001This business meeting of the board of education of the Cleveland Municipal School District will come to order. Mr. Stockdale, will you please call the role? Miss Elicott, here. Mr. Phillips, here. Mr. Briggs, here. Um, Miss Jones here. Pastor Jones here. Mrs. Lebron here. 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 pledge algiance 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. All right. The chair will now entertain a motion to approve the minutes of the board leadership development session of May 3rd, 2025 and the board work session of May 13, 2025. So moved.
002Second. Thank you. All in favor signify by saying I. I. Any opposed? The eyes have it. The minutes are approved. And next, I'm pleased to introduce Dr. C. Morgan for his CEO report. Thank you, Chair Elod. Well, for tonight, uh we have a very special presentation that we're doing and uh we got all of our valictorians and saludiatorans lined up outside. So, in a moment, we're going to start that recognition that we're going to do and we do this every year. Um a few things to note. This is the season, as I share, my favorite time of the academic year of celebrating all of our graduates. We kicked off our graduation season last night uh with our high-tech academy uh graduation. And not only did we have scholars that were graduating with their high school
003diploma and finishing uh some with college credits, we had four scholars that actually earned their associates degree at the same time. And I know when we get to Bard High School, we have several Bard uh students that will also uh be getting their associates degree at the same time. But it just shares the wonderful accomplishments of all of our scholars. Um before we give uh we go and give remarks about this class, I'm going to turn it over to Dr. Florence as we're going to kick off uh this ceremony that we're going to do for all of our uh val validatorans and saludiatorans this evening. Good evening board members. We are going to ask you to come stand in the front so you can shake the students hands as they come and get their [Music]
004medal. Thank you. All right. And as you can see on the screen, we have the graduates uh and their schools rolling um consistently throughout the presentation. So at this time, I will welcome our first saludiatoran from John F. Kennedy High School. Jada Graves, the valadictorian from John F. Kennedy High School. Donica Stewart from Colinwood High School. Saludiatoran. Muta. I'm gonna say this wrong. Mutinawi's Odil. I don't think he's here. Okay. The validictorian from Colinwood. Adorable Brooks from John Adams High School. Saludiatoran Aaliyah Henderson from Bard High School. Valadictorian Dora Bell [Applause] Montgomery from Bard High School. Balladictorian. Diana Antonorti from Bard High School. Saludiatoran. Timothy Robinson from Campus International High School. Balladictorian Christopher Swedle. Also from Campus International High School, Joshua [Applause] Young from Cleveland Early College High School. Valadictorian Abigail [Applause] Moore, saludiatoran from
005Cleveland Early College High School. Naasia Watkins, valadictorian from Cleveland High School for Digital Arts. Angelique and Kimon, saludiatoran from Cleveland High School for Digital Arts. Elena Korea from Cleveland Metro Remote School. Valadictorian. Gael Williams. Saludiatoran from Cleveland Metro Remote School. Sophia Malinowski, valadictorian from Cleveland School of Architecture and Design. Morgan Overby, saludiatoran from Cleveland School of Architecture and Design. Eric [Applause] Williams, valadictorian from Cleveland School of Science and Medicine. Esther Umizur Chuku, saludiatoran from Cleveland School of Science and Medicine. Kinshay Ward, valadictorian from Cleveland School of the Arts. Madison Roomie Kyle, saludiatoran from Cleveland School of the Arts. Caroline Ruth Dunn Helton, valadictorian from Davis Aerospace and Maritime High School. Evan Mullen Vanest, Saludiatoran from Davis Aerospace and Maritime High School. Quinn Schuman, valadictorian from East Techch High School, Adalicia Oralana. Saludiatoran from East Tech
006High School, Zire Bowman from Davis, right? Oh, Quinn. Okay. Okay. Okay. Valadictorian from Facing History New Techch High School, Leonard Barek. Saludiatoran from Facing History New Techch High School, Angelina Vaughn. Vadictorian from Garrett Morgan School of Engineering and Innovation. Brian Conroy, saludiatoran from Garrett Morgan High School, Engineering and Innovation. Matias Bergland. in the blue. I said his name. Okay. All right. I'm gonna go back one. Davis Aerospace and Maritime High School saludiatoran. Quinn Schuman, valadictorian for Garrett Morgan School of Leadership and Innovation. McKenzie Kimmer. Saludiatoran for Garrett Morgan School of Leadership and Innovation. Yanellis Malawi. Vadictorian for Gin Academy. Clayon Towns, Saludiatoran from Gin Academy, Jamari Townsen. Valadictorian, Glennville High School, Jiren Anderson. Saludiatoran Glennville High School. Apprentice Pulk. Valadictorian. John Adams College and Career Academy. Teria Bethl. Valadictorian. John Marshall School of CI Civic
007and Business Leadership. Emanuel Kenyage, Saludiatoran, John Marshall School of Civic and Business Leadership. June Malik, valadictorian, John Marshall School of Engineering. Cedric Infante, Saludiatoran, John Marshall School of Engineering, Exxire Javier Cortez Hill, Valadictorian, John Marshall, School of Information Technology, Mongiel Mjour, Saludiatoran, John Marshall, School of Information Technology. Derek Pap, vowictorian, Lincoln West School of Global Studies. Martha Rajubu, Saludiatoran, Lincoln West School of Global Studies. Yasharles Pizarro Rodriguez, Valadictorian, Lincoln West School of Science and Science and Health. Naisha Austo CS Lincoln West School of Science and Health. Kimuell Cruz, valadictorian, Max Hayes, Career Technical High School. Monica Guardado Chicas, Saludiatoran, Max Hayes Career Technical High School. John Marie Garcia my valadictorian Metropolitan Cleveland Consortium STEM High School Diane Lee Saludiatoran Metropolitan Cleveland Consortium STEM High School Dalen Phillips Vadictorian Natividad Pagan International New Commerce Academy. Tiffany
008Kamucho Rivers Reebus, I'm sorry. Rebus Saludiatoran Natividad Pagan International Newcomers Academy. Mariel Trinidad Usita Valdictorian Newch West High School. Elena Montteraso, Saludiator, New Techch West High School. Dylan Seals, Saladictorian, Roads College and Career Academy. Gabrielle Bada, saludiatoran Roads College and Career Academy. Michelle Yaslin Gutierrez, Balladictorian Road School of Environmental Studies. Jadelis Aon Apante, Saludiatoran Road School of Environmental Studies. Elizabeth Wrangle, Balladictorian School of One, Aman Panel, Saludiatoran School of One. Aaron [Applause] Blevens, valadictorian, Metropolitan Cleveland Consortium STEM High School. Dejan Lee [Applause] She's coming. She's coming. We have one more. School of One Saludiatoran Aaron Blevens. All right, the students are going to come back in for a picture with the board. Come on. Go. That's right. give you. [Music] this way. All right. As our valadictorians and saludiatorans are making their way [Music] back.
