001Okay. Mr. G, would you call the role? Mr. Cobble here. Miss Pepper here. Mr. Register here. Mr. Silverman here. Mr. Zucker here. Okay. Um, I will ask for a motion to approve the minutes from August 5th. August 11th and August 19th move. Second. Any uh discussion, corrections? Mr. K, would you call the vote? Mr. Cobalt, yes. Mr. Peepler, yes. Mr. Register, yes. Mr. Silverman, yes. Mr. Zucker, yes. Okay. I um we're going to do some awards and recognitions and I want to just uh take a moment and acknowledge uh our 2012 graduate uh Jeffrey Golden won the Sunday's best award two days ago and we all should be very proud. I think that we should I'm not sure exactly what we have on the website now, but we should have that up and we hope
002to uh be in touch with him and have him come and entertain us one day, right? But anyway, that's a great it was a great thing. I hope people had a chance to see it. It was really a good show. I mean, I I probably don't wouldn't normally watch that show, but I thought he did an excellent job. And um I hope you all saw it. If not, I think they're gonna run it again. Yeah. Okay. Um, so that puts us at a point of u other recognitions. I think uh uh Dr. Dixon, you have some people you want to recognize, right? Okay. Good evening everyone. Good evening. Um, tonight we will begin our recognitions by paying tribute to this year's new master teachers. So we have director of our human resources Paul Lombardo is
003here to present these teachers and say a word about their accomplishments. Mr. Labardo. Thank you Dr. Dixon and good evening to everyone. We have tonight three accomplished professionals receiving recognition for the master teacher. The master tisser designation means that a teacher demonstrates excellence inside and outside the classroom through consistent leadership and focused collaboration to maximize student learning. She continuously strives for distinguished teaching and continued professional growth. She also understands the content of her subject matter is sensitive to diverse student needs and sets the bar high for students in an environment that allows them to achieve. I'm going to give you a little bit of background on each uh of the of the winners of the master teacher. Um Tiffany Jordan Shaw, are you here tonight? Okay. Unable to make it with us. Um but Tiffany
004earned her bachelor's degree from John Carroll University and masters in education from Cleveland State University. She's been a teacher in the Cleveland Heights University Heights School since 2002. Teaching has always been her passion and for the last 12 years she has enjoyed teaching 8th grade mathematics at Roxboro. Our next one is uh Christine Smurle. Are you here tonight? Okay. Christine began teaching in 2006 and joined the CHU family at Roxboro Middle School in 2010 where she received seventh grade math and science. For the past four years, she has coached seventh and eighth grade volleyball, served as a representative for the district data team, and brought in special programs from the Cleveland Clinic and Metrop Parks. She aims to ensure the success of all our students and build strong positive relationships. Christine holds a bachelor's in
005middle school education and a masters in education administration with a K12 principal lensure. Uh, our last one is Jennifer Thomas. Are you here this evening? Yes. Excellent. Thanks for being here. Oh, she gets a class. Uh, Jennifer has taught variant age levels for a total of 22 years and all at Roxboro Elementary. She holds a bachelor's in psychology, elementary certificate, and a master's in educational research. Jenniser also serves as a mentor in the college now program, which provides support for atrisisk college students. and she has been involved in the summer reading books agogo program for several years. Uh Jennifer, can you please come up and accept this [Applause] certificate? It's easier to kick it off for you. There you are. Congratulations. And please come up here for a picture. Okay. No. The star will join
006you. By myself. [Laughter] Now that's just not nice. And a round of applause for all our recipients. I'll make sure they get these this week. Thank you. All right. Thank you, Paul. So, also under recognitions tonight, our communications team won three national communications awards. I would like to ask our director of communications Angie Shaker, her administrative assistant, Camila Ziss, public relations lison, Cynthia Barnes Booker, and our par parent community lison for Heights High, Joy Henderson, to please come forward. Okay. The National Public The National School Public Relations Association recently recognized our district with the highest honor, an award of excellence for our website. These four ladies also received an award of merit for the district's updated print newsletter, which is mailed to all district households three to four times a year, and receive an honorable
007mention for the district's weekly electronic newsletter. Congratulations to the ladies. We're very proud and appreciative of all the work that you do. There's certainly a lot of information to communicate in this district and multiple ways of communicating. Thank you for not only staying on top of all these communication channels, but also leading the way for many other school districts. Mr. register and I will now present you with our plaque and stand for a photo. Come there or here. Well, which is easier. Okay. We'll photoshop it. It's a virtual class. Yeah, they could photoshop it. Fix it. It's an E. It's an E plaque. E plaque. I have Congratulations. [Applause] Um we have um a new website that will be launched September 8th and Miss Shaker is going to come up a little later to give
008you some information regarding our new website. So, thank you again. All right. Okay. Thank you. Um, before we get to the statement, uh, the public address, I want to recognize board member Cal Zooker, and he has a couple of things he'd like to say. Thank you, Mr. Register. Um, I had after the last meeting, I think many of you know, we decided we would have public comment at the at the last meeting. Um, and during the public comment, I had thought of saying something and I and I was upset with myself for not saying it. you know, as everyone up here knows, you know, you use discretion sometimes and sometimes it's the better part of valor and sometimes you make a mistake by using that discretion. Um, in the course of some of the comments,
009um, some of the one of the comments that was made particularly, and I've seen some in writing as well, was a disparaging remark about some of our administrators, uh, which I think I feel is not only unwarranted, but unwelcome in in the boardroom. Um, I think that, uh, we all understand emotion. We all understand that there's a lot of very important um um decisions being made and that there's a lot of disagreement among people about the decisions, but please remember just because you disagree with the decision does not mean it was not well thought out. Does not mean that it was not something that was that that has basis in in facts that maybe you don't even have. And so, um what disturbs me is one is attacking any of our administrators or any of
010our personnel. I'm going to ask that anyone who comes to this uh uh podium from now on refrains from that. Number one. Number two is I will tell you that my opinion is exactly the opposite of what was stated. I think that our administrators have done a terrific job on a tremendously difficult project. Uh they put their hearts and souls into this. They put parts of their lives on hold and they are extremely intelligent individuals um who who really put a lot into this. So I just want to make sure that that was all recognized. Um, and on a personal note, I know some of the people who've said some of these things and who've written some of these things. And frankly, I you're all better than that. And I would encourage anyone who let
011their emotions get the best of them, to find the person that they said something negative to or about, find them and apologize to them because it really will make you feel better and it will make the project the process go better as well. Thank you, Mr. Register. Thank you, Cal. Okay. Thanks, Cal. And just a note, uh, Cal, uh, represents the sentiments of the board, so he's not isolated in what he had to say. So, thanks Cal Statement. Uh, we have, um, no requested audience, but we have some people who want to make some statements, and I think the first person who would like to is Penny Nissan from Canterbury PTA updates, thank yous, and invite. And you have to introduce who you have with you. So, hi, my name is Penny Nisman. This is
012Get the mic for her. Oh, yeah. Hi, my name is Penny Nisman. This is Cyrus Webster. It's not the first time you've met him, but it's the first time you've seen him smile. So, I just want to take a minute to say some thank yous and give some updates about our community and also extend an invitation for those of you who may not have seen it. Um, first of all, I wanted to say thank you so much for keeping in mind some of the requests that our PTA made to um take a second look at the approach to staggered start this year as well as the academic calendar. Um we saw that some of the concerns that we raised this time last year were noted by the committees that handle those schedules. Um and our
013particular school um community feels that the um adjustments that were made this year fit what our parents need a little bit better than what was done in the past. So we wanted to say thank you. We're um also saying thank you again for our fantastic principal as well as the um student or the teachers at our school. We have an excellent staff at our school and we're entering our second year with uh Dr. Wigton who's a fantastic leader and we really appreciate it. Um things are going very well at Canterbury this year. We have a warm start. Our um uh introduction night for new families was very well attended this year. We had over 35 new families come to attend that event when we normally have less than eight. And um we've also secured about
014150 PTA volunteer forms, many of whom um people have checked interest in tutoring our students. So we're really excited about the community that we're growing at Canterbury and we wanted to say thank you for your part in helping make that happen. Um we also wanted to extend an invitation. We have an ice cream social this Thursday from 6:30 to 8:00 p.m. Um, I sent an email invitation to I think almost all of the administrators up at the board of education. Please come. We also invited our council members and um members of the emergency response team. One of the things that we're learning is that our parents are very interested in connecting with leaders of the community. um but they struggle just like everyone to balance um those desires with the demands of everyday life. So
015if you're able to stop by, we have some ice cream treats and a friendly community that would like to just shake your hand and get to know you a little better. Thank you so much. Thank you very much. Okay, we have Joan Spurl. Um follow up to questions and thanks. Oh, this is going to get contagious. We get Thanks. Yes. So, um, first I wanted to say that, um, and I saw Kristen Hughes tonight, but, uh, people are communicating about my question related to the recycling at the athletic events in the new stadium. So, there's a team of people of citizens who are willing to help and want to work on it. And Kristen says she has there there's something we need to meet and discuss, but there's it's being addressed. So, um, that's great.
