CMSD Board of Education Meeting - January 13, 2026

001This 2026 board organization meeting and work session of the board of education of the Cleveland Municipal School District will come to order. Happy new year. Mr. Stockdale, please call the role. >> Miss Elicott, >> here. Mr. Phillips >> here. >> Mr. Briggs >> here. >> Miss Jones >> here. >> Pastor Jones >> here. >> Mrs. Lebron >> here. >> Uh, Mrs. Peak >> here. >> Dr. Shrear >> here. >> Mrs. Welchow >> here. >> There are nine members present. >> Thank you. I ask everyone who wishes to rise and participate in the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. This evening, the board will hold within

002this meeting a public hearing as required by state law on the proposed 2026 27 and 202728 school year calendars. The board will not vote on the adoption of these calendars until our February 24th board business meeting, which is in compliance with state law and uh is 30 more than 30 days after the public hearing. The board previously discussed the proposed calendars at our December 9th board business meeting. The chief executive officer will now present the proposed calendars after which the board will hear public comment on the calendars only. Dr. Morgan, over to you. >> Sorry about that. And happy new year. Move this a little closer. Uh happy new year uh everyone. Uh as Chair Elott mentioned uh we would like to present a summary of the the 2627 calendar of which we shared uh

003during the building brighter futures presentation um on December 9th. Uh this is just in draft mode and as you can as chair Elott mentioned it is a hearing of which uh tonight is a time for us to hear uh comment. It will sit um for a month and we'll uh receive that feedback. One of the things you'll see at the end of this presentation is a form to our let's talk form where we'll love to get some of the feedback. I know we've already been getting some questions on uh not only the calendar but starting end time. So this is an overview um all of which was shared in December when we presented the building brighter futures presentation. The other thing I'll also mention before I go into some of the highlights and then of

004course uh the board will uh hear any comments we have on the calendar and starting end times. This is uh we are uh pro providing this information earlier. Um one based on the feedback and questions that we heard during the time uh of building brighter futures. One of the things we've heard from staff members as well as family members that it'll be really important given all the changes that are taking place to building brighter futures that if this information could be provided earlier not only for families as they're making a choice. So all of the proposed start and end times are in the choice portal now so families have an idea even though they're in draft mode. Uh nothing is finalized until the board uh uh finalizes it. But then also for staff, it's really

005important for staff to understand uh their starting in times, what they can expect. The other thing that we're doing this year, which most districts also do, I know in um previous districts I was in uh attempting to provide a both academic year calendars. uh always subject to change, always uh subject to if there's feedback that we need to bring back to the board for them to vote on uh we can but it's always good to plan ahead uh not only from a standpoint of just the work that we're doing here in the district but also for staff and family members to plan ahead as well. So uh the resolutions that are presented tonight are both for the 2627 school year as well as the 2728 school year. All right. Uh so some of the highlights

006that we mentioned before I shared uh this is uh when we looked at the calendar particularly for next year but also the following year really thinking about how can we use the calendar and the time to support the implementation of building brighter futures. Uh so one of the things you'll see in the overview is that uh we start uh the start date is actually moved back a week in terms of when school starts. Um and then also uh uh giving more professional development time in the school in that first week uh for staff members particularly one of the things we heard not only from um teachers uh but also from school leaders during this time is for school communities to have more time just together um as new teams. Um knowing that's always a way

007that staff start the school year, but knowing that we'll have uh quite a few new teams due to building brighter futures this upcoming year. Um and then also uh some changes we made around openhouse and parent teacher conference. Currently right now we spread our open houses and parent teacher conferences across two days. One day for K8, one day for high school. One of the things we did in response to really ensuring we had better strategies for attendance this year. I mentioned before that attendance was an area we went backwards in uh last year and we continue to really track our attendance this year is um really thinking about some of the strategies we can use to use the calendar to support our um uh attendance strategies. And what we find is on days when we

008have these parent teacher conferences and openhouse spread across two days, sometimes you have siblings in the high school space that have uh uh students or uh siblings that are in the elementary space and they miss both days. They miss the day that they're out, but then they have to watch their siblings sometimes on the other day. Um and they also just tend to be lower attendance days. So we're uh making those all one day uh so that it is a day that families can plan to visit all their schools uh their kids schools on both open house and parent teacher conference days and can plan accordingly. So those are some of the things you'll see uh in uh this plan. Um not going through the day by day but you can see the overview and

009then also attached in uh board docs is the draft uh as we call like look at a glance of the entire uh 2627th uh school year calendar. You can see some of the changes that are adjusted and made here. Um you can see some different things around uh spring break that we've done uh that uh enables that spring break to kick off with usually that Good Friday timeline which is always a date that is a day off uh in our calendar but now proceeds into the spring break week uh and then that is the start of the spring break week um and that's a little different from what is uh seen this year or in previous years. Uh so this is the 2627 school year. the 2728 school year is on a similar timeline. So

010you'll still see us moving the start time back a week. Uh knowing that uh the implementation of building brighter futures, we don't just see it as a year. Uh we we see it being multiple years and then some of the strategies that we're using to support attendance and some of the other things uh to support academics and our teachers and professional development we want to carry forth in the coming year as well. So, these are some of the highlights for both 2627 and the 2728 school year. Uh, let's talk start and end times. Um, this was also something we heard a lot of feedback on when thinking about building brighter futures knowing that we typically do the calendar vote in um, April or May towards the end of the year and then starting in times

011uh, follow. Uh there were a lot of questions from families around wanting to know about start and end times earlier. Uh so there were some adjustments that were made and I'll go through that in terms of the strategy that was used, but we're also in a time period uh to continue to hear feedback and uh see if there are adjustments that can be made. Um one of the things we've learned, so last year we made uh there were two schools that were closed last school year and um well one was a merger and one was a a closure. And so when thinking about Newton D Baker when we closed it, uh we closed it and then the some of the options that were given directly to families were two earlier start times. And I remember

012talking to families saying, "Wow, one the timing that was an emergency closure. We did it at the end of the year." Uh but families really thinking about how can we adjust this? This is really different. The the two options you gave us were a lot earlier. Um in some cases almost like two hours earlier, almost two hours earlier. And that's a big adjustment for families. Um, and then we had the merger in in uh Clark and Walden and there were some things to consider in terms of start and end times. We wanted to use building brighter futures as an opportunity when thinking about the mergers to think about start and end times uh where either they could come in the middle and be a happy medium between late start, early starts uh or uh just

013really fit in with our transportation and logistics. And so our academics as well as our transportation team uh looked at some of the start and end times and these are the proposals. These were also shared in December. I talked about this. We are still having a three- tier system when thinking about our transportation uh uh policy as well in terms of our start and end times. Uh so this is in the elementary space. There were 13 preK8 schools that had to adjust time. So just roughly about 28% of the prek8s will be online for next year that we adjusted time. uh we tried to have minimal disruption really thinking about in the 30 to 60 minute um interval if we were making changes and as I shared before really looking at two schools that if

014they're coming together what uh might be the start and end times and how might we collaborate given our attendance and chronic absentee uhism is a a issue across the board earlier starts our data shows that students with early um in some of our early start schools attendance is not as great um so in many cases when default we tried uh to default to later start times. Uh that was feedback we've heard from family members, but then also just looking at our data, those were some of the things we uh tried to default to. There is one school that jumped from a tier one to a tier three. Um uh it's a school in the east side uh that struggled with chronic absenteeism and that earlier start time, like a 7 a.m. start time, isn't serving

015them uh really well in terms of uh attendance. and we'll see how that adjustment is made with a later state start time and the school that they're merging with has a later start time. So, that was probably the most dramatic start time adjustment, but you can see some of the the changes here. In our high school space, there are five high schools uh that had to make adjustments. That's 36% of the high schools will be online. So, five of the 14 high schools for next year. Uh and thinking about how to make some of those adjustments, too. You can still see the uh the three tier system here. Um much like in the high school space, we also realize that there are some start times that adjust better in terms of thinking about students for

016chronic absenteeism as well as uh performance as well. So these are some of the uh uh the highlights of those three tier systems in the high schools. And when we think about our alternative or non-traditional schools, uh these uh there are no changes uh for the start and end times um for those programs. Uh this is the link to the let's talk uh um page where we're collecting all these feedback. I know I've received emails. Uh I know the board has received emails. We'll continue to receive those as well, but also welcome in this time period for people to submit their questions, feedback um in addition to anything we hear tonight. Uh where people can gather that feedback and things that we can look at in this time frame before the board makes a final

017vote. With that, Jim Cher. >> Thank you, Dr. Morgan. Um, before I move on to board discussion, we are going to hold the uh public hearing portion on the proposed calendars. We will hear from individuals who wish to speak on the calendars only. You'll notice we don't have our typical public comment in place uh public comment sign up in place for this meeting. Uh what I will do is ask anyone who would like to speak on the calendar to raise their hand right now. All right. Um, so I see two folks. Um, I'll ask you to come on up to the podium. Uh, before you come up to speak, head over to Mr. Bertzoff over to my left and give him your full names. Um, that way we can provide you with an appropriate response.