009Let's hear some of the accomplishments. Is this turned up? Yeah, you can turn it up. Let's hear some of the accomplishments of our valadictorians and saludiatorans. Testing. Testing. That's better. Okay. Uh so, one of our schools has co-validictorians uh because of their GPA ties. uh one student will be entering into apprenticeships uh programs after graduations. We have two students who will be attending H.B.CU. 11 students are enrolling at Cleveland State University. And I know we have Dr. Bloomberg in the house as well as our very own Dr. Shredar uh on our board who serves as pro p provost. Uh two students earn nationally competitive full ride scholarships. One is a Gates Millennium Scholar as well as a QuestBridge scholar. Um and these scholars are attending colleges all across uh the country from the Midwest to
010the east coast. Some heading to cities like St. Louis, New York, Washington DC, Atlanta and beyond. 55 students will be eligible uh will be attending say yes eligible colleges and universities. 11 students are enrolled in private partner institution. 40 students will be attending public institutions right here in Ohio. And collectively, this group of valadictorians and saludiatorans has earned $4.67 million in scholarships toward their graduation. So, let's give them another round of applause. We are so proud of them and we look forward to celebrating them this season. And that's all for the CEO report. [Applause] All right. Thank you, Dr. Morgan. Is my mic working? Can people hear? Yes. Okay. Uh, thank you, Dr. Morgan. Um, families, thank you for joining us. Um, you're more than welcome to stay for the full meeting, but please know
011you are not required. All right. Um, just as I just as I thought, we have more exciting things to do, and that is okay. take the time to leave it. All right. Next, we will have our public participation period. During this segment of of the business meeting, we will hear we will hear all public comment on either agenda or non-aggenda items. The public participation period will be for persons who previously submitted the online request to speak form to address the board for up to three minutes each. Do we have our It looks like our timers are not ready yet. So, I'll just um we ready? Okay, great. So, the timers are visible on the screens and um I will call speakers up to address the board. First, we have Katherine Baker. Katherine Baker. Um, hi.
012Good evening. I'm Katherine Baker. I'm a school psychologist with Miss Baker. I'm so sorry. I want to make sure your mic is working. Can you say test? Okay. Okay. Maybe is it good now? Yes. All right. You may begin. Okay. Um, yes. Hi, my name is Katherine Baker. I'm a school psychologist with the Project ACT program in CMSD. Um, I want to start by thanking you all for your work to ensure that all CMSD students are safe, engaged, and successful at school. And I urge the board to continue this important work as you develop district policy in response to House Bill 8. The CDC's youth risk behavior surveillance survey highlights high rates of adverse mental health indicators among LGBTQ students, including increased depressive symptoms, increased rates of seriously considering suicide, and increased rates of attempting
013suicide. According to the minority stress model, mental health disparities among LGBTQ youth result from increased experiences of discrimination and rejection from others. Findings from the GLlisten National School Climate Survey indicate that anti-LGBTQ harassment and hostile school environments directly harm mental health and academic performance. Nearly onethird of LGBTQ students are reported to have missed at least one day of school due to feeling unsafe. However, research conducted by the Trevor Project indicates LGBTQ youth with at least one accepting adult are significantly less likely to report a suicide attempt in the past year. In addition, feeling that their teachers care about them is associated with lower odds of recent anxiety and depression reported by LGBTQ youth. As educators, we have the responsibility to minimize potential harm that transgender and non-binary students may face as a result of House
014Bill 8. I urge the board to consider sample policies that have been developed by the Ohio chapter of the National Association of Social Workers. For example, district policy could include guard rails such as exempting school staff from reporting to parents if a student shares concerns that they will incur abuse, neglect, or abandonment. resulting from disclosure of their gender identity to their parents. Educators should not have to choose between following their professional ethics and complying with the law. Other considerations regarding safe and supportive learning environments include ensuring access to single occupancy bathroom facilities at all buildings now that Senate Bill 104 has gone into effect. As a queer educator, I hope to continue to be able to show up to work as my authentic self. Most importantly, when a student has the courage to share their
015identity with a trusted adult at school, I hope they will be met with validation and support because all CMSD students deserve to feel safe and accepted at school. Thank you. Thank you, Mr. Speaker. Next, Katherine Shepi. I apologize if I mispronounced that. Katherine or sorry, Karen Shubby. Definitely mispronounced that first one. Good evening. My name is Karen Skvy. I'm a school psychologist who has served uh CMSD since 1997. I was born and raised in Cleveland, attended Cleveland schools including Halley Marian Celzer and Patrick Henry Middle School. Following my service my service in the Air Force, I returned to Cleveland, completed undergraduate and graduate degrees at Cleveland State University. I currently live in Cleveland and have done so for 50 of my nearly 58 years. At the conclusion of my internship uh with Cleveland and the
016positive education program, I knew I wanted to return to CMSD to provide uh my professional services as a school psychologist to atrisisk you. I did so in addition to my work in middle and senior high schools. I volunteered as a member of the gay, lesbian, straight education network, Glisten Northeast Ohio it's now called, including service on the GLlisten board in the early 2000s, excuse me, and as co-chair for several years. One of my early personal goals was to raise awareness and educate others on the growing need to include transgender population and Glisten's work. As a CMSD psychologist, I participated in the SCA safe schools are for everyone program which provided some of the earliest professional development for CMSD teachers and related service providers regarding LGBTQ plus youth. I was young and sometimes intimidated by the
017process, but the many requests for information from other school psychologists in the district made it clear that it was necessary work. Over the years, I have seen great strides with gay straight alliances and schools, especially in Cleveland. I see students standing up for one another and standing against bullying and harassment. Research consistently shows that transgender students experience disproportionate rates of bullying, mental health struggles, and suicide ideiation as a result of persistent messages that they do not belong. Laws and school policies that further marginalize these students exacerbate these problems. Such policies include restrictions on bathroom use and limits imposed on teachers ability to acknowledge these students and support their sense of belonging at school. The harm engendered by these laws is not theoretical. We know from observing outcomes in other places that Ohio will see an
018increase in mental health concerns, anxiety, depression, suicide ideiation, and attempts. While House Bill 8 requires each school and district to create and adopt policies for their own districts by July 1st, it does not mandate policy language or enforce compliance. Please consider the real and lasting impacts these laws and our policy will have on our community, especially on transgender and non-binary students. It is our responsibility to develop policies that balance compliance and state law with what we know to be best practice. My colleague Katherine Baker prepared some written information that I will give to you when I am done, including what the what the law does not require. While the bill itself discriminates by regarding transgender students as different, we we should not include language that explicitly promotes discrimination through unnecessary restrictions. As a school psychologist,
019I am unable to effectively do my job if a student doesn't feel safe with me. Children and youth who are forced to hide who they are, whose identity is dismissed and invalidated, are more actively made to feel less than. Let's protect dignity and safety of all students and lead our community in promoting values in which we aspire. Thank you, Miss Skevie. You may give your materials to Mr. Bzoff and he will distribute them to the board. [Applause] Next, Thomas F. Kubak. Good evening. My name is Thomas Kubak. I'm on your agenda for later today. But first, I wanted to come up here and just say hello. Say hello to the community and know that this year our school will be the first school in CMSD history to earn three consecutive ODW momentum awards. We have
