CMSD Board of Education Meeting - May 19, 2026

001Mhm. >> Mhm. >> Good evening. This business meeting of the Board of Education of the Cleveland Municipal School District will come to order. Mr. Stockdale, will you please call the roll? Ms. Ellicott? Here. Mr. Billups? >> Here. Mr. Briggs? >> Here. Ms. Jones? >> Here. Pastor Jones? >> Here. Mrs. LeBron? Here. Mrs. Peek? Here. Dr. Shridhar? Here. Mrs. Welcher? There are eight members present. Thank you. I'd ask everyone who wishes to rise and participate in the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under indivisible, with liberty and justice for all. Thank you. Our first order of business is some special recognitions of two of our principals. Dr. Morgan? Thank you, Chair Ellicott. Tonight we are so excited

002to recognize two of our principals, and I want to make sure I see the second that is here. Um so, we uh we'll first start with our principal of the year. Uh we have uh Mark Jones, who's the associate executive director of the Ohio Association of Elementary School Administrators to recognize our amazing principal of Clark School, uh who is named the Ohio State Elementary School Principal of the Year. This is an amazing recognition. Yeah, let's give her a round of applause. Amanda Rodriguez, who's the principal of Clark School. Uh the she's not just the principal of the year for CMSD, representing the entire state. And uh if you know anything about Principal Rodriguez, and in a moment they're going to share um some remarks, uh you will know not only um her longevity within our

003system, but she is a leader who leads with empathy, care, um but also is very effective in improving instructional results. Clark Elementary School is a four and a half star school, one of our highest performing elementary schools in the district and in the state. Let's give her a round of applause. >> [applause] >> And with that, I'll bring up uh our presenters. Thank you, Superintendent Morgan. Ladies and gentlemen of the board, you not only have me, I'm just the associate executive director. I've also brought our executive director, with uh Dr. Becky Hornberger, here with us tonight to celebrate this. This is quite an honor. Uh I would like to explain just how does one go about earning this recognition. Uh in the fall of each school year, our membership, and we're about 1,500 members from

004elementary and middle level schools all across the state, we ask them to nominate people that they see doing a wonderful job. And Amanda doesn't know this, but we had a record number of nominations this year. So, the field was extremely competitive. We take those nominations, we send a congratulatory email to each nominee saying, "Hey, fantastic news. Someone's recognizing the great stuff you're doing. Here's a 15-page application for you to fill out." [laughter] in case you're interested in actually earning this status. Uh we had a lot of nominees. We bring together a team of administrators. We do this in the blind. Tear off the top so they can't recognize the name or the school district. They read the the basic uh guts of the nominee of the nomination, the application, and they score them against the

005rubric. And then we look at those scores, we rank order them, and we bring in a second phase, we bring in a different group of administrators to actually interview. And I think we had at least four or so interviews of principals from across Ohio competing for this award. From that interview, we ask them try to boil it down to one or two because we have to have a third phase where it's an actual on-site visitation. A pair of a of different administrators goes to their building and observes them in action and looking at all of the things going on, and they came back to us and said, "Oh, absolutely. This is your winner this year." Uh Dr. Hornberger has a summary of what that visiting team reported back to us. Yes. Well, thank you so

006much for having us. Um it is my great honor to recognize this year's OAESA Ohio Principal of the Year, Amanda Rodriguez. For more than two decades, Amanda has served her school community with unwavering dedication, visionary leadership, and an extraordinary commitment to students and families. As principal of a diverse pre-K to 8 school serving nearly 800 students, she has created a culture where every child is known, valued, challenged, and supported. Her leadership reflects the very best of our profession. High expectations paired with deep compassion, innovation balanced with collaboration, and a relentless belief in the potential of every single one of her students. Amanda's impact reaches far beyond academics, although her school's remarkable student growth and achievement certainly speak for themselves. She has led the successful merging of two school communities into one unified culture, built nationally

007recognized social emotional learning systems, and established meaningful partnerships that connect students and families with opportunities and resources that extend well beyond the classroom. Her school has become a model site visited by educators from around the world to observe the positive climate, restorative practices, and student-centered culture she and her staff have cultivated together. Whether advocating for students experiencing homelessness, expanding enrichment opportunities like robotics and the arts, or empowering teachers through collaborative leadership, Amanda exemplifies what it means to lead with heart, courage, and purpose. Most importantly, Amanda Rodriguez reminds us that great principals do more than manage schools. They transform lives and strengthen communities. Her colleagues, families, and students describe her as authentic, innovative, tireless, and deeply caring. She is a leader who listens, who builds trust, and who inspires others to believe in what is possible.

008On behalf of the Ohio Association of Elementary School Administrators, it is a privilege and an honor to celebrate Amanda Rodriguez as our Ohio principal of the year and to thank her for the incredible example she sets for educational leaders across our state. >> [applause] >> So we have a We have a plaque that we will be giving to Amanda tonight, but this is just a stand-in. We have a statewide conference in mid in the middle of June and so we're hopeful to see many of you there to celebrate Amanda. She will receive an award that she can display in her school and even more so than that, in October she will be invited to Washington D.C. to celebrate with other leaders from around the country who are receiving this awesome recognition. So I know she

009will represent Ohio and Cleveland very well. So thank you. >> [applause] >> Before you guys go anywhere, I would ask the board members to join us in a a picture and if we can have someone from our team to take the picture and we'll have our principal Rodriguez to join us. Okay. Okay. I'll do that over again. Say CMSD. Perfect. Thank you. I'm I'm sneak in here too. I'm so sorry. >> [applause] >> And as our board members are taking their seats, we have one more honoree that we want to acknowledge and board members you all will have to get your steps in one more time towards the end of this presentation. So honored to bring up Doug Suna who's a trustee with the Harvard Business School Club of Northeast Ohio and I know we

010have John Sheetol as well. He's my Leadership Cleveland classmate who is here to present an award to the principal of this house, Garrett Morgan High School that Quinton is the 2026 William M. Jones Harvard Business School Club of Northeast Ohio Excellence in School Management Award recipient. So I will turn it over to Doug to share a little bit more about Principal Davis. Thank you Dr. Morgan and the school board for having us on the agenda. It's it's great to be part of this meeting. The Harvard Business School Club of Northeastern Ohio is proud to be part of a rich Cleveland history as the oldest alumni club in the country for the school as well as one of the most active to this day. Actually in the whole world we're the oldest. We're dedicated to outstanding

011leadership and management excellence in both private and public organizations. We maintain a fund whose purpose is to provide financial support for philanthropic club projects and community projects that promote or improve business and economic education in Northeast Ohio. One of the many ways we do this is through the awarding of the William M. Jones Harvard Business School Club Excellence in School Management Award. The award was established in the 1970s to honor and promote schools and their leaders that demonstrate management excellence and have a clear measurable improvement in the quality of education. The award consists of a check for $5,000 to support school activities and a plaque to recognize the school. Thank you to Dr. Morgan for nominating our winner. You know who it is already, Principal Davis. I'll just read a word or two from the

012nomination letter. He is a student-centered leader whose work has strengthened school culture, instruction, and student outcomes at this STEM Career Tech High School. Mr. Davis has built a focused, purposeful school culture rooted in the credo relationships, rigor, results. He models accessibility for families through open communication and consistent engagement building trust and shared responsibility for learning. Uh so, I'm so honored to uh honor Principal uh Davis with this award, the plaque and the check, and I understand he's in the back. >> [applause] >> And >> [applause] >> Thank you. You're welcome. All right, and we're going to do the same thing where we're going to uh come to the front now. Also, I add an amendment to that even though you know, we we offered to nominate a leader, but it was our academics team of

013all of our our leaders that uh thought of Principal Davis and the leadership you do across our network and so on to give them a shoutout for that nomination as well. >> [applause] >> Congratulations. >> 1 2 3 Got it. Thank you. >> [applause] >> All right, congratulations again to Principal Rodriguez and Principal Davis. Uh we're incredibly proud of you and thankful for all the work that you do in our district. And having been to both of your schools, I can say they're very above all joyful environments. So, thank you for that and thank you to our guests for coming in. Next, we will have our period of public participation. During this segment of the business meeting, we will hear all public comment on either agenda or non-agenda items. This public participation period will be

014for persons who have previously submitted the online request to speak form to address the board for up to 3 minutes each. We will have uh the timers up on each side and we ask that when your time concludes, you finish up your sentence so that we can move on to the next speaker. I do want to say there are a number of students on our agenda who signed up today. Excuse me. And students, you know, we are very proud of you every time you come up and speak before the board that you're advocating for yourselves and your colleagues and that you're taking the time outside of everything that you have to do for your own schooling to come in and get engaged in your community and in your city and in your district. So, thank