018Uh, and then uh, we'll go from there. Oh, >> wait. Hold on one minute. Thank you. Um, so just to reiterate as usual, we will have a three minute process. I'm hoping you can see uh the timing over there. >> I can't see behind myself. Um, go ahead and state your name and then we'll go ahead and get started. >> Um, I'm Kate Potter and I'm Amy Katuda. We both work at Wilbur Wright. Um, and we didn't know we were going to get to talk tonight, so this is like exciting and scary. [laughter] >> Okay. >> Anyway, good evening Dr. Morgan and Chair Elod. I'm a sixth grade teacher at Wilbur Wright. I'm joined this evening uh by many of our amazing and dedicated staff members. Um and we are here tonight regarding the proposed

019time change to an 8:35 start time. We want to raise three key concerns. First, an equity issue. About 15% of our students are Muslim, many of whom are refugees. Many of those families intentionally chose Wilbur Wright because the current 7:35 to 205 schedule allows students to leave school in time to pray as families at nearby mosques down the street with adult guidance without missing instructional time. A 305 dismissal would force prayer during the school day or ear and early dismissal on Fridays resulting in instructional loss as well as our building lacks the space and facilities to provide equitable and dignified prayer accommodations. Second, the proposed time change would jeopardize our long-standing partnership with Cleveland Playhouse, including our Spotlight Theater program, which is central to our arts identity and depends on our current dismissal time. Third,

020early results from our family survey raise enrollment concerns. 32% of responding families and about 30% of our families responded, so it's a significant sample size. 32% of our responding families indicated the proposed time change would impact their decision to keep their child at Wilbur Wright. We respectfully invite board members to visit Wilbur Wright to see the outstanding work our students are doing and experience our amazing diverse learning community firsthand. Many of our Muslim students have asked to speak directly with you, Dr. Morgan, begged begged actually [laughter] and have submitted letters to you. Uh we ask that these impacts be carefully considered before any final decision is made. Thank you so much. Um I just want to piggyback a little bit too on what Dr. Morgan said about we were the school that um Newton Baker

021came to. So we >> could you come to the microphone? >> Oh I'm sorry. So we were impacted by the we were 735 they were a 935 and it was a huge issue. It was a huge issue and we lost a lot of families because of that. The interesting part and the reason I bring that up now is when we did the parent surveys, the majority of the parents that are having the most difficult time besides our Muslim students are our parents from Newton D. Baker because they went to their jobs and they said we now have to change. We have to do all this and now a year later we're asking them to go back >> do it again >> and do the exact same thing again. So it was difficult last year but

022now that they have overcome that they don't want to go backwards um and we got a lot of feedback in our survey about that. >> Thank you. >> All right. That concludes the public participation period. For the next uh board meeting, we will have uh expanded slots for online sign up for public comment, including for comment on the calendar. Are there any questions or discussion from board members on this resolution and presentation? Uh Dr. Morgan, what kind of accommodations do we typically provide Muslim students needing to pray during the day or any students needing to pray during the day? Um so uh for students and um really even just thinking about policy that uh not only our district has but then also now that is uh state policy where there are you know religious ex

023uh exceptions that need to be made. uh we work with families uh to identify uh those um accommodations that may need to be made and now some of those things are um we we have to in in some cases with um uh the state law and and thinking about uh whether it's encors or there's a a certain space um you know definitely while I hear those uh concerns and it's something I'll look at I'll see if I can get over there to uh to meet with the the students or get back over there. I know I was there earlier at the start of the year to hear from the students. It is interesting to think about that and knowing I know we have students uh of that faith across our entire system across many different

024um different uh uh school starting end times. And so that's something I'll be taking back to to the team and just thinking about what we do broadly. Um a lot of times we do work with families on an individual basis and not necessarily from a systemic uh perspective on those cases. >> Okay. Thank you. If you could provide more information at the next meeting, that'd be great. All right. As I said, the district will continue to accept feedback on the proposed calendars up until the board vote on the adoption of the calendars at our February 24th board business meeting. Next, I want to point out a change on our usual agenda order. The board will vote on the consent agenda for this board work session following executive session near the end of this meeting. This

025evening's board meeting agenda also includes an additional nine resolutions in areas of op strategic operations, finance, academics, and excellence and culture, [snorts] which we will vote on as part of our consent agenda at the January 27th, 2026 board meeting. The board will now hold its monthly monitoring of goals and guard rails. Dr. Morgan. >> Thank you, Chair Elicott. And I do have members of uh the team. Um they're already kind of I mean if you guys want to come a little closer you can but uh uh yeah I'll let them uh transition. This is our first time of presenting um on guard rail one. Uh but then thinking about the CEO measure 4.1 when we're looking at safety and culture. Um and so um really looking forward to present this. I know a lot of

026the team was working over the break uh to really review this data and then also um really thinking about the the strategies not only in light of the work that we're doing but also in light of uh building brighter futures moving forward. Um so uh the this is the uh this is one of our guardrails. So it's not necessarily a goal but we do have KPIs under it a CEO measure. And so this is under the guardrail. It says the CEO shall not promote uh not fail to promote safety within CMSD facilities along with physical and mental well-being for all students. And so specifically uh the area that we're looking at is how we reduce the number of serious safety incidents which are in the schools. Um last year we had a baseline of 3%

027uh and going down to 2.7. And I'm going to share a little bit more about this and then also some of the historic trends we've seen with this. Um so CMSD's safety and security office defines and tracks certain uh activities well actually all activities that uh come in through the school and there are certain categories. Um this one is specifically looking at serious safety incidents generally involving um either when uh threats or actual incidents of of harm uh or violence has taken place. We also look at categories of damage uh theft or things of high value in in terms of property damage. Uh this is a new measure not that safety incident serious safety incidents haven't happened over [snorts] time but it's a new measure of looking at this. On the next slide I'm going

028to talk a little bit about our arms report which is a report that's been around for years but really thinking about how we're looking at those incidents and categorizing them. I will say that this terminology of us distinguishing serious safety incidents from all safety incidents is not to diminish any other safety incidents but really knowing uh as we've been really thinking about culture and uh some of the the the challenges that have been happening in the buildings how to really categorize these areas and triage the right level of support um to manage uh culture and also safety within our buildings. So uh how this is tracked as I mentioned we have an arms report and the arms report tracks every uh incident that takes place in the school. So in some cases we get um

029many different incident reports. Uh there could be sometimes looking at a spreadsheet upwards of uh you know many different entries hundreds you know sometimes depending on the point in the year uh over a thousand of different entries you're looking at and really thinking about how do we categorize that and so uh we've developed a dashboard which is new uh as of last year and one of the things you'll we'll talk about in terms of the challenges we've had is really figuring out how to uh measure some of those incidents with uh consistency and then also making sure the categories are are correct, normed, and also the responses both from the responses of what we're doing, but then also norming on um who's inputting that, whether that is a a principal, a teacher, a safety and