020done um some of our number crunching in math and science combined compared to last year's math and science combined and we're showing a three or 5.32 PI point gain compared to last year. This is a significant achievement. As um many of you read, I uh sent you a letter today. It's been a very trying year for me and through it all, through the adversity, through all the the um intentional targeting that I've that I've gone through, uh using my assistant principal to chuck up different reports and things. We have persevered. We have stuck together as a staff and created a wonderful community and continue continue to strive continue to strive for greatness. Uh Elizabeth Beth Wrangler, who's just caught up here, was a former student of ours a few years back. So I'm I'm glad
021to see a rancher represented today. Just know that when you're voting today, um we have a choice. We're going to vote with students or we're going to vote with bureaucracy and we're going to vote versus intimidation and and hostility. I don't stand for any of those. I am um a genuine person. Heart's always on the sleeve. Truth is always coming from me. Whether it be something you want to hear or not, I am that person. And that's how we've been successful for 17 years. It isn't by chance. It isn't by accident that we are the school we are. It isn't by some fluke over the last couple years that we are where we are. I've hired 85% of staff at our school. I've raised many of them since babies. And we have done this together
022through creating a synergy at our building that is unlike any other building in our district. We don't have any visitors. I'd love for a chief to come out and visit, but we we really are a special place. Gallagher is special. We welcome everybody. We have newcomers from around the world. We have students that were in refugee camps. We have pairs in refugee camps. I have six pairs that were in refugee camps who are now earning their teaching license. Six. There are six. We have not had a single teacher ever want to leave our building voluntarily. Matter of fact, for four years in a row, we had teachers sacrifice themselves so the younger teacher could stay over cuts. Retiring teachers who instead of retiring in the comfort building left their building to allow a younger teacher
023to stay. That doesn't happen. Let me tell you, we are amazing. Our school is amazing. the results are intentional. If we take away the leader from a building that's making these kind of strides, what message are we sending to our students and to our community that we're renewing principles at the bottoms of the list while we're attacking those at the top? Thank you. Thank you, Mr. Kubak. Next, Maria [Music] Michelman or Michaelman. Good evening. My name is Maria Michelman and I am a prek intervention specialist at Gallagher. I was new to the school this year and was hired to teach the full day autism unit. Te teach teaching at Gallagher was especially meaningful to me. I was aware that Gallagher served a culturally diverse population of learners. Many of our students are refugees seeking asylum
024in Cleveland. Our city was established as a sanctuary city in 1987 and has been a beacon of hope ever since. Now more than ever, these students need our commitment in this unsettling political climate that threatens their security and well-being. Not only am I a proud Cleveland teacher, but I am also the proud granddaughter of a Hungarian immigrant, Irene Hadu. My grandmother's poignant memoirs of life as an ESL student saddened me. She was met with discrimination and taught by teachers with who had intolerance. On a particularly intense day, I remember her telling me that her and my aunt ran away from school out of desperation and fear. I vowed that no child would ever feel unvalued, unwelcome, or unloved when they entered my classroom. As I walked to the door of Gallagher, I thought how proud
025my grandmother would be of the important work being done here and my role in educating its youngest learners. I was taken back by the warm reception I got from Mr. Kubiaak and his staff. I remember when he walked over on a hot May day just to say, "Hey, welcome to the ranch. You belong here." Throughout the months, I got to witness some of the most caring, talented, and hard-working teachers I have ever met in my 20 years of teaching. One particular in event invoked a sentiment that brought tears to my eyes. It was the flag parade as students dressed in traditional clothing and carried their native country's flag around the auditorium. Students beamed with pride as they represented places they once called home. Under the leadership of Mr. Kubiaak, students were given a home away
026from home, a space that nurtured and celebrated differences and individuality. Although I have not known Mr. Kubak long, he has supported me and made me feel like I belonged even when I felt alienated. As the fall begins, I will not be returning to Gallagher, but I hope that he does. I hope that his legacy of taking care of our students continues and I hope that his drive to his drive to teach kids and just self-acceptance continues. Thank you so much. Thank you, Miss Michelman. Next, we have Nema David. Nema David. Uh, good evening board members. It's our pleasure to be speaking to you guys tonight. My name is Neymar David. I am a former student of Joseph M. Galaga. I transferred there after my beginning of of education from Thomas Jefferson following my arrival in
027the United States as a refugee from Uganda. When I first came to this country, I didn't know English. I didn't know the system. But what I found is a Galaga family through my principal Mr. Kobak. He I found a safe place. Someone whose genuine care about student like me. He didn't just see where we came from. He saw he saw where who we could become. Mr. Kubak welcomed me, my siblings, my community with compassion, understanding and respect. He created environments where student from all background especially those those of us who already face so much could feel seen, heard, supported. encouraged program and staff that help immigrants, refugees, family navigate the school system and and supported the student who were just learning the language that matters that matters more than words can express. Even after I
028promoted from middle school, I kept going back to Galaga because of Mr. Kobak leadership. He had m he had made such a difference in my life that really inspired me to give back to my community. I now work with student there and see the same care and consistence extended to the next generation. He's not just a principal. He's a leader who bring people together. He's someone who genu show up for student regardless of where they came from or what challenge they face. That's rare to find and that's worth protecting. So I kindly urge you tonight, please consider allowing Mr. Kubak to continue serving as principal at Joseph M. Gala. His leadership making is making real and lasting impact not just to student but also to the entire families and community. I am here as a
029voice of as a voice of many representing many student I can't graduate from Cleveland State University with two degrees and every time I go back to Mr. Kobak he always feel proud he always see me as one day I walk in that door not knowing English not knowing even I forgot my refugee experience just by the way he spoke to me but today I can kindly say May May 10th I graduated with my bachelor in international relation communication and currently I'm working with yo and students of immigrants from Joseph M galagel because of Mr. Kobiaak. So many stories I have many stories that I have been shaped for the for better because of Mr. Kobak leadership. Thank you so much for your time. Thank you for listening to the voice that has been impacted the
030most. Thank you, Miss David. Next, Samson Parker. Samson Parker. Tammy [Music] Dickerson. Good evening, board. Dr. Morgan. Um, welcome to the new board members. My name is Tammy Dickerson and I'm an intervention specialist here in the district. That's a fancy word for a special education teacher. I grew up in this district. I was a kid who was bus from the east side to the west side to integrate the schools. I am here to talk about a statistic. This is my third year in a row that I have come to this board and talked to you about the four intervention specialists who have committed suicide since 2016 because of administrators who bully, who harass, who intimidate teachers. I'm here so you don't forget those four individual lives as they gave them to Cleveland's kids each and
031every day. One in 2016, one in 2019, one in 2023, and one in 2024. As I stand here in 2025, there are many teachers who are struggling with their mental health. There are many teachers who need your help. So when you go back there in those executive board sessions, you have a voice, an individual voice, not a collective voice. Thank you, Miss Welch, for having that individual voice. recently. Each and every one of you have been put on this board. Be an individual. Listen to what the teachers are saying. Dr. Morgan, as you finished this second year, I told you I would be back. I told you we were excited because the Eric Gordon years were tough for our morale. It was tough for our mental health. Today you guys will be approving a list