015you for being here. We are going to start with Ourday Perry. Good evening, CEO Morgan, Board Chair Ellicott, and other dignitaries in the room. I'm addressing the board on a recent letter that I submitted to the board attorney to disperse to you all. Before Building Brighter Futures, we have been encouraged to be critical thinkers. As students, you guys passed agenda items to like foster more curriculums to help us be evidence-based readers and communicators and analyzers. And there have been a myriad of other things that you guys have done to help us be critical thinkers. However, with the amount of master's degrees and JDs and doctoral degrees that we have, I'm looking at non-critical thinkers. Although the merger was approved 5 months ago, there's no direction, no answers, and fearful people. There are three people on

016this board who have heard to be professed Bible-believing Christians and one of you know my pastor, Johnny Twyman. Does our Bible not say to do things in decency and in order? You don't issue a plan without meticulous implementation. And if I can't do that as a leader in my capacities, I feel that you guys can't either. At one of the Building Brighter Future specific comment public comment meetings, you guys were called the rubber stamp board. And I agree completely. You and the mayor were aware of the constant protests not in opposition but in logic. Making students aware of a visible situation isn't getting our input. So, I wonder whose input was put in. I understand that your job title is CEO. But I am not a business commodity that needs to be merged, acquired, consolidated,

017or liquidated. And I don't want to be referred to as that. I addressed in my letter that I find it funny that this despite the agreements with Bard College in New York, the East Side Early College is still there and not adjacent. And trust me, I applied when I was an eighth grader and it was a 2-hour commute. I sent the letter and the one person who responded was I had one person respond and that was today. And statements were made that it's hard to respond to comments because board members are volunteers. However, if you in your volunteer capacity can only rubber stamp what our CEO does, then maybe you guys shouldn't be here. So, what I'm working to do if I choose to is I'm calling for the repealing of Ohio HB 269 of

0181997 to reinstate voting for our board members cuz you guys work for us and it is not fair that things are being rubber stamped. Accountability needs to be a thing here and I believe in this verse, "Don't let anyone look down on you because you are young, but set an example for the believers in speech and conduct, in faith, love, and purity." And in the words of the protesters, on April 14th, I and we will be back. Thank you, Arday. Next, Edith Foley. Good evening, school board members and board chair. My name is Edith Foley, a seventh-grade student at Campus International. During the last public comment meeting, I watched countless teachers stand up for their communities, their classrooms, and each other. But out of all the inspiring words they said, one was repeated more than

019anything else, students. So, on behalf of all the CMSD students who will also face the repercussions of these layoffs, I want to share a story about one of the teachers at my school. This year, 32 seventh and sixth graders were taught pre-algebra all at the same time by Ms. Kay. She taught all of us for months without a working clever touch or textbooks because they weren't delivered until the second quarter. She made each of us feel so loved. At times, I wondered if CMSD would send her an email telling she won an award or some sort of recognition. After all, she was the first pre-algebra teacher to prove that all 33,000 students in the district deserve to have advanced math. However, when this email came, it was not one of gratitude, as one saying she

020would never teach her teach her students again. This email was sent to over 100 other staff and faculty, some of whom I was also close to at CIS. I do want to thank the school board for listening to the voices of Cleveland and negotiating with the teachers union to try to bring back 60 teachers. But, as a child in a room of adults who are once students themselves, I want to leave you with something. In this district, we strive to have educators who care, who lead, and to inspire. The 11, 12, and 13-year-olds at CIS will not forget Ms. Kay, who is a perfect example of this. I want you to also remember her impact. and you to remember the lives she changed. No person deserves to be ignored and no teacher deserves to be

021forgotten. Thank you, Ms. Kay, and all the other teachers who show up every day to build us brighter futures. >> [applause] >> Thank you, Edith. Next, Logan Gernacki. Logan? Okay. Nadine Abu-Shabayek. Good evening, members of the Board of Education. My name is Nadine Abu-Shabayek. I am a graduating senior at Nab Nat Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Although I will soon leave the school behind as a student, I cannot remain silent while the place that changed my life stands at risk of disappearing for everyone who comes after me. Before I arrived to INA, I attended a traditional American school. People were kind, teachers tried their best, students smiled at me in the hallway. Yet every day I carried a lonely a loneliness

022so heavy it felt physical. I I was the girl with hesitant English, unfamiliar traditions, and a history no one around me could fully understand. I sit in classrooms surrounded by people, yet felt invisible inside them. I did not need pity. I needed understanding. I needed time. I needed a bridge between the life I had lost and the life I was trying to build. Nat Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab was become that bridge. This school is not segregation as someone may assume from the outside. It is not a place where students are separated from from America. It is a place where students are are prepared for America. It is a special It is a specialized tradi- transition environment disabaining designed to help immigrants and refugee students intergate academically, socially, emotionally, and

023linguis- linguistically with dignity and success. Northeast Bogan does not hold students back from society. It launches them into it. The educated The educators at IINE do more do far more than teach English or complete curriculum requi- recommend requi- requirement. >> [snorts] >> They repel They rebuild confidence in children who arrive carrying grief, displacement, fear, culture shock, or trauma. They recognize potential potential hidden beneath uncertainty. They They create an an environment where students can ask questions without shame, making mistakes without humiliation, and grow without fear or being tried as an outsider. This is not separation. That That is not separation. That is educational necessity. Schools like this strengthen an entire district because they create students who are ultimately more prepared, more engaged, more confident, and more capable capable of [snorts] of succeed of succeeding long term

024in America, American school, and and communities. I I have enough time to finish my letter, but please if I will appreciate it if you read it because it's really from my heart. And this school really mean a lot to me. Thank you so much and thank you for hearing me. >> [applause] >> Thank you, Nadine. Next, Patrick Mormon. Patrick Mormon. Angela Bruler. Good evening, board. My name is Angela Bruler and I'm the chapter chair at Nativity of the Virgin. Dr. Morgan, thank you for your time on May 11th. I believe that when you left the INA staff really felt heard. We appreciate that. Over the past 8 years, I've watched the student population at INA flex with the political climate. In 2016, there were over 900 students across 13 grade levels. That number swelled with

025Hurricane Maria in 2018, causing the multilingual office to change policies and begin excluding Puerto Rican students from our INA. As President Trump's first presidency ended, INA numbers dropped and we had to necessary transfer 12 teachers. When Biden evacuated Afghanistan, we received 150 new families in January with no bilingual instructional support and no knowledge of their culture. Since 2024, I've repeatedly asked our staff not to bring attention to our school. ISIS a very real fear fear for our families and our students. The present political climate has decimated INA staff. Two layoffs, 21 necessary transfers, the loss of our dean, librarian, and two administrators. A third of our staff is leaving. We have also lost our community partners as they were defunded by the government. The specifications to be enrolled at INA are one, the student must

026not have been exposed to English previously. Two, the student should have at least a 6-month gap in their education. Three, the student should not test higher than a 1.1 on the high Ohio English language proficiency proficiency entrance exam. These guidelines mean that most of the students at INA are students with limited or interrupted formal education. Around 30% of those students are illiterate in their native languages. Keep in mind that we're staffed the same as every other building in CMSD. However, in my classroom, I have four to 12 language spoken and students that have never been in a classroom before sitting with students that had a private education in their own language. Um INA has 11 bilingual instructional aids for 520 students. Every year educators at other schools ask me, "What are we teaching at INA?"

027The implication is not lost on me. However, we are also bound by the district curriculum and curriculum supplementals. We're told that we must expose the students to the curriculum. INA students need intensive literacy help, not exposure. You've suggested more PD for teachers to close the gap. However, all of the INA teachers are TESOL endorsed, SIOP trained, and trauma informed. In a time when the district's been hiring consultants consultants with enormous salaries, please please be cognizant of the fact that there's an entire building full of experts that are willing to do this work every day. I ask the board to think deeply about the idea that it can take two to five years for a person over the age of 13 to become fluent enough for a conversation in another language. INA INA is willing to

028work with the district and the multilingual office to adjust the present policies and close the gap allowing CMSD English language learners to be more successful. Nadine is is example of what our students can do. Thank you so much for your time. >> Thank you, Ms. Brewer. >> [applause] >> Next, Roberta Cathcart. Roberta Cathcart. LaBertha Johnson. I am Minister LaBertha Johnson. I'm from Sure House Baptist Church. I'm here representing my church family and the schools of George Washington Carver, >> [snorts] >> Whitney Young, and John F. Kennedy. I have three grandchildren, great-grandchildren, two great-grandchildren, two grandchildren that um are in these schools. And the one quote that I have to say to you all, the Bible says, "Unless you have a childlike heart, you will not enter the kingdom of heaven." And that's when God speaks

029about how our hearts should be towards one another and to our children. And Dr. Morgan and staff, today I come to you uh I'm deeply disappointed in the way that um things are being handled in our schools. 300 teachers and guidance counselors were laid off as of last month, then 60 were hired back, which I don't feel as though it's fair. They should be all hired back because they are greatly needed in the schools. I visit each and every one of my grandchildren and great-grandchildren's schools. I was doing after-school program. For some reason, they cut that out. And I felt as though I was done unfair, but not for me, but for our children. And there's so much being taken away from our children. I admire these young ladies and young men that spoke today