030security officer, just really norming those practices. But this data dashboard is is new uh and it's a it's an area it's something we needed to ensure that we were consistently looking at this data on a regular basis and monitoring what's taking place in our buildings. Um this includes uh incidents uh regardless of who caused it. So when things happen at the school um these are both things that our you know students could have done uh one of the things I'll talk about in a moment are is the uptick we experienced over the last really couple of months but really in the month of December late November in um car breakins. Um so whether that is a CMSD student doing it or anyone else it's on our property. Those are things that go into this report

031as well. So we look at that no matter who caused the arm uh harm. Uh we also look at it regardless of um it so when these reports come in we look at everything that's reported whether the report is substantiated. And so we'll talk a little bit about what the follow-through is on some of these different things because sometimes there's a report and then there's also follow through in terms of what happens with that. Uh so everything uh comes through and then um also sometimes a incident might involve multiple individuals and um you can see that when thinking about some of the categories of incidents whether there are fights uh there are categories of fights where it's like okay these were two students um versus multiple students involved in it family member and being involved

032uh with multiple students and so there's just different categories of the way we look at this. So uh this is our our data uh when thinking about serious in uh safety incidents. If you look at the top uh light blue line that is our trend line. Uh if you're looking at the x-axis and you're looking at the years I just want to clarify. I know this gets confusing when we're looking at it. We're looking at school year. So the year on the is not talking about inclusive of the entire calendar year. So you'll see the very last data point on the x-axis says 2026. and we've only been in 2026 for a couple of weeks now. Um that is school year 2026. So it's everything inclusive of the 2526 school year. 2025 is everything inclusive

033of the 2425 school year. 23 24 so forth and so on. So when looking at the the top blue line, you're looking at the 2223 school year compared to the 2324 school year compared to the 2425 school year. And the good news is over time each year we've decreased the amount of serious safety incidents. Uh if you're looking at the orange bottle uh uh line at the bottom, uh what that is actually showing is where where we were on serious safety incidents as of November 30th, 2025. So it's comparing November 30th, 2025 to November 30th, 2024 23 22. Um and we are flat. So it's showing 1.2%. So um yeah, we're we're we're flat. Um, of course it's good that it's not up, but we are saying we're slightly off track because we are uh

034attempting to decrease the amount this year. So, not stay where we are, where we were last year, we want to decrease. And so, when we're looking at this, we're we're looking at the strategies to say, okay, how can we outpace the the rate of change where we are from now into the semester? And anything we're looking at halfway through the year, historically, um, uh, things don't get better in in the midst of the year. They they it gets more challenging actually after once we come back after the break. And so when we look at these strategies, one of the things we're doing is figuring out what might we need to do differently and not necessarily just maintaining status quo. Um, so this is one we say we're slightly off track, but when looking at where

035we were from where uh last year versus this year, we're relatively flat. Specifically, I want to pull out some of the categories. I know this may be really small. This is also included on board docs where you can see this. You can see the areas. The light blue is uh last school year compared to this year and some of the categories that we've um uh gone down on. Um there are some areas where we've uh made some work. There are some areas that we have not made some um progress in and I'm going to talk a little bit about those and break those down. Um also one thing I want to note, these are not the only categories. So in a a minute you'll see something that uh talks about bullying and how we have

036the bullying is down. And I know when I was reviewing this data with the team uh before the break and then even over the break, I said, "Well, bullying is not one of the categories that is here." Uh there are many different categories that I know um Chief Dotson's team looks at when looking at serious safety incidents. These are the ones that come that rise to the top in terms of the things that we were looking at over multiple years. The other thing I'll note is this is a new measure that we're comparing um last year to this year. In some cases, there were some things we've looked at the same. we continue to really clean up the data and so um there are some categories that we found um such as the other category

037which is highlighted last year this was not a category that we asked the team to clean up dig more into it um and we distribute those across categories uh so looking at last year's data compared to this year um this year we did ask for that cleanup we there were lots of things categorized in the other and we're like what's in the other uh and when the team looked at that again they started seeing okay this actually falls into um you know a a fight. This actually falls into um you know a a weapon or or what have you. And so uh last year that was not that level of detail was not there. And so as we continue to get better on the data cleanup, there are some areas that we've improved in. In

038general, some highlights and you'll see this when we think about areas of progress. uh fight uh our highest level fights, so these are level three uh serious incident fights are down compared to where they were last year. Assaults in general are down. Um our assaults on teachers are up. And so we're going to talk a little bit about that. Um we're we're noting they're up in the reporting um facet. There are some areas where um not all of those even though reported when going through all the process uh follow through the the entire process. So I'll talk through uh that but it's an area that we're looking at um when thinking about uh possession and use of narcotics that is way down. Uh but then uh looking at uh you know a drug paraphernalia that

039may be on a student or um uh you know those types of things that is um relatively flat from where we are. I think uh may even uh slightly be up and uh those are when when asking the safety and security team what that is is uh you know vape if if a vape pen is found on a student um not necessarily the student was caught using it but it's found on them. And so we do know that these are things that are newer. You know some uh students have more access to some of these things. Uh gummies are another thing that are starting to pop up uh more than what they had in past times. They may be caught up in the paraphernalia as well. So these are things that we're monitoring and looking

040at. Um so what strategies are are we implementing and things that we're looking at and so um one of the things that we talked about is having a data dashboard. Uh we did not have a data dashboard prior to last year where we can really look at these incidents and really take a global look at it from a systems perspective and when you're not looking at data you can't respond to it. And so um uh th those systems have been working though it is an area of improvement as well. Uh the studentled anti-bullying now and wave initiatives are also strategies we're implementing. We'll talk a little bit about some of the data that we've seen that has supported that. Um there are culture initiatives in every school's AAP. Uh and so that's something that is

041uh been very helpful. We've done some educator training and when I say educator that is inclusive of all of our staff um in terms of that that uh big tent of educator uh around relationship building, crisis uh prevention, deescalation, conflict resolution, the behavior matrix. Um so these are strategies. Uh one of the things I push the team on is who is getting this training and uh how do we know the follow-up is working? And so we'll talk a little bit about some of that intentionality. Uh there are now regular meetings between the human wear program manager and the behavioral specialist uh to discuss um uh students that are not meeting those tier one and tier 2 expectations. So some of these are um some of the high-f flyers uh that may be moving into some

042of those tier three behaviors. um behavior specialists are largely managed in our academics team working specifically with special education versus our um uh uh the humanware team is managed in our excellence and culture uh team. So really thinking about how those two two teams are working together to support schools and how are schools owning the culture goals because at the end of the day principles need to own that and support managing that through their schools and also teachers supporting their teachers through that as well. And then of course we've talked about the enhanced partnership we have with the Cleveland Police Department, um, RTA, uh, Cleveland Public Library, um, and really just the coalition we have working with that and working with the city of Cleveland to really support some of these incidents that are not

043only happening in the school, but a lot of incidents we find are happening around the school um, and how we can support that. Um, so let's talk about progress areas, but then also some of the challenges. So indicators of progress. Um there has been reductions in bullying. Um and uh this has taken place over the last couple of years. As you saw, bullying was not one of the the uh categories that rose to the top on the serious incidents. Um and then the serious student fights and student assaults are um are are down. So these are reductions. We also have 55 schools reporting that the wave uh program that they've been using has been used to resolve 89% of the conflicts in their school. So that is one data point. Um, one of the things

044I pushed our team to look at was looking at the strategy and how we can actually have data like this one to show that the strategy we're using is actually connected to a KPI that shows signs of progress. Um, indicators of concern. I talked about um the increase in reported student on teacher assault. Um, uh, I'll it may show up here. I'm going to state it here, but I think it shows some place else. of the 47 that we had, there were 14 um that when doing the uh the investigation didn't escalate to the next level. So whenever there is an assault, there are multiple, you know, our team goes out and investigate it. Some in some cases uh there is a student removal that goes with it. There's a process that follows through that

045and that tells us a few things. one, it tells us areas that we need to continue to uh support our our teachers and school leaders in in terms of deescalation strategies, behavior management strategies. Um, and that's where that training comes in. Uh, also really training in terms of norms and reporting. Um, there's some work we have to do there as well. Um, and then just in general just support we can be doing to create um, uh, these incidents from not happening in our schools. um vandalism on private properties are is relatively flat from where it was last year, but we all know that uh even though the data is showing it's flat, there's been an uptick. Uh and that is not only been in our district, it's been across the city. And so when looking

