001This work session 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. 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 aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. The chair will now entertain a motion to approve the minutes of the board business meeting of April 29th, 2025. So moved. Thank you. All in favor signify by saying I. I. Any opposed?
002The eyes have it. The minutes are approved. Next, I'm pleased to introduce our CEO to present this evening's CEO report. Dr. Morgan. Thank you, Chair Elicott, and good evening, everyone. Uh we are almost at the end of the school year. Uh our most of our schools finish classes at the end of this month, so we're winding down and graduations begin this month and next month. So, it's truly a great uh time of the year. uh for the CEO update tonight or CEO report. I just want to share some announcements and celebrations as we're getting to that point in the school year. Uh just to uh share some different things that are going on. Uh so first and foremost, just right up the street from here, um the long- awaited Gallagher, new Gallagher building is up
003and uh we've been having several community meetings and parent meetings and staff meetings um at the new Gallagher. So, this is right at uh well, its old location, but now uh has a brand new building uh right at about 66 uh 66th in Franklin. Uh we've had three community meetings so far. Um 250 um visitors at the family sneak peek and then at the community tour days, 182 visitors, so actually four altogether. Um, and I don't know if we have other ones that are coming up, but I've been hearing a lot of successful stories uh about them and actually some families that are interested in actually coming into the system. So, it's really exciting. It's a beautiful space. I know that our operations team has been working hard to make sure we get everything ready
004and uh welcome our uh Gallagher staff as well as our scholars. Uh we've also been uh just want to provide an update for our board on our Newton DB Baker families and the supports we've been uh providing them. We've also had some family nights uh welcoming our Newton DB Baker families as they are making a choice and which school they would like to attend. I know we've had Wilbur Wright has had some open houses both on April 22nd and also one just yesterday. Uh Claire Westerrop had one on April 28th. I'm not sure if other additional ones are also being scheduled as well, but those are ones where uh different events have been out there. The staff have been there to welcome families as they're making their choice. Um I also have a couple of
005other updates on Newton DB Baker staff as we're still working uh through making sure that all of our staff uh land in the right uh area. We have 28 teachers in Newton Baker. Right now only four of the 28 teachers have not found a placement. So uh most of our teachers have uh been placed and we're still working hard to get those four in placements. We also have 12 uh pair of professionals at Newton Debbaker and only three have not been placed. So, we're going to continue to work diligently to make sure uh that they're finding new homes. Um but we're we're very very proud to know that the majority have been um placed. I I know I was just talking to a new DBaker family today where they were still asking about selection and
006going to different schools, not only visiting both Wilbur Wright and Clare Westerro, but other CMSD schools. So, uh, we're truly supporting those families as well as our educators, uh, as they make that transition. Um, also last week, uh, we had, uh, I, I, I, I, I, I, I, I, I, I, I, I I I guess I had a co-CEO or for the day, I got, replaced for a moment, but, Victorious, uh, Blackman, who is a seventh grader at, uh, AB Hart, uh, was CEO for the day. She won this honor by winning a, uh, book contest by reading so many books, and she was a scholar to win. Uh Victorious was truly a delight. Uh we started our day very early uh together. She shadowed me from different meetings whether it was our say yes
007meeting. Uh we met with our student advisory council which are hundreds of our high school student uh leaders across the system. And I asked her at the student advisory council meeting. I said do you want to speak in front of high schoolers? I know when I was in seventh grade I would be petrified to speak in in front of a bunch of high schoolers but she said I'll do it. And she did and they loved her. She also uh mentioned that uh she loves science. uh that's her favorite subject. She also loves English language arts. Uh she's really into STEM and robotics uh which we uh told her about some of our robotics camps and as of now she's interested in being at East Tech Scarab. So it was really good to uh for her
008to meet many of our staff. She uh spoke in front of our principles on that day. So it was truly a great day and we just want to celebrate a victorious. I know uh she saw a couple of our board members along the way uh at different meetings that we were all at. So, congratulations to Victorious uh to Principal Peyton and the AB Hart team for having such an amazing scholar. We um have just wrapped up our uh OST testing. I want to thank everyone in academics and of course all of our teachers and educators across our entire system. This is the time of the year where uh you roll up your sleeve, you make sure that we get our our scholars in, that they are wellfed, they're well rested so they could do the
009best on their assessment. Um, and I'm very proud to uh report that uh we've had very high percentage test uh taking rates. This was something that we started working on last year, making sure we have high test taking rates uh because you also uh your your score and actually how you perform is also uh contingent upon how many students actually take this the test and sit for it. So we had 96% uh test rate uh for uh ELA and 94% test rate for math, science, and social studies. Um I know we are starting to get scores in so looking forward to getting those updates. Uh but just truly want to celebrate everyone in academics and all of our uh all of our educators across the system. It is a huge lift and above all our
010scholars. I know Dr. Florence and I were at Valley View in a classroom yesterday, a seventh grade classroom uh in Mrs. Moses classroom and the teacher was celebrating the fact that they finished OST and the scholars were really proud and they were like we know we did a good job. So, uh, we're looking forward to seeing those, uh, results come in and just congratulations to everyone for finishing. Um, we also have some celebrations and announcements around FAFSA and college, uh, uh, application reminders. So, um, of course, we work really closely with, uh, our say yes partners and also our college, uh, now partners to really make sure that our scholars, uh, complete FAFSA. That's really important uh, for thinking about that next step. even if there's scholars who don't uh intend on going to college,
011it's always good to have that completed uh because that can help you qualify for for loans and also other scholarships. Um and so we've been working with our team to make sure we uh support our scholars through this process. Our current FAFSA completion rate uh is 44.8%. Um still a lot of work. You know, as I always say, everyone who is eligible, I would love for that to be every 100% for everyone who is eligible to complete their FAFSA. So, we still have work to do, but this is the highest it's been. So, we're proud uh that we've helped complete that. Um and even though we're behind or it's highest it's been since the pandemic. We're behind uh from where we were pre- pandemic, but it's the highest it's been in the past three years
012post pandemic. So, we still have work to do. Uh and we want to make sure we get that um moving. Um 82% of our seniors have completed their say yes application. This is up 5% percentage points from last year. We have 62% of seniors who have applied to say yes uh who are eligible uh for college and this is 5% percentages up from last year and then 63% of seniors who have uh completed any college application this is also up 6% from last year so a huge shout out Dr. Florence and the academics team, everyone who is working hard to make sure we get that done. To our high school principles, our high school guidance counselors, I know the work that you guys are doing, and then also to our partners at College Now and