030because they spoke from their heart. We need to pay attention to what they need, not what we need, because it is utterly important that our children are treated fair in the schools. And now, looking at where they're closing down half the schools and putting compiling children in schools on top of each other, but you've taken away teachers, you've taken away um guidance counselors. Guidance counselors are very important in our schools today because things are much different from when we were going to school when I went that I know. And I'm much older than most everybody in this uh classroom of in the school home, but I thank and praise God that he gave me a heart of a child. And lest we look back at how we were raised and remember how well we were

031treated in the schools. And our children are not being treated fair. I I take it upon myself to visit the schools and uh talk to the children, and help with the children. Nobody's paying me. I'm not asking for a pay. And for whatever the reason, and I still haven't gotten the answer yet, Whitney Young said that they couldn't pay me to continue to be a after school program teacher. I didn't ask for pay. But for whatever the reason, they couldn't give me the reason. They said that it came from the board. I don't know if it's the truth or not. But I still won't accept it. I still go up and visit with the children. And I thank you all so very much for allowing us to speak to you all about this. And please

032take it to heart because I do. And with that, I thank you all for listening. >> [applause] >> Thank you, Minister Johnson. Next, Andrea Gail. Hello, Dr. Morgan, Ms. Ellaquand, and the Board of Education. I am Andrea Gayle, the only teacher still working in this district who has lived through a school shooting in CMSD. It is a dubious distinction. On October 10th, 2007, Asa entered SuccessTech Academy with two guns and three knives. Asa shot two students and two teachers before killing himself. During the shooting, I sheltered 13 students and a fellow teacher who had been shot in the back. I knew Asa. He had enrolled at SuccessTech looking for a small school and a personalized curriculum. Instead, he found overcrowded classrooms and educators struggling to teach 50 students at a time. This is ancient history,

033but I relive that day every time there's a security drill or a lockdown in my school. Sometimes, I relive it in my nightmares, too. I speak of it now because the circumstances are eerily similar. In 2007, CMSD was downsizing. That plan to right-size the district was realistically called the survival formula. It resulted in 50 students packed into classrooms meant to hold 15. Today's plan is euphemistically called building brighter futures. Whatever you call it, educational downsizing results in classroom upsizing. Closing and combining schools will not only consolidate the schools, it will consolidate the gang members and students whose A scores are off the charts. Metal detectors cannot prevent school shootings, only attention to human wear can do that. It's not too late to prevent another tragedy in CMSD. The deficit is projected 3 years out. Why

034not slow the roll? Why not close 10 schools per year for the next 3 years? It's not too late to mindfully consider building conditions, neighborhood boundaries, and SEL. I personally do not care what any of your salaries are. You'll be worth every penny you earn if you, at the very least, rescind the riffs and reinstate the educators who can save our schools from another SuccessTech Academy. Thank you. >> [applause] >> Khadija Sahich Hi, it's me again. The algebra teacher from Campus International who was impacted by the layoffs. The last time that I spoke at a board meeting, I spoke about emotions, about the passionate response that my students had to the layoffs. Today, my approach is a little bit different. Today, I have data. The scores from the math OST were released last week. You've

035probably already looked at the results for yourselves, but I just want to highlight and provide context for a few things. In the accelerated 7th grade pre-algebra course, the majority of the 31 students saw an increase in their score. Out of those students, nearly all of them increased by double digits. Over 40% of the class performed at the advanced level. Two students were one point away from a perfect score. These students accomplished these outstanding results despite not having physical copies of their workbook until the beginning of the second quarter. My eighth grade math students also earned results worth noting. They averaged a growth of 18 points compared to last year's data. In this class, not a single student had scored a 700 or above on their seventh grade math OST. This year, five of them achieved

036proficiency. Out of those five students, three of them had never reached proficient on a math OST since they began taking the test in third grade. To my knowledge, this is also the only class within my school where each student grew or maintained their score from last year. Nobody decreased. And finally, we have the eighth grade Algebra 1 class. Their average score on the OST was a 744. This is 56 points higher than the CMSD average of 688. 85% of my Algebra 1 students landed in the accomplished or advanced categories. One student in particular raised their score by 73 points. Now, on their own, these results are fantastic. But what makes them truly remarkable is when you consider that in the week prior to taking the OST, sure, we spent time reviewing practice problems from previously

037released OSTs, but my students had a different priority. Their primary focus was speaking out against the layoffs. This is the class who, a week before taking what is widely considered to be the most challenging Ohio state test, dedicated their energy towards organizing. So, yeah, the results on their own are great, but their performance is even more impressive when you consider what they were contending with at the time. Now, I don't share these results with you to brag about my effectiveness as an educator. I'm a first-year teacher teaching under a supplemental license with no formal training on how to teach higher-level mathematical concepts. I don't think that I do the best job of explaining things. I still have have to learn myself. But I think these results are a testament to what kids are capable of

038when you believe in them. I know that I believe in our students. I hope that you continue to believe in them, too. Thank you. >> [applause] >> Thank you. Next, Tammy Dickerson. Good evening. First of all, we need to keep teachers like her. And let me first let's say that. Because those are the teachers that supposed to replace people like me. This is my 25th year in this district. My name is Tammy Dickerson, and I'm a special education teacher, and I'm also a chapter chair. I'm angry. I'm mad. Last month was hard. For 3 weeks, I had to give out bad news. Then I had to hear that the special education department, first of all, let me tell you something about the special education department. It needs to be revamped. It needs to go. The

039ladies who lead the special education department, they don't lead anything. They cause problems. They pack in classes. We cannot have students with an IP. Each one of you may have a child on an IEP in your home, in your family. That means that that child needs individualized education. And what we're doing at the special education department is failing teachers and failing kids. Now, we've had the community come with signs, parents, teachers come up here and tell you about all the challenges that we face. But if you're not listening to the rank and file, the ground troopers, the people who do it every single day. A friend of mine said to me yesterday, she said as a special education teacher in Cleveland, it's like we're out on the ocean with a life boat by ourselves. We

040have no refresher training, and this is not a slight to our special liaisons. They do bring us back the information, but the information does not help us to do our job. We do our jobs every single day without the supplies needed, without the support, and I will sit up here and tell you our mental health is being affected every day because I know mine is, and I'm not afraid to tell you, every single day it is a struggle to go into a CMSD building. I speak for teachers, I speak for RSPs, I speak for paras. We are tired. We are beat up. And if you go into any of our classes, you will see the magic that we perform. I proudly deal with students who have the most severe disability, and I enjoy it. People

041tell me all the time I couldn't do what you do. I I wouldn't want everybody to do what I do because I do it with love and compassion. Any problem that I had going into that classroom, I lose it because I'm their teacher. I'm their advocate. I'm there to support them. I don't have support. I have never had support in this district from any administrator. And we are tired and we need your help. We are tired of the rubber stamping. We need your help. So, please help us be successful and build brighter futures. >> Thank you, Mr. Clesson. [applause] Next, Myris Holmes. >> Hi, good evening, board chair. Evening. >> I'm sorry. Wait a minute. Let me go back. Good afternoon, Dr. Moyer, again. Good afternoon, board chair and all the wonderful board members. Um

042the issue I'm coming to speak to you for is really a very private um conversation, but I do want to tell you that I think the teachers evaluation system is unfair. It's easily to manipulate and it's beginning to be used as a weapon to discredit people who really care about children. And so >> [clears throat] >> in your your role to um look at um the Ohio Revised Code 3311.82 and then look at uh the evaluation system. Um you'll hear from me later, but I want you to really look at the language and when folks are writing people up and how they word that language. There are only three components in the um in the first evaluation, domains two and three. We have um and administrators who can go in and out and make Yes,

043go in and out of that system or alter the information that they provide to you. So, I hope you take that in consideration and really look at it because I have saved my copies and everything um that's has is related to the TDES. So, I want you to really think about it. And I wanted to uh thank everyone here that's speaking out on behalf of our children and and our teachers. And we're all here to do a very good job on behalf of them. And in order to do that, we all have to work together. So, I thank you very much for listening to me and have a very blessed day. >> [applause] >> Thank you, Ms. Holmes. That concludes our period of public participation. This evening's consent agenda includes the minutes of the last

044board meeting and one Board of Education resolution, three legal resolutions, two finance resolutions, three operations resolutions, one academic resolution, and eight excellence and culture resolutions. The chair will now entertain a motion to approve the consent agenda consisting of agenda items 4.02 through 10.08 as set forth in the board meeting agenda. So moved. Second. Thank you, Mr. Stockdale. Will you please call the roll on this motion? Ms. Elakkad? Yes. Mr. Phillips? Yes. Mr. Briggs? >> Yes. Ms. Jones? >> Yes. Pastor Jones? >> Yes. Ms. Lebron? Yes. Ms. Peak? Yes. Dr. Treater? Yes. Motion passes with eight votes. Thank you, Mr. Stockdale. The motion passes, the minutes are approved, and these 18 resolutions are adopted. The board will now begin to hold its monthly monitoring of goals and guardrails. I do want to remind everyone that the