046at our November December data, this isn't inclusive of December data because we cut this off in November 30th. There has been an uptick in um and uh some of these things that have been taking place. And so these are things we're looking at. We just had a meeting last week. Yeah, that was last week. And it now feels like we've been back for longer than what we actually have been. But the first week we had a a meeting. Uh we had a couple of meetings. One, we had a regular meeting that we have with the city of Cleveland, Cleveland Police Department, really looking at some of these things and talking about um better intentionality and support. Um and then we had a follow-up meeting uh with our team, the Cleveland Police Department, as well as

047uh you know, our CMSD police department was there and then the Cleveland teachers union. um when thinking about how do we support uh teachers and also really figuring out what is the protocol that happens when this takes place. We do have protocols what happen uh for what do you do uh when vandalism happens and there it was happening so much we want to make sure that we're resurfacing that so that we handle it consistently. Uh and what we found is um not all in all cases were uh either the reporting consistently or was the response consistent and so we want to get uh uh tighter on that um implementation concern. So we talked about data quality even though it's great that we have a data dashboard. Dr. Mosley's team has really worked hard on this

048and Dr. Miko, shout out to you in terms of being our data dashboard guru on all things CMSD uh for really helping us set this up and really looking at um the work we've been doing. But we still have more work to do. Um we when looking at data, we want it to be in a place where it can be as subjective as possible so that the response that we're doing can be consistent. And when we're still in a space where we're making judgment calls as to where the data falls, um it tells us a couple of things. one on our end how we're doing the data cleanup and then also on the reporting how the reports are coming in how can we be consistent in th in those reporting um fashions uh there's also

049inconsistent coordination between the humanware partners and principles and supporting the AAP strategies as I mentioned at the end of the day these are things schools must own um these are these are things at the school level um we're in support of how we can support the schools u but if we are not really tracking the goals at the school level and helping to make sure that the strategies we're implementing are working at the school level. There's a misstep there. And so we really want to make sure that coordination is happening. Uh and then we have seen that some schools have shown um that the wave uh supports are working, but also really thinking about the now anti- uh bullying initiative, how that's not being implemented with fidelity across schools and really thinking about how we

050can support with that. Uh this is a slide that uh everyone has seen before in terms of thinking about building brighter futures uh support. Um we know that through building brighter futures uh this board has charged me and our team with ensuring that we look at um safety and security. It's uh not only a guardrail um it's area that uh there is a CEO measure in and so we know that even when thinking about some of the areas that we are reducing in this is the area we're investing in. And so through building brighter futures, we have an opportunity to maintain and or create or and or increase uh the safety and security officers in our buildings. Um thinking about the improved allocation of those safety and security resources, but then also strengthening those security

051plans. So really thinking about how do we leverage that coordination between the city of Cleveland, our community partners, um some of our other supports. Uh we know we get our crossing guard supports through the city of Cleveland. Uh we've done some integration in terms of our safe passage support which is supported um in conjunction with the work of city of Cleveland and working in certain neighborhoods. Um but how do we really figure out how did that how does that go at scale? So I think we have um some support in um some of the northeast area. I know we're looking at some coordination of supports on the southeast uh side of the city. Um and then we also have a triage of support whenever something takes place. So I know uh this year earlier this

052year we had several incidents in the John Marshall areas that were not taking place at John Marshall but going across the uh the way to the pizza fan. I know that it's in that area and really triaging support where Cleveland Police Department was working with our team to deploy more officers out there. So that's the type of work we do. Uh anyone that may be driving by one of our high schools after school, you'll see the transit police out there. Uh I frequent Garrett Morgan a lot of times during that time and you see where the trans uh the transit police is out there. Those are things that are not by happen stance. Those that comes based on the strategies that we're doing and the integrated strategies that we're doing to work together. Um so

053how do we double up those supports? And one of the things I've been pushing our team and um I know uh we've been working with the city team to do this is when we have strategies that are working not waiting for another incident to happen and say oh where was that other triage support the port really thinking about how do we consistently have those supports out there. Um so these are things that we're going to be continuing to look at and thinking about leveling up uh in response uh to not only the work we're doing within the system but knowing through building brighter futures this is work we have to do. Um next steps uh we talked about the tracking the use of the wave uh program I and also uh now in terms of

054the implementation is that of that as well. This is the first year that we're using the panorama survey uh which replaced uh what was called the CFL conditions for learning uh survey uh where we can really now do a 360 approach in terms of how our students feeling about the school, how are staff members feeling about the school but also parents and that was one of the things I charged the the team with a year ago u when thinking about uh districts that have more of a 360 approach to really look at uh culture and safety. So, we want to look at what's happening from these serious incidents, but then also um conflate that with how people what people are saying about the school um and get some of that qualitative data as well. Um

055so, we'll be bringing some of that information in as well to share with the board. Um and then we've talked about the work we're doing with building brighter futures. I know this month there's a lot of work when thinking about realigning those safety plans. We're about to enter into budgeting season. So, it's really important um not only for the work that schools are about to do when thinking about their their uh plans at their school level and their staffing models. We're doing work at the central office to really think about the integration of these supports and the staffing models and the safety and security plan in terms of the staffing model is something that uh we manage at the central office. So, uh that work is taking place and the redeployment for the 2627 school

056year. And then also this uh collaboration with academics uh humanware CT ctu regarding the AAP seal goals. Um we're starting a um we already have working groups where our um CTU partners work with our different teams on talent academics and then also um our legal department. Um but we're also doing a cabinet level uh work where we're working with our CTU partners um in preparation for supporting our schools with building brighter futures. So that's um uh taking place on a every other week basis. Um so those are the the the work that we're doing in response to this and I know we'll have our next monitoring session on this particular uh goal in May. >> Thank you Dr. Morgan. Uh I don't see any lights on. Just checking any discussion from the board. All right.

057Next, the chair will 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. >> So move. >> Thank you. Mr. Stockdale, please call the role. >> Miss Elicott, >> yes. >> Mr. Bips, >> yes. >> Mr. Briggs, >> yes. >> Miss Jones, >> yes. >> Pastor Jones, >> yes. >> Mrs. Lebron, >> yes. >> Mrs. Peak, >> yes. >> Dr. Shrear, >> yes. >> Mrs. Walchow, >> yes. >> Motion passes with nine votes. >> Thank you. The motion passes and the board will now

058move into executive session. Following executive session, the board will return to this room to briefly conduct some further business. >> [music] [music] >> Welcome to Shima Monastery. accomplishing this accreditation. We are the first public elementary Montasauri school in the state of Ohio to get this accreditation. Um the American Monasuri Society accreditation. We learned on Valentine's Day actually great great Valentine's Day um that we were approved as um as an accredited school. Many private schools that have it. It's considered the gold standard for monasuri. It's a platinum standard for public monastery. Basically, there are five core components that we have to meet. You have teachers who are credentialed at the grade band that they teach. That you have the multi-age that are three-year cycles. That you have materials, the proper monatory materials, that you have an

059uninterrupted work cycle of two and a half to three hours. And that you have um that it's child focused in how you approach the work that you're doing. It's based on the theory that we it's a human development model instead of just an academic. It's the whole child. It's the whole person. and that it's six-year cycles of how children grow into the human beings they're becoming. And so education should really revolve around the developmental sensitivities and needs, excitements of that age in order to spark and keep their learning going. For me, I really believe having been in private and charter schools that our children deserve what private school children are getting. That it doesn't matter what their economic human development is human development. I have teachers here who've been at this for 20 years, you

060know, 25 years, 26 years, keeping Monasuri alive and they get to be a part of celebrating that we're recognized nationally that what they do is my what they do is amazing. So, it's a it's a win for everybody. [cheering] >> So, I just got to Cleveland. >> I just wanted to come out and see y'all. We working out every day. Uh we got a purpose. We got something we trying to accomplish and achieve. But I'm trying to bring Cleveland, of course, a Super Bowl. >> What inspires me to keep going? I would say um knowing I I got a lot of people watching me, knowing that I'm a positive influence uh to the youth, that's what I say what keeps me going. So like even coming here, seeing y'all You go to the website, you

061type in the access code, and you're in. Your kids's pictures are there, and you could easily I have a kids at two different schools. You can easily switch from school to school and keep up on top of it. Everything's right there. Like, everybody always has their phone with them, so [music] you can easily access it to your phone. It's a relief for me knowing that my child has the best chance that [music] they can knowing every day they wake up they can go to school and you know take advantage of the day. So we are at Rock Your Road with Steam. amazing partnership that our district CMSD has with the uh Great Lakes Science Center as well as the uh Rock and Roll Hall of Fame and it's just amazing seeing all of our scholars.