013say yes, thank you for this. We still have work to do. Uh, you know, if we're not at 100, uh, for people that are eligible, that means that there are scholars we're leaving behind. So, we want to make sure we get everyone across the finish line, but it's great to see the growth. Um, also another celebration, we were able to share this with our board when we met with them. Um is that last Saturday or a couple of Saturdays ago? Um but our finance team recently uh did a presentation to our uh our credit raers uh both at Moody and SN uh S&P to uh uh look at our finances and just share update of where we are. I'm happy to report the CMSD has been upgraded in our credit rating uh to an A
014minus grade. That's moving us up in the grade level to the upper medium grade. Um some of the things that were cited I know when the team presented uh uh specifically to S&P that we were told uh even after the presentation we were told we're not upgrading school systems uh at this time and we still were upgraded. Uh some of the things that they specifically cited was the work we're doing around our finances. Uh we I know we continue to be uh uh sound like we're beating a uh a drum over and over again. Um, but the work we're doing and the the things that we report on in terms of the financial restrictions that we've put in place, the cost measures we put uh that we've been cutting, as I shared in the last
015board meeting, walk watch us as we continue to do this work. You're going to see the the efforts of this work coming into play. They specifically saw our last board meeting um when we made some really tough decisions that I know were hard for the system, but it's showing that we're making the decisions to put our district on a pathway to financial sustainability. And those were things that they said that had not been uh they had not seen in a while. And so we're very proud of this. Congratulations to Chief Stockdale, everyone on their team. Uh this S&P upgrade will also save us about $750,000. So, you know, hang with us. Continue to watch us work. We're working hard to make sure we put the district on a pathway to financial sustainability while also making
016sure all kids have access to a high quality education. That's the goals uh of of the two goals of building brighter futures. And just continue to watch us work as we make these uh progressions. But this is a huge validation of the work that the team has been doing. Um, we also want to shout out all of our validictorians and saludiatorans. Our annual val uh will precede our board meeting next week. I believe our board meeting next week uh for the business session is at JFK. Uh so this will begin at 5:00 p.m. Uh so all of our valadictorians and saludiatorans will be with us. We'll be recognizing them. They'll be in their regalia and uh we'll be uh uh recognizing them in the dinner. but then also at the board meeting, uh they'll follow
017over just like last week when we had our volunteers and those that will stay uh will get recognized as well. Uh it's truly an exciting time of the year and we just want to congratulate them. I know they've worked really hard to get this honor. And then we also want to congratulate all of our class of 2025. Um and you know, as there's many celebrations that are uh beginning, I believe as soon as next Friday is our earliest graduation. So, we the graduation seasons are coming up. Actually, I know this cuz I'll be at this graduation on Monday, May 19th. Uh we'll have our college uh uh credit plus graduates uh and high-tech academy graduates that are also participating in other graduations, but that's I believe our first one of the season. So, uh tis
018the season for graduations. You can see these uh check them out. Um you'll you'll see several members of the leadership team as well as board members uh that'll be attending these. But this is truly a time to celebrate our class of 2025. Uh to our class of 2025, finish strong. To all of our scholars in our schools, finish the year strong. Uh the year is not over until the very last day of school. So making sure you complete everything in a strong way and we want to get everyone across the finish line. Um but that is all for the report this evening. Thank you, Dr. Morgan. Any comments or questions from the board? All right. Um, I had a couple questions. Um, what was our OST testing rate last year or in previous years? It
019seems like it's improved. Is it 94 that I saw? Yeah. So, yeah, Dr. For said at 94%. Okay, great. Um, and just again a congratulations to CFO Stockdale and his team and you, Dr. Morgan, on the S&P credit rating increase. It's really um, important and great to see. So, good work. All right. This evening we have 25 resolutions and a Cavs game in the areas of board of education, finance, operations, academics, and excellence and culture that will be presented to the board for discussion only. The board will be asked to consider the adoption of these resolutions at our May 20th board business meeting. Dr. Dr. Morgan, will you please present um the board of education resolutions? Yes. First, we have two board of education resolutions. 5.01 authorizing the 2526 membership in the Ohio High School
020Athletic Association. Under the Ohio High School Athletic Association Constitution, in order for the school district to maintain its membership, the district board of education must annually adopt a resolution authorizing its membership for its 7th through 12th grade schools no later than June 30th. With this routine annual resolution, the board will be renewing the school district's membership in OSAA for the 2526 school year. 5.02 adopting a special education policy. Under current state law, Ohio Revised Code section 3323.08, each school district is required to submit a plan to the Ohio Department of Education and Workforce that provides assurances that the school district will provide for the education of children with disabilities within its jurisdiction and has in effect policies, procedures, and programs that are consistent with the policies, procedures adopted by ODEW. Recently, the Ohio Department of
021Education Workforce has developed and adopted special education model policies and procedures which school districts may adopt to meet this statutory requirement. ODEW is now requiring each school district to verify its board of education's approvals uh of such policies by May 30th, 2025. With this resolution, the board will be adopting policy IGBA special education, which includes and incorporates the ODW special education model policies and procedures. This board action will ensure that the CMSD that CMSD remains in compliance with state law and continues to meet the educational needs of our students with disabilities. Thank you, Dr. Morgan. Are there any questions or is there any discussion on these resolutions? Okay. All right. Next, we have two finance resolutions. 6.01, approving the general revenue, the general fund revenue 5-year forecast. Uh, pursuant to Ohio Revised Code section 5705.391,
022the board of education must approve and submit to the Ohio Department of Education Workforce a general fund 5-year financial for forecast two times during the fiscal year uh by the initial forecast by n November 30th and an updated forecast by May 31st. The board approved this this year's fiscal this year's fiscal year's uh initial 5-year forecast on November 19th, 2024. Um, and at this time I'll have Chief Stockdale, who's going to present the May uh five-year forecast to give you an update. So, I will uh move through some of these slides pretty quickly because uh I think all of you have seen these now. Just you know quickly we do have a regulatory context in Ohio where twice a year we're required to do a a financial projection and the purposes of the projection are