045goals and guardrails were created by the board over over the work of a year to ensure that the district was developing and implementing strong academic outcomes for our students while holding dear um certain values that we wanted to make sure were continuously in place as we work toward the goals. So, over to Dr. Morgan. Thank you, Chair Elakkad. And uh we have members of our team that are coming up towards the front that uh will uh be on deck if there are any questions that need to be answered. Uh so, we're coming back with this, uh, presentation around safety. So, our guardrail, first guardrail, which, uh, has CEO measures, uh, 4.1, 2, and 3, is really around our guardrail around safety, uh, making sure that we're promoting safety within our schools. And so, just reminding

046everyone what the guardrail is. The CEO shall not fail to promote safety within CMSD facilities along with physical and mental well-being for all students. Um, we're going to address CEO measure 4.1, 2, and 3. Um, first starting with 4.1, which is to reduce the percent of serious safety incidents reported by CMSD schools from a baseline of 3%, which was last school year, to 2.7% uh, this school year by the end of this school year. And as you guys know, next week we are wrapping up the end of this school year. So, let me give you some context on this. And we've shared, the last time we we presented on this, um, guardrail was in December. It was at the end of the semester. Um, so, serious safety incidents, this is a a newer measure that

047we put in place, uh, to, in order for us to capture, um, the level of severity of events that are taking place in our building. And making sure that we are capturing and, uh, tracking those incidents. And there's, uh, a number of of a variety of different things that rise to the occasion of being serious safety incidents. In our last presentation, we dug a little deeper to think, uh, to look into some of those different measures. Uh, and, um, making sure that you guys understood some of the things that are reported. Um, as I shared, this is a newly defined measure. We created this to help us, uh, capture, uh, some of the things that were reported in our buildings. And also, um, figure out how we, uh, triage our level of supports and strategies

048based on severity. So, this is the data, um, showing over the past a few school years. And we've had a trend line of going down. Um, as of mid-April, the rate of serious safety incidents is 2.1%. This is a 0.6% decrease from the same point last year. Uh, between now and the end of the year, we trend to have about uh, 0.4% uh, increase on average. So, this uh, you know, and we're wrapping up the school year at the uh, next week. Uh, we are on track to hit this goal. This is a goal that we are on track to hit. Uh, the goal was to be at 2.7. As you can see, in mid April, we're at 2. um, 1. So, we will hit this goal. Uh, though there is a lot to celebrate

049in terms of us hitting this goal, I want to share with you some of the things we've learned about serious safety incidents. So, one, um, the way we track our incidents is through our Arms uh, data reporting system. Uh, this is a newly uh, reported database that uh, has been around since 2017. But, over the past couple of years, we've put a lot of measures in place for us to track the level of uh, serious uh, not only just serious safety incidents, but all the incidents, categorizing them, and also trying to figure out how we can consistently report and triage these. So, we've gotten a lot better with this. We've shared uh, this um, even with the report that we shared in um, in December. So, there are signs of progress that we've done. And

050um, based on the strategies that our department has been doing around safety and security, and then also the work that's been taking place in Humanware, we've seen a decrease, as you see uh, what has happened in our buildings. Some challenges we continue to still have when we think about serious safety incidents. Right now, the way the Arms reporting system captures data, it captures uh, it it captures an incident um, no matter who does it. So, sometimes that could be a student, sometimes it could be a staff, sometimes it could be uh, a community member. Um, but it's tracked in um, uh, in our system. And so, sometimes it's hard to really uh, attach a strategy based on uh, who is committing the offense. Um, all of the incidents are are are reported, uh, through the

051system whether they are substantiated or not. Uh, we have done some measures to really think about how do we substantiate something when, um, uh, we talked about assaults that have taken place before. Uh, and we do have measures in place to say what is that burden of proof when thinking about assaults. Um, but also just knowing that all of them are captured through there. So, these are just some of the challenges we've had. We know this past year vandalism has been a huge issue not only across our system, uh, but in the city of Cleveland. Um, car break-ins that have been taking places uh, taking place at schools, um, churches, um, grocery store parking lots. Uh, the this has been an issue. Um, and so these are things that are captured and our system as

052it should be, um, but may, um, skew an area, um, when thinking about if that is an external person coming in to do that to our our our staff members versus what may be vandalism caused by a student. So, these were some of the challenges we've had. So, from these learnings this year, there are a few areas we want to focus in on. Um, as you've heard from a couple of the staff members, I have been going around to schools to talk to staff, uh, uh, and there was a school I was at, um, a couple of weeks ago. I was at Orchard Elementary School and the teaching staff there had a wonderful, uh, presentation of just sharing not only the the progress that they've been making, but also sharing some concerns that they've been

053having around safety. And it was interesting to see some of the areas that they were really focusing in on our two of our codes really around, uh, fights that students may have or, um, uh, you know, aggressive behaviors that students may be, uh, uh, demonstrating. And those were areas that they really wanted to focus in on. And it was affirming that that was, uh, data that our teachers were collecting and data that they were, um, sharing that that's the area that they want to focus in on, uh, because that's some of the things that we're seeing. We are seeing that we have, um, uh, I believe it's 2I and 2J are the two codes that are, uh, reported the most when we think about either uh, uh fights or uh behaviors that students are demonstrating

054that we really want to focus in on that if we were to decrease those, not only would it um could it help us create those atmospheres of calm, um it could also uh provide a safer environment. And so uh though we are not bringing forth our formal recommendation of what measures we may be looking at in terms of the future for the CEO measure, uh you will see when we measure this next year, we want to get a little bit more narrow in thinking about what are the uh areas we want to be tracking and not really casting a wide net um so that we could be more focused and also support our schools and our teachers better. As we shared before, there are some measures we put in place related to building brighter futures

055that will help us um ensure that there is safety and security in our um in our buildings. So, uh our safety and security staff are areas that we've held level um in terms of even thinking about the movement or staff impacts that have taken place. We will for the most part be able to take uh security officers that are at buildings that are closing and move them to buildings that are um uh that will still be around. In some cases, that may increase the the FTEs that are in buildings. I know um uh Chief Dotson and Dr. Mosley, they've been working to figure out how to prioritize which schools need additional safety and security staff. And uh we have been working on those measures. Um we also work really closely with the city of Cleveland,

056not only with uh our the Cleveland Police Department, but also with RTA. Uh we work with Cleveland Public Library. Uh we meet on a regular basis to discuss serious safety uh incidents that are taking place in the neighborhoods and also think about how we can support one another um to ensure safe passage to and from school. Um Dr. Mosley has been working really closely with the city of Cleveland on proposals to continue our safe passage program, um but then also making sure that um all schools are are covered through a rotating support system. And so, those are different things that I know Dr. Mosley's team has been working with um the city of Cleveland that we're looking to continue and uh deepen our support of our schools through Building Brighter Futures. Speaking of Building Brighter

057Futures, uh just a couple of KPIs to share really on the culture front. Um in March we shared that a goal of our team's to support the transition particular well of all schools, but then uh particularly for emerging schools is to ensure that there are student and staff um events that are taking place in every single elementary school and also um family events that are taking place in every single elementary and high school. Um and so right now 100% of our elementary schools have either held a student or staff event or it's scheduled. Um 100% of our elementary schools have either held a family event or it is scheduled. And the same thing with our high schools, 100% of our high schools have either scheduled a student or staff event or held it. And the

058same thing with the family events. So we are on track to uh to meet these. Um graduations are taking place this week. Uh I will be at every single graduation this year, but there's so many different events that are taking place particularly around our legacy uh buildings, which I don't see that uh uh information in here. We're going to share something about our um summer school in a moment, but there's work already taking place in all of our legacy uh uh high schools that this is the last year of instruction that is taking place to support not only that community as you're coming together, um but then also uh to honor the legacy of those schools. Um I believe we have um schools like Collinwood's graduation that is taking place this week as as well

059as so many others. So looking forward to being at those graduations. I'll be at uh all of them to uh support our community as we move forward. Um also uh thinking about culture and and climate as well and also just the onboarding and offboarding of this year heading into next year. Uh Summer Soundtrack is back uh and we will be having summer school uh for this summer. We already have students who are registered. Uh you can see the the grade levels that we're serving, uh kindergarten through third grade, as well as high school, uh and we have a number of students that are already uh signed up for uh summer school. If you would like to sign up, uh parents that are are watching or looking at this uh presentation online, this is where you

060can sign up for summer school. All right. The next CEO measure uh aligned to our guardrail around safety is 4.2, and this is to increase the percent of students reporting feeling physically safe at school on the Panorama Student Survey. So, the Panorama Student Survey, this is a new survey uh instrument that we've been using. It's a nationally normed um survey that uh provides some type of uh of a 360 look of the school. Not only uh how students are reporting, which we're going to focus in um in today's presentation, um but their staff surveys as well as family surveys to really get a global view of culture in our schools. Uh this is our first year using this survey. This is replacing the Conditions for Learning Survey that we have used for years. Um and