062We have parents, educators out here. It's a great day for an event like Rock Your World Steam. This is really the culmination of a year of work for our students. Some of the work that you'll see, for example, in the art tent, uh are projects that students have been working on since the beginning of the year. Um these ensembles come to begin rehearsing early in the year. uh and rehearsed throughout the year. Most of the bands uh actually perform twice per year as full ensembles for all city. They do the winter concert and then they perform here. So quite a bit of work. If I were to tally the hours, incalculable. So you might notice my outfits a little different this year because we had a lot of rain today. Uh but yeah, I've been

063slogging around looking at the different performances. Uh the orchestra, the choirs, uh have been downstairs to see all the wonderful STEM displays. We also have our face tent, which [music] is our family and community engagement tent where we have partners like College Now and Digital C and Starting Point and Say Yes. Um sharing information uh the [music] Greater Cleveland Neighborhood Association as well as the city of Cleveland uh sharing information about summer programming. And then uh our office, our department uh provided free summer learning activities for students uh so that we can keep them from sliding. You know, we want to prevent that summer slide and encourage families [music] to read to their children, make sure they're reading uh and engaging in uh different activities throughout the summer so when they come back to school

064in the fall, they're ready. We're just going to keep rocking it. We rock it rain or shine every year. >> [cheering] >> The winner of the first annual rise pitch competition is, drum roll please Riverside. [cheering] >> Rise was birthed out of an opportunity that we thought was very very important for us to be able to give students opportunity to have their voices centered. So, we asked them a question. The question is, if you could solve a problem in your community with unlimited resources, how would you do it? >> I'm 13 years old in the seventh grade at Ammyra Elementary and our group is excited to be here today to share our opportunity for action. Feel like that our gaming lab will help a lot of students because of these new technology industries that are

065coming from these foreign countries which can excel our students and improvise them and get them set for life. As a basketball player myself, sports helped me with a lot of teamwork, leadership, and even helped me with my mental health. So, for me, I'm just asking, can we get more opportunities for sports all around us of the school year? >> We also wanted to make sure our ideas weren't just meaningful, but doable. We're excited to introduce a few role things we think that can make Riverside better right away. >> Our goal is to thank big for our classmates, our teachers, and our whole school. Congratulations [applause and cheering] and I hope that you have an amazing day. Would you say my classes? [applause] Today we have the ceremony award of the seal of bi literacy. [music]

066Uh we have students who took the stamp test this year and they got [music] uh the seal of biteracy to from different uh languages. >> I speak multiple languages well two actually Spanish and English. I'm excited that I earned this because I know it will bring a [music] lot of opportunities for me in the future. So, I'm very proud. >> The seal of biiteracy is one of the seals that students could earn upon graduation [music] and that it gives them certification for being not only bilingual, they can speak two languages, but they can also read and [music] write both languages and it's grown tremendously. It's a very very [music] important um skill set that they will be uh transferring into the real world as they become adults and they go not only to college but

067also to the workforce, the military [music] and it also hits a lot of our goals um for college and career readiness. >> Hi, I'm Dariel Snipes and I'm here at Orchard Steam School and today we'll be taking a look at the ribbon dancing team as they prepare to perform at a schoolwide event. And we are here with Felicia Kelly who is the 5C's coordinator and the ribbon dancers coach. And behind us we have the ribbon dancers. So just tell me how did you get this program started here at Orchard STEM? >> Well, I did a praise dance for my mom for Mother's Day and I used a ribbon [music] uh and I brought the ribbon in to demonstrate. um part of what we call demonstration of learning and I brought it in to the ribbon

068dance uh to the school and the ribbon dancers that are now ribbon dancers loved it then and asked me can we do the same thing and I said of course and so I brought um bought some ribbons and we started practicing and the team was created >> but you have told me that it it has exploded so many kids want to be a part of it now so what is the age range of your ribbon dancers >> so we have first grade all the way up to sixth grade. >> Nice. And so while dancing is beautiful, but you are here to instill life lessons into these kings and queens. Can you tell me about it? >> Yes, absolutely. And they will tell you my first my first rule of thumb is positive energy. I have

069it all over the media center here and they know that we are about uplifting each other, about encouraging each other, about helping each other. So those are kind of the life lessons [music] that I'm trying to instill so that they don't just incorporate it here in the first grade, second grade, middle school, high school. These are lessons [music] that I try to teach them for life. >> How to be kind to each other, how to treat each other, how to be sensitive to different situations that that might come up. >> So this is a steam school. >> Yes. So, and even though you're doing dance, which is arts, which is part of steam, um you're also incorporating some other things, can you talk about uh some of the things that you're trying to teach them

070as well when it comes to steam and dancing? >> Okay. So, um the t-shirts that they're wearing today, they actually help make. [music] We have um Cricut machines. We have Silhouette machines and transfer heat transfer paper to actually [music] make the t-shirts so that the t-shirts that they're wearing they're they made them and also 3D machines. We have laser [music] cutters. We have actually if I you don't mind me stepping off camera a little bit. Um we have the capability of making mugs and they help to design their own um character on my mug and it says I love my ribbon dancers. And each ribbon dancer picked out their design and we made this mug for me. >> Wonderful. I'm joined now with Mila and Paige. What grade are you in, Paige? >> Third. [music]

071>> And what grade are you in? >> Six. >> And tell me, why did you guys want to join the ribbon dancers? >> So I can learn new things. >> What about you? >> U because I always wanted to dance in a in a group. So I always found passion for Miss Kelly's moves and that's why I joined Ribbon Dance. So besides dancing, what else have you learned? I know she talks about, you know, life lessons. So tell me what life lessons you have learned. [snorts] >> I've learned to work with a team, not by yourself. And sometimes you just have to work together so you can make things happen. >> Right. You're right. And what about you? What what what lesson have you learned? I learned how to collaborate with my team and um

072have teamwork and um when somebody's doing something to have to encourage them, >> right? And some of the collaboration you guys have done is you [music] had the some art students paint this for you guys for your performance. Just talk about how you like performing in front of others and showing uh your other [music] students what you've learned and show the beautiful dances that you've learned. I enjoyed a lot because it's got me like not to be scared when people are watching. So I'm not shy anymore like I used to. And now I talk loud. I'm just loud all vibes. And when we perform it makes me feel great because I show myself. Good morning. Good morning. >> Morning everyone. Good morning. No beefing. Hold that up. >> When the kids walk through the door,

073there's a personal relationship here. So immediately [music] they have a connection with an adult as soon as they've entered the building. typical day at James Ford Roads is being active with the kids, trying to be proactive with the kids before it becomes reactive. >> Sometimes we have to stop and counsel or assist a student that might be going through something when they came in this morning. I greet the students, make sure the hall is clear, um interact, ask them how their day was going, walk through, interact with the parents, um the community, the male um mailman, the neighbors across the street. They familiar with my side and greeting with them. >> I try to walk around, try to help the kids. I'm not trying to police them as a security officer. Can't do that. You

074you try to help them in every way possible. And and and that's what I do. I'm a resource for them. going through the detectors in the long run. I hear them say, "Boy, if it wasn't for y'all doing that, this that." So, they they really do like that detector, but just knowing that you in the halls and the students see that and and they see how I, you know, if they beep or they see how I go through their bags, I don't play. So, they feel safe. They be like, "Oh, there go Miss Campbell, Miss Campbell." And they fear something, they come straight, Miss Campbell, you know, so and so. And they I'll be like, "Okay, okay, okay." So that makes me feel that, you know, they see that I'm serious about my job. You

075know, >> I have noticed if we're referencing the phone collection, um, a lot of the students are interacting more with one another instead of just being stuck on their phones. They've started to build relationships with one another and do different things that [music] we last year and the year before that we weren't actually noticing anymore. uh especially with how we do the yonder cases, bringing in securing book bags, making sure that um no items or weapons are brought into the school. I think it makes students and scholars feel um much more comfortable, much more safe. When the kids come through, they understand there are necessary things that have to happen. But when the officers treat them in that way, like human beings, and make them feel special, they're not thinking so much about those things.