023so that the governance board is informed the community knows what's happening and we can pl make plans accordingly. It has to be done um within the requirements of the department of education and for the May forecast we will submit it by the end of May. Um I will jump straight into to some of the assumptions that we make in the forecast and um as always I recommend or uh I welcome your feedback um or questions at the end. Starting with state aid um revenue. This is a category that is very difficult to project because we have a state funding formula that we are four years into implementing and the state has indicated that they will no longer be utilizing that funding formula. So whereas we previously had assumptions about um we know that implementation is
024going to increase each year and it's going to result in additional state funding, that is no longer the case. Um the governor's plan uh had us uh basically falling back down to a guarantee district and the house plan does as well. And I'll talk about what that means in a second, but we are uh we have built our forecast around the house version which is the most recent version. It is very similar to the governor's plan. And like I said, we will receive I'm projecting that we will receive flat funding over the course of the next four years. That's a really important assumption um in the in the sense that what the state is saying is that they do not believe that we will need additional funding uh for our students over the next four
025years. And during that same time period, their expectation is that the amount that we pay for students will increase over time. Um there's some information in here uh that is linkable from the Ohio School Boards Association talking about other changes in the the budget bill as well as the Legislative Service Commission. As I mentioned, we are moving away from the predictability of the fair school funding formula. Um I think we've made a reasonable assumption that we are projecting out flat funding. Um there are some risks in that. Uh one of them is that we are uh we will receive a specific type of funding called guarantee funding. Uh and that is because the state is not increasing the amount that they're uh providing to us over time. And they're looking at our property valuations and
026thinking the district is wealthier. We can provide less funding to the district even though we all know that we don't receive additional funding based on property values. Um so there's a risk there. There is also an issue. They're capping uh carryover cash balances to districts at 30%. This is not an impact for us, but you may hear about it, but I just wanted to mention it for that for that reason. We will be just under 30% at the end of this year. And then um as I previously said, you know, what's really driving the state formula for us predominantly it is uh the changes in in local property values where the state is seeing more values more more uh property valuation increase and they're assuming more income that is not there. Uh and then the
027way that they have looked at funding for disadvantaged students or students experiencing poverty and then our long-term slow enrollment decline. When I talk about us being a guarantee district, this is what I mean. And this uh this chart shows the amount of state aid that we expect, the first green bar or greenish bar is 2024. So last fiscal year, that was our high watermark for state funding. This year, due to um the the factors that I just mentioned, we we are already down to this what they call the guarantee amount where we can't fall any lower than our fiscal year 20 aid. And effectively we're projecting forward for the next four years that we will stay there. So you can see that this is going to have a pretty dramatic effect on us and uh
028this is this is one of our challenges really as a district. Talking about local property taxes, uh we did see dramatic increases in in values uh and I will repeat again which are not uh we are not reflected in our property tax collections but that that we have experienced these and that um we are seeing collections fairly close to in line with what we saw in November. Um we projected um we updated some of the projections this time around, but really the risks here are there could be an economic downturn which would decrease collections or that the state would change uh and you've seen that there's been uh petitions being gathered to repeal the property taxes or property taxes in Ohio. So something like that would would clearly be a challenge. Other revenue really just
029the the first two that I'll the only two really that I'll mention. Um we look at interest in investment earnings. This has been a bright spot for us. Um we have been able to maintain a higher cash balance and interest rates and investment rates have been really strong. So that is that has helped us u and we expect that to continue over the next few years um although to a lesser extent. And then the third bullet point uh really is about Medicaid and that um we will we get a portion of our uh healthcare funding back through the federal government. um it was already going to be reduced for one year. Um and of course there's a concern what does that look like in the future? But that is that is uh projected forward in
030the in the forecast as something that continues. The biggest area of our expenses is salaries and benefits. And this year we're at 78% um wages being at 56% 22% benefits. Um, I do want to highlight the work that was done by um, really a large part of the leadership team at CMSD and which we briefed you on earlier this year, which was our our change of health uh, insurance providers that has helped us really control our health insurance costs especially. And so we will we will um acrew some savings this year which we're including in the the forecast. And then um of course the unified calendars and school budgets that we brought to you previously, we have put those into the forecast as well. The risks here are um you know really just if um
031if we add a lot of staff that are that are not planned now, which we shouldn't be doing, or if uh health insurance costs expand more than what we expect. And then uh this chart is really all of the colorful slices are everything that's left. And what I wanted to highlight here is that when we talk about all this non-personnel spending, the discretionary spending that we have, it's a small portion of our budget. So 22%. And these are categories that we we are hitting hard um have hit hard in the budget process and we will continue to focus on. So um they're listed out there. We are assuming really low inflation rates. Um and we've we've been able to keep that over the last few years. Uh and then just noting that we have experienced
032some significant savings already in some of these categories. And so um you know looking at that and and um kind of celebrating that but also knowing that this is something we have to keep our eyes on in the future. That gets us to the overall 5-year forecast and uh I have highlighted in gray the current fiscal year. A couple things to note with with the current year. Previously, we brought a forecast or I brought a forecast to you that showed a very small positive uh balance uh surplus this year, one or two million dollars. We're now a little bit under $5 million in the negative. Uh I'm not really concerned about that. Uh I think the important message is that the the adjustments that we've made for next year and the following years are what's
033really going to carry us forward. Some of what you're seeing here is um you know us becoming a guaranteed district. So the loss of state funding that has reduced our revenue this year from what we projected. Um but still healthy cash balance. And then moving forward uh you you do see that we have annual budget deficits that grow. This is only based on what I know now. So, I can only uh I can only incorporate things that are that have been approved uh either by the board or that don't require board approval. So, like I said, this does incorporate uh the calendar changes. It it our school budgeting process. Uh we are still finishing up the central office budget for next year, but that very much appears to be on track with these expectations. And