032of administrators who are getting contracts. Everything seems rubber stamped. Everything seems status quo. We're tired. We don't feel valued as teachers. Teacher appreciation week was just a couple of weeks ago. We got an email. That's not appreciation. That's not value. As I stand here today, as a parent, this board should stop being adversarial to Polly and Stacy. The loudest kid in the class, the one who is the leader. You know what a teacher does? They embrace that student. They bring that student close because that student has a voice. You should be doing that with Polly and Stacy. Because as a parent, some of you on this board don't have kids, but as a mama bear, let me tell you, your biggest fight is getting your child educated. When parents decide to educate them in our
033school district, we need to embrace their voice, even when it's loud, even when we disagree with it. At the end of the day, they're here to get their kid to the other side. And as a parent who has gotten kids to the other side, whether they're students or my own, you should think about that every time you want to go ahead and try to shut those voices down. Thank you, Mr. Dickerson. Thank you. I have Your time is up. You may give your materials to Mr. Boff. Thank you. Thank you, Dr. Morgan. We'll we'd love to see you at our school. Next, the board will consider the adoption of 26 resolutions on our agenda in the areas of board of education, finance, operations, academics, and excellence and culture. The board discussed all but two of
034these resolutions at our May 13th board work session. The chair will now entertain a motion to adopt the following two resolutions. 6.01, authorizing 202526 membership in the Ohio School Athletic Association, and 6.02, 2 adopting a special education policy. So move. Second. Thank you. These resolutions are our board of education resolutions which the board discussed at our May 13th work session. Dr. Morgan, is there any additional information that was not presented previously? No. These resolutions are unchanged since our work session. Any additional discussion? All right. Hearing no discussion, Mr. Stockdale, would you please call the role on this motion? Miss Alakod. Yes. Mr. Mr. Phillips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shreer, yes. Mrs. Walchow, yes. Motion passes with nine votes. Thank you. These resolutions
035are adopted. The chair will now entertain a motion to adopt the following two resolutions. 7.01, approving the general fund financial the general fund 5-year financial forecast. And 7.02, 2 authorizing the acceptance of a grant from the state of Ohio and the US Department of Energy and authorizing the chief executive officer to spend the funds in accordance with the terms and conditions of the grants. So move second. Thank you. These two are our finance resolutions which we discussed at the May 13th board work session. Dr. Morgan, I understand there is additional comment on these for from Mr. Stockdale. Uh yes, for the fiveyear five year. I know board members had some questions that needed to be wrapped up today. Can you open up the PowerPoint for the 5-year forecast, please? uh is the amount of state
036aid that we would receive under the projected scenario. And what I wanted to share with the board is that uh I took the feedback and talked to my colleagues in um Columbus, Cincinnati and Toledo and verified that they were projecting forward with the same methodology that we are which is that we assumed no increases in input costs which is a conservative estimate um that the the formula um implementation continues that the formula continues to exist. there is a risk there but it is an unknown risk. Um and that we know that uh what is happening as a result of that is that for all of our districts the amount of money that we we will be receiving from the state is going to decrease. So what you're seeing in this um in this chart is
037the amount of state aid that we will receive. The gray and orange lines are just the the gray is restricted state aid, orange is um unrestricted state aid and the blue is that part that is at risk really and that is uh the guarantee funding that I talked about. So last time I was before you, I spoke about the fact that due to a number of factors including increases in property values and increases in income earned by people who live in the district, uh declines in enrollment and the fact that the state is not funding the formula the way it is intended that we will be a guarantee district. And so these blue boxes are the guarantee. That is really the amount of funding that is at risk u under any scenario. And uh unfortunately
038we just don't know. Um the 20 the the following slide um 22 actually has dollar amounts on them and uh what we do know so far from the house version is that there are no plans. Yeah. So for FY25 bit under 400,000 in guarantee funding and then it really increases pretty rapidly and this like I said is is a result of all those factors. Um but that we know uh with the the House passed version of the budget they are not reducing the guarantee. we will see the Senate version within the next week. And so, um, you know, I think those numbers look huge, uh, and they are significant, if there were going to be a reduction, um, and it happened after this budget, we would be looking at those 28 and 29 numbers. And
039it would be my assumption that the baseline would be higher. So, not the entire 60 million or 70 million would be at risk. Um, I also wanted to point out for everybody that the guarantee is a good thing for all school districts. It's designed so that when the state changes the funding formula, it doesn't pull the rug out from anybody. And uh over time, the guarantees, you know, are designed to protect districts from these sorts of changes and the the state has done this for decades. So um I feel fairly confident um with what we know now that uh this is a reasonable projection understanding that that there is some risk here. Any other questions from board members. All right. Thank you Mr. Stockdale. Dr. Morgan, any other comments on those resol those Yes, those
040resolutions. No, other than that update, uh the resolutions remain unchanged from the work session. All right. Hearing no further discussion, Mr. Stockdale, would you please call the role on this motion? Miss Alakod, yes. Mr. Bilips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Uh, Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Welch, yes. Motion passes with nine votes. Thank you. These two resolutions are adopted. The chair will now entertain a motion to adopt the following seven resolutions. 8.01 authorizing the CEO, board chair, and CFO to execute an amendment to the segment 8 agreement with the Ohio Facilities Construction Commission. 8.02 2 authorizing the CEO to take the necessary actions to maintain and prepare district facilities for the period from May 2025 through June 2026 to ensure effective operations during the academic
041year in an amount not to exceed 15,425,000. 8.03 authorizing the CEO, board chair, and CFO to execute a segment 9 agreement with the Ohio Facilities Construction Commission. 8.0 04 authorizing the CEO, the CFO, and the board chair to enter into an agreement authorizing the purchase of food, supplies, and services for student breakfast, lunch, summer food service, supper, and snack programs for the 202526 school year in the amount not to exceed 14,500,000. 8.05 authorizing an increase to the athletic stadium at the new John F. Kennedy High School in an amount not to exceed 1,619,244 enhancements to the project. 8.06 authorizing a track and field renovation project at Robert Bump Taylor Field in an amount not to exceed 1.6 million and 8.07 authorizing an auction of school property no longer needed for school district purposes. Some move
042second. Thank you. These seven resolutions are our operations resolutions which the board discussed on May 13th at our board work session. Dr. Morgan, any additional information on any of these resolutions? No, these resolutions remain unchanged since the work session. Thank you. Any other discussion? Mr. Stockdale, hearing no further discussion, please. Oh, Mr. Oh, sorry, Mr. Bips. I'm so sorry. I I don't necessarily really have a question, but I did want to kind of speak to 8.04. 04. Um, pretty much anytime I speak to young people, um, not just in schools, but pretty much anywhere around, they talk to me about the food. And, um, you know, I think that it's so so important, number one, to kind of highlight the fact that, you know, what's what's in 8.04, the the in particular, I noticed the
043farmtoschool standard that will be set in some of the buildings. I think that's so tremendous. I I I wish for a day that we could have that in all the buildings. Um as we talk about what the kids know and can do. Um we have to realize how much of an effect what they eat, what they eat for breakfast and what they eat for lunch will affect what they can do in the classroom. So I just wanted to mention that I I didn't want that to go, you know, unnoticed. Thank you. Thank you, Mr. Bups. Good job. All right, Mr. Stockdale, will you please call the role? Miss Alicott. Yes. Mr. Mr. Phillips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Welch, yes.