061um uh as you'll see in a moment, where uh we we haven't set a target around this because it's the first year using this to provide some uh a baseline. Uh we did a pre and a post, uh so we administered this survey to students in October 2025, and then um administered it again in late February or early March um to analyze those results, and we'll share with you today uh where we are. Um as I mentioned before, uh for uh 4.2 and 4.3, this uh we do we have not set a target yet because this is our first time utilizing this survey. So, the data that we're sharing with you tonight will help us generate um targets, and I know I'll be sharing with board members as we prepare for the upcoming uh school

062year to think about uh those goals that we're projecting in out years. Um so, this presentation is more or less just sharing with you progress and notice things and things that we're learning um related to uh our findings. Uh, so on the Panorama survey on supportive environment, it measures three dimensions: safety, school climate, and sense of belonging. Uh, the safety dimensions consists of six different questions. Uh, the questions are a mixture of student perceptions of others and their individual experiences. And you can see the types of questions that are asked here from how are people disrespectful at other uh uh to others at your school, how uh how often do you worry about violence at your school, at your school how unfairly do the adults treat the students. So these are just some of the

063examples of questions um that students uh are given. Uh, the survey is on a five-point scale um where five is meaning more positive and one meaning more negative. So it's just on that uh continuum of responses or uh in some cases five being more safe, uh one meaning less safe. Uh, responses across all questions are averaged to give a sense of how positive or negative uh students view uh their their school. Um, and the average response value for the fall survey was about 3.53, so right there, a little bit above the middle, a little bit above average. Um, and the spring survey uh was 3.49. So um right there um uh still above uh above right in uh the average but uh did not move up uh uh significantly a lot. Um, so indicating of

064views trending slightly more positive uh related to student safety. So, uh what you see here and I know that this is um uh hard to see but you see our fall results. Uh, if you're looking directly onto your left and your the spring result from this school year to the right, those are the six questions we were discussing. Um, and what you would see from the the blue colored of the darker blue colored um responses, that is more positive. Uh, and so uh to the lighter blue, which would be more negative, uh, responses. Across the board, just from what you're seeing in the average, we didn't see have anyone that stood out specifically saying that this is an area that is a definite area of challenge or one that our students are, um, describing that

065they're struggling a lot more with, but there is enough data there for us to dive into to find, uh, some focus areas that we want to focus in on in the future. Um, we did not see significant changes, uh, between the fall and the spring. I mean, and over 70% of our students do not think, uh, it is likely that someone will believe them online. I was surprised by that response, though we did see a higher number in the high school space, which which that didn't surprise me that students would say that they are more likely to be bullied online. Uh, and approximately 45% of students find, uh, people are disrespectful to others at some, uh, uh, with some frequency. Um, we do see some slight variations in the same way with our academic data

066as well. So, students with disability, uh, students with disabilities had, um, slightly lower averages, so 3.44 compared to students who did not have disabilities at 3.53. Um, our English language learners, though, had more positive, um, slightly more positive experiences, 3.6 compared to non-English language learners at 3.49. Um, as you could say, as I shared before, there was a high prevalence for online bullying in grades 6 through 12, so in that, um, upper grade space, and higher perceptions of physical fights in grades 3 through 5. So, these are focus areas that we're seeing even just based on the grade bands. All right, so 4.3 is to increase the percent of students reporting, uh, positive mental well-being indicators on the Panorama student survey. Uh, the Panorama survey on well-being measures, uh, five dimensions of self-efficacy, self-management, social

067awareness, emotional regulation, and supportive relationships. And the questions on the survey where the students feel they can understand or complete the work given to them. So really just understanding that academic rigor and struggle. The extent to which they are aware of the differences with others, their differences with others and whether students have trusted friends, teachers and adults they can rely on and be themselves around. Almost all dimensions are on a five-point scale. That last one around trusted adults are on a two-point scale. It's either yes or no. And the exception Oh yeah, I just shared that is the the two-point scale on the last question. So this is the data looking at the fall again and the winter around those five different dimensions, self-efficacy, self-management, self-awareness, emotional regulation as well as supportive relationships and you

068see that the bifurcated scale either yes or no. Once again, the darker blue to the right as you're looking at the chart is a more positive response to the and the the left is a more negative response. We did not once again see significant changes in the results over time. The largest negative responses are related to self-efficacy. Efficacy so students believing they can do hard work, so their their sense of belonging, their sense of of being and also emotional regulation, how they're managing themselves through through certain situations. Almost three-quarters of students reported having strong relationships. So that's really important cuz it's really important that our scholars feel that they have someone as we would like to say you know, their person at their school whether that's a teacher, whether that's a another colleague, whether that's

069a staff member that they have at their school. A slight variation or a veer off here, you many of you know that we recently had CEO for the day. So we had our sixth grader Regional Hamilton who is at Scranton Elementary School. And when I asked him who his favorite teacher was at the school, it wasn't even a teacher. He said, "Well, Miss Rodriguez." which it happened to be the principal Rodriguez was with us that day. It's not this principal Rodriguez. Uh but uh he has a Miss Rodriguez at his school who is a a support uh staff member. But the way he described her and said, "She helps me. She She cares for me. Um she is the person I go to." Uh it's really important that students have some connection to someone, whether

070that is their classroom teacher or not. And so that also just goes to the village that all of our students and all the the role that all adults play in in our buildings. Um we have the same uh slight variations uh with uh subgroups. So students with disabilities have slightly more negative perceptions compared to students with non-disabilities. And then English language learners um having more positive responses than non-English language learners. Uh and then there's also the variation in grade bands, grades 3 through 5 having higher perceptions of well-being compared to students in grades 6 through 12. So these are some areas that we could dive into. Oh. Um so some next steps. We want to do a continue to do a complete analysis of the work that is taking place. It's really important now to

071have this uh qualitative data with the quantitative. So 4.1 is going to be very quantitative. We right now we're measuring serious safety incidents. We want to measure um you know, the the extent of fights that are taking place in buildings. But 4.2 and 4.3 are really important. How students believe uh you know, perceive safety to be in their buildings, but also how they believe what they believe about themselves and their ability to do it to achieve. That all matters when when thinking about um culture and climate in our buildings. So uh as we prepare for the work ahead with Building Brighter Futures and bringing school communities together, this qualitative data is really important as we think about the work moving forward. Um and also making sure we align our strategies to it. Um um my

072team knows and particularly uh when we're looking at safety, uh we don't want to throw spaghetti at the wall. It's something I say. How are we being very strategic? So, as we're thinking about, um, you know, areas that we're seeing here around, um, self-efficacy or areas that we're seeing around, um, student safety, what are the strategies that are going to be connected to to doing this work? Um, as you know, uh, next year our Human Ware department, so that's the the department that looks at social emotional learning, uh, will be run out of academics, so very closely with where school leaders and teachers are. Um, so that's an intentional shift to ensure that we are being proactive on, um, the safety front, where our more reactive side, uh, such as safety and security, um, will

073continue to be, um, now managed out of our new division, um, uh, experiences and it it uh, innovation innovation and student experiences, thinking about taking place, uh, what, you know, not only what's taking place, um, in terms of safety in our schools, but also the student experiences as they wrap around, um, our students. So, um, we will continue to monitor this and work really closely with the two divisions to move this data moving forward. And with that, I'll take any questions. Any discussion? Uh, Dr. Morgan, I have a few questions. So, um, I want to take it back to Give me just a moment. So, thinking about, um, Well, first the uh, the transition support with the family, student, and staff events. Are we It's great that we're tracking that we are going to have

074100% of them. How are we tracking participation, attendance? Like, how many people are actually engaging with it as we hold them? All right, and I I see Dr. Florence coming. Uh, she can talk a little bit more about the work that our school leaders have been doing and how they're monitoring that. And I want to add, you know, one of the biggest things I hear from students just out in the community is like they feel like there's not enough support for the transition. And I wonder, you know, is it that it hasn't happened yet, but it's planned? Is it that not enough people are attending it? Like what are we what's going on? Good evening. Um so, for many of the student events, they are actually happening within the school day. >> Mhm. And so,

075those engagements are happening where the school one school is going to visit another school. And so, therefore, most of the kids are at schools kids are at school that they would be involved in the engagement across buildings. Um we have some family events and community event events that are happening after hours. And so, we had um junior proms that were collaborative over the weekend where we had student groups coming together. So, most things are happening during the school day where students are involved, and then we have some happening after school. Schools are also submitting documentation um at the end of their event to let us know who was there, what happened, here's a flyer, um here's information we share with families, so we're collecting that information as well. Are there any schools that haven't had

076them yet? There are some that are happening next week, and then some are also planning things that are happening at the beginning of the school year as well. And so, we plan to keep the work um around bringing staff and students together over the summer and into the new year as well. Um and so, some are planned for next week, and so they'll be ongoing throughout the course of until we begin the next school year. Okay, thank you. And I see Tracy uh coming up too where I'll have her. But uh Dr. Florence, before you go, can you talk a little bit about the work that your team has done cuz I know you guys have done work around the transition teams and the support that uh is taking place at the school level uh