034then as we develop our recommendations for building brighter future this summer, those will be incorporated into the November forecast. Um, so you've seen this chart before. Um, what you're really seeing here is this was a much, if you're thinking of this like an alligator's mouth, the alligator's mouth was much wider open. And so that what that's saying is that there was a larger uh difference between the gray line, which is what our expenses are, and the orange line, which is our revenue, including the levy. So, we've done a lot of work to close that that gap and um it's it's reflected really in our cash balances. So, kind of going back a few years um really to Dr. Morgan's uh first 5-year forecast that we had, we were projecting a uh picture where we had
035a very negative outlook for the cash balance over time that that would develop. Um actually with this year being the first year where we were in the negative for cash and um you know he was dealing with the uh end of Esser and uh other issues and with the deficit reduction plan that we brought to you that you approved and that was implemented um we were able to significantly improve that cash situation uh pushing out the cash deficit a year also just decreasing the amount for all the And uh this also incorporated our collectively bargain uh wages. So this was a major um success. Moving even further into the future last November uh is the dark line here and you can see the improvement again from May to November and that was the uh community
036support that we received at the the ballot as well as additional budget savings that were accomplished. and then where we are now, which is the green line continuing to move out with the calendar and school budgeting savings. So, what you can see here is over time there's been a a really substantial improvement in as far as uh one when we will have a cash issue. So, we've moved that um well out toward the 28 um fiscal year. And then I really just want to highlight this. So, looking at that uh 28 year The improvement, the cash balance improvement is $474 million. So through all of the things that I just mentioned, we have improved our outlook by 47 by half a billion dollars. And it's not been easy. Um, but we're doing so in a
037manner that is putting us on a path to sustainability. And so that's really what I wanted to highlight. And with that, I would be happy to answer any of your questions. And I think Dr. Yeah. Yeah. No, one uh and great work uh Chief Stockdale. One thing I wanted to highlight if you can go back to the 5-year forecast uh chart uh and one the chart that you can see the progression that really helps. But I want to show this 5-year forecast because as we always talk about the bottom row is what the state looks at. You have to be in the black uh in the current year and the black for two years out. uh the five-year forecast that we showed you uh in November and the one that we were even talking about
038uh as we were presenting our calendar and the ones we've been sharing with our building brighter future presentations. The most recent one in fiscal year 28 that showed a negative $96 million. So the work that we've done with schoolbased budgeting the calendar you could see already the pos the improvement of that. And so when we talk about that $150 million savings over the next three years, we've already started to do that work with the uh the cuts that we've uh been making. We have more work we have to do. We have building brighter futures that we're talking about, the work that we'll do with that and additional work that we have to do. But I just want to show you that every time we make these strategic uh decisions, we have them in light of
039how we're going to make sure we improve education for all students, but you can see the improvements and the impact that it happens uh that happens within our finances. So just wanted to uh shout out Chief Stockdale for that uh for putting uh many of the restrictions in place for the system but then the entire system uh for uh being reflective of this and uh we'll continue to to do the work. We'll continue to do the work uh and we shared that even last week uh with the myths that there are several uh or not even myths just the questions that people may have and we're showing how over time we've actually improved those uh and a lot of the things that continue to be presented are very old numbers. So, just continue to watch
040us work as we do this work because we're working really diligently to put our district on a path to financial sustainability while also making sure we educate all of our scholars. Thank you. Questions? Dr. Shredar and then Miss Walchow. Yeah, just to um Thank you, Mr. Stotell. Thank you for this presentation. Um uh I I just want um you to speak. I know that what what you presented here is what you're presenting on this chart is what we know at this point. Um can you uh talk us through how this chart connects to the curves that came come four or five slides earlier particularly the one that has the green line. Yes. Yeah. So um this chart is really uh or that chart is really the last row of this. So the unencumbered it's it's
041the unencumbered cash balance from the different projections. So what it's showing is um the snapshot in time for each of those how that picture has improved over time. So even more specifically if we were to show the 5-year forecast from like November of 23 and you were looking at fiscal year 28 that's where you would see I think it was like negative $500 million and over time how that's been um how that's changed. Miss Welch how? Uh thank you Mr. Stockdale. Um I have a list of questions and then a couple of maybe things to to take away. So on the the state um aid assumptions the flat for the next four years. Have we done any scenario analysis to say okay if it's not flat and it goes down what does that mean for
042things like building brighter futures or sort of what we need to do in several scenarios there? Um we we do work in the land of scenarios. Um unfortunately right now we have the governor's version, we have the house version. Um in the coming week we'll have the senate version and so um some of these scenarios are ones that that we can't necessarily run ourselves. We look to the state for um so the numbers that that you see in here are what the state actually provides to us. we certainly can provide like a sensitivity analysis of uh you different factors that could lead to that and and I think there's we are definitely interested in in doing that as we move forward with building brighter futures. Um the good news is that the Senate will introduce
043their version next week and we will have uh a much better idea I think because how closely aligned they are with the House version um will give us a lot of direction. Yeah, that makes sense. And I think any insight you can provide the board on how you all are thinking about that would be helpful. Um a super specific question. If you go back to the pie that has the colorful slices, what's the the capital outlay in that list of things and if it's what I'm assuming it is, how does some of the things we're thinking about for building brighter futures impact that line? That's a great question and it's probably not what you think it is. Capital outlay is equipment. Okay. So, it's equipment that costs $50,000 or more. Okay. That has a life
044a useful life of 5 years. That makes sense. So then looking at and I'm getting a little nitty here, but if I look at the kind of more detailed version that's in um the exhibits and I look at that line for 2023 and 24, it's much lower than it is for 25 forecasted out. What's what's driving that? Like as an example, it's a million dollars in 2024 and it goes up to 8 million this year and then 8 million the years following. Yes. During the esester years, we were able to um make a lot of our purchases, especially IT type purchases um and also um facility, you know, facility equipment through that. So, we did HBAC projects through uh ESSER. We would also look at what we can utilize uh our bonds for, but that's