044Motion passes with nine votes. Thank you. These resolutions are adopted. The chair will now entertain a motion to adopt the following two resolutions. 9.01, adopting the resolution of intent not to provide career technical education in grades seven and eight. And 9.02, 902 authorizing contracts and purchase orders to multiple suppliers to provide materials, supplies, equipment, and services under title 1A building allocation funds, title 2A funds, title three funds, title four funds, general funds, universal prek funds, IDB funds, and the school quality improvement funds for Cleveland municipal schools on an as needed basis for school year 2025 and 2026, sorry, 2025 to 2026. So move second. Thank you. These two are academic resolutions that we discussed at our May 13th work session. Dr. Morgan, any other comment? No, these remain unchanged from the last uh work session.
045Thank you. Any discussion from board members? Mr. Stockdale hearing no further discussion. Would you please call the role on this motion? Miss Alakod, yes. Mr. Bips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shriar, Mrs. Walchow. Motion passes with nine votes. So, thank you. These resolutions are adopted. The chair will now entertain a motion to adopt the following 11 resolutions. 10.01 authorizing the employment of teaching, non-eing, and school-based administrative staff. 10.02 authorizing the reclassification of employees. 10.03 accepting the retirements, resignations, and other separations of employees. 10.04 4 authorizing the issuance of limited contracts for differential positions and the payment of additional earned compensation to employees. 10.05 authorizing the payment of supplemental summer earned compensation to employees. 10.06 Authorizing the granting of continuing contract status of certificated
046and licensed employees. 10.07 07 authorizing the granting of extended limited contract status to C or sorry yes to certificated and licensed employees. 10.08 authorizing the reappoint of substitute teachers, substitute paraprofessionals, substitute nur nurses and substitute secretaries. 10.09 authorizing the non-reappointment of substitute teachers, substitute paraprofessionals, substitute nurses and substitute secretaries. 1010 authorizing a contract for the 2025 2026 school year and 2026 2027 school year to Teach for America, Inc. for professional development not to exceed $50,000 annually. And 10.11 authorizing notice of intention to renew administrators. So moved. Second. Thank you, Dr. Morgan. Any additional comment? There have been some additions or deletions to the exhibits attached to these resolutions, but substantially they um uh they are unchanged uh since the last resolution or since the work session. Any discussion from board members? All right. Hearing no
047discussion, Mr. Stockdale, please call the role. Miss Elakod, yes. Mr. Phillips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Peak. I'm sorry. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Walchow, motion passes with nine votes. Thank you. Those resolutions are adopted. The chair will now entertain a motion to adopt resolution 10.12 authorizing a new compensation framework for non-bargaining employees and school-based administrators. So move. Thank you, Dr. Morgan. Since the board did not discuss this resolution at our May 13th board work session, please uh explain this resolution. Yes, I have a summary here and then in a moment I'll invite Mr. Christian up to share more. Uh with this resolution, the board will be authorizing the CEO to take action to implement a new compensation framework including adjusting salaries of employees
048covered by this resolution consistent with new base salaries identified in a compensation framework beginning with the first paycheck of the 2526 school year. I'll invite Mr. Christian up to talk about this for our non-bargaining staff. Good evening, Chair Elica, Dr. Morgan, board. Um, thank you for the opportunity to to explain and describe this resolution and exhibit our non-bargaining compensation structure. Thank you. Appreciate it. Our non-bargaining salary structure was established in 2015 and it is comprised of eight salary bands. It does not include chiefs at this moment. And what it who it does include is 430 non-bargaining staff including 371 staff that were described in a prior uh board meeting last month who are at what we would describe as central offices either at administration or EPC. We also have 59 employees at schools and other
049locations. And in addition to those 430, we have 50 school-based deans of engagement and CIS staff who are also non-bargaining in nature, but not covered. They're under under a schoolbased administrator contract, but they're not under a principal and assistant principal salary schedule. So, in total, 480 staff, including those 50 school-based administrators. Since 2015, there has been a one-time 2% increase to the salary schedule. So, employees have received their cost of living increases, but the salary schedule itself has has stayed exactly as it effectively as it was in 2015 with that one exception of the 2% increase in 2018. By our practices, we should be reviewing the competitiveness of our pay structure every 2 to 3 years. So, this should be a relatively routine practice uh to be perfectly forthright. It's not something that we have
050brought back to the board since 2015 and we are now 10 years later with a 2% increase on a salary schedule from that time. So in 2022, we initiated the beginning of a review of this structure to get a sense of where we were at and what we needed to do. And what we're bringing forward for uh this resolution and exhibit is is going to speak to how we believe we should address the structure as some complimentary context, measures, evidence of what we're experiencing right now. We have committed as a district through over the past year in particular to operating as a smaller central office in particular. And as we've been doing that, we have experienced over the last three years an annual turnover rate of over 17%. And when we complete exit interviews, just
051short of 40% of our staff have completed those. And of those, 60% have either cited limited opportunities for development or advancement and a dissatisfaction with salary. Those two are indicated as primary reasons. They are separate reasons for choice. Uh but I think one of the realities of those two things is they are they are often uh running parallel or complimentary to one another. We've also really struggled hiring talent into the district. Over the last three years we have had offer conversion rates of just over 50%. So when we have a candidate who is very much wanting to join the district and the district wants to hire them, we're only able to get that done 55% of the time. industry standard, we would we would at least be in the 70% to 80% range. Um, and
052so this has been very disruptive to both getting the talent we need to do the work as well as to operate a smaller central office. And so, uh, this has been something we've really been focused on. And then, of course, our staff want to progress in their careers. And uh right now when we look at minimums of our salary structures while the non-bargaining has advanced 2% since 2015 our respective bargaining groups their structures have moved with cost of living increases and their respective minimums have increased a little bit over 22% over that time which I think generally we recognize in the in the national context uh that we're in a very different moment than we were in 2015. In addition, we have over 60% of our staff that are within three salary bands. There's there's
053just not a lot of room for movement within the structure as it is today. So, in completing this review with an independent compensation consultant, uh, Richardson Compensation Consulting based out of Columbus, what we've designed is a new structure. This would cost no more than $2.5 million to implement. It's been accounted for in the 5-year forecast that Chief Stockdale delivered and provided an update on tonight. And as part of this work, we have reviewed and are updating job descriptions and job titles, making sure that those are all current so that we can also then have a formalized position assessment tool. That instrument informs where positions will be placed in that salary structure. Our compensation consultant has completed a market salary analysis of positions to also inform that placement as well as the structure itself. We would