016Um, I just wanted to find out how long when I could receive a response to my other question, which was about, you know, um, who's overseeing the use of materials, you know, and making sure that the materials and such that we use in our buildings are safe and non-toxic for our students, that they're not going to exacerbate learning problems. health problems, etc. So, I would just like to have that followed up upon at some point. And then last time I couldn't talk about it, um, but I gave you all information and about uh the CDC food allergy guidelines and I'm happy to say that I will be meeting um with a team of um people in the administration Friday that they've already been working on it and I'm h so that my I'm thanking them
017for following up. But I wanted to read that letter um that I gave to you just for the public record um about why this is important um and that it needs to be addressed. And this is from Michael Spiegler who's vice president of education for the food allergy research and education organization. And it says, "Dear school leader, today one in 13 children has food allergies or roughly two in every classroom. Nearly 40% of these children have already experienced a severe or life-threatening allergic reaction. In response to this emerging epidemic, the Centers for Disease Control and Prevention, the CDC, in 2013 published national guidelines for managing food allergies designed to help schools avoid, recognize, and treat allergic reactions while ensuring that students with food allergies are safely included in school activities. Important highlights from the guidelines
018include one, food allergies may constitute a disability under the law. This is important because schools cannot exclude children with food allergies from activities, for example, birthday celebrations, classroom parties because of their food allergies. Two, the emotional toll of exclusion, bullying, stigma, and fear can cause significant emotional distress. It is important to consider the physical and emotional toll on children with food allergies. Three, every child at risk for anaphilaxis should have an individual written accommodation plan. In public schools, this plan will often be a section 504 plan. In private schools, a similar written plan will serve the same per purpose. Four, a child's accommodations plan, 50 or four plan, or other written plan has two parts. A, the accommodations or services needed for the child to be safely included in school activities. B, the emergency care
019plan that explains how to treat an allergic reaction. Five, the recommended practices for reducing the risk of exposure on pages 41 to 43 include specific recommendations for accommodating food allergic students in the classroom, cafeteria, field trips, extracurricular activities, and beyond. A few examples of accommodations for food allergic students include avoid the use of identified allergens in class projects, parties, holidays and celebrations, arts, crafts, science experiments, rewards, cooking, and snacks. Have immediate access to epinephrine, auto injectors, for example, EpiPen or AVQ. Train teachers, bus drivers, and other school staff to recognize and treat allergic reactions and anaphilaxis, a life-threatening allergic reaction. Students with food allergies develop a sense of security when accommodations such as these are put into place to ensure their physical and emotional well-being. For more information, please visit www.foodallergy.org/cdc or just foodallergy.org. And
020I just want to quickly make the note, yes, my son is unusual. He has multiple life-threatening food allergies and it makes life at home and at out and about and at school complicated. But I'm not I didn't bring these guidelines to your attention for his sake. I brought them to your attention for the sake of all of the children. He has five children in his classroom with food allergies this year. Um you know throughout the district, every level and the more we educate our students, knowledge is power, as you all know. It's what we're about, right? So, um the more we educate them about it and they understand the better they can take care of their um fellow students. And um I feel like I was going to say one other thing, but that's probably
021enough. So, oh um I one little fact food allergies ha I think in children but it may be just in general have increased by 50% between 1997 and 2011 the number so it's a lot of people don't realize that um but and there's theories behind it but the more we reduce our exposure to toxins and pollutants and promote health you know the better off we'll all be but um this This is why this is important. Thanks. Well, we want to thank you for keeping this in front of us and uh we know that there are those questions out there that we haven't quite answered, but we are u paying attention to them and we really do appreciate the fact that you uh stand with it. It's an important thing for all of us. So, uh
022we'll make sure to uh ask the administration to get u get back with you. Yeah. But I mean that the issue of other things that's other the other motions toxic materials. So okay um I just want to take one second. I think that I saw uh Bob Ivory in the audience. Is he Did I I did uh Bob is working I don't know the national organization but the county commissioners decided to give us a grant of $170,000 to deal with closing the achievement gap and we will be acting on that sometime in the near future hopefully. So we're glad to see Bob. We're glad that Bob feels like he's part of us and that he's going to be working with us. So we're really looking forward to that and I think it's a really important
023thing. So, when the when we come time to accepting the grant, we'll hopefully invite you back, Bob, and maybe you'll have a couple of things to say to us at that point. Uh, would you want to say something now? Okay. Well, you can say something if you like. Come on up and tell us a little bit about who you are and what you're all about. Reminds me of my Boy Scout days where be prepared. Uh, good evening, Cleveland Heights. um had a robust discussion last week with uh uh gracious superintendent and uh council councilman um Anthony Haristen to give some updates on the measure. I think this uh on the September the 9th the measure is on the agenda for the um office of budget management and that simply just shifts the dollars over to
024the district so we can kind of move full uh steam ahead. Um the other districts are doing nicely. We had great openings of school. Uh Garfield Heights, Maple Heights, Warrenville Heights, and now Cleveland Heights will will join this model. So very soon we look forward to engaging uh having dialogue with the administration here. Uh get that linkage coordinator on board and uh looking forward to a very exciting school year working with your students and your families. Okay. Thank you. Okay. Dr. Dixon, the next item, several items. Is the super part of your superintendence report? Yes. Want to share? We have to you want to approve the Cleveland Heights summer school graduates. Go ahead. Yes, we do. 14. Okay. We need a separate item on that. I'll accept a motion to approve the 14 graduate summer
025school graduates. And I So moved. I'll second. Yeah. And I it was nice to to see that. It was really But I think Nancy said this was the shortest graduation she's Didn't you just I don't know. It just was was really surprising, but they they seemed to have a lot of fun. Yeah, it was it was fun. So anyway, any conversations, discussions? Mr. Gainor. Beepler. Yes. Mr. Register. Yes. Mr. Silverman. Yes. Mr. Zucker. Yes. Mr. Cobalt. Yes. Okay. Item D2 is the approval of field trips for the MSAN students going to Yipsellani, Michigan scheduled for 14th, October 14th through the 18th and the Roxboro Middle School 8th graders traveling to Williamsburg, Virginia in Washington DC on November 12th through the 14th and we can accept those that at one motion. So moved. Second. Any discussion,
026questions? I just think it's really nice that they'll be traveling with the for the MSAN trip, traveling with the kids from Shaker. I think that's a nice a nice thing for kids who live so close together to get to know each other a little bit more. I know they do some things together with the MSAN group anyway, but I think it's good. Plus, it saves us all some money, right, Scott? Absolutely. Okay. So, I Mr. Gay, would you call the role? Mr. Register. Yes. Mr. Silverman. Yes. Mr. Zooker. Yes. Mr. Cobalt. Yes. Miss Papler. Yes. Okay. Dr. Dix. Okay. So, next we're going to have Angie Shaker is going to come up and show us our new website that we're launching on September 8th. So, she's going to kind of give us a glance of
027what it looks like. It's going to be exciting. Look. She's done. She and her team have done an excellent job putting it together. Oh, thank you, Superintendent Dr. projects and in board. Um, yes, we're we we are very eager to get this launched. Um, we've been working it's been in development the entire summer and it's actually coming together pretty quickly. Uh, so this is the new homepage. You can see we have the the drop- down menus about it'll tell you give us you give you an overview of our school district. The different departments can be found under here as well. Um the superintendent page. Our schools. I'll click on Cleveland Heights High first. And now you'll see what's different about this website is that it all of the schools have their own photo rotation. Now,
028it was always a big deal for all of the schools to to get their photo and caption on the homepage of our website. And it just never seemed to balance out no matter how strategic we would be. Um there was always like, oh, there's more for this school than our school. And so to solve that issue, now each school has its own, which is very exciting. And they can have as many photos as they would like. Um but just to back up a little bit, we the reason why we have a new website is because um well four years ago we launched the other website and we had a wonderful web developer and here we are again winning a national award, the best that you can get, the award of excellence and so the pressure
029is really on right now for this to be a great website. Um, but the other website we just started to outgrow it. We are, you know, we have thousands and thousands of pages. This is a a a school district that likes its communications and at every level. And so we just had so many pages, it just started to slow down. And our web developer um was really amazing with different businesses, but for a school district such as ours, it it it really had a hard time keeping up. And also they um they stopped their email engine running that which is our e- newswsletters. So we had to go to constant contact on a temporary basis. Um but now we are with this new web developer and it's called echool view and they do school districts
030all around the country and they're they're a leader in it. So this this will be much faster and much easier to use. um in terms of the content manager for all of our schools to keep the website updated as well. It's much more user friendly and we've we think we've enhanced the the navigation significantly with these drop-down menus and also on the homepage you'll see let me click back here and just so you know whenever you want to get back to the homepage you can click on the logo for those of you who don't know that um and then so when you see um our our district photo by the way banner photo these are going to stay in in place for the long term. We'll just change them out quarterly and they'll be more
031professional photos. So, we won't be putting up um individual building photos on our homepage anymore. Okay, shrink this. There we go. Does that look better? You can see it better. Thank you, Camila. And then here on the left we have um these are called touts. So these are what um looking at our Google analytics and we've also worked with focus groups in designing this website and um so the most popular links are here on the left. People like to look at the calendar, the menus, bus schedules. We found that people aren't looking at us by departments, they're looking at us at by the services that we provide. So we tried to set it up that way. Tiger Praise is something new that um we we don't have anything up there yet. We're still loading pages,
032but Tiger Praise is a place where anybody can give a compliment or a shout out to a student, a teacher, an administrator, um a parent volunteer, and it doesn't have to be that formal, and it can be something really quick, but yet very nice. Um, of course, the athletics page and something that Camila, my administrative assistant, has been working particularly hard on is this uh the create the future button, which you know, I know our facilities accountability committee has said, hey, you know, we we're just having trouble with all of we there's so much information. We want it to be in one spot and continuously updated. And that was hard to do with when we were updating the website, the blog, and the create the future page. So now it's all going to live here.
033So we it has its own rotation. So we can continue to show beautiful photos, our new athletic field, the latest rendering of the high school captions. All of the news will be here in one place. And for the information that needs to stay in place for the long term, it can be again found on this lefthand navigation bar. So, we think it's going to be much more easy much easier for everybody to to learn about what's going on and keep up with it. Um, yep. And then again the drop-own menus we have parents and students page where people can look up our tiger expectation and guidelines, safe school helpline, testing information, new and future families registration information. Um community, our community and partnerships, they're on this drop-own menu. Here's the alumni foundation. Um and this
034is the for staff tab. They can go right into, you know, get payroll information, staff email, common core, videos and resources for our staff. Our photo galleries can be found under photos and videos. And you just click let's take convocation day for example, and you can watch, you know, our recent welcoming of our our staff, which was a fun and exciting day. It's always fun to look at. Contact information. And that's where you'll find the staff directory web pages or uh department pages as well and our district calendar, our interactive calendar. Oh, again our Facebook page is over here now. So things are going to be moved around. So it's going to take people a a little while to adjust. Um we did share our this beta site uh with our PTA leadership as well
035and we got a lot of great input. So we're still adjusting it as we go. Um, but I think people are pretty pleased with what they're seeing so far. But district calendar, upcoming events can be found over here. Infinite infinite campus signin pretty soon under um the staff directory. We're going to have teacher web pages. So it'll, you know, improve the communication with between our teachers, parents, and students about upcoming tests. There will be a calendar. um just class project information, field trip information can all be found there as well. So, we're really excited about it. I'm sure I'm um missing a lot, but if you have any questions and I'll send you this link as well, so you can click around and explore, but we are the plan is to launch on Monday. Well,
036I'm interested only in one thing and that is what the board of education is doing. So, where do I find that? Oh, of course. Okay. You go under about, click on board of education, and there you are. Yes. Oh, they got video meeting videos and everything. Yes. Your board meeting documents, board policies, contact information. Angie, do you want to tell us from the Google Analytics how many times anybody's actually visited that page? Because I don't I don't think Ron wants to hear it. Every day. It's pretty significant. It really is. So, yes, we we we're not taking it down anytime soon. Where where are the agendas? Under board meeting info. Pardon me. Where are the agendas? Like tonight's agenda. Where would you Well, it would go under board meeting information. Let me see. Okay. You
037go here. See like January 7th minutes. Let me click on that. Yeah, it's all there. President roll call evidence of your work. Okay. Okay. Good. All right. Thank you very much and thank you again to my team. Couldn't do this without them. Okay. Okay. Now we have Dr. Celico will come up with a CTE program update. Good evening board. Dr. Dixon, Mr. Gainner. Um, I'm here this evening uh at the request of Dr. Dixon to give an update on career uh tech education. And um I'm not sure how much of it will be an update as much as it might be some background information and just kind of getting you up to speed um on the work that we've been doing lately. So um I just like to start by talking a little bit about
038um the current program offerings that we have. And I put um the handouts for all of you so you can see it a little better. And I provided a larger handout for a couple of the slides because they're they're small. Um, but first off, I just I will not read to you because I know you can take a a glance at that list, but these are the current program offerings that we have. And um, the reason that that that 128 is there is because there's been a lot of discussion around the uh, question about uh, how many programs we have to offer. So in order for us to maintain our status and to stay a part of the the tryarts tri heights consortium and to to maintain our standing we need to offer at least
03912 uh programs and I'm going to show you on a subsequent uh slide that what of the categories and that's the eight. So there are eight categories for of career fields that we need to choose from. So of those eight we need to come up with 12 programs and those are our list of 12 programs. Uh the reason you see supplemental programs is these these three that are listed uh the family and consumer sciences, the career-based intervention, and the job training program are all um just they're part of the CTE program, but they're not necessarily part of the program in in the sense of the the 13 that that are needed. So the reason in speaking with Mr. Hobbes as recently as this afternoon, he was explaining to me the reason for the supplemental programs
040is it often will come up when we have audits that are conducted. questions will arise such as what are you doing for special needs students? Um, what are you doing for students with extenduating circumstances such as a pregnancy or um maybe they're in trouble with the the penal system or something that um you know relates to that. So these are three three things that we offer that we can address those questions when they come up in uh what we are doing for those students. So that's one of the um the reasons for the supplemental programs. Now the eight programs that I was referring to the career fields um we need to pick again from the this list which I believe was 16 um 36 okay and um so we needed to pick at least eight
041and so we have done that from that field and again you can see the list there I won't read that to you this slide is I apologize for it but there's no other way we we tried many ways to to embed this but I gave you a a version. So hopefully it's a little bit cleaner for you. Um but it looks at the enrollment trends. So we're starting in 201213 and then 134 15. And so the reason for the two columns and I put the header uh on the second column just so you can keep it straight in terms of what which year is uh which. But you can see what our enrollment has done which is in uh 1213 overall we've had 340 students and as of this year you know we had a
042a large dip and then now we're back up to where we were two years ago. But you if you look at the classes um you know we we broke this down. We looked at it in the aggregate and then we also looked at it by class and so you can see where where we have some interest and where we have some concerns um with with those classes that um the enrollment is low. So we've we've been looking at this and asking some hard questions and trying to to ascertain some some answers. But um the reason one thing I do want to point out is in the engineering technology in 1415 you see three zeros in that column. Um or yes. So those were the the classes that were cut this year. We had a teacher
043resign and we did not fill those classes. The enrollment in those were two five and seven I believe um prior to us cutting in. So we were we had the counselors meet with those students to reassign them and to find um a similar field or something else that would be of interest. We were trying to work some things out to help those students that had the interest in engineering. What was what was what excuse me what was most the other ones are sort of the titles are self-explanatory. So I mean cosmetology I can figure out what cosmetology is. Um engineering technology what were they what was the curriculum? what do they do in that class I guess is the best they're all related to to engineering and I don't I have the details over there
044but um and I can get you that information that they actually like they are broken down and they give an explanation of each one of the courses but it's it's basically your intro your entry level course into engineering so you can see see that there and then yes I'll do a followup on that because I I guess you know given that we're we're talking STEM It's uh I'm wondering um shouldn't we have students coming up as we put emphasis on STEM? That's uh science, technology, engineering, and mathematics. It looks like this would be a natural place as we engage them in the lower grades that this would be a natural place that we would expect growth. Mhm. I'm I'm thinking I mean I don't I I don't know if there's a real comment there, but
045I think that we because of what where we are this year, I'm not sure that we should be ready to abandon the program. I I I would be heartbroken. I I have to say that. And I would want to I would want us to really explore what we're doing. If if if we're saying that our kids, you know, don't are not selecting this, I I would really want to begin to figure out what we're doing in the lower grades to try to at least get their interest there because I think there's a lot happening there and and if we're going to have schools that we talk about or we're going to talk about this whole area, it it just doesn't feel good that we get to high school and we don't have any of these
046students. So anyway, yeah, and I'll talk about that further on in the presentation. Okay. So I I'm not sure if this is much as process as it is just essentially what we've been doing over the last month or so. We you know we sent we felt um and we continue to feel a sense of urgency in regards to making decisions about the programs. We heard from the community. We've heard from the working group. We've heard from the board asking a number of questions. So this is sort of in response to all of that. Um so what we've been doing uh over the last few weeks and and keeping in mind that we've had a change in in personnel. We have a new superintendent of course. We have a new high school principal and we have
047a new director of curriculum instruction which are all three key positions in this. So I I felt as though I was a a kind of a lone duck over the summer just sitting and waiting for everyone to come back and everyone to get into place. So I was just acting as a placeholder and trying to hold down hold down the fort until I can get some some new blood and and as soon as they they came in I pretty much pounced and said, "Okay, this is our our charge and what we need to get on." So um we've been meeting uh we meaning um Mr. Mr. Wulmarmac and uh Mr. Ross and Mr. Hobbs and uh Dr. Dixon. And so what we've been doing is review spending time reviewing our current programs and their enrollment.