045what that is. That's helpful. Um and then just a couple of asks um if the team can do this on the view that has kind of the full out forecast for the next five years if we can see for 25 and 26 comparisons to the last one we saw. So what we saw in November and then what's the driver for change across those five or six lines. I think it would just be helpful to see um on one page and then um either sort of talking through or seeing it in detail, but the connection between our goals for building brighter futures and then how that shows up in the forecast. So, as an example, I I'm guessing maybe, and this could be wrong, the $130 million gap we have in 2829, whatever that is, if
046I add that to what we've already found with the calendar change, it gets me to 160 million. And I think that might be the target we've put out there, but just seeing that walk would be helpful. Sure. Thank you, Dr. Shrear. Mr. Stockdale, um on that same uh detail chart um that uh Melchild just referred to, um I'm looking at the purchased services line. That's another line that is is seeing a significant increase. um you know going from 84 million in 2024 to 111 and then you know increasing out to 131. What what kinds of things are in that line? That is all of the um so a couple things. One uh that you wouldn't necessarily think of is tuition that we pay to other school districts is a significant part of that. It's also
047personal services like what you would think of uh it can be software. Um, a lot of that really all that increase is what you're seeing is Esser spending returning to the general fund. I see. Um, I think it would be helpful um I and I'm sure you've already shown us this over the last two or three years. Um, but it would be a good reminder to bring back some of that esser um spending slides. I mean, I I you know, I have vague recollections of those conversations that you that that we talked about, you know, 2 3 years ago. um uh uh you know especially material that we I know we spent a whole Saturday retreat going into that in in detail which is also available for the public at the time but I think
048it would be helpful for us to refer back to those um uh charts particularly because um what you're what you're showing us here are um numbers returning to um pre pandemic pre-assesser levels um in terms of expenditures and and it would be good to sort of have a comparison line. Yeah, I could I can also provide um 2019 as a point. That would be good. Yeah. Yeah. Thank you, Miss Lebron. Thank you for the presentation, Mr. Stockdale. As you mentioned, some things create uncertainty over the next uh five years and uh with regards to the forecast. I'm curious, can you explain what ways the Medicaid funding cuts can affect the budget? Yes. So, one of the ways that many districts benefit from Medicaid is that um due to students who are Medicaid eligible, their families
049are Medicaid eligible, services provided in our school clinics can be Medicaid um eligible as well. And so, we receive reimbursement from uh the center for Medicaid and Medicaid services. And um there is some uncertainty at how much of that expansion that has occurred um will will remain and some of that is a federal decision and some of that's a state decision. Any other questions? Yes, Mr. Bips. I thank you. Um I just have one question probably for a frame of reference just for my own self. Um I on slide six the residential property um appraisal change was 47% but the commercial change was 12%. Is that normal? Is like that big of a a difference? It's just for my frame of reference. Um Cleveland has experienced slower growth on the commercial and industrial side than
050residential. Uh some of that is that the that the decline that we saw with the great recession on the residential side was much steeper than on the commercial side. So the commercial areas held their value a little bit stronger and so we're still all these you know 14 years later we're still seeing a rebound there. Okay. Thank you so much. All right. Thank you CFO Stockdale. Thank you. Next is 6.02, authorizing the acceptance of a grant from the state of Ohio and the US Department of Energy, authorizing the CEO to spend the funds in accordance with the terms and conditions of the grant. With this resolution, the board will be accepting the following grants from the Ohio Attorney General, a grant in the amount of $155,691.74 to help implement critical safety enhancements that align with
051best practices in school security and emergency response. from the US Department of Energy, a grant in the amount of $266,396.40 for the purchase and installation of solar panels for Max Hayes High School. Any questions or discussion from the board on these finance resolutions? All right. All right. Next, we have seven operations resolutions. 7.01 01 authorizing the CEO, board chair, and chief financial officer to execute an amendment to the segment 8 agreement with the Ohio Facilities Construction Commission. With this resolution, the board will approve an amended segment 8 project agreement with the Ohio Facilities Construction Commission, OFCC. The prior agreement did not fully for uh forecast inflationary impact between 2021 and the bidding of the underlying projects which are detailed in exhibit A to the resolution. The board had identified that it wanted to renovate Joseph
052M. Gallagher School and build a new Clark School, Marian Seltzer School, and Lincoln West High School in addition to abading and demolishing the old Clark School, Fullerton School, and old JFK High School, Lincoln West, Marian Seltzer, Robert Fulton, and Waters Lake in the prior segment plan. With this resolution, with the passage of this resolution, the OFCC is willing to adjust the budgets approximately 11% for each school project as described in exhibit A, including updating its enrollment projections, which allows the district to add 400 students to the Lincoln West project and maintain co-unding from the OFCC. Once approved, the plan will be sent to the OFCC in a timely manner for submission on their July docket for consideration and passage. The OFCC develops their docket in June in preparation for their July meeting. Once reviewed at
053the July OFCC meeting, then the amended segment 8 project agreement goes to the state controlling board in August for final approval and release of funding. Finally, in fall of 2025, we will work in partnership with the OFCC to continue to move forward with the work on the new Marian Seltzer uh school and begin the redesign for the new Lincoln West High School. 7.02 O2 authorizing the CEO to take the necessary actions to prepare and maintain district facilities for the period from May 2025 through June 2026 to ensure effective operations during the academic year in an amount not to exceed $15,425,000. This is an annual resol uh work resolution allowing the operations department to prepare and maintain facilities during the 2526 school year. Attachment A itemizes the operations division's categories of work to be funded through
054the approval of this resolution, including but not limited to the following categories: annual health and life safety and mandatory regulatory work consisting of inspections and repairs related to playgrounds, fire alarms, backflow, and sprinkler sprinkler systems. Included in this category is continued work on the fire alarm system upgrades, maintenance, and reactive payer work, which includes electrical, elevator, plumbing, painting, carpentry, windows, HVAC systems, bell systems, roofing, and masonry materials, parts, and supplies to support trades, facilities, and custodial work throughout the year. And finally, uh, projects focused to, uh, support the fire alarm system upgrades and co-installation system. 7.03, 3 authorizing the CEO, board chair, and CEO, I mean, and chief financial officer to execute an a segment 9 agreement with the OFCC. With this passage of this resolution, the board will be approving the segment 9 project