077to support school leaders as they're thinking about the transitions. Yep, so transition teams are meeting um on a bi-monthly basis at this point. And so, that's the transition team from the schools that are merging coming together to to work through and plan for the new school school year. So, [snorts] they are working on >> staff at those schools. So, with the it's a a subset of the staff. So, it's made up of um what we call their AAP team. So, it's a group of of a group of staff members from each building coming together, not the complete staff. Um, they are to take things back to the staff to to make sure everyone is on board and and aligned with what their thinking is. But, they're working on things like their collaborative improvement plans. They

078are working on visioning for their school. What does school discipline look like for a combined school? Um, what do our routines look like at a combined school? And so, they're working through all those things as we prepare for next year and as we plan for next year so they can make sure there's full alignment around how the schools are merging and coming together and that there's a clear plan of action when they get to the new building. Thank you. So, in addition to the staff and student events, there's also been a a variety of family events that have occurred, uh, I believe since February, uh, where we've had families that have invited to orientations at the schools, walkthroughs. Many of the events that the schools are sponsoring in their merging schools and the welcoming schools

079are doing it with the transitioning principals actually were developed by those teams and the and some of our parent ambassadors are working on those teams. But, many of those events are held in the evenings and also on Saturdays. Actually, we had three events this past Saturday. Rhodes had like a tailgate party welcoming the New Tech uh, West and the Facing History New Tech families. Bolton had a community day where they had families come in with community partners. Actually, it was a kind of their legacy event. And then at Mound, they had this uh, unity fair uh, with Dyke and Mound families. So, the schools have been very intentional about reaching out to the families and inviting to them to these events and we are tracking attendance. And then they're also reaching out to those families

080who can't make it. Uh, they've ordered t-shirts and again, we do have our back-to-school meet and greets that are going to be happening in August. So, that's another opportunity for families to come in and and get to know their new communities. How is attendance so far at those family events? >> Oh, many of them have been like that this weekend at Mound. I mean, there were probably like 200 250 people there. Um, and again, not all of our families can attend every event. You know, there are things that work and other barriers that might prevent them from coming, but we've had a pretty pretty well-attended events. Great. And it's great to hear that there are things in the fall as well. Um, and I know that some of the concerns I heard were probably before

081this was all happening, but um, you know, I also wonder what we can do for those families who don't attend any of it to make sure that there is like a transition plan. Yeah, we continue to sell share strategies. You know, we do have our parent ambassadors who are again providing that additional outreach. Um, and many of them are working together across those schools. Um, I know many of the principals have also used IVRs and text messages to reach out to those families and we'll continue to do so over the summer. Uh, try to do that additional outreach and we'll be in the community at all our community fairs as well, again, touching base with those families in their community. And all of these events for the families, at least, have been on our building

082brighter futures website. And we have quite a few coming up in the next uh, couple of weeks left in school. So, please feel free to stop by and and um, greet the families and participate if you can. Thank you. Thank you. And I thank you, Tracy. And one thing I'll add uh, to that, I know how uh, hard our family and community engagement team works, um, but I don't want to oversell that uh, family engagement is not an area that we need to continue to work on. Um, you know, many of us have been to family events. Uh, some of them are well-attended. I know we were just at the Memorial Art Show. Uh, several of us uh, were there. I know I need to get my artwork. I know I paid for it, but

083looking forward to to getting the the artwork there. And that was really well-attended. And there are others sometimes you have events and it's really hard to get families out there. And so, we are working really hard to not only ensure we're doing the events, but also think about ways we can close the gaps, the best meet our families because what I find is our families that are engaged, um, you know, come to events or when they can, they can. And there's uh, probably a a a great I know there are a great number of families we are still missing or not getting the message out there. So, that is well heard, too. Okay, thank you. And then I had a question about the survey for both of the next two CEO measures. So, looking at

084just overall with these surveys, and I'm glad to see that there is really favorable, you know, responses here from students. But, I'm curious about the percentages that are not favorable. Is there anything that we do at the school level then? So, for example, like some of them are more concerning, right? Like, if a student is bullying bullied at school and they feel that it's difficult for them to get help from an adult, that feels like maybe not emergent, but like a high priority situation where this we would want the school to actually figure out what's going on, step up support. So, how do we use these in real time or close to real time to improve conditions? Yeah. Yeah, most definitely. And I'll I'll see if there's anything Dr. DeMico would want to add here.

085We just at one of our recent senior leadership team meetings had, I think it was Dr. Void, I want to say, from Cleveland State University. They came in to do an analysis of our our past conditions for learning survey. And much like this, our conditions for learning surveys over years were pretty high. It was it was surprising to me. Actually, even when I look at this, I'm like, it's great to see that, you know, there are some areas that are really high. That has not been my experience. Or sometimes even when you hear students, we heard students today share, you know, remarks. And is that really the experience that students are having? And so, one of the questions we had is when it's really high, how do we really get under the hood in terms

086of what you're asking to find out, is there more there that we can unpack? Panorama does a better job because the questions are a little bit more pointed. I do believe both with this dimension and the other dimension, we can get to more specific questions. And even for those categories of students, seeing what's taking place there. We already see that we see some variance in subgroups. What's taking place there that we can really dig into? And so, strategies can be around focus groups that we can look into. Different activities or clubs that we can ensure is taking place in our schools. One of the areas that we want to continue to be tracking is really thinking about afterschool because as we've moved away from outsourcing afterschool, do we have afterschool programs in each of our

087buildings that are CMSD run where students find a place of connection? Are those areas that will that could be a strategy for closing the gap? So, these are some of the things that we're looking into. Dr. Demicco, is there anything else you would add to just how we're thinking about getting under the hood of some of these questions? So, we're trying to plan a few different things. So, some of it is how these dimensions relate to each other. So, if you tend to be low on one dimension, are you going to be lower on some other dimensions? How these relate to other academic outcomes? The benefit of Panorama is that we've never had question level data before. CFL would just give us very broad scale. So, this is a very kind of new space we're

088in. I know the Human Ware Department, you know, led by Executive Director Jason Tidmore, they have started they've been helping staff think about this data and staff were able to see all the student responses and questions in the the Panorama >> And this is at the school level? >> At the school level. Yeah, yeah. Um but I think that's part of the work we mentioned as next step is really starting to think about okay, we've done this for a full year and how do we actually really start to build out the strategies of how you can respond to it? What are things teachers should do? What are things schools should do? What are things central office should do all in response to this data? And so, that's that is some stuff that's more work in

089progress as we move into next school year. Thank you. Do we have a completion rate for these surveys? Um off the top of my head, I don't know. >> considered a good one? Um I don't know the completion rate off the top of my head. I can tell you that for each um survey in fall and spring, it was about all less than 20,000 students took the surveys. I'd have to double check on the enrollment 6 to 12, but it's I mean it's going to be pretty close pretty high high participation rates, but I can get you the specific numbers. Thank you. >> [clears throat] >> Mr. Briggs. Thank you Chair Elaqad and Dr. Morgan, my compliments to you and your staff for doing these surveys. I think they're very instructive. My questions were answered,

090so I don't have any questions. I just wanted to tell you how much I appreciate all this information. I think it's really important to take the temperature of the students constantly and address especially the ones and the twos that have been reported and find out why they feel that way. Thank you. Mr. Villalobos. Thank you Chair Elaqad. Dr. Morgan, I I just got a couple hopefully quick questions, but my Well, first I want to try to kind of understand is the the system from the from measure 4.1 is it called ARMS? Is that Okay. I want to try to kind of understand that a little bit for myself. So, just using the example of car break-ins if there's several car break-ins at the same time in the same parking lot or a large group fight,

091would that be categorized as one incident or would it be every single car is it separate incident? Currently one incident and no way to really you know measure the magnitude. And as I mentioned before, ARMS is a new measure that was put in place like in Well, a new system was put in place in 2017 just to put in all of the incidents that were taking place. It's an incident reporting system. When our team came in and we were really trying to figure out how to measure what was taking place in the in the schools. It was our attempt of taking all of that information and trying to make sense of it. Hence, coming up with a serious safety incident measure to say of all these different things, how can we begin to categorize it?