054assign positions into that structure, help transition staff into it. And that's really where the majority of that cost comes from. Over 50% of that cost is just getting people into the structure, especially those who are in lower uh like the lower core tiles of bands that we have today. And then of course we'd update our compensation manual, all of our review and support systems, and making sure that on an a more ongoing basis that we have some kind of mechanism to keep this system current and relevant so that we don't find ourselves in the same space as we go down the line. Thank you, Mr. Christian. Any questions from board members? I I thought that the study and the recommendations were extremely well done. So, thank you for that. Appreciate that. Thank you. Uh thank
055you, Dr. Christian. I also, Mr. Christian, I also want to comment that um you know, I appreciate the work put into this. It's important that our non-bargaining staff also have clarity about how their positions will um receive, you know, additional compensation and what the structure for that is. So, thank you for that work. Um I you did mention the cuts we made to central office and I do want to clarify that you know is am I correct that these changes will not undermine those cuts that it's a small increase that we're adding here? That's correct. So with the commitment of the district is to continue to operate a a smaller central office that that does not impact the cuts and the $2.5 million that we're describing here of course increases the base salaries of the
056staff that we do have u but it places us u just ahead of where we were in total salary and I I can confirm this for you but I believe in the 2018 2019 range. Okay. And I believe we have the uh the total amount that we uh saved and cut from central office uh cuts last year. Do you have that, Mr. Stockto? And if not, we can get that for the board and also share that publicly. Well, okay. We'll we'll come back to get that uh state that number, but once again, just showing the the contrast of the 2 million versus the the total cost there. We can give you that that this is a small percentage of that. Okay. And of course, it's important that we compensate our staff fairly and that we're
057competitive. So, thank you. Uh, Miss Welch Howell, sorry, just just one one comment and um we don't need to to pull this, but I just wanted to make the comment that turnover is expensive, right? And so, as folks consider what we're doing here, there is a slight increase in cost, but there is a decrease in cost when we reduce that turnover. So, I just want to make sure that as folks are kind of listening to us make that decision that that's clear, too, that there will be some savings over time if we can get that those turnover rates down. If I if I may, I would echo that sentiment and I I can't emphasize enough how often we find ourselves in a position where we've made three, four, five offers down the line and where
058we find ourselves is extending an offer to someone who is meeting the minimum qualifications or just leading up to it and really investing a lot to get them trained up to replace someone who really knew the job well, did the job well and there's a there's a definitive cost to that. Thank you. Thank you. Good point, Miss Walchow. Thank you for that. Anything else? All right. Hearing no further discussion, Mr. Stockdale, will you please call the role on 10.12? Miss Alcott, yes. Mr. Phillips, 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 five votes. Thank you. The resolution is adopted. The chair will now entertain a motion to adopt resolution 10.13 authorizing base salary increases for non-bargaining employees and
059school-based administrators. Move it. Thank you. Dr. Morgan, since the board did not discuss this resolution at our May 13th board work session, could you please provide an explanation? Yes, this is an annual resolution that we uh do where consistent with the cost of living increases that are in our bargaining unit contracts. So, when we negotiated all of our bargaining unit contracts, uh it called for a 4% increase this year, of which the board uh approved that for not only our bargaining units, but also our non-bargaining last year, a 2% for bargaining units for the 2526 school year, and there are for bargaining members for 2526 school year, and then a 3% for bargaining members in the 2627 school year. Uh this resolution is authorizing that same increase for non-bargaining employees and schoolbased administrators. Uh so
060a salary increase of 2% beginning with the first paycheck in 2526 school year and a 3% increase with the first paycheck in the 2627 school year. Uh and as I mentioned before, these salary increases are consistent with what has been bargained in all of our collective bargaining agreement contracts. Thank you. Any discussion from board members? Mr. Stockdale, hearing no discussion. Would you 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. Walsh, yes. Motion passes with nine votes. Thank you. The resolution is adopted. Is there any old business? Any new business? Uh my new business is just to share that I attended uh Natividad Pagan International Newcomers Academy today. If anyone's looking at my hand, I
061got uh my henna done. They had a u multicultural day celebrating all of their newcomer students cultures. It was really fantastic. The students were incredibly excited to share their cultures and um you know many groups put on performances with cultural music and um I was just really happy to be there. a great day to great way to start my morning. Very different from my usual morning. So, um kudos to the Natividon team. Sure. God, if you don't mind, uh I I would add with that uh both both you and I attended this weekend the CTU research uh projects and I know I see several members that are here uh and that happens every year and so it's really great to just see all of our our our members um contributing to research best practices and
062ways to impact the field. I was really excited about some things that personally can really help us with our board goals. Uh thinking about algebra 1 uh uh you know increases that we're looking for in our system. Also gifted education uh and um our new ELA curriculum. So just a lot of great things and great insights. Uh and it was great to see you there and so many of our other members and congratulations to all of our CTU members who participated in that both this year as well as our year 2 returning uh recipients. Yeah, thank you, Dr. Morgan. I forgot that that happened because the weekend feels so far away. Um, but the the teachers union teacher leaders really did an exceptional exceptional job with their research and I too, as you know, I
063basically ran up to Dr. Dr. Morgan when I saw him to tell him about the um board goals relevant research that was being shared. So, thank you. All right. The next regular board meeting will be a board work session on Tuesday, June 10th at 6:30m at Garrett Morgan High School. And 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 the terms of conditions of of their employment. 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 on this motion. Miss Elicott. Yes. Mr. Phillips, yes. Mr. Briggs,
064yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Walchow. Motion passes with nine votes. Thank you. The motion passes and the board will now move into executive session. Following executive session, the board will return to this room to briefly conduct some further business. [Music] Your lettuce is [Music] popping right here. But the good thing about the face like that [Music] 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. [Music] 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
065here at Orchard STEM? Well, I did a praise dance for my mom for Mother's Day and I used a ribbon 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 dance 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 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 have first grade all the way up to sixth grade. Nice. And
066so 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 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 so that they don't just incorporate it here in the first grade, second grade, 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 different situations that that might come up. So, this is a steam
067school. 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 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 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
068ribbon 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. 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. 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.