048Just as we showed you, we certainly we all share the same concerns about certain classes, engineering being one with low enrollment, but there are others. Um we also have examined the work of the CTE work of working group and they have a dropbox that they shared and so we've gone in there and I've looked at their documents and their research. they recently provided uh very thorough reports on both manufacturing and culinary arts for us to review and and other districts and what what they're offering in their consortiums and so we appreciate the work that they have done and we've also taken into consideration the programs and course offerings that other districts have. So looking at um you know it's it's hard to compare apples to apples when you have districts that are pulling from 13
049districts. you know, the the most um comparable dis program that I have found is probably that of Maple Heights um just in the sense that they have eight programs and they have two districts, but it's it's similar um to what to what we're offering. So, I've spoken with Bruce over there. He's a a peer colleague of mine and we've had some conversations about what he's doing over there. Um we also have uh looked at the cost associated with programs. Now, there's some further analysis that needs to be done. Dr. Dixon has asked us to look a little bit closer at cost and engineering is certainly one of those that we'll talk about in a moment, but there is a great cost associated with that. Um, as well as there is with culinary for example. Just
050a brief comment on funding. Uh, I'm not the person to go into detail about this. So, um, we have a Perkins grant that many of you are familiar with in the tune of uh, 258,000 and we also get funding from the state and we also on top of that get tuition. But I'm not prepared to go in depth. Um Mr. Gainner and I had some conversation this afternoon and he will be doing a comprehensive analysis and uh we'll be sharing that with you in the upcoming uh month or two uh once he puts that all together. So we'll have many more details on [Applause] that. the the consortium. Um I I had to do a little research on this because I've not been uh a part of the the tryhart uh Tri Heights uh consortium
051that consists of Warrenville Heights, Cleveland Heights, and Shaker Heights. But um there were there are two things that I learned about and I know I did attend one meeting um one time that was probably when I first arrived and so it was probably all a blur at that time, but I do remember attending it. Uh but that is the consortium for the business advisory committee meetings and those are led by uh Mr. J. jobs and people that attend those meetings are superintendent, board members, which are also community members, uh business leaders and uh political leaders and so they had two meetings last year and then there were also meetings with for the superintendent and uh board members and so that's where uh Dr. McDaniel had attended uh along with the other two superintendents and that
052was the first year of implementation according to Mr. Hobbs and the topics that uh when I spoke with uh Dr. McDaniel and asking her opinion as well as Mr. Dr. Hobs, it it ranged the topics in discussion ranged from kind of CTE 101, if you will, to funding and enrollment. And one of the things um in speaking with Dr. McDaniel um that she shared was that there were some concerns around from other superintendents about our low enrollment and the cost associated because there may have been some dialogue around tuition and how much districts are contributing. But when you look at our if you do look at our enrollment and do a teacher student ratio, it is kind it does stand out if you look at it overall, it's it's um it could be of concern.
053And so it may look like we're overstaffed, but it's really more of an issue of us having low enrollment in classes is really what it amounts to. So there's been some discussion around that. So, we've we've been, you know, some things are really um kind of in your face and and you kind of can't overlook in discussing just overall needs and recommendations for the program. And one of the things uh that we that we I think the consensus is is that we certainly need to to do a better job in marketing and advertising our programs. So, that that we've identified as a need and that is something that that is urgent and that um needs to be taking place. We also have had a a large disc a large discussion around um the placement of
054students and so and what I mean by that is ensuring that we are putting the right students in the right courses and that we're advising them appropriately. Um I never want to set a child up for failure and you can easily do that if you place them into a place uh into a class where they they may not have an interest or they may not have the skills for. some of these are very rigorous courses that if you don't have the foundations, you're going to to fail and you you know that that's we don't want that for our students. And so we need to have some some we need to do a better job with advising our students. And finally, we need to revisit our budget. Um, as much as, you know, we like to
055be on top of things and make sure that we're we're being fiscally responsible, I'm not sure that, um, we've given proper consideration to CTE and learning more about it and and um, just a purchase of a treadmill, for example, is can be tens of thousands of dollars. I learned these different high-tech equipment, you know, pieces. So, if you have a budget of $100,000 and you need to purchase something for $40,000, that obviously, you know, eats up eats up a good portion of your budget. So we need to pay attention to that and revisit our budgeting. So some of the recommendations that that we have moving forward would certainly be to create a marketing plan to include just these are some examples, but we've seen a a great deal um from the the the working group
056has shared with us great brochures that are very easy to do and I don't see a reason why we could not do that um to to market it and the program and also the public service announcements. I know Mr. Hobs is working on some things in that area. Um we also can try to tie into our website. And I know we're redoing it, so I'm not sure, but these are just ideas and also someformational sheets that we can get out. I think what's also important is that we need to promote it in our middle schools. We've been hearing that and educate our students on the options that are out there. So, we need to do a better job of of getting down um into the middle schools and educating them on what we have to
057offer. We also I believe that we need to provide some professional development for our guidance counselors and also our staff overall. And that ties into how we place our students. So, um, if guidance counselors and teachers have a better understanding of what CTE has to offer, perhaps they can then guide students in the right direction. Um, we we're trying to eliminate a stigma that that is associated oftentimes with career tech and it stems back to when I was in school and I think it's I'm sure even prior to that and just remembering that that you know the thoughts that people had about people who went into career tech which is not the case at all. um and it leads to some great opportunities, but I'm not so sure that our kids are getting that message.
058So, we need to make sure we're delivering that message appropriately. The last thing we want to do, and it's in it's in uh process right now, is conduct a student survey. So, we've listened to a lot of adults, but one thing that's missing is our students voices, as we often have said. And so, what um we've asked to do is to um with I've spoken with Mr. Ross, who's spoken with Mr. jobs who's created a survey and we're just waiting. Um I asked uh that by September 10th we have information gathered from the students to hear their voices. What is it that that interests them? What do they want out of a program? We want to get some feedback from them. So we're hesitant I'm hesitant to make a a final recommendation until I hear
059from the students until we hear from them and and what they have to say. So once we get that we have some preliminary recommendations but again this is there's a key word here which is preliminary and this is just a tentative recommendation and some of the things in all the things that I mentioned and all the things that we examined we believe to be fiscally um responsible as well as offering a variety of classes to students is to maintain 13 programs. So again you heard me say that we have to have a minimum of 12. I don't think we're comfortable in doing the bare minimum of 12 because of the reasons such as you know low enrollment that if you have to to tweak something you have the ability to do that. So we would
060maintain 13 programs we would keep all of the existing classes with one exception and that would be to add culinary arts and hospitality. Um recognizing that there's a large cost associated with that. Um I do have um personally I have some experience with culinary arts as I shared with some other um some folks with um my previous district. It was a wonderful program and um we didn't have the money to spend on it and somehow we we managed to do that but it was a great investment and but again we'd like to hear from the students what we think is a great idea as adults I'm not I don't I don't know we we'd like to hear from the students so we would that would be our addition but in doing so we know that
061we have to remove one program to remain at that 13 so engineering is a question something that we're questioning um and in looking at that certainly the enrollment is low the interest of our students we're finding is not there. Um, even the students that were placed in it struggled. Some of them struggled and um, therefore that was taken, you know, kind of looking at that into consideration. We're looking at sustainability. So, is this a program that we can sustain long term? We're buying $25,000 pieces of equipment. Um, nothing is cheap in the program. Anything that we that we have to purchase, there's a great cost associated with that. So, we need to look at that if that's something that we can sustain as we move forward. Um and again uh the cost of it overall.
