outside world into the things that they're reading here inside of the school. Dear Martin is on the banned reading list in some school districts. It is a violation of our intellectual freedom and allowing students to think critically and decide what they would like to read. But books are not banned here at CMSD. Principal Melissa Swedlow wanted her students to read a

172couple of banned books this school year. Students should have opportunities and access to materials that they want to read, that we shouldn't keep them from it. They are given materials to read in their English classes and everything, but they should have the opportunity to find out more about their world and themselves by having access to a variety of different books, and we shouldn't keep that away from them. The students could choose from Dear Martin and The Hill We Climb, an inaugural poem for The Country by Amanda Gorman. That's the poem she read at President Joe Biden's inauguration. Some students are stunned. This book is banned. It's crazy. I don't understand. Why is it banned? All it does is just explain, like, you know, what we should really be doing as people and not, you know.

173like not liking people just because of whatever is going on or they're different from us. To hear that they were not allowed to read that book, they wanted to read it even more. It just gave them more of an edge, like, oh, they're saying why, like, why can't I read this book? What is this book going to tell me that the world don't want me to know? I think people of higher power are afraid of truth and reality, and they're afraid other people are going to be educated about reality. I think they're a faith that will be educated in a way that will help the world realize. the wrong doings. These students are not only reading banned books but learning why those in positions of power may not want others to read them. They are

174also learning how to find their voice and to advocate for themselves. There is a line in this book, I believe, it says because to put our future first we must first set our differences aside and difference scares a lot of people. It's scary because it's different. And I think if people learned more about what's so different, they wouldn't be as scared. But that's the thing. People need fear to stay in power. Because we know to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true. Valeria starts her day with movement, which she says is her favorite part of the morning.

175I feel focused. Feel focused. She and her classmates focus by breathing and stretching and lifting weighted objects. After that, they take a walk. Let's go around Wilbur Wright Pre K through eight school to find landmarks they created to find certain rooms. The exercises take about 20 minutes each day and will have a lasting effect. I've seen like it's almost best when we start our day with it because I have students who are wiggly and starting our day with movement helps them come back in their focus, their centered, identifying our emotions through this and how it helps our emotions and making those connections. Mrs. Burt says this is a significant accomplishment for the students. I have third grade, fourth grade, fifth grade. I actually have a second grader this year, too. And I will get them

176for typically a three-year span. And I teach students who have significant cognitive disabilities and other varying abilities, and they have varying strengths as well. In order to incorporate movement into the student's day, Mrs. Burt says she had to call in her village. I think the biggest part is it can be intimidating to introduce a new program. To even begin the Courageous Pacers program, both the educators and scholars had to take a step out on faith. So the objective of Courageous Pacers is to challenge students to walk 100 miles and lift 10,000 pounds. Now, we modified those for the particular class that you saw to make it attainable for them. And the goal is to integrate. healthy attitudes and healthy practices and habits with students. To get the students engaged, they first got them involved in

177making the map. We talked about symbols, we talked about location, so those were kind of our big vocab words, and then the students decided how to add. The chair will now entertain a motion to adopt a resolution authorizing the suspension of a non-teaching employee. Dr. Morgan, any explanation? Yes, this resolution is to approve a recommendation for a three-day suspension without pay for violation of district policies, procedures, and rules. Is there any discussion from board members? Hearing no discussion, would you please call the roll? Ms. Ellicott? Yes. Mrs. Hudnall? Yes. Mr. Briggs? Yes. Mr. Hurd? Yes. Ms. Jones? Yes. Ms. LeBron? Yes. Mrs. Link? Yes. Mrs. Welch-Howell? Yes. Motion passes with eight votes there being no further business before the board the chair will now entertain a motion to adjourn this meeting Hearing no objection. This

178meeting is adjourned. Have a good night