069You'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 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 makes me feel great because I show myself. We are
070here 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 open their 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
071going 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 cuz I'm figuring out what I'm going to do when I'm growing up and I think 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
072get to see them in a place like this. Reading. Who loves to read? Raise your hand. I love to read, too. Okay, let's go. Let's go. Heat. Heat. [Music] I see pair of professionals making a difference every single day. The minute they walk in the door with smiles on their face, they're the first people here greeting our scholars, always offering a friendly hello. Um, hands-on work 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 would observe more, see what they like, see what interests them or seeing what methods help them calm down or get them to actually learn like whether it's um occupational learning
073or academically learning, listening, being patient, being focused on what the children have to say and responding 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 there'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 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 being part of the like it takes a village kind of outlook and it just feels good to be part of a team. Thank you, Paris. Thank you, Paris. Thank you, Paris. Thank you, Paris. Thank you,
074Paris. I love you. Welcome to TEAT 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 uninterrupted work cycle of two and a half to three hours and that you have um ch that it's child
075focused 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 know, 25 years, 26 years, keeping Monasuri alive and they get to be a part of celebrating that we're
076recognized nationally, that what they do is my what they do is amazing. So, it's a it's a win for everybody. 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 advantage of the day. I would do it all over again for anybody. Hi, I'm Trisha Paige and I'm a first grade
077teacher 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 the meat and cheese, but when when it went through when it went to my throat, I choked on it. She was choking and I she 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 me here,
078she like did this. So 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. And I would do it all over again. Good morning. Good morning. I'm coming. I'm coming. 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
079Roads 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 mailman, the neighbors across the street. They familiar with me 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 and that's what I do. I'm a resource for them. Going to the detectives in the long
080run, 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 when they fear or 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 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
081on their phones they've started to build relationships with one another and do different things that we last year and the year before that we weren't actually noticing thing anymore. Especially with how we do 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. 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. 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
082going to get positive results. Not all the time, but more often than not. [Music] Your lettuce is popping. Smile right here. [Music] But the good thing about it like that [Applause] [Music] We got [Music] 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. [Music] 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 and I brought the ribbon in to demonstrate um part of what we
083call 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 it then and asked me can we do the same thing and I said of course and so I brought um 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 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
084rule 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 so that they don't just incorporate it here in the first grade, second grade, 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 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
085trying 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 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. And what grade
086are 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 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. 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 have teamwork and um when somebody's doing something I have to um
087encourage them, right? And some of the collaboration you guys have done is you 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 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. [Applause] [Music] 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
088Legos 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 open their 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
089money 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 cuz I'm figuring out what I'm going to do when I'm growing up and I think 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. Rey, who loves to read? Raise your hand. I love to read, too. Okay, let's go. Let's go. [Music] Heat. Heat. I see
090pair of professionals making a difference every single day. The minute they walk in the door with smiles on their face, they're the first people here greeting our scholars, always offering a friendly hello, um hands-on work 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 would observe more, see what they like, see what interests them or seeing what methods help them calm down or get them to actually learn like whether it's um occupational learning or academically learning, listening, being patient, being focused on what the children have to say and responding back to them. There's like a lot of things I didn't know like from different
091cultures. Like I've been learning a lot from them. Like there'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 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 being part of the like it takes a village kind of outlook and it just feels good to be part of a team. Thank you, Paras. Thank you, Paris. Thank you, Paras. Thank you, Paris. Thank you, Paris. I love you. 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
092Society 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 monastery. 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 threeear 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
093whole 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 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. You go to the website, you type in the access code, and
094you'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 advantage of the day. 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
095the 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 the 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 she 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 out here, she 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
096minute 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. And I would do it all over again. Good morning. Good morning. I'm coming up. 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
097they 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 mailman, the neighbors across the street. They familiar with me 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 and that's what I do. I'm a resource for them. Going to the detectives 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
098and 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. If they be like, "Oh, there go Miss Campbell, Miss Campbell." And they fear something, they come straight, "Miss 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 different things that we last year and the year before that we weren't actually noticing anymore. Especially with how we do the
099yonder 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. When the kids come through, they understand they're unnecessary 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. 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. [Music] Your lettuce is popping. [Music] Smile right here. [Music] But the good thing about it like that. [Music] Your lettuce is [Music]
100popping right here. But the good thing about growing like that [Music] You want to go? [Music] 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. [Music] 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 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 dance uh to the school and the
101ribbon 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 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 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 it all over the media center here and they know that
102we 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 so that they don't just incorporate it here in the first grade, second grade, 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 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 as well when it comes to steam and dancing? Okay. So, um the t-shirts that
103they'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 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. And what grade are you in? Six. And tell me, why did you guys want to join the ribbon dancers? So I
104can 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. 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 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 some art students paint
105this 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 makes me feel great because I show myself. 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
106learn 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 open their 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
107I was like, "Oh, she's so adorable." Like, I find animals very intriguing. I wanted to go to the architecture one cuz I'm figuring out what I'm going to do when I'm growing up and I think 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. Reading. Who loves to read? Raise your hand. I love to read, too. Okay, let's go. Let's go. [Music] Heat. Heat. I see pair of professionals making a difference every single day. The minute they walk in the door with smiles on their face, they're
108the first people here greeting our scholars, always offering a friendly hello. Um, hands-on work 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 would observe more, see what they like, seeing what interests them or seeing what methods help them calm down or get them to actually learn like whether it's um occupational learning or academically learning, listening, being patient, being focused on what the children have to say and responding 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 there's a lot of things I don't even know from uh other
109countries that I've been learning. Every single day I'm learning something with them. It just feels 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 being part of the like it takes a village kind of outlook and it just feels good to be part of a team. Thank you, Paris. Thank you, Paris. Thank you, Paris. Thank you, Paris. Thank you, Paris. I love you. Welcome to Shream 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
110school. 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 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
111revolve 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 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. 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
112switch 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 advantage of the day. 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
113my other one in the 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 she 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 out me 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
114or 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. And I would do it all over again. 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 they day was
115going. Walk through, interact with the parents, um the community, the male um mailman, the neighbors across the street. They familiar with me, 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 to 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,
116I don't play. So, they feel safe. They be like, "Oh, they go Miss Campbell, Miss Campbell." When they fear or something, they come straight, "Miss 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 different things that 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 school.
117I 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. 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. [Music] Your lettuce is popping. [Music] But the good thing about it like that [Applause] [Music] Yeah, we [Music] 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
118team as they prepare to perform at a schoolwide event. Let's go. [Music] 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 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 dance 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 brought some ribbons and we started practicing and
119the 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 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 so that they don't just incorporate it here in the
120first grade, second grade, 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 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 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
121and also 3D machines. We have laser 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. 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 that's why I joined Ribbon Dance. So besides
122dancing, what else have you learned? I know she talks about, you know, life lessons. So tell me what life lessons you have learned. 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 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 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
123a 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. [Applause] [Music] 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.
124So it open their 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 cuz I'm figuring out what I'm going to do when I'm growing up and
125I think 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. Reading. Who loves to read? Raise your hand. I love to read too. Okay, let's go. Let's go. [Music] Heat. Heat. I see pair of professionals making a difference every single day. The minute they walk in the door with smiles on their face, they're the first people here greeting our scholars, always offering a friendly hello. Um hands-on work with these kids all day long and they just want want all of our students to succeed and enjoy school.
126My talent is observing and then applying. So, a lot of times in the beginning of the school year, I would observe more, see what they like, seeing what interests them or seeing what methods help them calm down or get them to actually learn like whether it's um occupational learning or academically learning, listening, being patient, being focused on what the children have to say and responding 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 there'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 really good to be part of a team and you never know. Like I said, you might be doing
127one thing one day and one thing the next, but it all ends up being part of the like it takes a village kind of outlook and it just feels good to be part of a team. Thank you, Paras. Thank you, Paris. Thank you, Paras. Thank you, Paras. Thank you, Paris. I love you. Welcome to Shima Monasuri. 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 monastery. It's a platinum standard for public monastery. Basically, there are five core components that we have to meet. You have teachers
128who are credentialed at the grade band that they teach. That you have the multi-age that are three-ear 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
129deserve 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 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. 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
130for 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 advantage of the day. 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 the 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 she was making the choking.
131Her 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 out my here, she like did this. So I went underneath of her her armpits here. I picked her up. I stood her up and I 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. And I would do it all over
132again. 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 community, the male um mailman, the neighbors across the street. They familiar with my side, I'm greeting with them. I try to walk around, try
133to 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, 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,
134okay." 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 different things that 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 school. I think it makes students and scholars feel um much more comfortable, much more safe. When the kids come through, they understand they're unnecessary things that have to happen. But when the officers treat them in that way, like human
135beings, and make them feel special, they're not 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. [Music] Your lettuce is popping. [Music] Smile right here. [Music] But the good thing about girls like that You want to All right. [Music] 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. [Music] 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.