062So um that's just something that's been discussed. Uh again, not a final decision, but that is the direction in which we're heading. We've had a rough year. I'm it to be transparent and be honest, Project Lead the Way has been a struggle for this district. Um you know, we we we got the money and I'm not sure that we were well, it wasn't necessarily as well thought out and planned as we would have liked it to have been. And so as a result, we were always playing catch-up and always needing to purchase something else, fix something, and it just wasn't jelling and the students were suffering. And again, with all of that, it just the student interest um enrollment is is very low in that. And that's that's key, too, because if we can make
063it work for kids, if there's a great interest, we'll make it work for them. But the the combination of all of that is just of concern. So with that, that's um an update for the board. And uh if you have any questions, I will certainly try to answer any of them. I guess I I have a a general question. You you in looking at this chart at the spikes and the dips of enrollment just in general, why might that happen? Why might there be in introduction to engineering zero then 20 then zero? What it does this go back to what we hear from families sometimes about how their um kids don't know about the the programs we used to hear about it with the black and gold, you know, nobody's out there really selling it
064to kids, for example. Is is that what's happening here? Well, I find some of it peculiar myself and I've asked some questions and this I I got this information from our our data team and and I questioned and I did make some follow-up calls because some of it wasn't really driving and I wanted to explain the zeros and all of that. What we f well the easy one to explain is that a a child might take a student might take u a program in the first year and then not want to continue it in the second year. But where it gets tricky is when you have a lower number a higher number I'm sorry lower number in the first year and a higher number in the second year. And so, um, you know, I I
065haven't really been able to to put my hands around all of that, but there are certainly some questions that I've raised about these numbers. Um, and then, you know, just transferring in and out of districts. Of course, we could get kids that come in and and leave. That could affect our numbers as well. And going back to also to add to that, maybe the our students are properly placed. So if you may have students um in the engineering program and they find that it's too difficult because they have to have some math backgrounds to be you know then they go back into a regular classroom. So really she's been working at it trying to get some um some good data to see why we have these trends um and really trying to get an understanding
066of why are kids not choosing these programs or why they're leaving the programs. even having some conversations with some of the teachers um I have and they've they've they've stated that we've not market the pro program well and really not gone after some of the students that they considered should be in the program. One of my hunches on the zeros for 2012 is perhaps we didn't offer the class that year. Um is my guess. Yeah. On the the bigger version of that though, which again I don't know is is do we know why there was that huge drop? I mean, if we lost like 25% in one year and then gained it all back the next year, I mean, was that So, what did we or what did we do differently between last year and
067this year, I guess, is a question. Or did we do anything differently? And does this what happened anyway? Um, I I obviously can't help but notice that that that dip. Um, I would I say that we did anything differently? I not that I'm aware of, but again, I don't have the history on that, so it's hard for me to say. I know that we have a new coordinator for instance, but um I'm not sure but there were not brochures. There was not uh active an active plan right now going into it. Not a comprehensive plan. We've not seen evidence of a comprehensive plan. So there may have been one existing but we've not seen it. It was definitely in the works at the very least. Yeah. And I I think just on this point well
068I guess there's two things that I would say. One is that if you look at if we think about this as trends we had um in one year we had about what uh I don't know significant drop 100 kids almost 90 84 kids and then we gained 82 back or something like that and that's um that's worth us paying attention to because there must be something happening there and I don't know if it's just the the kids that are coming through at any particular time or or what have you. I'm not sure. But I think we need to pay attention to it because, you know, I think even if we were to roll back a little bit further, we probably had more kids than what we're seeing on these charts. I think we were up
069around 400 just maybe a couple of years back. And it's and I think it all given where the world is, I think we need to pay some real attention to to that and see where where we are. And I'm real curious how the three engineering courses related. You got introduction. That's not a freshman course, is it? No, they're 11th and 12th grade. So you got So introduction is just a one semester course or something like that. I believe it is. And and so one and two the technologies one and two are half year. One's a half year and one's a full year or do we um they might be both semesters. I heard someone is they're all they're all full year. Okay. There's four engineering courses have been offered at least this last year and
070they were all fullear courses. Okay. Okay. I Okay. here. I think we I I one of the things I would suggest is we get a little if possible pull the data out that goes more than just the last three years because I think just from a from a trend analysis is we've got a you know it could have been that one year that the scheduling there was a block of kids and that might attribute for portion of the the drop off. But if we can get uh you know five or even a 10-year trend I think there if the if the data exists I think there'd be value in in seeing that. Um a question I would pose in regards to exercise science. Uh it's got 11 students in the in the the two sections
071have 11 students in the current year. What is that require from a spatial from equip from a what what kind of room is it in? What kind of equipment? What kind what what kind of teacher is that? Because it's very low. I could see it being low enrollment. Conversely, I could see it being in a in a classroom space that's relatively uh like a like a like a marketing class would be basically a classroom. It doesn't require highly specialized spaces or does it? That's what I'm because it's got a very low enrollment. I'm trying to recall recall how much square footage we had allotted for that. But I don't I know it's they have bigger equipment so they need some space. Um do they need a high bay or anything? No. Yeah. Yeah. And the
072reason I'm asking because particularly is it it's going to pertain to culinary program is that we're going to have to pull the trigger soon on going from con from schematic to construction drawings on the high school. And I think for us to be able to make uh quality decisions on okay, we're casting a die for the next easily the next 10 years, probably 20 or 30 to have a good sense of what the program needs are because I think that like Ron was saying, the engineering technology would really seem to dovetail with a lot of stuff we're doing and some of the other CTE programs. So it' be really unfortunate to if it had if it's had if it's having a bad year to make that bad year seal let's stay for the next 10
073years. Yeah I I can definitely get that for you. The um exercise science is one that is also slated you know I mean on our on our watch list because that we are concerned about their their numbers as well. Well, then that's like if if it's basically a you know, if it's a relatively simple space and the staffing can be something where the staffer is doing other other curriculum, then it's in my opinion, it's relatively easy for us to offer it. Um, if it requires highly specialized spaces and in staffing, then I think it puts in the bubble where we have to make a real uh gut decision. Does it stay or does it go? The same way you're looking at engineering technology. Kyle, a slightly dissenting opinion. Just slightly. Um, so in terms of
074the trend analysis, I'm not sure that I think my opinion, um, that it's worth a lot to spend a lot of time on trend analysis because I'm not sure we know what apples to apples means. Um, because there's been a lot of changes. There have been courses that haven't been offered, the courses that have been offered, there have been different people running it. There have been different who knows what level of marketing. I actually would say, why don't we just make a decision of what we're trying to do? Um, and and work toward that. I I think it's dangerous to start saying that engineer just because something's called engineering, it fits directly into STEM. Audio engineering is up there and that that would be part of STEM. Automotive technology, I could make an argument of
075that being STEM. I can make American for most of those being parts of STEM. That's right. That's exact. That's the point, right? But I mean, so before I started say, "Oh my gosh, we got to save engineering." And I'm an engineer. Let's just throw that out there. Um um I I think we want to be very thoughtful of what it is we're trying to do as a program as a whole. and and um and then make decisions because sure there's a set curriculum for these courses but we also I would assume we have some level of flexibility to also enhance that curriculum however we want. So is it possible to create um uh to merge things? Is it possible to and to that end also you brought up my and I've brought it up before
076professional development for our counselors is absolutely crucial from my standpoint because I really don't feel that people are that students are being given here's what you not only here's what you what some of your skills are but here's where you could go with it and here's what you I mean I think that's going to be key in this entire it's not really you know I well your your descent is noted and and and and we see that we have to do some professional development. So what what I think is that we need to uh understand I think that when we start talking about career and technical education, we haven't done a good job ourselves in knowing what we're doing and what we're talking about. I think we should start here. And I think that if
077if if we think about what we're doing and how we're working with our kids, we ultimately we don't want to do a disservice to our kids. If we're going to prepare our kids for the 21st century, we've got to we we've got to pay a lot more attention to CTE than we have at this point. Now, I'm not sure exactly what that looks like, but the whole notion of uh our kids and engaging them and getting them on the right track is an important thing. And part of it is that we may not have done a good job in terms of how we've motivated our kids in terms of what their lives look like, what the what the what they're going to be in uh five years out of high school. I mean, I don't
078think our kids really have a good grasp on that. Some do, but a lot don't. So, I mean, let's take, you know, let's look at what we're talking about more seriously. Yeah. I I guess um my follow my follow-up questions would be um related to what what your timeline is for this. I don't know how in depth to get into this now and I have one request once I hear your answer to that. Okay. Well, our our the reason I said the September 10th is because I spoke with the architects and I spoke with Mr. Shaggalis and I kind of have an idea of when they need their answer. So, we're trying to work in conjunction with that. So at midepptember is is our goal. Okay. So we will not be discussing this again. If
079you want to we can Yeah. I I I guess um you know obviously it's it's very very very important for that for that timeline. And so I'm just not sure how um how we should process this. Were you going to say something? Well, superintendent, we have a couple things. The space that we're creating in the new high school is going to be could be multi-purpose space. So, we can still really make some decisions on what the program can look like and not impede on the space that will be created. So, we can still continue to have some in-depth discussions about how that's going to look and even what it would look like for our middle school students. I mean, we have two STEM elementary schools. you know, what will look like 10 years for those
080students coming out of Gir and Boulevard. So, I think we still have an opportunity to still grow programs. Um, and so I think we could still do some in-depth analysis and and still Yeah, that's a good point. The the big issue, the driving force that I've been told from the architects is the culinary arts that if that's a go or not. The other ones, exercise, science, engineering, that we don't need to necessarily know that by midepptember. We need to know the culinary arts, right? So, well, that go I mean that goes one of the things I mean we're talking about trends or what the students want to do. One of the uh a CTE advocate sent me uh documentation as far as hey here's what all these different programs are doing. So I put into
081a big grid to see who's doing what and I think one of the things I for me I'm very much no point in reinventing the horse or reinventing the wheel put the horse before the car before the horse. um is that got a little I got well I got sunstroke over the weekend so um I'd be very you know there's there's a number of programs that we offer that very few other systems comparable systems are are doing some of them are very well attended others have very low attendance there's other programs other systems that are doing or consortiums doing programs that we're considering doing but it's sort of we saw Beachwood which has sort of a creme de la creme of culinary but then I know other systems are offering it but what when they're
082offering a culinary what is what you know, is it jazzed up homec or is it what Beachwood offers? So, I think I would be very curious to see even for what other systems have been doing where where the enrollment numbers are where because I think it gives a little bit of a validity and an argument if we're going to go down a path if that's a trend that we're doing as a region. I think it makes the ca it makes a stronger case for us to do stuff. Um, but I think the we I I think tentatively we're looking at uh possibly a meeting on the 30th of September to discuss because the perhaps we may that might be an opportunity to reexamine some of these issues. Um, I think the for from the architect
083standpoint, it probably is a matter of we can't wait till January to make a decision, but I think as they're moving forward, as long as we have the al the square foot allocation, the specifics of what we put in that space, they're not going to want to have to change the drawings. But if we want to go a different route, we still have a little bit of time. Yeah. And for for the the first part of that question with the with the comment around the culinary is we were given a lot of great information from the CTE working group and there are we're not looking at, you know, those there are a lot of sure there are low income type positions, you know, entry level, you know, line cooks, etc. But we were looking to
084make it more with the um hospitality and other opportunities for kids, you know, chefs beyond that as well. But getting into um the hospitality end of things um I can also say that um the enrollment when in Uklid when I was there um we had a number of students on a waiting list. They're trying to get into it. Um so there was a great interest. Now that's a different community but it's still in the area. Um I've been to Beachwood's uh program there and I've eaten there and I've um also visited it. Um we had a a a meeting there. One of our colleagues arranged it for us and it was it was it was great. Now I don't know. I'll be very curious. I just want to again reiterate that you know we want
085to honor the past and look at the trend data but we also want to look to the future because as we had said these are programs that are 10 20 30 40 years out um and again doesn't mean you can't change them where these spaces will be flexible enough to do that but and we also want to you know that's the first point and the second point is that we want to hear from the students so if they all come back and say you know oh we have absolutely no interest in you know and we're looking at you know also giving this to the middle schoolers because they're the ones who are going to you know capitalize on this as well so I don't want to you know as adults, we often try to to
086predict what kids are going to say, and we don't always know the answers. So, we we want to be real um deliberate in listening to their voices. So, the pressures I agree with Nancy in terms of where we are and what we need to know. There's one piece of this that uh you know, I will probably continuously bring up and that is when we say Tri Heights, that means it's us and two others. And I wonder as we talk about these different things that we're doing like the student survey or whatever, do we have plans to do them with Shaker and Warrenville and so on. And related to that, I wonder how many of these students are Shaker and Warrenville students. Not many. There's a total of I want to say it's 80. I'm not
087sure. I I have it. But there's there not many. There's a a smattering of two, three here and there in here. Most of them are our kids. there there's not not too many and that that might be a place for us to mine that the the you know there we might be able to come up with our numbers if we're doing a good job in terms of interfacing with Shaker and Warrenville. So I think it's worth really understanding where those kids are as well. So I want to encourage that. Well, the going along the lines if we're if we're talking with them for their enrollment, I' i'd also, if our friends from the south would be willing to throw a few dollars into the uh pot for this, would be very appreciative from a capital
088standpoint, not from a tuition standpoint, would be extremely appreciative. Well, let let me let me just let me just say this just and and and I think the whole issue of financing and how these things get financed, we are we need to really begin to understand that because in fact what we char what the way it works is that they put a certain amount of money into the tuition part of it is for capital. So, there is some money in what uh Shaker and uh and and and and Warrenville pay us that is supposed to be used for capital and equipment and that kind of thing. And I think it's something like $500 per full-time student. So, there is some money there. It might not be a whole lot, but there is some money coming
089from them. You know, again, it might be a conversation about us understanding how these dollars work a little bit better. And we could probably ask that question, too. Well, I guess that like the question I would pose to to staff and to the board is that does staff think that they I should say would the board want to hear more on the 30th and can staff have materials by then? Is that are both parties working toward more? Yeah, I think we've got a sec. Yeah. Well, I would, you know, I think more information as far as uh what the what what the what the what staff is advocating for from a decision standpoint a little bit more in here. you know, basically the the materials that we saw on the screen, you know, fleshed out
090in a little more detail. What are we looking at? I mean, is that conceivable? I'm not sure why we would need to have it by the 30th. Why would is it doesn't impede in the schematic design unless we're talking culinary program. That's where I guess I guess Steve Steve's chilling in the back. I mean, do you need do do we when when when's fail safe? When do we have to make a decision to a degree? When would you like a decision? I should say that 6 months ago. Um so, uh I I think sooner rather than later generally um we would like to have a decision. Yeah. Yes. Rain too close. Okay. Be brief. You got 30 seconds. Uh so yeah, sooner rather than later. I think we can uh as you were alluding uh