055agreement, which includes the following projects. Build one new high school to house grades 9 through 12 and to support 1,200 students. Abate and demolish the old Ottabon Central, Cranwood, Empire, Iowa, Maple, M Auburn, and Paul Rivere school buildings. demolish the old Wilson building which had been previously abated. The project total cost for segment 9 is $95,500,55 with the district share estimated to be at $30,560,18 and the state share estimated to be at $64,940,37 detailed in article 3 in the agreement. Our rationale for moving forward with segment 9 at this time is as follows. Based on the current data that dictates state matching funds, CMSD is eligible for new construction dollars at the high school level at this year's data and is likely the highest co-unding level we'll will see based on enrollment trends and the
056number of district competing uh for funds and the number of districts competing for state funds. In addition, the district is able to modify the OFCC agreement. So proceeding uh creates options for maximizing our resources but does not obligate us our bond funds in if the conditions change. Our May 20th 25 board meeting is the final scheduled opportunity for CMSD to submit a board approved resolution to meet the OFCC deadline. If action is not taken by this year's OFCC deadline, the state funding match must be recalculated based on a new enrollment study. That re that recalculation would likely decrease the funding eligibility and extend the timeline by at least a year. 7.04 4 authorizing the CEO, CFO, and the board chair to enter into an agreement authorizing the purchase of food, supplies, and services for student
057breakfast, lunch, summer food service, uh, supper, and snack programs for the 2526 school year in an amount not to exceed 14.5 million. With this resol with this annual resolution, the district school nutrition department will continue to participate in the national school breakfast, lunch, and afterchool snack, summer feeding, and fresh fruit vegetable programs. 7.05 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 this project. With this resolution, the board will approve additional enhancements for the new JFK High School stadium, which can be incorporated into the current plan to include the ticket booth, press box, additional bleacher capacity, fencing at the main entrance, and higher quality field and track services surfaces. The city of Cleveland and the district have worked collaboratively on
058the development and building of the new track and field, which will support JFK High School and the JFK recreation center. the next phase of this work which is uh field and track installation which includes the requested enhancement for both school programming and the rec center programming 7.06 authorizing a track and field renovation project at Robert Bump Taylor field in the amount not to exceed $1.6 million with the passage of this resolution the bump Taylor field located near Glennville High School will be upgraded to support fall spring and summer events 7.07 7 authorizing the auction of school property no longer needed for school district purposes. With the purchase of this resol with the passage of this resolution, the district will be authorized to auction the real property sites of the former Gidding School and the original
059mound school. The board has previously declared these properties are not needed for the school purposes. The properties were then offered for sale to charter schools as required by the Ohio Revised Code, but no charter schools were interested in purchasing the properties. The district then worked in partnership with the city of Cleveland to offer the properties for redevelopment, but there were no viable interest from develop from developers. The district now believes the best method to sell these properties is through public auction as required by Ohio Revised Code section 3313.41. Any questions or discussions on the operations resolutions? Miss How? Miss Welch Howell, sorry. Thank you. Um on 7.05, 05. Can you remind us what the original cost that the board approved for the JFK project is? Question one. And then question two, where does this flow
060through when I think about like the general fund budget? Uh yes, I'll invite both Karen to uh Thompson or uh will Holly come up for that? Okay. Just one moment. Sorry. The answer to that question is uh still not $4.1 million. We still can't 4.1 million. Thank you. Anything else? There were two questions. One, she asked what was the original cost. She also asked on the second one how the the funds for are allocated in terms of the general fund. Yeah. Where does this come what part of the budget does this come come from for JFK? Mhm. This will come from the bond. Okay. Thank you. All right. Dr. Morgan, academics. Yep. Uh, next we have two academic resolutions. 8.01 adopting resolution of intent not to provide career technical education in grades seven and 8.
061Since 2018, the Ohio Department of Education and Workforce has required the board of education uh pass resolution to be submitted if a school district is not offering career and technical education programming at every seventh and eighth grade building. For school year 2526, CMSD intends to offer career and technical education programming at Adelaide Stevenson, Benjamin Franklin, Charles Mooney, Clark Dyke, Halley, Marian Seltzer, Mary B Mound, Mary B Martin, Mound, Nathan Hill, Orchard, Tmont Monasuri, and William Rainey Harper schools. The resolution is similar to the one the board adopted last year, but includes the addition of three schools that will offer career technical education courses next school year. Clark, Dyke, and Marian C. Seltzer. The college and career readiness department continues to explore middle school programming options with principles. Our building brighter futures initiative will provide the
062district with the opportunity to increase access to CTE courses in our K- through8 schools. So we hope in the years to come uh we'll have more offering this and maybe this will not have to be something we have to pass in the future. Uh 8.02 2, authorizing contracts and purchase orders to multiple suppliers to provide material supplies, equipment, and services under title 1, A, building allocation funds, title 2, A funds, title three funds, title four funds, general funds, universal preK funds, IDEID, B funds, and the school quality improvement fund for Cleveland municipal schools on an as needed basis for the 2526 school year. The district in each of our schools have received an allocation of federal funds to contract with suppliers that provide supports for their specific needs. The attached exhibit A to the resolutions
063contains a list of suppliers that offer resources and supplies that align to our school's academic achievement plans and provide equipment to use in a blended learning environment. This resolution will give the CEO authority to approve contracts for these specific suppliers. Any questions from the board on the academics resolutions? All right, Dr. Morgan, for the excellence and culture resolutions, I'm going to ask you to skip explaining 9.01 through 9.04. or I understand, you know, those are our routine resolutions. We've got six new hires, um seven reclassifications, 30 separations, and 161 um authorizing limited contracts and um unless board members have actually my apologies get to the microphone on time. Um I have a question about the 8.02 resolution about the suppliers. Go ahead. Um it's not a specific question, just a general question. um what what
064is the process for um suppliers to get on this list? Um is there a you know is there a bid process? Are you you know is there a limit on how much things like that? Um yeah. So, Academics works um academics seeks out interest from schools each year to see what suppliers they would like to use. Um academics goes through a process where they identify ones that align to the academic plans for those schools and um so that's how they get on the list. In some cases, these suppliers are also um competitively solicited um and those are noted where it's like through a cooperative contract. So, so these are um these originate at the school level based on school-based budgeting. It's it's yes, it's that the school and academics centrally decide deciding which um suppliers.