092Um so, there are some attempts that were made. As you can see, it's going down over time. Still an imperfect measure for the reasons that you just shared and also so many others uh that we want to continue to really fine-tune to get an understanding of a a pulse check that's in our building and also to really uh be able to um accurately reflect the level of safety in a building. Thank you. Uh my next question refers to this slide. Um kind of if if quickly um because I I see the percentages and I I do understand percentages, but I don't really understand what it correlates to. So, the percentage where we're at the um at the last number being 2.1%. Um can I can I kind of get like a feel for what that

093describes? Dr. D'Amico knows this queue. >> [laughter] >> Um so, it's describing um a rate that where the numerator is the number of serious safety incidents and the denominator is the number of students enrolled in the district. So, it's giving you a sense of how prevalent serious safety incidents are compared to the overall student population. So, the incidents don't happen very often. It's why you see the percentages tend to be very small. Um but again, we still have these improvement goals. We we still want to reduce them nonetheless. So, Thank thank you. That's uh that really helped me. Uh okay. Then my my next question is just kind of um just for understanding. Um just broadly, when we consider um safety, student safety, how students feel, um is there a correlation between that and chronic

094absenteeism. Is there any correlation in the data at the overall district level or even school level that kind of tracks um student safety or or or rate of incidences with um as chronic absenteeism, which I I would kind of conjecture would affect their ability to learn. Yeah, definitely. I'll I turn it to Dr. in a moment who could speak more specifically about it. I do know that um these are things that our team saw I was had the privilege of of observing academic team meeting a 5-hour Friday >> [laughter] >> um meeting that I I got a chance to ear hustle with um our uh deputy chief of student support uh Jose Gonzalez and he was meeting with um uh he attendance is under his team. Also, special education is under his team. And so

095I was ear hustling and just hearing how the team was thinking about it. And I know that they were looking at areas of data, really thinking about, okay, when we're seeing buildings and students that have high chronic absenteeism, what are other things about the student? Are they uh students who are suspended a lot? What uh what is the rate of when students are suspended, how long does it take them when they're done with suspen- suspensions actually come back into uh into school? So I know that those were conversations they were having. I wonder uh if Dr. there's anything else you would add in terms of some of the things we're seeing in those trends specifically. So what relates to student safety and chronic absenteeism, we do think there's a connection. So again, we had the

096CFL survey historically and we're able to see this connection between student safety and a whole set of student outcomes. So not just attendance, but also things like their actual test scores as well. Um Dr. Morgan was mentioning that we were doing some work with Dr. Adam Voigt from CSU who he also helped us think about what are some other out of school causes that could be driving chronic absenteeism. And one of those was actually the violent crime rate in the neighborhood that a student lives in. So again, you can think about it again that percep- that actual lived experience of safety again directly connects to the chronic absenteeism rates that you see. Um when it comes to the panoramic data that we've shown you most recently, that's something again some of the analyses that we're

097looking to do um over the next um month or two is starting to think about how those specific perceptions affected chronic absenteeism this year and how we can use that to inform our strategies for next year about not just the survey, but then absenteeism. Thank you. Yeah, thank you so much for that. I I have one more question uh because that that kind of leads to my next um kind of thought um because when we do think about um violent crime in community, that does have a broad and and long-lasting impact on our young people um specifically with safe passage, I'm thinking about um the the partnerships with um some of the different um agencies throughout our city being extremely important, but I'm also thinking about some of those safe passages or or just passages

098period that um may be considered safe today, but over the course of the weekend or even overnight may not be considered such a safe passage um due to whatever might have happened. Um I'm so my question becomes could there or is there a way that a family, a community member, parents can express that um this passage has some concerns for the students that um that the students generally will travel, there's some concerns, and can there be an effort um even if not just from the district, but from all the partners um to to you know, address a passage that might not be safe anymore. Yeah, I um I hear in that um both your question which I'm I'm going to answer some part of it and then also a charge. So first I'll talk about

099what's been taking place. So Dr. Mosley has been doing some research really around our safe passage. There was a time when we did have the uh uh COVID relief uh dollars that we were able to um partner with a lot more organizations around safe passage. We also had some funding that was coming directly from um um foundational support. Over time some of that the those resources are still coming in from foundational support but coming through the city of Cleveland. And so Dr. Mosley has been um working on some proposals that uh are are still in the ideation stage to really uh figure out how do we utilize our resources cuz they aren't a lot. Uh we don't have a a team that we could put out across the entire city that we could have routine

100um uh routine coverage. Uh but right now the way we have safe passage, we have areas that of the city that are covered and I've I've charged a team with thinking about how can the entire city be covered. And so I know Dr. Mosley is working on um what do those proposals look like in terms of getting our resources and also reviewing data on regular basis to have those hotspots. So that's something that's already under works. I know Dr. Mosley has been doing that research. Now what I hear in the charge of that cuz I I heard in that I'm sure there's data that we already use but I also heard like is there a way that we can get you know you know parents just submit something um you know that they're saying this

101is the area that I had that feeds into that system that gets a chance to review. Um and is there something you guys would add there? Um okay. Yeah. What do you mean work here? CEO. So currently right now we have anonymous alerts. We have safe school hotlines. We have a 24/7 365 dispatch center that we currently are using for the community and it's been in place for over 12 years at this point where families can call anonymously or tell us about things and then we coordinate with those city partners, the Cleveland Division Police or RTA Police or just some um our our human way department depending on what is coming in and what the call type is, we're able to disseminate that information to someone that can get them immediate help. Even if it's

102a visit to the resident that night, we get over to get services there prior to the start of day. So we've increased and improved that opportunity over the district over the course of years and looking at be impactful as we move into our coming school year. That's helpful and where I said I heard the charge is making sure we systematize that information as we're putting together our safe passage plan. Thank you, Mr. Billups. Ms. Peak. Uh thank you. I just wondered um uh a gang violence. Is it still a concern? I know I hear in the community as we're moving schools and things like that, I know some people are just thinking of that. So I'm just wondering is that still a concern uh around safety in our schools and in our neighborhoods uh and

103is was it included in any of the talk that's uh the data that you have? >> So if uh from this reporting and you may remember from the one we did in December, we did actually break out some of the areas and that is an area that is significantly down. It does not mean that it is not still a concern or or issues that have taken place, but that is an area that is significantly um down. Um so of course, I wouldn't say it's not a concern anytime you know, one report is a report too much uh and it is something to to be concerned about um but it is something that is significantly down over time. Anything else you would like here? Yes. Thank you uh Board Chair. Um Board Member Peak, so part

104of the strategy again is first I want to commend the students that are affected by this merger because they don't get enough credit. Right. They have really been um receptive of what we're trying to do. For an example, all of the Collinwood, Glenville, and Glenville students have been going on trips to HBCU colleges >> Okay. for the last 2 years. Not only just with city partnerships, with school district support. And that that strategy was to basically say, "Hey, we can do this together. We can get this together." So, we're trying to tell them to not listen to the outside noise, and let's work together through how we can be together as a CMSD family and make this work for the best for them. So, those are just some of the things we've done not only

105just with students, community, and family approval, but to try to say to all of our schools, like, "Hey, we can come together as you heard from our face department, our face leader, like, these out these events are happening across the board." And we have I'm not going to what I'm not going to change myself. But, it's been really, really good and impactful to see the students and families come together. Thank you. It's good to know that there has been some change and a lot of our community members, you know, need to be aware of that. And thank you for your answer. Appreciate it. Thank you, Chief Dotson. Anything else? Oh, Pastor Jones. Thank you, Chairwoman to our CEO. Thank you. I concur with my colleague, Mr. Briggs, that we can appreciate uh this uh presentation

106you've taken on the task of putting safety first. Um my concern is about the entire community, uh the administrators and the staff. Um how much do uh we weigh in, how much we ask, and we evaluate uh how they feel about their safety uh as they're in one community. And I know we're focusing on the on the children, on our scholars, but what about the administration? How can we include um their input on um their um kind of the temperature of of how they feel about their own safety? One of the things that's nice about Panorama is our staff do take the Panorama survey, and there are dimensions of that. And so, um uh Panorama can give a as I mentioned before, a 360 view of both how students, staff, as well as parents are

107feeling about their school. Uh there was a survey uh administered out of the University of Chicago called Five Essentials that did the same thing where you could really get a uh uh uh uh temperature check of what's taking place. So, we do have that data. Of course, our our board um goals are really related to students. Um but it could be interesting as we think about how we're presenting that um as we do future presentations to see what our staff are saying as well. Uh because uh in the guardrail that have charged us with the the safety and well-being not only of students, but also of staff as well. Uh Dr. Morgan, on that point, do we don't we get some data around that from the unions as well, or have we historically? We have.

108There was a survey a couple of years ago. I'm trying to remember what uh organization was. And uh uh then uh teachers union president Sheryl Obensky and I actually saw a presentation on it. Does anyone know remember what that survey was called? Um Well, I'll get it. We did do it for >> I'm just curious if if that >> We did do it for >> we can There were Yeah, there was another survey that I was given. But with this survey uh it it's you know, similar. It'll share with us in terms of how staff are feeling about it uh about our schools. And that's something CFL didn't do. It was only thinking about students. And so, we really want to make sure we couple both what students are saying and staff members are are

109saying, particularly if the student responses are really high, uh but we hear about staff saying like I'm not we're not safe or um there are fights in our buildings, really understanding uh that and correlating the data. Thank you. Anything else, Dr. Morgan? All right, that concludes the goal on guardrail monitoring. Is there any old business? Any new business? All right, under Ohio state law, the Board of Education serves as the appointing authority and taxing authority of the Cleveland Public Library. This means that the Board of Education makes appointments to the library's Board of Trustees, which serves as the governing body of the library. Trustees must be residents and registered voters of Cuyahoga County. The next opening on the library board is for a full four-year term commencing July 2nd, 2026. Persons interested in being considered

110for this appointment can complete an application on the CMSD website Board of Education page at clevelandmetroschools.org/boardofeducation. The application deadline is June 7th. The next regular board meeting will be a board work session on Tuesday, June 9th at 6:30 p.m. at Arnold Pinkney East Professional Center. The chair will now entertain a motion that the board enter into executive session for the purpose of considering the appointment and employment of public employees and officials, preparing for negotiations with public employees concerning their compensation or other terms and conditions of their employment, and conferring with attorneys concerning disputes involving the Board of Education that are the subject of pending or imminent court action. So moved. Thank you, Mr. Stockdale. Please call the roll. Ms. Elokd. Yes. Mr. Billups. Yes. Mr. Briggs. Yes. Ms. Jones. >> Yes. Pastor Jones. >> Yes.