091Eric, you know, we can allocate space um and um hold that. And um but we're getting to a point where we're going to need to know and I would say that um as we get into October and November um we're going to need a decision. The architects are going to need a decision in terms of what that space is. Um, but but go into that a little bit more, Steve, because I I I understood what the superintendent said to be that that we can move along as long as we have sort of the yay or nay on the culinary, which is the major driver of space for the new building that I mean, this these conversations that we've been having tonight about just the future of CTE and what we need to do to support
092that program and um grow interested and and um excitement around the program is is a very different question that I I don't think you need to have answered by the end of September or October. Am I right? Um not not all of them. That's right. But let's back up a minute. So, you know, for instance, cosmetology. Now, that's not a program that's I've heard a lot of debate about, but that's certainly a program we need a direction on, right? You know, we can't it's a specialty space. So, you can't you can't say, you know, in in February, sorry, we decided we want to change cosmetology to something else because that's such a specialty space. So, that's very similar in that regard to the culinary program. So there are several other programs that are like that
093other than just culinary where we would need a decision because of the nature of the space. It's so specialized. For instance, the the high base spaces that we're not talking about, right? We would need to know what what's going to happen with those. There are other many other spaces that are basically just classrooms, more or less just classrooms. And so those can become anything um as we move through the the future and any time whether this year or or next. So, but I want to take a step back then because we've been involved in this process for a minute or two and there's an an assumption that we've made. I think when we look at these schematic drawings up to this point that if we're talking about CTE that we have uh we have planned
094that space that we saw in the building with these programs that you're talking about needing special space that we thought we were they were in our minds or in in the engineers and the architects uh minds as they were making those drawings. Do I understand you to say that maybe we have not quite accounted for these spaces like cosmetology or No, we have. We have. No, we have. It's all in there. They're in there. They're all there. That's what I thought. They're Yes, they're all there. Okay. But they're highly specialized. But we're talking about um perhaps changing our minds. And if we're going to change our mind, that would impact more spaces than just the culinary arts. In other words, the culinary The point I was trying to make is um there are more spaces
095than just culinary arts that are specialty in nature that are going to be different, difficult to change. Right. That's all. We don't make a decision. Yeah. Well, I think the key is I think the the key is which of the pro which programs that have specialized spaces are the ones that are are that are the ones we're debating because cosmetology I don't think there's any discussion or debate as far as we're going to keep that. It's a matter of are we going are we jumping in with culinary and a couple of these other programs that may have specialized spacing. I think we need are is it staying or is it going? I think we the the architects are going to need to have a decision from us in some capacity or another in relatively short
096order. Otherwise, it's going to become change orders during construction, which we don't want to do. And you are going to see the latest iteration of the plans on the 16th and they will have the current layout of the uh CTE programs in them. So, it' be another opportunity get into that. And I don't I don't know this this changing our minds thing. I'm not sure exactly about that, but so I guess what what we need to do on the 16th maybe is take a minute and just walk our way through some of these specialized spaces and and have it clear in our heads that yeah, we have allowed for those. Right. I think we can based on this discussion that was was exactly what's in my mind is that we need to take some more
097time on the 16th to carefully walk through the various spaces that are in the CTE program as it or the CTE uh schematic design as it currently stands. Yeah. Anything else? Okay. Thank you. Yeah. Thank you. He's on your Okay, now we have our early college program presentation. Come on up, Mrs. McKenna and students. And I just want to make an acknowledgement. Uh Jonathan uh Hicks was real brave and uh was a surrogate for uh us on on the spelling be. So Jonathan, we want to thank you publicly. Good evening. I almost said good morning, so that shows it has been a long day. Uh I'm Alisa McKenna and I'm the principal of the early college program. Um the early college program partners with John Carroll to provide all of our students with rich college
098readiness and we do that instructionally by experiences as well as exposures. Um this is our third year in existence and these are members of the very first cohorts that I'll have um speak to you momentarily. Our students take classes they take block schedule and for example that means their first year of high school the first semester they take all of their ninth grade classes. Um the regular students the normal schedule 50 minutes 46 50 minutes ours is 100. So it's blocked. second semester they take their 10th grade classes. Their second year they take 11th grade classes, their fourth year math, etc. And so when they're 11th graders like Landry and Jonathan, they're either in a position to attend classes at John Carroll or just in a position to take AP other college prep a college
099prep track. So we really work hard to to do that for our students. Um, one of the ways that we are successful, one of the reasons why the benefit is that our teachers are program specialists, which means they have extended year. So they start a week earlier and go a week later than the regular teachers. Their day starts earlier and then they get off at 4:30. And it's all about student achievement. Um, we have a a foundation of mastery. So students need to master the standards, the benchmarks, the objectives. And so our teachers have an opportunity to do that. Um after school the kids have an opportunity to retest, rewrite and redo. We have a lot of discussion about student data, do a lot of dissection, everything to make sure that they're ready either to
100go to John Carroll or to have a rich college prep experience. So today I this evening I have with me two of our 11th graders from cohort one, Landry Sneed and Jonathan Hicks, both of who started John Carroll today. I have Bridget Lambrite. Um and I would say that Bridget is one of the founders along with Joe Mishler. Raise your hand Dr. Mishler and Dr. Stores of the early college program. U Bridget teaches English and we have our partner uh we enjoy working uh and work very closely with Dr. Stores. Um and he is from John Carroll. So now is an opportunity to hear from Jonathan Helandro. Um, today, as you heard, I did have my first class at John Carroll. And, uh, as I walked up the stairs to my first classroom, found the
101courage to walk into the door, and 10 minutes in the class, the teacher looks at me and says, "You're in the wrong classroom. Got to love it." And while and while this experience I I need it, it's college experience and I wouldn't trade anything in the world for it. The rear early college program at the high school offers so much more to students than just the college experience. Uh student uh have to commit mandatory community service and community service is not something many students have even thought about while in high school. Even though community service is a very important aspect to the to life when people apply for college and in jobs. Well, as I said in real college, community service is mandatory. So, every student has the opportunity to get these hours in while
102still in high school, early on into their high school career. And students also have an opportunity to really master the subjects, their core subjects due to the open grade book of the real early college program. In a regular high school program, a student can pass with a maybe a C, maybe even a B without really understanding what they were being taught in the real early college program. Teachers make students have mastery. That's 90% and above. And by having this set in place, students can really understand what they're being taught and have some of those building blocks that higher level courses build off of in later classes without having to struggle later on in life on going back and remembering, oh, what is that uh concept in algebra 2 I forgot five years ago? So, it's
103it's really something that I appreciate that I went through. And um and real college students can always have the opportunity to reattempt any standards that they didn't master at the time they took it. You know, through the school year, they can go back and master that algebra 2 concept so they can do it before they take the the calculus course at John Carroll. And uh all this effort is not for not real early college also rewards its student in the form of intercessory days where students can kind of take a break from their strenuous act day while building a rapport with their peers and having a who supported them along the way as Rio College is a family and each of the students can't get a get away with get by without relying on one
104another in this program and intercessory days are also Alo a day for the student who isn't on track for mastery to kind of get on point. So any of that work, any of that standard that they didn't complete, they can go back and do it again. Overall, Real Early College is one of the best programs I've ever been into and a greatest challenge in my life that I wouldn't give up for anything in the world. [Applause] Hi, I'm Landry. Um, fortunately for me, I had a much smoother time than Jonathan. I walked straight into my statistics class and it went fabulously. I'm so excited for it. Well, choosing Real was one of the best decisions I could have made going into high school. I feel like I've received so many opportunities that I would not
105have if I become a part of any other program. Over the years, I have been given many opportunities to develop my public speaking, leadership, and social skills being an ambassador. Also, being an ambassador has taught me how to represent an organiz organization, which is certainly something I will have to do at uh John Carroll and as I move on to bigger and better places. The Real Deal, a newspaper by real early college students and about what is going on in the high school and what we're doing in the program, gave me a chance to take on another leadership role. I was an editor and I was also able to showcase and enhance my writing abilities with Miss McCatri, our old English teacher. Sorely missed. It was also allowed me to learn how to take criticism
106of my writing critically, which is something I will need to do when taking classes at John Carroll where writing is a necessity. Whether it's engaging in classes or being surrounded by people who truly care about me, real has given me the chance to experience something that other students might not ever come to um experience during their time at Heights. We have all been in the program from the very beginning and we have all grown together along with the program. Most of other students at Heights have a different set of people that they s sit around with at different periods which are very relatively short. As an early college student, we spend most of our day with the same people in much longer, more rigorous courses. This has given us a chance to bond with each
107other, which makes being in a class for so long much more engaging. We are confident in our peers and honestly believe that they can give us the support to make it through the classes. We have built trust in each other and we have built healthy and constructive relationships with our teachers. I can honestly say that I and most of my peers will able to will be able to graduate with a heightened sense of pride and accomplishment simply because we're coming out of real. We have all worked so hard and we are so happy to be so happy to say that real is what pushed us forward. We are more than prepared to be in professional environments that we'll most likely find ourselves in while at John Carroll or even after we graduate. Real has given
108us a set a set of skills that we have been building since we joined the program and each of the opportunities that it provides us with gives us ways we can make them stronger and practice them in real life situations. [Applause] Good evening. Uh, I am Miss Lambrite and and I just have to say that I am remarkably proud of those young people and and I want you to keep in mind that these young people and their peers are still like 15 and 16. So I think uh the first time that we sent them to John Carroll, they were ninth graders. They were 14 and 15 year olds. And some of the feedback that I received from the John Carroll professors was that they did not even know that they were that young. So what
109you have in terms of the program specialists is you have a team of teachers and we are all on the same page. You have charged us to get these children ready for college in approximately two years. We are doing that now. You have some students of course who are highly motivated. We just need to shine them up a little bit. And then there are other students honestly who just need a little bit more tender love and care. And that's where that extended year comes into play. That's where the open grade book. I have students coming back to me who started out year one and now they're in year three and they're still able to come and say, "Year one, I had some challenges. I'm not that child anymore. I'm ready to go back and fix
110it." And that is what is unique about early college. I am so proud of them. There are, oh my goodness, eight others who are planning on heading up to John Carroll. And then there are others who we are grooming to be able to move on in theirstead and take their place. But most importantly, they are shaping the next cohort. And I think that is the piece that I am just overwhelmed about that they understand that. And I repeat, these are 15 year olds. Yes, they're still babies. They don't like me to say that, but they're still babies. And look what they're able to accomplish. And so, you know, I reach out to you on behalf of the other program specialists and say, "Thank you so much for this opportunity. I was here from the beginning.
111I am watching it grow. I see the potential. I uh came from another district specifically for the early college program and I'm just honored to be getting the children ready for John Carol. Thank you so much. And and also some of the students wanted me to say to you, they said that um because we have unlimited access to the program specialists, we are a family for many of those children. they have cried together and and I have to say this about Landry, she she's uh our intellectual of the group. So you might say to yourself again, well uh children like Landry and Jonathan, well they came to you ready. No, we had to work on Landry. We really did. We had to soften her up a bit, you know, because you can be an intellectual,
112but you can also have a heart. So we're doing different things with the children to just bring out their potential, help them blossom, and then of course shoe them on and give them to Dr. Store. So again, thank you so much. Thank you. Well, greetings from the university to everyone on behalf of our president. Um, after listening to Landry and Jonathan and Bridget, you can understand why John Carroll is so happy to be part of this partnership and how I am so excited to be the academic adviser of these young folks. And I could tell you so much about my experience with them so far. Um, I had the opportunity to teach them this summer. We invited all of the juniors to come to uh campus for a college readiness course this summer and 14
113uh came to the uh to the program. I it was the highlight of my summer. Um the level of motivation, the level of serious I mean it's been a long I've been at John Carroll 17 years and I haven't had students on the edge of their seats since my first year there. And um so it was gratifying to teach folks who were as motivated and as gauged as these 14 folks were. And um they're and to their teachers as well. You know, you you certainly can be proud of the students and what they've accomplished because one of the things I've stressed with them this summer is we need to give them a whole lot of credit for the fact that they're going to be navigating two very different worlds this fall, right? They're going to
114be with college professors in college classrooms with college students in the morning and then they're going to go back to their high school teachers and their high school peers in the afternoon. That is not easy uh for anyone to do. And so those are that's kudos for these young folks to be able to do this. But the other thing I would say is the quality of their work. I um all of the eight students that are at Carol this fall are taking English comp and rhetoric 1. And uh in order to place them in the correct uh courses, I gave writing samples to the director of our writing center. And Dr. Pace uh told me that the writing quality of these high school juniors was in many ways better than the writing quality of some
115of the freshman uh students that we accept from other places. So that the teachers have done an outstanding job with these young folks. They are terrific and so John Carol is very happy to have them. We look forward to more students coming. It's good for us to start out kind of small. I want you to also know that all eight are taking English comp rhetoric, but we also have a student like Jonathan who's taking 10 credits at in in college. 12 credits is full-time. Between 12 and 18 hours is full-time. Jonathan's taking 10 hours this semester, including calculus and Japanese. and uh Landry is in political science and uh statistics and uh many of the other students are in the introduction to psychology and uh our campus has embraced this all uh courses are going
116to be open to our students and to from all the different academic departments and we are like I said we couldn't be happier and congratulations on uh on what you've um embarked on here. So thanks. Thank you. Thank you. Thank you. Okay. Okay. Thank you. Anything else? No, I just uh thank you Dr. Michler for coming in. I know he was kind of behind this project and thank you for coming to support the team tonight in their presentation. Thank you. It's good to see you. I think uh I think teary what makes me tearary there's I I think Landry and and Jonathan proved what Dr. Celico said about the importance of the student voice that was that they they could be your marketing program for any number of things right there. Hope hopefully they are
117talking to our eighth graders this year. That's right. You're right. Yeah, I think it'd be great. Okay. So, that gets us to personnel E1 through five. I think we can take those all together. So, I'll entertain a motion to approve those. Second. Any discussion? Um, just a a general question. I don't need it uh drilled down to the individuals, but why might the supplementals be cancelled? Thank you for asking the question. I was asking. Thank you. Paul, come up. And thank you, Paul. Um, as far as some of the supplementals being cancelled, um, we had some teachers that moved buildings. Um, so what we tried to do with the supplementals for the the BLTs is get get those ready before June, but if there's any transfers to different buildings, then um, they may not have
118had that supplemental in the next building. So that's why those would be cancelled. It doesn't mean that another teacher won't take that supplemental. It's just that particular person was cancelled. There are two that are sports related. So, okay, maybe we can I'm just So, yeah, with the sports, they they could have left or but specifically I'd have to go back and look at each one, but that's why that would be cancelled. Okay. Yeah. But isn't it the case that the sports are not always our people? They might have found might be outsiders something else that they're doing instead of correct. Mhm. Okay. Thank you. Anything else? Mr. Gayner. Mr. Silverman. Yes. Mr. Zooker. Yes. Mr. Cobble? Yes. Miss Pepler? Yes. Mr. Register? Yes. Okay. I think under business services, we can take all these together.