136So 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 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 dance 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 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 have
137first 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 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 so that they don't just incorporate it here in the first grade, second grade, 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 different
138situations 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 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 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
139um character on my mug and it says I love my ribbon dancers. Then each ribbon dancer picked out their design and we made this mug for me. Wonderful. I'm joined now with Nila and Paige. What grade are you in, Paige? 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? 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 Ruben 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. I've learned to work with a team, not by yourself. And sometimes you just
140have 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 have teamwork and um when somebody's doing something to have to um encourage them, right? And some of the collaboration you guys have done is you 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 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
141perform it makes me feel great because I show myself. [Applause] 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 open their 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
142fun 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 cuz I'm figuring out what I'm going to do when I'm growing up and I think 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
143some of those opportunities and work environments lead to are beneficial when you get to see them in a place like this. Reading. Who loves to read? Raise your hand. I love to read, too. Okay, let's go. Let's go. [Music] Welcome I see pair of professionals making a difference every single day. The minute they walk in the door with smiles on their face, they're the first people here greeting our scholars, always offering a friendly hello. Um, hands-on work 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 would observe more, see what they like, seeing what interests them or seeing what methods help them calm down
144or get them to actually learn like whether it's um occupational learning or academically learning, listening, being patient, being focused on what the children have to say and responding 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 there'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 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 being part of the like it takes a village kind of outlook and it just feels good to be part of a team. Thank you,
145Paris. Thank you, Paris. Thank you, Paras. Thank you, Paris. Thank you, Paris. I love you. Welcome to Shima Monasuri. 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 monastery 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 uninterrupted work cycle of 2 and a half
146to 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 know, 25 years, 26 years keeping Monasuri alive
147and 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. 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 [Music] Look at me. Your lettuce is popping. [Music] Smile right here. But the good thing about like [Music] 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. [Music] And we are here with Felicia Kelly who is the 5C's coordinator and the ribbon dancers
148coach. 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 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 dance 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 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
149age 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 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 so that they don't just incorporate it here in the first grade, second grade, 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
150treat 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 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 don't mind me stepping off camera a little bit. Um we have the capability of
151making 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. 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 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. I've learned to work with
152a 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 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 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.
153I'm just loud all vibes. And when we perform it makes me feel great because I show myself. 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 open their 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
154to 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 cuz I'm figuring out what I'm going to do when I'm growing up and I think 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
155firsthand 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. Reading. Who loves to read? Raise your hand. I love to read, too. Okay, let's go. Let's go. [Music] I see pair of professionals making a difference every single day. the minute they walk in the door with smiles on their face. They're the first people here greeting our scholars, always offering a friendly hello. Um, hands-on work 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 would observe more, see what they like, seeing what interests them or seeing
156what methods help them calm down or get them to actually learn like whether it's um occupational learning or academically learning, listening, being patient, being focused on what the children have to say and responding 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 there'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 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 being part of the like it takes a village kind of outlook and it just feels good to be
157part of a team. Thank you, Paras. Thank you, Paris. Thank you, Paras. Thank you, Paras. Thank you, Paris. I love you. Welcome to Tmont Monasuri. 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 monastery. 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 uninterrupted work
158cycle of 2 and 1 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 know, 25
159years, 26 years, keeping Monasuri alive and they get to be a part of celebrating that we're recognized nationally that what they do is a my what they do is amazing. So, it's a it's a win for everybody. 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 advantage of the day.
160I 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 the 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 she 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
161nurse. Um, she was sitting in her seat. So I when she told me to get out my here, she like did this. I went underneath of her her armpits here. I picked her up. I stood her up and I 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. And I would do it all over again. 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
162an 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 you try to help them in every way possible. And and and that's what I
163do. 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 and 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 know, I have noticed if we're referencing the phone collection, um, a lot of
164the 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 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 school. I think it makes students and scholars feel um much more comfortable, much more safe. When the kids come through, they understand they're unnecessary 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. They're thinking about the relationship they're building. It's the most important thing for everyone in a building is
165that 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. [Music] Your lettuce is popping. There's right here. [Music] But the good thing about it like that. [Applause] [Music] Yeah, we got [Music] 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. [Music] 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
166and 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 it then and asked me can we do the same thing and I said of course and so I brought um 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 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
167about 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 so that they don't just incorporate it here in the first grade, second grade, 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 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
168other 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 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. Then each ribbon dancer picked out their design and we made this mug for me. Wonderful. I'm joined now with
169Mila and Paige. What grade are you in, Paige? 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? Uh 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. 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
170um have 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 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 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. [Applause] [Music] We are here for our first middle school CTE fair. So, these students are engaging with STEM ideas. They're doing some design
171work 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 open their 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
172you 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 cuz I'm figuring out what I'm going to do when I'm growing up and I think 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. Reading. Who loves to read? Raise your hand. I love to
173read, too. Okay, let's go. Let's go. [Music] Heat. Heat. I see pair of professionals making a difference every single day. The minute they walk in the door with smiles on their face, they're the first people here greeting our scholars, always offering a friendly hello. Um hands-on work 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 would observe more, see what they like, seeing what interests them or seeing what methods help them calm down or get them to actually learn like whether it's um occupational learning or academically learning, listening, being patient, being focused on what the children have to say and responding back to them.
174There's like a lot of things I didn't know like from different cultures. Like I've been learning a lot from them. Like there'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 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 being part of the like it takes a village kind of outlook and it just feels good to be part of a team. Thank you, Paris. Thank you, Paris. Thank you, Paras. Thank you, Paris. Thank you, Paris. I love you. Welcome to Shima Monastery. Accomplishing this accreditation, we are the first public elementary Montasauri school in
175the 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 uninterrupted work cycle of 2 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
176model 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 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.
177You 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 advantage of the day. 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.
178I 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. She was choking and I she 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 I
179started 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. And I would do it all over again. Good morning. Good morning. Good 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
180assist 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 is now back in public session. The chair will now entertain a motion to adopt a resolution authorizing the 10-day suspension of a non-eing employee. So move second. Dr. Morgan, any explanation on this resolution? This resolution is to authorize the 10-day suspension of a non-eing employee for violation of district policies, procedures, and rules.
181Any discussion from board members hearing? No discussion. Mr. Stockdale, will you please call the role? Miss Elcott? Yes. Mr. Bips? Yes. Mr. Briggs? Yes. Miss Jones? Yes. Pastor Jones? Yes. Mrs. Lebron? Yes. Mrs. Peak? Yes. Dr. Shreart? Yes. Mrs. Welchow? Yes. Motion passes with nine votes. The resolution passes. The chair will now entertain a motion to adopt a resolution authorizing the non-renewal of an administrator. So move. Thank you, Dr. Morgan. Any explanation on this resolution? This resolution authorizes the non-renewal of the employment contract of a principal. Any discussion from board members? Hearing no discussion, Mr. Stockdale, please call the role. Miss Elcott, yes. Mr. Bilips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Leone, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Welchow, yes. Motion passes with nine votes. The resolution passes.
182The chair will now entertain a motion to adopt a resolution authorizing the non-renewal of an administrator. Second, Dr. Morgan, any explanation on this resolution? Yes. This resolution authorizes the non-renewal of the employment contract of an assistant principal. Any discussion from board members? Hearing no discussion, Mr. Stockdale, would you please call the role? Miss Elott? 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. The resolution passes. The chair will now entertain a motion to adjourn this board business meeting. Hearing no objection, this meeting is adjourned. Have a good night. [Music]