076They're thinking about the relationship they're building. It's the most important thing for everyone in a building is that relationship you have with kids. And if it's positive, usually you're going to get positive [music] results. Not all the time, but more often than not. We are here for our first middle school CTE fair. So, these students are engaging with STEM ideas. They're doing some design work with 3D printing. They're doing a lot of building with uh Legos and with wood. Um and today they're here to show off those projects that they've designed and they're also here to learn about all of the CTE pathways that we offer at the high school level. >> Middle schoolers that come in here is way more easy and really really beneficial because they could see their options. So it opened

077their mind and open their perspective so they could they could decide what they're going to choose. >> There's that initial attention getter. We're going to get you over to our booth because we have a fun or exciting game and something that you can do, but ultimately we're going to show you how you actually get to do that every single day at our school. And here's what you also get with it, a certification that's going to make you money after you graduate. So, it's really, really exciting. >> I went to the uh veterinarian place and I saw the chinchilla and I was like, "Oh, she's so adorable." Like, I find animals very intriguing. I wanted to go to the architecture one because I'm figuring out what I'm going to do when I'm growing up and I

078think I'm going to be an architect. The career pathways that are available in a variety of our high schools in the Cleveland area are outstanding. And so getting a firsthand uh chance to look at what some of those opportunities and work environments lead to are beneficial when you get to see them in a place like this. >> [music] >> I'm here at work offering positive energy. [music] Transporting scholars is important for the education um the future. They are our future [music] to make sure that you got every children accounted for every day because the children are counting on you. >> My typical day looks [music] like pick it up children sometimes handling um field trips, middays, monitoring behavior. It's about ensuring [music] children access to education, promoting academics and personal development, and creating a safe

079and more equitable learning environment. My training and support [music] was excellent. I learned so many things about the city of Cleveland that I didn't know, and I've been here all my life. That's why I I'm here 33 [music] plus years. One of the best things about this job is the flexibility. >> So, I got my time with my family. I spend more [music] time now with my family and my friends and I got my weekend off. >> It allows you to go to doctor's appointments. If you want to go to school, it allows you that downtime. We [music] have that downtown where you can go to school. You can go grocery shopping. I wish more [music] people would knew about the benefits, the the potential of uh moving through through the company. Um that's always

080[music] a plus. And the money is is very good. You can make good money. >> Make a difference. Apply today. >> Make a difference. Applying today. >> Make a difference. [music] Apply today. >> I would do it all over again for anybody. Hi, I'm Trisha Paige and I'm a first grade teacher at Andrew J. Rickoff. I had a couple students that were having lunch in the classroom with me that day. I was sitting at my table like here in the back of the room and um her back was toward me this way. >> So when I was eating my taco, I tried to dip my other one in a meat and cheese, but when when it went through when it went to my throat, I choked on it and >> she was choking and I

081she was making the choking. Her hands were on her throat and there was no there was no sound whatsoever. Uh I got up, ran to her, told the other teacher to go run and get the nurse. Um she was sitting in her seat. So I >> when she told me to get help here, she like did this. >> I went underneath of her her armpits here. I picked her up. I stood her up and they started doing the himlick on her and she was silent for a minute and it was it was really scary. I don't know who was more scared if she was more scared or if I was more scared. Um but eventually she started crying and making sound. >> She deserves a reward. Thank you for saving my life. >> You're welcome.

082And I would do it all over again. The wakeup [music] cafe was created to um give the students real world experiences promoting communication, social and life skills [music] and also to help the students gain independence and confidence. >> We're also helping our students build independence and prepare them for future vocational opportunities. We have students that leave us and go on to high school and when they [music] get into a lot of our high school programs, they also have opportunities similar to this and this prepares them to [music] step into that role with some experience and some skills. Um the students empower themselves by gaining um pride and confidence through their roles. They are speaking up. [music] They're supporting each other. They're problem solving. and um it's empowering to see them step [music] into their leadership

083roles and show what they're capable of. >> I feel like coming to the Wake Up Cafe, we're able to see um the um capabilities of autistic individuals and [music] it helps to support um inclusiveness. >> It's a really great way to break down misconceptions and [music] celebrate what's possible. on the second level and 3173. >> This year competition is water theme based. How the competition goes is there's there's a reef and of course um if you see on the theme they're like these the [music] purple, you know, it it looks like a reef. Um and then we have the coral. The coral is basically like this like a white it like a white pipe. And then the algae is a ball. And basically to score points, your robot has to have to put algae onto

084the reach. Each alliance three separate robotics teams. So it would be us and two different robotics teams that are just randomly picked to work with us. Usually before a match, um we'll meet up with those two other robotics teams and we'll talk to them about uh strategy and what their robot can do and what ours can do. And usually we work together to kind of um figure out the best game plan. >> There's a autonomous point, autonomous [music] ranking point, which is all three robots move off of a starting line and then at least one robot scores one coral anywhere on the reach. >> To build the robot, it takes like the whole team, which is about 20 [music] people. And then we need people to program the robot, people to wire the robot. But

085once we have it all built and on the field, we only need one person to control the drive and one person to control the elevator [music] and score. We also have a third person who tells them what to do and looks at the whole field and is in charge of strategy. Uh the main challenge was just building the robot overall. It took about 10 weeks to build. It took a lot of teamwork and [music] cooperation to build such a beautiful machine. And it also helped us learn new machines that normal high schoolers have hasn't used before, including mills, CNC machines, long uh long drills, and just all kinds of different things. >> This is actually one of the biggest competitions here in Ohio, and it's very diverse. So, we'll be competing against what a top

086competition is. the this season, this is our [music] last uh regional. So, we participated in Miami Valley and this will be our last uh for this season. Our goal is to go home with a blue banner. [music] >> I've noticed um observing the students mental health is very important for the safety of the staff as well as everyone in the building. A lot of our students feel comfortable talking to staff. Many staff members uh just kind of serve as a uh just a listener. Um and they counsel where they can. >> I've been with the district for almost a year now. So I know mostly everybody names now. Everybody know my name. So me engaging with the kids, I'm just like a older sister to them. They come to talk to me about anything. And

087then we all been young before, so we know how it go. just just talking to the scholars, just asking them questions. Just something simple as how is their day going? [music] How are they feeling? Um even simple as ask them how they ate in the morning. Just trying to keep that open line of communication with them. Building a level of trust. >> And so safety at school definitely matters. Safety in route home from school also matters as well because if where students are concerned [music] about that, the closer you get to that time, um that's where the attention is going to be. even when they're sitting in the classroom, >> if the kids don't feel safe, if the climate and culture for them is not safe, then they're not going to be engaged and they're

088not going to perform well on their test. [music] And so, we don't want them to be in that situation. So, we want them to know that we are here for you to support you in a mental capacity. And if if you feel safe coming to school, then [music] it should produce some great results when you take uh when you get into your academics, into your testing. That's my first priority to make sure not only the kids feel safe, the um staff feel safe, parents feel safe when [music] they come in this building. That's just how I am. I welcome everybody. I just put their shoes in my shoes. Just like if my son in school, I would want him to feel safe while he there. So while I'm here, I want these kids to feel