119I'll entertain a motion to accept items F1 through five. So move second. Any discussion? I have. Yes. I I only have a couple a comment on a question in regards to bus routes. So I just want to get Steve walking back and forth. You read all those bus routes. I read this initiative. I thought I was going to make it by No, you got to um I was afraid to ask questions. I did I did I I I want to say hats off to transportation department because these I worked for non a medical transportation company for a while 10 years ago at the software doing stuff like this. So this is God bless you on this. Uh so just hats off to them for that. I mean especially the level of detail it's very impressive.
120I guess the only question I have from looking at a lot of these routes was about what what percent of our students are public school students and what is it about in the past it was about half and half public and private are we still maintaining because I was you know some of these routes it's I think for some folk lot of these a lot of folks will say hey I don't get anything out of the system I mean this is proof positive that half of our our students are are private school students I mean this is pretty impressive I mean this is what we do every day rough Roughly we transport just over 2,000 students and half of them are public school, half of them are private school roughly. Yeah. No, that's I just
121want to say get to get that figure and also hats off. This is excellent. Thank you. Well, somebody indicated to me that we could plan all these routes so that we only had right turns. Is that the case here? Yeah. Just teasing. Absolutely. Absolutely. Done. That's the UPS model. Yeah, that's right. Yeah, that's right. But if the kids just jump and roll, you know, that's the only catch. You got to stop the bus. Okay, move on. Okay. Anything else? Got to watch you get Okay, Mr. Gainer. Mr. Zooker. Yes. Mr. Kovville. Yes. Miss Pepper. Yes. Mr. Register. Yes. Mr. Silverman. Yes. Okay. Thank you. under finance we need need to go through the do we have to take a minute okay so we can take the the finance um G one and two together so
122I'll accept a motion um to approve those so moved second um I guess I should say something about G2 yeah the when we go to when the Ohio school boards association has this meeting in Columbus each fall, sort of the second week in November. I think they have what they call a delegate assembly and each school board has the opportunity to vote on the different things that the uh association is considering and they always ask for representatives and each and they call them delegates. And so each school board that's participating and that is a member has the right to have a delegate and an alternate. And we have uh the motion that's before us is to approve Ron Register as delegate and Nancy Pepper as alternate coming up with the conference in uh starting November
1239th through the 12th or something like that. Okay. So that's what that motion is. Anything else? Any questions? Financial reports? Anything we you want to say, Scott? Okay. All right. Would you call the role? Mr. Cobalt? Yes. Miss Pepper? Yes. Mr. Register? Yes. Mr. Silverman. Yes. Mr. Zooker. Yes. Um, under the board president uh report, I want to make a recommendation that we fill the vacancy that we have on uh the um uh facilities accountability committee. And one of the things that the person that we lost was a resident of uh University Heights and she always also was a teacher. And fortunately, we were able to find somebody else that had that same pedigree. And uh so tonight I want to recommend that we um appoint Egri um Julia Egri to the facilities accountability committee
124and I'll accept a motion to do that. So moved. Second. Any uh questions, discussion? Thank you to her for stepping forward. Right. She's a very thoughtful person to me. Yeah. I think Cal had her in second grade. I had her in second grade. That's right. No, my children did. No, that's that's not she she was not born, but yes. That's right. Okay. Um, so anyway, Mr. Gain, would you call the role? Miss Beffler? Yes. Mr. Register? Yes. Mr. Silverman? Yes. Mr. Zucker? Yes. Mr. Cobalt? Yes. Yeah. And we would ask Mr. Galas to communicate that to her expeditiously and maybe um spend a little bit of time with her catching her up to where things are. And if you need some help from our board representative, you can call on them, too. Okay. Um any
125unfinished business? Okay. New business. I believe we want to uh Mr. Silverman, you we were talking about discussing the proceeds from the uh Milicanin sale, which was like $650,000. Uh yeah, at the the last meeting, we when we made the the mo the we made the motion to we we moved we sold when we sold Milin, I said I had some thoughts on the utilization of the proceeds and I've shared with you with my colleagues and the superintendent. Uh, one of the ideas I was thinking of is that we have on the 13th we're going to be opening up our very attractive renovated football stadium. And there's one uh slight missing element which would be um concessions and restrooms are a little lacking. So, my thought would be to allocate the 650 as the uh
126starting block as you were as you will for uh what I would what I would dub a visitor center at the field that would house restrooms, concessions, uh some storage, and possibly a uh visitors locker room of some capacity. um that we would uh acknowledge the donation or I'm sorry the original donation of the land and the sale with a plaque uh acknowledging severance Milikin's donation and then theoretically uh it'd be nice if the structure could at least uh evoke part of the severance estate which would basically be you know red brick. Uh uh so that would be a way for us to take uh this donation, reuse it again um and give us the opportunity to uh in my opinion fill uh sort of the one missing element of our of our track and
127field complex. So I've got some language, some specific language, but I think it it gives us the ability to maintain the severance milikin name on a structure with the plaque acknowledging it. Um but more importantly I think gives the ability to also have a a starting point. We know we have some folks who are interested in supporting elements at the football complex by doing this. This hopefully will uh be a catalyst and motivator to uh you know the district stepping up uh with with one component that we could see uh expansion because I know when we have for two years we're going to need uh uh temporary locker rooms and coach spaces that hopefully that this locker room component if we can swing it dollars and cents wise could uh instead of spending money on
128temporary it could be something much more permanent. So that what I'm trying to do is at least use this as a nucleus around which other dollars could be attached uh both from either uh savings we see from other components of the swing space or uh donations as well. But I think we have to I think we need this nucleus around which we can get uh some donations and we kickstart uh fundraising efforts as well. That's my pitch. Any thoughts? And and your uh recommendation is to spend all 650,000. Um yeah, I I think allocated towards it because I know the some of the previous estimates were which were based upon uh more of a standalone project. I think the uh facilities were for a 5,000 seat capacity stadium versus 2500. Um but I believe that
129those numbers were higher than the 900,000 or for higher than the 650. the convers I mentioned uh restrooms and things like this before we were told that uh by doing it with the high school we would see some economies and efficiencies of scale so that would actually save us money by lumping it in with the work for the high school um so I believe from the the previous estimate obviously we have to rework it but I believe that we the 650 should be able to give us uh the base components that we're looking for I would just have to register slight discomfort with spending the entire thing on that that's not directly academically related or goes to any of the other buying factors in the in the where does the money go I mean since
130this is a one-time donation I fully support I mean I I think I mean I voted for everything all along the way on the stadium including going larger than we originally uh budgeted and things like that And and I think and we've done several steps toward kickstarting the the donation process as well. I know several I mean there's been several steps we have taken that were um in theory helping us to kickstart that and to get people interested and to keep the keep the drive going to getting outside funding and I I don't want to undercut that and I don't mind some of this money going to that. I just feel a little bit odd uh telling people that we got the 650,000 and it's all going to a concession stand and some stadium seating
131as opposed to anything that's going to be teaching the directly influencing teaching the kids. Well, I I the reality is is that the dollars and cents estimate and I think Steve's chomping on the bit probably to talk at the microphone. um the dollars and cent like I said I'm viewing this as the if we can if it if if it prices out and it comes in lower than that I have no issues with that my feeling is that we we sold the donation the land we sold the land which really let's be honest that was the value the build it wasn't the building the building was extra we sold the land that was a donation um I I see significant value in taking a capital what was a capital asset and pouring it back to
132another capital asset as well as attaching the name of that donor in one capacity or another to that for the next 25 or 50 years. I think that sends a message to the donor community that we're sincere and earnest that we will be good stewards when you give us something. Um it it's I think I don't want to say it's an embarrassment, but I think it's an embarrassment that we don't know when we will solve this major hole in in the track and field complex. And I think this is a way to achieve multiple objectives with one with one mo with one move, which is why I'm I understand the hesitency about the dollars and cents. But um that's what we have and that's what it costs. I guess I I'd like to um to
133maybe hear from Steve if you're willing a little bit around the budget issue related to and Eric the the the point that really um made me um take note of of this Eric's um uh proposal was that the temporary struct the amount that we were that we are currently budgeting to have to spend on those temporary structures is very significant. Can you talk about that a little bit? Yeah, it's about $400,000. So, um, all good points. Um, if you asked for my two cents, here's what I would say. And that is that um given where we are in the process, I think you what you might want to do is not necessarily tie your hands at this juncture, but rather um say give direction to the administration or the staff to uh develop a plan
134for such a facility and then consider that within the context of your overall decision making around the high school. and some decisions you may be having to face regarding budget and um allocations of spaces at the overall high school facility. You know, let's incorporate that into our overall decision-m process. Um how would that what does that mean practically? I mean, well, so I I'm suggesting that perhaps you don't commit the funds tonight specifically to say we're going to spend all $650,000 on that facility, but rather um just give direction to say come back to us with a um you know, incorporate this facility into the overall schematic design process of the high school and then we can make the decision about what to do with this facility in the while we're balancing what we're going
135to do with the rest of the high school. You know, you're expressing concerns about h how does that expenditure balance against educational spaces? That's all very valid. Again, Eric's concerns are valid, too. I think that maybe this isn't the point tonight to make that final decision. Let's let's get some planning done. See what, you know, what the cost may be for that kind of a facility. see what it would look like. You could have some input then into, you know, how big it is, so on, just as you're doing with all the other schematic spaces in the overall high school and consider that budget as a part of the overall high school budget. Um, that way you haven't you haven't committed yourselves, but yet you give yourself the opportunity to make a decision in the
136in the future about how you want to proceed. I would appreciate that if that would allow us to again as we're narrowing down later this month particularly uh to begin to look at what I know that you know as we're beginning to figure out what do we have to lose now because we've gotten as big as we can get and now we're getting small and if we could figure out is $200,000 going to actually buy us this within the school or is there nothing that that would get us is is this I mean I would love to be able to compare those things your point's a good one and that is that we are at that juncture where um we're going to have to make some difficult decisions in order to get to our budget
137to stay on budget. We've got some issues and and we'll be bringing those to you on the 16th of September. So, you'll be seeing some of those and I'm very comfortable with this being part of with everything that Eric's proposing being part of that discussion. So, we know and and more details on what we think it may cost, what are our options, right? I guess I I um I would really like us to talk a little bit more about what we are going to I think Eric has a an excellent point about what we say on the 13th around the the TADA and and we still have the portaotties. I mean I I know that that's always been our plan. And I'm not at all saying that that that the administration, the architects, and the
138staff and and that that we haven't um talked about that, but I guess I'd like to hear because I it was another reason why I thought um Eric's solution made some sense before the 13th, although I completely hear and understand what you're what you're saying and advocating for, Steve. So, I don't know if that's a that's a you question, that's an Angie question, that's a superintendent question, but um I can see people coming into this stadium that day and and thinking it and and saying it. Yeah. Just um um a question around where we are in terms of our planning. If we didn't have this conversation that we're having right now, the whole notion of a welcome center or uh restrooms and that kind of thing, would that be part of what we would see
139this month? No, it but he's he's saying that at this point they they they wouldn't be planning right on this at all. It was part of the the um secondary for fundraising. What? Well, two meetings ago, Zenoni suggested that we would broaden because of the basically because the schematic from HBHSM is moving the wall basically they're move we're moving the exterior envelope of the building to the west which basically starts moving into whereas it doesn't modify the field it then starts modifying issues around it in particular parking access right so zeni had mentioned that we needed to broaden not have the architects focus not merely just on the high school but almost on the entire their campus site as well. Uh so I I think they're supposed to be doing percolating something on that. Um
140I hear Eric's concern from a language standpoint. I whereas I would be like us to say the entirety of the 650 if it moves the process along I would have no reservations about removing the specifics of the dollar amount. Um, but I think the ability like like Nancy saying, the ability for us to say, "Hey folks, next year it isn't going to be like this." I think that's uh I I I see this being especially after the Cleveland Media Group with their wonderful, you know, feature on fac on football fields. I think the ability for us to say, you know, we're not going to just we don't know what to say we have an idea what we're going to use the monies for, I think goes along. Otherwise, we got $650,000 and I have no
141idea what we're spending it on in and and and I to a degree I was my comments and vote although in the minority would have been substantively different uh if I had we had no idea what we're going to do with the money. So, I'll I'll leave it at that. Well, I what I like best about your idea is the notion of memorializing gifts given in the past. gifts. I mean, it is amazing how often you lose things as you close buildings. You forget that gosh, somebody donated this whole thing. And so, I really like that about the the uh suggestion. I will say, Steve, thank you for saying what you said because you uh um articulated something I want would have wanted to say, but I wouldn't have articulated anywhere near as well as
142you did. um the the it's a little difficult for me and I I wouldn't even go with part all whatever. We're early on in a big project and and if you earmark money um I I'm I'm not sure that we're at the right spot. So I I actually feel that Steve's suggestion of coming with look you I'm hearing the will of the board is to come give us a plan to work with um uh that we can potentially work with or at least we can decide from if it makes sense because because what I also don't know is is if we we donate if we don't if we dedicate the 650 and then it's over budget that means once again it's opportunity cost you're you're you're pulling from something else again and and I again
143I think the notion of a welcome center sounds like a great idea to me at this moment in time with the facts I have now. But as the as this is moving along and we're having to pair down which we're going to have to make decisions and we're going to have to pit things against each other. I don't have the exact same set of concerns that you do about I mean I think we've actually elevated this discussion because we're talking about on camera. But uh um I honestly think that if I came to this stadium versus when I've come to the stadium before I'm going to say this is I agree. I mean, I don't think we're I don't think I'm gonna worry about I absolutely agree with you on that until you Well, no.