065Thank you. All right. Thank you, Chief Stockdale. Um Dr. Morgan, uh 9.01 to 9.04 are available online for the board and public to review. If you could explain um 9.05 going forward. Yes. 9.05 authorizing the payment of supplemental summer earned compensation to employees. This is a routine annual resolution to allow payment to 10-month employees who perform supplemental duties as needed outside their standard contract during the summer. 9.06 authorizing the granting of continuing contract status of certif uh certifi certificated licensed employees. There's a routine annual resolution authorizing the continuing contracts to 37 certificated licensed employees whose names and positions are set forth in exhibit Attached to the resolution 9.07 authorizing the granting and of extended limited contract status to certificated licensed employees. This also is an annual resolution authorizing the extended limited contracts to two teachers
066whose names and positions are set forth in exhibit A attached to the resolution. 9.0 9.08 8 authorizing the reappointment of substitute teachers sub uh substitute paraprofessional substitute nurses and substitute secretaries. This also is a annual resolution authorizing the reappoints of 514 substitute teachers 70 70 substitute pair professionals nine substitute nurses 28 substitute secretaries whose names and positions are set forth in exhibits A B C D attached to the resolution 9.09 9 authorizing the non-reappointment of substitute teachers, substitute pair professionals, substitute nurses, and substitute secretaries. There's an annual resolution authorizing the non-reappointment of substitutes whose names and positions are set forth in exhibits A through D attached to the resolution. 9.10 authorizing a contract for the 2526 and 2627 school years to to Teach for America uh for uh Teach for America Incorporated for professional development
067not to exceed $50,000 annually. There's a routine annual resolution authorizing a two-year agreement for the hiring of up to 10 Teach for America Incorporated teachers um for an annual fee of $5,000 for each teacher employed by the district. The fee covers the TFA annual professional development. We are estimating a total of 5 to 10 TFA members for the 2526 and 27 2627 school years not to exceed $50,000 total annually. 9.11 authorizing notice of intention to renew administrators. Uh this is a routine annual resolution expressing the board's intention to renew schoolbased administrator administrator contracts. This is for 126 administrators whose names and other details are set forth in exhibit A attached to the resolution. Thank you Dr. Morgan. Dr. Shredar. Dr. Morgan on 9.11 um the there is a variety of of contract lengths as well
068as um days on contract. How are those determined? There is some there are some some um administrators who are on two-year contract, some on one and then some who have a 225day contract versus 260day contracts. Yeah, I'll invite Mr. Christian up, our chief uh our talent and human resources officer. Thank you for your question. Our assistant principles are our positions drive the number of contract days for the year. So assistant principles have 225 days as an example. Principles have 260. the duration of the contract by Ohio Revised Code, there are a limited number of one-year contracts that can be issued to an administrator. And so, uh, in in the career of an administrator, we may have either maxed out the number of one-year contracts they can have, and we can then extend a contract over
069that duration, or um, we can continue to use those one-year contracts until they reach that limit. Any other questions or discussion on those resolutions? All right. Is there any old business? Is there any new business? Um, well, on for my new business, on behalf of the board, I want to wish a happy birthday to Mr. Briggs who celebrates a birthday this month. Happy [Applause] birthday. and announcing that the next regular board meeting will be a board business meeting on Tuesday, May 20th at 6:30 p.m. at JFK High School. The chair will now entertain a motion to enter 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 terms and conditions of their employment and
070conferring with attorneys concerning disputes involving the board of education that are the subject of pending or imminent court action. Thank you, Mr. Stockdale. Please call the role on this motion. Miss Alicott, yes. Mr. Bips, yes. Mr. Briggs, yes. Miss Jones, yes. Pastor Jones, yes. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Welchow, yes. Motion passes with nine votes. Thank you. The board will now move into executive session. Following executive session, the board will return to this room to conduct some further business. [Music] Your lettuce is [Music] popping right here. But the good thing about the face like that [Music] Yep. [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.
071[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 the team was created. But you have told me that it it
072has 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 first grade, second grade, middle school, high school. These are lessons that
073I 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 and also 3D machines. We have laser cutters. We have actually if
074I 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 dancing, what else have you learned? I know she talks about, you
075know, 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 a lot because it's got me like not to be scared when
076people 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 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
077decide 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 I think I'm going to be an architect. The career pathways that are available
078in 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 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
079beginning 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 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
080being 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 TEA Monasuri. Accomplishing this accreditation, we are the first public elementary Montasauri school in the state of Ohio to get this accreditation. Um, the American Montasuri Society accreditation. We learned on Valentine's Day, actually great great Valentine's Day, um that we were approved as um as an accredited school. Many private schools that have it. It's considered the gold standard for Monasuri. It's a platinum standard for public monastery. Basically, there are five core components that we have to meet. You have teachers who are credentialed at the grade band that they teach. That you have the
081multi-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 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
082economic 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 for me knowing that my child has the best chance that they can
083knowing 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. She was choking and I she was making the choking. Her hands were on her throat and there was no there was no sound
084whatsoever. 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. 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 up. Morning everyone. Good morning. No beefing. Hold that
085up. 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 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
086officer. 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 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, they go Miss Campbell, Miss Campbell." When 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
087that 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 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
088about 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. Smile right here. [Music] But the good thing about like [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
089STEM? 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 into 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
090beautiful, 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 school. Yes. So, and
091even 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 ribbon dancers. Then each
092ribbon 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 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
093about 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. [Applause] We are here for our
094first 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 coming 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
095how 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 get to see them
096in 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, 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,
097being 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, Paras. Thank you, Paris. Thank you, Paras. Thank you, Paris. Thank you, Paris. I love you.
098Welcome to Shima Monaster. 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 to three hours and that you have um that it's child focused in how you approach
099the 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 recognized nationally that what they
100do 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 teacher at Andrew J. Rickoff.
101I had a couple students that were having lunch in the classroom with me that day. I was sitting at my table like here in the back of the room and um her back was toward me this way. So when I was eating my taco, I tried to dip my other one in a meat and cheese, but when when it went through when it went to my throat, I choked on it and she was choking and I 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 like did this. So
102I 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. 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
103to 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 do. I'm a resource for them. going through the detectors in the long run. I hear them say, "Boy, if it wasn't
104for y'all doing that, this that." So, they they really do like that detector, but just knowing that you in the halls and the students see that and and they see how I, you know, if they beep or they see how I go through their bags, I don't play. So, they feel safe. They be like, "Oh, there go Miss Campbell, Miss Campbell." And they fear something, they come straight, Miss Campbell, you know, so and so. And they I'll be like, "Okay, okay, okay." So that makes me feel that, you know, they see that I'm serious about my job. You 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
105another 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 the school. I think it makes students and scholars feel um much more comfortable, much more safe. When the kids come through, they understand there are necessary things that have to happen. But when the officers treat them in that way, like human beings, and make them feel special, they're not thinking so much about those things. 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,
106but more often than not. [Music] Your lettuce is popping. [Music] Smile right here. [Music] But the good thing about like that Do 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. 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
107brought 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 rule of thumb is positive energy.