089[music] safe. Would you please go ahead [music] and rewrite the numbers in your notebook so you have them? Five. I wanted to make sure that my students [music] used education as a powerful tool not just to get smart but to um change their environment. I have [music] always believed in constructivist knowledge. So instead of me just giving kids information and them soaking it in, we've seen that that doesn't [music] work um with students very well. I have given them the tools to construct their learning. [music] They're they're standing at the boards, they're talking to each other, they're coming up with more than one [music] way to solve a problem. Um and I think that helps with the different learning styles because they're not just sitting reading and writing. They're they're verbally communicating. [music] They're talking

090to other people. they're collaborating not only with their team, but they can go check their answers at another board if they need to. So those things are included [music] in those different learning styles. So I do try to do like weekly rewards where I acknowledge kids who've done everything that they're supposed to. And so kids who complete all of their tasks, they are recognized and every day I'll do a shout out for kids who've been on their agame in terms of behavior or in terms of [music] just trying their their best. And a lot of times I'll just pull them aside and just say, "I'm really proud of what you've done in class." and just sort of [music] give them benchmarks and goals to work towards. Solving problems is just what we do as humans

091outside of the classroom. So [music] if you can be resilient and know that like maybe you didn't get it right the first time, you [music] go back and you fix it. So even with their bell work, I'll say if you don't like the grade, I put a comment, go back and fix [music] it. If you don't like your answer, go back and fix it. Redo things. So building up knowing that just because you didn't [music] do well the first time, that's not failure. That's it's like evolving. It's an iteration of where you are and go back and just become stronger and better. [music] And don't look at not doing well the first time as failure. >> I see pair of professionals making a difference every single day the minute they walk in the door with

092smiles on their [music] face. They're the first people here greeting our scholars, always offering a friendly hello, um hands-on work [music] with these kids all day long. >> And they just want want all of our students to succeed and enjoy school. My talent is observing and then applying. So a lot of times in the beginning of the school year, I [music] would observe more, see what they like, see what interests them or seeing what methods help them calm down or [music] get them to actually learn like whether it's um occupational learning or academically learning. listening, being patient, [music] being focused on what the children have to say and responding [music] back to them. There's like a lot of things I didn't know like from different cultures. Like I've been learning a lot from them. Like

093there's a lot of things I don't even know from uh other countries that I've been learning. Every single day I'm learning something with them. >> It just feels [music] really good to be part of a team and you never know. Like I said, you might be doing one thing one day and one thing the next, but it all ends up [music] being part of the like it takes a village kind of outlook and it just [music] feels good to be part of a team. >> Thank you, Paras. Thank you, Paris. >> Thank you, Paras. >> Thank you, Paris. I love you. >> My name is Barbara Davis, and I am the secretary here at Stephanie Tubs Jones School. I grew up where the original Superman story was born. It inspired me because Superman is something

094that is not only big for Cleveland, but [music] inspiration behind the creation of his character really brought inspiration to me in creating my characters. [music] So my goal is to bring awareness to bullying amongst the youth [music] because I also was bullied when I was a child as well. When I grew up, I didn't have any superheroes that look like me. And I looked around for them, but I couldn't find [music] them. So, I figure I can create them. My girls teleport around the world and fight against bullying [music] mentally with the help of Serenity. I think it's pretty cool that I am able to still carry on a legacy that was built [music] in Cleveland, Ohio based off of Superman. And me being able to build hopefully the first triplet superheroes in Cleveland, [music]

095starting from the place where Superman was created is actually a big deal for me. And I'm pretty sure it's a big deal for our community [music] for the kids to be able to see superheroes that look just like them. Let's go. Let's go. Hey, hey, hey. Let's go. Welcome to TEA Monasuri. accomplishing this accreditation. We are the first public elementary Montasauri school in the state of Ohio to get this accreditation um the American Montasuri Society accreditation. We learned on Valentine's Day actually great great Valentine's Day um that we were approved as um as an accredited school. Many private schools that have it it's considered the gold standard for Monasuri. It's a platinum standard for public monastery. Basically, there are five core components that we have to meet. You have teachers who are credentialed at the

096grade band that they teach. That you have the multi-age that are three-year cycles. That you have materials, the proper monatory materials, that you have an uninterrupted work cycle of two and a half to three hours. And that you have um that it's child focused in how you approach the work that you're doing. It's based on the theory that we it's a human development model instead of just an academic. It's the whole child. It's the whole person. and that it's six-year cycles of how children grow into the human beings they're becoming. And so education should really revolve around the developmental sensitivities and needs, excitements of that age in order to spark and keep their learning going. For me, I really believe having been in private and charter schools that our children deserve what private school children

097are getting. That it doesn't matter what their economic human development is human development. I have teachers here who've been at this for 20 years, you know, 25 years, 26 years, keeping Monasuri alive and they get to be a part of celebrating that we're recognized nationally, that what they do is my what they do is amazing. So, it's a it's a win for everybody. [cheering] >> So, I just got to Cleveland. >> I just wanted to come out and see y'all. We working out every day. Uh we got a purpose. We got something we trying to accomplish and achieve. But I'm trying to bring Cleveland, of course, a Super Bowl. [cheering] >> What inspires me to keep going? I would say um knowing I I got a lot of people watching me, knowing that I'm a

098positive influence uh to the youth, that's what I say what keeps me going. So like even coming here, seeing y'all You go to the website, you type in the access code, and you're in. Your kids pictures are there, and you could easily I have a kids at two different schools. You can easily switch from school to school and keep up on top of it. Everything's right there. Like, everybody always has their phone with them, so you can easily access it to your phone. It's a relief for me knowing that my child has the best chance that they can knowing every day they wake up they can go to school and you know take [music] advantage of the day. So we are at Rock Your Road with Steam. amazing partnership that our district CMSD has with

099the uh Great Lakes Science Center as well as the uh Rock and Roll Hall of Fame and it's just amazing seeing all of our scholars. We have parents, educators out here. It's a great day for an event like Rock Your World Steam. This is really the culmination of a year of work for our students. Some of the work that you'll see, for example, in the art tent, uh are projects that students have been working on since the beginning of the year. Uh these ensembles come to begin rehearsing early in the year. uh and rehearsed throughout the year. Most of the bands uh actually perform twice per year as full ensembles for All City. They do the winter concert and then they perform here. So quite a bit of work. If I were to tally the

100hours, incalculable. So you might notice my outfits a little different this year because we had a lot of rain today. Uh but yeah, I've been slogging around looking at the different performances. Uh the orchestra, the choirs, uh have been downstairs to see all the wonderful STEM displays. [music] We also have our face tent, which is our family and community engagement tent where we have partners like College Now and Digital C and Starting Point and Say Yes. Um sharing information [music] uh the Greater Cleveland Neighborhood Association as well as the city of Cleveland uh sharing information about summer programming. And then uh our office, our department uh provided free summer learning activities for students uh so that we can keep them from sliding. You know, we want to prevent that summer slide and encourage families to

101read to their children, make sure they're reading uh and engaging in uh different activities throughout [music] the summer so when they come back to school in the fall, they're ready. We're just going to keep rocking it. We rock it rain or shine every year. >> [cheering] >> The winner of the first annual rise pitch competition is, drum roll please Riverside. >> Rise was birthed out of an opportunity that we thought was very very important for us to be able to give students opportunity to have their voices centered. So, we asked them a question. The question is, if [music] you could solve a problem in your community with unlimited resources, how would you do it? >> I'm 13 years old in the seventh grade at Amaya Elementary, and our group is excited to be here today

102to share our opportunity for action. I feel like that our gaming lab will help a lot of students because of these new technology industries that are coming from these foreign countries, which can excel our students and improvise them and get them set for life. As a basketball player myself, sports helped me with a lot of teamwork, leadership, [music] and even helped me with my mental health. So, for me, I'm just asking, can we get more opportunities for sports all along a school year? >> We also wanted to make sure our ideas weren't just meaningful, but doable. We're excited to introduce a few things we think that can make Riverside better right away. >> Our goal is to thank big for our classmates, our teachers, and our whole school. Congratulations [applause] and I hope that you