144But the the the I'll phrase it from a real uh a visitor standpoint. We have events beginning at 2:00. The game doesn't begin till 4. If you consumed a soda or two during the course of day four, I believe. And now that we have 200 people, because we're anticipating a soldout crowd as opposed to our normal attendance, which is not near that capacity, I would imagine by the fourth quarter of that game, I believe that you will suddenly begin to see that our current facilities are not up to the task. And I think then it becomes a little bit more relevant as opposed to when I was in high school and you left at halftime to go to the movies. Um so I think it will become right sharp into focus very soon about uh
145that shortcoming and the only reason I and then I'm going to uh give the floor to other people it the other only reason I don't think it matters quite as much now I think you have a great story to tell right now I I think I think you w you see what's going to be there on the 13th you have a great story to tell you have a building behind you hasn't been started yet so I don't think people automatically say oh my gosh this is it we're done they're going to See, this is a work in progress. So, I don't think that most people are going to harp on that. And I think the fact that we would be discussing it in in open meeting during the month, you know, if they bring us
146plans, I think that, you know, that that shows a level of of commitment to saying, "Okay, we realize maybe there's a better way to do this." And I and it may turn out, I mean, honestly, I'd be happy if it turned out that way. I just don't know what other things we might need that $650,000 for. And I don't think any of us do at this moment in time. I'm gonna I go back to we we we have the historic when we sold Northwood. My colleagues before I was on the board sold Northwood at a a relatively low price and the money was sort of just thrown in general. I think they spent money on buying some furniture. It didn't it didn't go into anything that I know of that was of tangible of substance.
147Uh and granted Northwood we had paid for. It wasn't a very attractive building to begin with, but it didn't have something that sort of gravitas. And as much as we can debate the gravitas of a very politely called visitor center, it is something of substance, it has a very long lifespan theoretically, if it's maintained well. Um, and because of that, I think when you receive a a a benefit like this, you put it into something that's going to have a long lifespan. And again, I go back to I'm seeing multiple multiple issues this addresses in one fell swoop, which is really what what's drawing me to it. As well as a cat, it could be a catalyst for fundraising opportunities. If we're if the district says, "Hey, we're putting this in," then then the athletic
148department can go to some of their folks and say, "Hey, these guys are stepping up. Um the train's leaving the station. We want to get you on board." Um and this is again a nucleus around which we can have things. I my I have no reservations allocating the entirety of the money. If we want to strip that from the language, I have no problems with that if it advances the it advances because I do I see immense value in our ability to articulate this on the 13th. Um I think it it it propels and moves us forward. Um, couple of questions. Is if we ask for a rendering on this welcome center, is that going to add to our fees, our architectural fees? I guess it sort of would, huh? Yes. Do we have any
149idea what we're talking about? It's I mean, in the scope of the overall high school, it's pretty small. That's a pretty small piece. Um, you know, it could be 30, 50, somewhere $1,000. I don't know. Somewhere in there. Well, I'm inclined to say that we want that. Um, I don't [Music] um I I don't I I'd like the idea that we would be saying something that would suggest that what you see on the 13th is it. I I mean I would like to think that people will you know that we say I I I don't know I'm torn on this one. I have to say one one last thing I'll just throw in. I I lied before when I said I was going to give up the floor. Sorry. I always do. But we we
150didn't that what we did the other day. There were contingencies on that sale, right? So we don't know. The sale is not done yet, right? Is that correct? It's not done yet. So, how do we vote if we promise that to promise this that money until we uh until we That's done. But you're asking me, aren't you? I am asking you're the You're making the It's like when when Okay. It's when any It's when the WVIZ or whatever. You're making a pledge and well, if you lose your job, suddenly perhaps you give back the tote bag and they don't give the pledge. Um but that's a good enough answer. It gives an impetus for the city of Cleveland Heights to get their act together. And it and it it is true that uh as we
151there would be those contingencies on completing the sale. I mean that's sort of what we would have to include in in the motion. Uh because the 650 doesn't exist yet. Um I think the the the the the thing that uh Mr. Sman is going for is is is is the image that um we want to portray on the 13th. And you know, I'm I'm right there with him in terms of what it what our message. I mean, what are we saying? Because I think about the field is going to be the first thing off the, you know, off the truck and people are going to relate to how we're doing things based on, you know, how they feel about that. So, you know, I can I can feel the image issue, the image question and
152the statement that that um we need to make. I don't, you know, I think we if if we don't, if we're not ready to do it, which I my con I think we're not ready. Let let me say that. Um, I think we ought to make sure of somehow making sure that we've got this conversation moving forward because I think it's a significant piece. And I think even if we were and the the the thing that we have to know and have to have in our heads, even if we were to say something on the 13th, we still are a year away and the potential there's going to be porta putties on the 13th, right? And the vast majority of people there are not going to understand. I mean, I don't know when we're going
153to make the announcement that these are not the real portaotties or if we're going to say that like every five minutes to make sure that everyone keeps aware of it or how we do that, but I Hey, I don't have an answer. I'm just I understand you're not writing that speech. I'm saying it's we're in an interesting place. That's why we have communications. We we we've got people who know how to spin it, y'all. That's awardwinning communication. That's right. Awardw winning communications department. um that we don't have a motion on the floor. I want us to acknowledge that. Do you want to make a motion? I can make a motion. I got language already set to go. Yeah. I'm not Well, I'm not I'm not I'm not sure that you know me. That's You should
154know the answer that question. Well, I'm not sure where we I I don't know that we could move this forward except to ask uh Mr. Shagalas to get us some renderings and bring them back to us. I have a question about I don't I'm personally I don't feel the need for the renderings because I believe the welcome center is a good thing and I I don't know what shape that's going to take yet and I don't have to see it to know yeah if I see a picture of I don't think I'm more likely to say yes let's do that don't cost you we wouldn't be able to make renderings for 13 do some estimates I guess well we what I'm suggesting is we would it's very similar to any building project right so the
155first thing we would do is a program of requirements. What is it you want? What kind of spaces? How big? Um, and then they would start to lay out schematic drawings and then they would put estimates to that. There'd be a process and it wouldn't take near as long as the high school, but and we would accelerate that to get it up to where we are in the discussions of the overall high school as quickly as we could. Steve, couldn't you use the one that OP sports did that was the N? You couldn't take that and because that was you couldn't just take those numbers and why not? I I I I would not recommend that we that we work with those numbers. I I think we need to get I think we need to
156take a careful look at what is it we want this building to be, what functions we want in that building. Um and then have the architect come up with a plan and then have Gil Bane set an estimate to it, a budget estimate to it in an orderly fashion. I think that's the right thing to do. And is there any way for I I know you really can't answer that without getting all what I'm going to ask without getting all of those questions answered. But one of the other reasons I I was intrigued by Eric's proposal was my un my belief that that might help push up that that it might be se able to be completed before the high school's completed. So we wouldn't need these temporary structures the entire two years. I think
157that's a that's a very valid point. And and those dollars are not budgeted for with I think that's a very valid point. Okay. Yes. And hopefully if we were to pull the trigger on this and move ahead, I think it would be it would be a target that I would hope we could shoot for to have it open for the fall of next year, a year from now. Yeah. That would really make a lot of sense to me. Yeah. Well, that that's sort of that's the reason why, you know, I like I said, I have I'm keep modifying and thinning out my language from the specity of it to make it so that it is pliable to get us the basically an announcement on the 13th that gives us a lot of wiggle room. Um,
158but basically the point being is that we can we're doing all these things at once, but more importantly that we're moving forward so that we can hopefully secure other funds for things that are going to be much more much more actually more on the academic side like the kind of study tables because I know the athletic department said the their donors were interested in things that are much more in an academic component versus uh the visitor visitor services. Uh, so I think it gives us the ability to hopefully engage dollars that would allow us to not have to incur the expense of the that we're looking for the temporary spaces. So that's why again I'm just trying to move the ball forward because we're playing against the clock. Yeah. Um, we have made a commitment
159that we would look closer at the our ability to work with some of our donors and raise money to do some finishing up of the high school because that was always in our mind. I mean, the field, the stadium. It was always in our mind that it would that we would put half in and we would go out and raise the monies for the other half. And I'm the the problem that I have is I'm not I'm hesitant to get out in front of that process. You know, we talked about putting together a a committee and seeing um and kind of having that committee kind of work through what needs to happen on in terms of the money. And then if we talk about the the renderings and the ultimately the programmer requirements and the
160schematic drawings and all that, that's we we don't have a way at this point to have those merge tonight. Well, the reality is is in regards to the fundraising is making its sort of incremental movements towards getting up and running. Um the from speaking with the superintendent and supardee I was very much and I stated to you previously very adamant that we should name the structure you know severance milink and whatever um I was now willing to sort of move back from that because there was a possibility perhaps that somebody would want to have the naming opportunity on that. So I'm okay that's as much as I would prefer that um it's a matter of this isn't getting way ahead of that there's we this whole process we need to be doing multiple track things
161at the same time. So the problem is we cannot look at this as a linear fashion because if we do it in a completely linear fashion we don't have we don't we don't have the luxury of the time. We have to be doing multiple tasks multiple tracks at the same time. Um, and again, this is one of a whole litany of fundraising opportunities and naming opportunities uh that we're looking at. Um, again, I I I I can't reiterate enough that I there's this allows us to do multiple things at the same time. I believe we can sanitize the language to give us the sufficient wiggle room that we need. Okay. Well, we've had uh discussion and I and I guess we can have further discussion. Do you want to try to move make a motion
162relative to this tonight? I have no reserv, you know, I have no reservations to do. Well, I I mean, I've I've I've given you my two cents worth. I don't know that a motion would go very far. I mean, I don't know. I guess we can hear what your motion. Well, I will read the language that I would if I was if I were to make a motion. This is like Well, I don't know that we I guess I'm not okay. I'm not sure that we that that is helpful right now, but yeah, let's let's just do it. And then and I won't put my judgment on this one. Let's just hear it. Uh the the would be the to allocate the proceeds from the sale of Seance Milicanin Elementary School to be spent on
163I have a working title of visitors center at the renovated stadium. The building would house a concession stand, boosters booth, restroom, storage, and a visitors locker room if the budget allows. Uh the building would have a plaque acknowledging the donation of land from severance milikin for the school as well as uses usage of the proceeds from the building sale to fund the structure. And then the the building would be uh designed to evoke keyword evoke uh the severance barn a sensibly a red brick building with a hip hip roof. Um that's it. That's a lot in a motion. I that he just read it. He he just read it. That's not his he didn't move. I didn't move, but but you know um Eric, I have stated my general support for this and I um
164stand by that, but I do think that based on what we're hearing tonight, there might be some com components of that that do shift over the next month or two is my understanding. I want to move forward with this. I do want us to move forward with this general idea. Um, but I am hearing my colleagues also and appreciate your thoughtful questions um and clarifications that I think it makes more sense for us to take another step um before you officially go forward with it. And I know that's disappointing to you. Uh well, my I guess the polite way to put it is that uh previous comments or lack thereof. I I don't have a time machine, so I can't go back and change what I would have done in the past. So, yeah, you
165know, what are you going to do? Well, I guess there are ways to remedy that, but not if not not the way I would want. Um well, I guess the question would then be, Mr. Sharalis, what do you need to get something going? What do you need from the board? And how soon could we I mean how soon could you get how soon could we have ballpark and what would and and what do you need and when can you have it? Well, I think if the board simply gives the administration the direction to study this facility that is sufficient to move forward. I will immediately get a hold of BSHM and start the process. I would have no idea tonight what kind of timelines we're looking for, but as I said, I think we would
166want to accelerate this process for two reasons. One, so that it can come to the board for consideration in the context of the overall high school decisions you're going to have to be making, but also in event we do pull the trigger, it can be done in such a way that we could have a shot at getting it open for the fall. So, I think those are two good reasons to go as fast as we can in terms of getting you information. Well, I personally am happy to approach it that way. Um, what's your thought at this point? I'm ready to I I'm where Nancy is. I'm I'm generally I'm supportive of this idea. I I I love it really. Um, but I'm not I don't know that we should ignore what we're hearing. I
167I I totally understand the concerns and the the criticism. Uh, I have no problem. Again, I have no problem going forward. You know, I can go forward with this. Yeah. If if I understand how to count the I know how to count to three. Barbara Hodka's taught me well. Um, so, you know, if we need to spend some more time and effort to examine I think we do, but we need my opinion is I'm going to hammer on this. I'm going to keep coming back on this because we need to move on this. Yeah. As soon as possible. And and I would say Barbara Hajkus notwithstanding I like to count to five. I know you do. I know you do. First of all, so that you Dr. Dicks knows what we're talking about. Um Eric,
168just just for the record, since I was probably I I wouldn't I wouldn't characterize anything that at least I said as a criticism. I actually think that you're I actually think that you're um the idea is a great idea. I I I think it's Yeah, it's both thoughtful and and for all the right reasons. So, I mean, I think it's a really good idea. I think that Steve's methodology makes more sense to me. I understand. So, yeah. Barbara Hutchkins was a past board member of Dr. Nixon. Just so you No, no, no, no. She asked, "What did she learn in her term?" What would she say? How to count to three. So, okay. But we could talk about that. But anyway, um I'm we'd like you u we'd like the administration to um follow up
169on this and and um bring us something on this as quickly as possible. Okay. Yes. Thank you. Anything else? Not under new business. So what? Not under new business, is it? Okay. Under new business. Nothing else. Okay. What about board committee reports? the new meeting. Does anyone else anyone else have any other committee? I'm um okay. Facilities accountability committee. Uh they had another meeting. They're moving forward. Things are good. Uh a couple areas of like the the highlight reel, if you will, on sort of areas of concern and committees. Uh the historic preservation, I know they've had a couple of meetings where they've toured they did an interior tour of the building. They're doing some exterior. There there's sort of two. There's historic preservation. There's there's architectural and then there's archival components. They're moving forward.