108I 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 trying to teach them as well
109when 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 are you in? Six. And tell
110me, 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. 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
111collaboration 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] 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
112here 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 money after you graduate. So, it's really, really
113exciting. 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 read, too. Okay, let's go. Let's go. Heat. Heat. [Music] I see pair of professionals making a difference every single
114day. 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. There's like a lot of things I didn't know like from different cultures. Like I've been learning a lot from
115them. 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, 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
116great 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 model instead of just an academic. It's the whole child. It's the whole person. And that it's six-year cycles of
117how 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 you're in. Your kids pictures are there, and
118you 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 the room and um her back was toward
119me 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, 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 himlic on her and she was silent for a minute and it was it was really
120scary. 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 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
121greet 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 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 and and they see
122how 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 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 yonder cases, bringing in securing
123book bags, making sure that um no items or weapons are brought into school. I think it makes students and scholars feel u 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 [Music] popping right here. But the good thing about the face like that [Music] Yeah, we got [Music] Hi, I'm Dariel Snipes and
124I'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 into 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
125course 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 we are about uplifting each other, about encouraging each other, about helping each other. So those are kind of the life lessons that
126I'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 they're wearing today, they actually help make. We have um Cricut machines. We have Silhouette machines and transfer heat transfer paper to actually
127make 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 can learn new things. What about you? Um, because I always wanted to dance in a in a group. So I always found
128passion 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 this for you guys for your performance. Just talk about how you like performing in front of others and showing uh your other
129students 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 learn about all of the CTE pathways that we offer at the high school level. Middle schoolers that come in here is way
130more 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 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
131figuring 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 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
132just 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 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
133team. 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 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
134are 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 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
135really 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 switch from school to school and keep up on top of it. Everything's right there. Like, everybody always has their phone with them,
136so 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 my other one in the meat and cheese, but when when it went through when it went to my throat, I choked on
137it. 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 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
138life. You're welcome. And I would do it all over again. Good morning. Good morning. Coming up. 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 they came in this morning. I greet the students, make sure the hall is clear. Um, interact, ask them how they day was going. Walk through, interact with the parents, um, the community, the male um, mailman, the neighbors across the street. They
139familiar 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 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 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, they go Miss Campbell, Miss Campbell." When they fear something,
140they come straight, Miss Campbell, you know, so and so. And they I'll be like, "Okay, okay, okay." So that makes me feel that, you know, they see that I'm serious about my job. You know, I have noticed if we're referencing the phone collection, um, a lot of the students are interacting more with one another instead of just being stuck on their phones. They've started to build relationships with one another and do 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 there
141are 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. Smile right here. [Music] But the good thing about [Applause] [Music] it got [Music] Your lettuce is popping. [Music] Smile right here. The good thing about the face like that. [Music] Yeah. [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
142to perform. 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 into 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
143have 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 first grade, second grade, middle school,
144high 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 and also 3D machines. We have
145laser 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 dancing, what else have you learned?
146I 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 a lot because it's got me
147like 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 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
148perspective 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 vetinarian 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.
149The 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. My talent is observing and then applying. So
150a 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 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
151next, 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 TEA Monasuri. Accomplishing this accreditation, we are the first public elementary Montasauri school in the state of Ohio to get this accreditation. Um, the American Montasuri Society accreditation. We learned on Valentine's Day, actually great great Valentine's Day, um that we were approved as um as an accredited school. Many private schools that have it. It's considered the gold standard for Monasuri. It's a platinum standard for public monastery. Basically, there are five core components that we have to meet. You have teachers who are credentialed at the grade band that
152they 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 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
153it 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 for me knowing that my child has the
154best 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 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
155no 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, she 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. Coming up. Coming up. Morning
156everyone. Good morning. No beeping. 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 going. 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
157the 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 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, they go Miss Campbell, Miss Campbell." They fear something, they come straight, Miss Campbell, you know, so and so. And they I'll be like, "Okay, okay, okay." So
158that 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 there are necessary things that have to happen. But when the officers treat them in that way, like human beings,
159and 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. Smile right here. [Music] But the good thing about like [Applause] [Music] They got [Music] Hi, I'm Darielle 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
160did 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 u 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
161up 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 situations that that might come
162up. 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 back in public session. The chair will now entertain a motion to adopt a resolution authorizing the termination of a teaching employee. So move second.
163Thank you, Dr. Morgan. Any explanation on this resolution? This resolution is to authorize the termination of a teaching employee for violation of district policies, procedures, and rules. Any discussion from board members? Hearing no further discussion, Mr. Stockdale, would you please call the role? Miss Elott? Yes. Mr. Bilips? Yes. Mr. Briggs? Yes. Miss Jones, yes. Pastor Jones, no. Mrs. Leone, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Welchow, yes. Motion passes 8 to one. The resolution passes. The chair will now entertain a motion to adopt a resolution authorizing notice of intention not to renew limited or extended limited contracts. So move. Dr. Dr. Morgan, any explanation on this resolution? This is a resolution authorizing the the board's notice of intention to not renew the limited or extended limited employee contract employment contracts of two teachers whose
164names and positions are set forth in exhibit A attached to the resolution. This is the first step in not renewing these contracts and next month uh the board will consider the final resolutions on each of these contracts. Any discussion? Mr. Stockdale, would you please call the role? Miss Alakod, yes. Mr. Bips, yes. Mr. Briggs, yes. Miss Jones, yes. Master Jones, yes. Mrs. Lebron, yes. Mrs. Peak, yes. Dr. Shrear, yes. Mrs. Welchow, yes. Motion passes with nine votes. The resolution passes. The chair will now entertain a motion that the board enter into executive session for the purpose of considering the appointment and employment of public employees and officials, preparing for negotiations with public employees concerning their compensation or other terms and conditions of their employment, and conferring with attorneys concerning disputes involving the board of education
165that are the subject of pending or imminent court action. So move. Second. Thank you. Mr. Stockdale, please call the role. Miss Elod, yes. Mr. Bips, 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. Thank you. The board will now move back into another executive session. Following executive session, the board will return to this room to briefly conduct some further business. They're turning my microphone off. Uh, the board will not conduct further business after we return from executive session. We will adjourn when we return. Thank you. 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
166of 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 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 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
167are 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 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
168is 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 for me knowing that my child has the best chance that they can knowing every day
169they 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. Her hands were on her throat and there was no there was no sound whatsoever. Uh
170I 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. 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
171walk 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 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.
172You 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 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
173job. 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 beings, and make them feel special, they're not thinking so much about those things. They're thinking
174about 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 [Music] popping. Smile right here. [Music] But the good thing about girls like that 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 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
175praise 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 There being no further business before the board, the chair will now entertain a motion to adjourn this board work session. Thank you. Hearing no objection, this meeting is adjourned.