103have an amazing day. Would you say my classes? [applause] Today we have the ceremony award of the seal of bi literacy. Uh [music] we have students who took the stamp test this year and they got uh the seal of biteracy to from [music] different uh languages. >> I speak multiple languages well two actually Spanish and English. >> [music] >> I'm excited that I earned this because I know it will bring a lot of opportunities for me in the future. So, I'm very proud. >> The seal of bi literacy [music] is one of the seals that students could earn upon graduation and that it gives them a certification for being not only bilingual that they can speak two languages but they can also read [music] and write both languages and it's grown tremendously. It's a very

104very important um skill set that they will be uh transferring into the real world as they become adults [music] and they go not only to college but also to the workforce, the military and it also hits a lot of our goals um for college and career readiness. >> Hi, I'm Dariel Snipes and I'm here at Orchard Steam School and today we'll be taking a look at the ribbon dancing team as they prepare to perform at a schoolwide event. And we are here with Felicia Kelly who is the 5C's coordinator and the ribbon dancers coach. And behind us we have the ribbon dancers. So just tell me how did you get this program started here at Orchard STEM? Well, I did a praise dance for my mom for Mother's Day and I used a ribbon uh

105and I brought the ribbon in to demonstrate um part of what we call demonstration of learning and I brought it in to the ribbon dance uh to the school and the ribbon dancers that are now ribbon dancers loved [music] it then and asked me can we do the same thing and I said of course and so I brought um [music] brought some ribbons and we started practicing and the team was created. >> But you have told me that it it has exploded. So many kids want to be a part of it now. So what is the age range of your ribbon dancers? >> So we [music] have first grade all the way up to sixth grade. >> Nice. And so while dancing is beautiful, but you are here to instill [music] life lessons into these

106kings and queens. Can you tell me about it? >> Yes, absolutely. And they will tell you my first my first rule of thumb is positive energy. I have it all over the media center here and they know that we are about uplifting each other, about encouraging each other, about helping each other. So those are kind of the life lessons that I'm trying to instill [music] so that they don't just incorporate it here in the first grade, second grade, [music] middle school, high school. These are lessons that I try to teach them for life. Mhm. >> How to be kind to each other, how to treat each other, how to be sensitive to [music] different situations that that might come up. >> So, this is a steam school. >> Yes. >> So, and even though you're

107doing dance, which is arts, which is part of steam, um you're also incorporating some other things, can you talk about uh some of the things that you're trying to teach them as well when it comes to steam and dancing? >> Okay. So, um the t-shirts that they're wearing today, they actually help make. We have um Cricut machines. We have silhouette machines and transfer heat transfer paper to actually make the t-shirts so that the t-shirts that they're wearing they're they made them and also 3D machines. We have laser cutters. We have actually if I you [music] don't mind me stepping off camera a little bit. Um we have the capability of making mugs and they help to design their own um character on my mug and it says I love my ribbon dancers. And each ribbon

108dancer picked out their design and we made this mug for me. >> Wonderful. I'm joined now with Mila and Paige. What grade are you in, Paige? [music] >> Third. >> And what grade are you in? >> Six. >> And tell me, why did you guys want to join the ribbon dancers? >> So I can learn new things. >> What about you? >> Um, because I always wanted to dance in a in a group. So I always found passion for Miss Kelly's moves and [snorts] that's why I joined Ribbon Dance. So besides dancing, what else have you learned? I know she talks about, you know, life lessons. So tell me what life [music] lessons you have learned. >> I've learned to work with a team, not by yourself. And sometimes you just have to work together

109so you can make things happen, >> right? You're right. And what about you? What what what lesson have you learned? I learned how to collaborate with my team and um have teamwork and um when somebody's doing something I have to encourage them, >> right? And some of the collaboration you guys have done is you had the [music] some art students paint this for you guys for your performance. Just talk about how you like performing in front of others and showing uh your other students what you've learned and show the beautiful dances that you've learned. I enjoyed a lot because it's got me like not to be scared when people are watching. So I'm not shy anymore like I used to. And now I talk loud. I'm just loud all vibes. And when we perform it

110makes me feel great because I show myself. [cheering] Good morning. Good morning. >> Morning everyone. Good morning. No beefing. Hold that up. >> When the kids walk through the door, there's a personal relationship here. So immediately they have a connection with an adult as soon as they've entered the building. typical day at James Ford Roads is being active with the kids, trying to be proactive with the kids before it becomes reactive. >> Sometimes we have to stop and counsel or assist a student that might be going through something when they came in this morning. I greet the students, make sure the hall is clear. Um, interact, ask them how their day was going. Walk through, interact with the parents, um, the [music] community, the mail, um, mailman, the neighbors across the street. They familiar with

111me, kind of on my side, I'm greeting with them. >> I try to walk around, try to help the kids. I'm not trying to police them as a security officer. Can't do that. You you try to help them in every way possible. And and and that's what I do. I'm a resource for them. going through the detectors in the long run. I hear them say, "Boy, if it wasn't for y'all doing that, this that." So, they they really do like that detector, but just knowing that you in the halls and the students see that and and they see how I, you know, if they beep or they see how I go through their bags, [music] I don't play. So, they feel safe. They be like, "Oh, they go Miss Campbell, Miss Campbell." And they fear

112something, they come straight, Miss Campbell, you know, so and so. And they I'll be like, "Okay, okay, okay." So that makes me feel that, you know, they see that I'm serious about my job. You know, >> I have noticed if we're referencing the phone collection, um, a lot of the students are interacting more with one another instead of just being stuck on their phones. They've started to build relationships with one another and do [music] different things that we last year and the year before that we weren't actually noticing anymore. uh especially with how we do [music] the yonder cases, bringing in securing book bags, making sure that um no items or weapons are brought into school. I think it makes students and scholars feel um much more comfortable, much more safe. [music] When the kids

113come through, they understand there are necessary things that have to happen. But when the officers treat them in that way, like human beings, and make them feel special, they're not [music] thinking so much about those things. They're thinking about the relationship they're building. It's the most important thing for everyone in a building is that relationship you have with kids. And if it's positive, usually you're going to get positive results. Not all the time, but more often than not. We are here for our first middle school CTE fair. So, these students are engaging with STEM ideas. They're doing some design work with 3D printing. They're doing a lot of building with uh Legos. to the rest. She's coming. The board is now back in public session. This evening's consent agenda includes the minutes of the last

114board meeting of December 9th, 2025. a resolution adopting the board meeting schedule for calendar year 2026, which the board is required by state law to adopt at this board organization meeting, and five legal resolutions. The chair will now entertain a motion to approve this work session's consent agenda consisting of cons of agenda items 13.02 through 15.05, the full titles of which are set forth in the board meeting agenda. >> So move second. [clears throat] >> Thank you. Mr. Mr. Stockdale, will you please call the role? >> Miss Elott? >> Yes. >> Mr. Phillips? >> Yes. >> Mr. Briggs? >> Yes. >> Miss Jones? >> Yes. >> Pastor Jones? >> Yes. >> Mrs. Lebron? >> Yes. >> Mrs. Peak? >> Yes. >> Mrs. Welchow? >> Yes. >> Motion passes with eight votes. >> Thank you. The

115minutes are approved and the resolutions are adopted. Is there any old business? >> Okay. For new business, I would like to wish Miss Charlene Jones a happy birthday. having a birthday this month. >> I have some new business as well. Uh we we had another birthday this month. Our our chair uh celebrated her birthday on Friday. So happy birthday uh Chair Elott and also to board member Jones. Uh and then also this is uh board member appreciation month. So I know we've been sharing out on our socials uh that uh not only this month but every month we uh thank you for the contributions and your leadership. Uh this is not a paid position. your heads are volunteering your time, which feels sometimes like a more than a full-time job, but we thank you for

116your leadership and we'll be celebrating you all month um and more uh formally at our business b uh board meeting. >> Thank you, Dr. Morgan. The chair will Is there any other new business? Okay. Uh the next regular board meeting will be a board business meeting on Tuesday, January 27th at Garrett Morgan High School. The chair will now enter entertain a motion to adjourn this board work session. >> [clears throat] >> hearing. No objection. This meeting is adjourned. Have a good night.