170Uh they're meeting with Batti tomorrow to figure out where they're going to put stuff. Uh community outreach has been a they trying to get a little bit more with that. Fundraising, they're pretty much waiting for that to kick in. Uh CTE has been a regular one that they focused on. And sustainability as always has also been a a big uh component. So, those are sort of there's there's nine or 10 committees, but those are the ones that are sort of jumping out as far as bullet points. Um, my other committee that was meeting was the alumni foundation. Uh, who wants to be my who wants to be Vanna with holding the cameras better. Uh, we had a big sale at convocation at the high school on the 6th. A lot of merchandise. Uh, there's a
171sale this weekend. One of the items featured in the sale is this lovely woodcut. It's like QVC. uh this lovely woodcut of the new football stadium that honors past donations. Uh so there'll be a lot of merchandise for sale at the football stadium on there. Um a lot of new items, new t-shirts, uh things like that. Uh so the foundations move heights.com is moving forward with all their sales. Uh also seat cushions for the seat for the stadium. A lot of requests for that. Um so that's what's going out with the alumni. Um, and since we're still in committees, I also have a gift I'll give to Steve later. When do we when will we be having the uh the bus component at Park Synagogue? When's that going in the in the fall? I have
172a a muza for the trailer. Mr. I'll I'll defer to my colleague who's a member of Park Synagogue to explain what the muza is, but we have a muzza for the door at uh the driver's building. So, which is not part of my committee assignment, but so those are my two committee assignments for this week. I have one run and it just just an upcoming uh tomorrow night is the University Heights Technology Committee meeting. So, I'll be attending that. Does anyone else have committees or am I the only one? Mine doesn't meet in the summer. Okay. Committee once a year. Yeah, he No wonder he wants that one. He's got a mate. You should be in those rooms. It's vicious. I can see that. Well, yeah, I have committees, but they haven't met. The lake
173finance committee is is is is one of mine and also the business advisory committee. I guess uh you've gotten an update from the uh CTE, but I can tell you that we did um invite the members from the other two uh districts that are in our consortium and Cal and I have gone to meetings and we're looking forward to engaging them more. But we had um two meetings. One it was just an you know sort of introduction uh what is career tech type thing. Um and we were talking among ourselves. The second one was we invited the state in. The state actually did some training with us and they actually it was pretty good in terms of you know they talked uh to us a little bit about weighted funds Perkins money um you know
174the selections that we had and that kind of thing. So really if you if you Cal knows uh quite a bit about career technical education now and um they are they left the door open to um to work with us further and our position really Cal and I was to bring us together because we haven't had the conversations have not taken place with the three of us sitting at the table. So, we did manage to get three at the table. There were at least there were two board members from each of the districts. There was a superintendent. There was uh the CTE lead person uh from each of the districts. And then there were a few other people. I mean, it's like a parent decided that they were interested in this and and and and
175she came to a meeting. Um, but we had a good solid start in terms of that conversation and we'll be looking to move that forward uh over the next couple of months. And I one of the things that came out of that and we might as well get ready for it is the whole issue of the business advisory committee and we will take be taking a a good look at that and and probably will come back with some recommendations at some point. We haven't figured that out yet, but you know, so that's gone well. Um the other group that I'm responsible for is um I'm a liazison to MSAN and uh academic uh achievement. I haven't really quite gotten my hands around academic achievement but when we had a capital conference they asked for us
176to send our academic achievement person to the conference and I went last year and I just couldn't quite get my hands around you know if if there was an agenda uh or not. But I'm going to try to work hard this time and just try to figure out um that role. You know, I really think about it in terms of him saying and and and I don't know if you ever remember back when there was a time when there was a fits and starts around having what they called a board assembly related to uh the minority student achievement network and we never got anywhere with that either. So um you know I'm glad that I think uh we've had some a bit of revival on M saying we commission Dr. Willis Renee Cavore Willis or
177Willis Cavor is what her name Willis but uh she's she's Willis now and she was a principal over at U Monttoello for a while in this district and she has gotten a report out and I believe uh Allison Bird is our chief person that's working on the minority student achievement network. I've been going to those meetings and we have a report and we're looking at Dr. Dixon and uh Allison Bird are looking at uh some things coming out of that and we have a really wellorganized group of people that are sort of an advisory committee. Uh I think maybe at least each of the middle schools and some people at the high school are involved in it. So that's happening. Is there any news on the committee of the city and the schools about economic
178development? Any news on um No, it's it's it's it's something that I haven't done much with. It's it's in our court. Um, and we need to start thinking about how we want that. I I think it's our committee. It's we we it's it's a situation where we need to talk about how to form that and how we invite them in. Uh because it's our committee. So, I would encourage each of us to start thinking about that more. And I haven't spent much time on it at all. I'll resend you the notes I sent you. Eric, you you called it on economic development. Well, they they were they it was building reuse. Well, it was well, it you can't really have be purely building reuse because then you're only got you're only talking a couple of
179things. I think it really it's I think it has to be how the cities and the schools work collaboratively in regards to development issues. I would love for that to be an ongoing group. My understanding from the conversation was that it was more related to reuse of the building. So, let's bring that back to I think it's an excellent point. Let's bring that back to our next joint meetings because I think that's a better conversation to have than I I I would agree too and I think what that means is that we need to are are you willing to kind of shape this a little bit and and further and and maybe share it with us and let's see if we can move it another Well, you don't you don't need to No, no, I
180have no I have no problem doing it. I just I'm I'm fighting the temptation to say something and I I have to be I'm so proud of you. Thank you, man. I don't want to I have to take I'm very It's very hard for me. I I will take care of it. I will I I mean I I think and please just share with Ron for now. I guess I I will I will do that. Not with the city yet. Okay. Well, you can share with Nancy. No, I'm just kidding. I'll share one sentence with every member of the board. Then you can put it together as a Yeah, I I'll do as a ha coup. I I I'll work with you on on putting it together. Okay. Um, anything else on the board committees?
181Um, correspondence and announcements. I want uh Dr. Dixon to tell us what she was doing at 1:00 on Saturday. This past Saturday? In the morning or in the evening? Oh, Saturday. Oh, no. Saturday. I was at the football game. What happened? Oh, we beat Arabto High School. Cleveland Heights did. So, uh, that was nice. Nice game. Um, second half they just Yeah. Trump. Yes. Do you do you have any uh personal attachment to Yeah, I taught there. That was the first school I taught at three um my first three years of teaching was at Akran BTO. So, I saw a lot of people I knew. So, it was a a good opportunity to watch um that happen. Um and then Sunday afternoon, I had my first playd date at Noble Elementary. So that was that
182was fun to meet the parents and students and um some interesting uh feedback on how well we're doing and a lot of kudos to our teachers at Noble. A lot of kudos. Yeah. So it was it was it was good. So and they love our communications department. Uh yeah. So there was it was a really good experience. So thank you for whoever came up with that idea, Angie. That was it was great. So two great events. Great. Anything else? September 13th. Cal, you're the president. Oh jeez. I I get this one wrong. Um on September 13th, we're going to have a ribbon cutting for the new stadium. And um I think at like 2:30 we're going to have sort of this tailgate situation with the after 2. Well, two o'clock is when we can come
183in, I think, then sell tickets. Actually starts at two. I would 2:30. People should go to the district website next week and they'll have all the details. Okay. And it'll be very easy to find. Okay. It's already up. Yep. It's already up. Things begin at 2:00. There's a whole afternoon of activities, right? Something's happening at 2:30. Something's happening at 3. Something's happening at 3:45. Um, but there's a whole agenda. Football game. There's a whole agenda that I I think the real stuff starts around 2:30 or so and we'll be introducing people. We have people coming from the the three municipalities. I believe we have former superintendent returning. Um and we have the uh is the ribbon cutting ceremony. 3:00 is the ribbon cutting ceremony. We're going to have our students representing our varsity sports dressed
184out and there as well. Um so it'll be good. Everybody come. That's uh September 13th at 2:00. Um, the only other thing is that we will have a game before we get to that uh game on the 13th. And I I can't remember who we're playing, but uh we will have a game. Strongsville. Yes, Strongsville. That's right. And I'm hoping that uh we can keep the momentum that we started in Akran going and take it to Strongsville and we'll be ready um on the 13th. That'd be a nice thing to have a little vic victory celebration that day. Um, the other thing is that I I think I'm not sure how we pay attention. I have a hard time just to question uh keeping up with our scores and stuff like that. I think we
185have a volleyball game going tonight. I I bet I'm going to be challenged to find who find out who won tomorrow and I don't know how we can get that information that Kristen Hughes tweets all of the games. So, if you follow her on Twitter, that's a good way to do it. And also athletics uh in particular on their new website um will have continuous updates too. The Twitter will it page. Fantastic. Okay, sounds good. Tune in next week. Okay, fantastic. Anything else? I'll accept a motion to adjourn. So move. Second, Mr. G. Mr. Cobble. Yes. Miss Pepper? Yes. Mr. Register? Yes. Mr. Silverman? Yes. Mr. Yes. Heat. Heat. [Music]