111Mrs. Lebron. Yes. Mrs. Peak. Yes. Dr. Threader. Yes. Motion passes with eight votes. Thank you. The board will now move into executive session. Following executive session, the board will return to this room to briefly conduct some further business. >> When I say food is, you say medicine. FOOD IS? MEDICINE! >> [cheering] >> FOOD IS? MEDICINE! >> [screaming] >> GIVE IT UP. YEAH! SO, WHAT WE HAVE GOING ON HERE today is a meet the farmer event. Um, so we have this year partnered with four Cleveland growers, um, that grow the vegetables that are on the salad bars that are in our and some of our schools. And the students can meet the farmer. Today we have farmer Sarah and farmer Jamel. And they get to meet the farmer that grows their food. They can ask them

112questions. We have trading cards, um, >> [music] >> and the students get to try the produce items that they that the farmers grow. And it just encourages them to try something new, to eat fresh vegetables, and um, they can meet the farmer, and then they get to vote on if they like the produce item or not, and they get fun stickers, and we have what if they write on the board of what they like about the product. This is one of the youngest demographics that we can have an influence on, and when you're talking about school lunches, this is food that they're going to be eating daily for more for a majority of the year, right? And so to be able to introduce local foods on a daily basis to students within the Cleveland area

113is just evolutionary. We're talking about the benefits of fresh foods, and also the difference between local fresh foods and those you might get say at a grocery store that might have been shipped from all over the country or world to get to your plate often picked months and months earlier and don't have the same level of nutrition or flavor. So, giving them that experience of eating something that was grown locally and why that's so important and why it's so important to grow your own food. It was kind of sour. It was sour. And that was my first time I ever trying that, but it had a pretty color. One of our students, they did something special for someone in the community. And so we get all these people here to celebrate and to recognize what

114Allison did for someone in her community. That morning while boarding the school bus, you noticed the small child wandering alone on the street wearing only a t-shirt. Recognizing the danger the child was in, you immediately alerted [music] the bus driver and took action to help. I want to give you a first district [applause] commander's coin. Uh it's got a a one on the front for >> [music] >> the first district and the seal of the Cleveland Division of Police on the back. And I saw the girl walk out, and the bus driver was about to hit her. And so [music] what did you say to the bus driver? I was like, "Stop." And then he tell me, "Who is that? Is that your niece?" I was like, "No, that's not my niece." And then so

115then I went off the bus to go grab her. It shows a great deal of [music] awareness and maturity for her age. Most kids, like you say, they're on the bus, they're talking, they're on their phone. You know, and the fact that she noticed [music] she paid attention, you know, to what was going on at that particular time is just, you know, amazing. I I think it's very important because, [music] you know, we're a community. We work together. We help each other, and that's how we get things [music] done. And she's already doing that. Children can teach us a lot, and I think she did. Be aware. Look around. Help people when you see them in need. I don't really care about the gift because it was just the point to save somebody, anybody that

116need help. Hi, I'm Dariel Snipes with CMSD Communications. Today, I am so excited. I am hanging out with two of the Senate League girls flag football teams, John Hay and Rhodes. This sport is gaining popularity. Right now, CMSD has seven teams. I'm so excited to learn more about flag football. Let's go. Let's go. Joining me now is head coach of the John Hay ladies flag football team, Coach Venetta Cryder. Welcome. Thank you. So, I know this is an exciting sport. It's a growing sport. It just got sanctioned by the Ohio High School Athletic Association. That's exciting news. So, now your girls can go for state championships. But, you know, some of us we're brand new to flag football. Tell me, what is the difference between flag football and just basic football? The difference for flag

117football and basic football for our girls is that we actually get to compete this year. Um, outside of only using flags and not being able to contact each other and we have to wear mouth pieces. >> Okay, but just just talk about have the growing popularity of this girl sport and how exciting is especially here in CMSD in the Senate League. Yes, right now it means that girls flag football is now recognized by OSHA. So now we get more opportunities to get school funding. Um, so luckily we're division one school, so we had about 40 girls that come and try out. So this year we are expecting even more. I mean, what do you think about that? That more girls want to play football. I'm excited. I'm excited to teach them and for them to

118want to be competitive and lead and >> [music] >> be outside of their comfort zone. What the fact that it's, you know, when people think about football, they think about it as a male-dominated sport. The fact that flag football, especially girls flag football, is taking off, it gives young ladies an opportunity to play a what once was known as a male-dominated sport. Can you just talk about that opportunity for them? Yes, and now it gives the girls a platform to compete and lead and we're breaking stereotypes and proving that football isn't just for boys. Anybody can play long as you got the passion and the skill for it. And joining me now are two players from the girls flag football team at Rhodes. Welcome. Tell me your names and what grade you're in. I'm Aliyah.

119I go to Rhodes School of Environmental Studies and I'm in 10th grade. My name is Nya. I go to RCCA and I'm in 10th grade. >> Wonderful. So just tell me cuz I just I don't know, I'm learning. What is the difference between flag football and football? Well, flag football and um regular football, we already know it's like it's not as much contact, but there's a lot you can't do. Like the quarterback can't run. The ball is smaller, less people on the field, so it gives and flag is um it's quick. It's quick. It's not like football. Football you have more time. Flag is quick. And you have like less time. Okay, and then you also have the flags. How hard or easy is it to get another opponent's flag? It depends on how fast

120a person is moving. Yeah, that's true. >> And what moves they're pulling out. But usually, if you're up like if you're catching up to the person, it's very easy. They're not hard to pull or nothing, so. So, tell me, why did you guys want to join the team? Well, I wanted to join team because ever since I was like very young, I always played regular football with my brothers. And when I got older, it was like like it was something I always wanted to do. In like 2023, I played flag football with boys, but then I got scouted for a um girls team and we went all the way to nationals in Las Vegas and won a championship ring there. And then, when I came here, there was no flag football team. So, I asked

121if I could play tackle. But my mom wouldn't let me and then I found out later on we had a flag football team and I was like, "Oh, this is my sport, so I'm definitely going to play." Also, for like a sport that was really made for boys that girls never really got the opportunity to play. When I saw it at Rose, I feel like a sport that was always classified as like a boy sport, being like girls being able to play, I feel like that was really cool. So, I really wanted to take that opportunity to play. And I also coach Anew, she really inspired me to play. She was the assistant basketball coach and it really gave me something to do. And now, it's something I really would do the rest of my

122years in high school and see where it take me. All right, so this this the second season for the team. Um just talk about how fun it is and just the team camaraderie that you ladies have. It was very fun like in the first year, it was some rough patches, but we always got through it. Our coach, she's a very great coach. Cuz she is like more informational Yeah. about flag football than basketball. So, when she um is out here, she put her heart on the um field just like we do. Yeah, coach Anew, she was really great. She keep us all lifted up like something could go wrong and she would always bring the joy. It was like our first year was really fun. We went real far. And just seeing where it took

123us, it made me excited for the next season to come. Like what we going to bring to the table. And flag like I didn't expect it to be like I thought it was just going to be something to do. But I when we actually started playing I'm like this fun like it's really Now another difference is that flag football is played in the spring and not in the fall like regular football. Um well can you just talk about the fact that now it is a sanctioned sport and so now you guys can go for a state championship. Just talk about you guys can be the state champs. That's very exciting to me because like I said I always love football in general. So for me to have this opportunity to probably get scholarships to play

124in college is just like something I want to achieve. I think that's really good. Like it gives opens up more opportunities for the girls and gives girls something to do because we always as a girl we always like doubt it or we don't always get as much opportunity. So it just opens the door for girls sports. Now looks it's still even though you guys don't have pads and a helmet it's it's still can be tough. I mean it's still um I mean it's still a contact sport would you not say? Like you definitely going to fall. Definitely going to Get bumps. But it's fun. Yes it's very exciting. All right. Well thank you ladies. The Board of Education's job [music] is to make sure that the right adult behaviors are in place so that students

125can learn and grow in school every day. >> [music] >> I hope to motivate the scholars in in some form of in capacity really to make sure that they're inspired by the work that we do for them. Um you know this is a job >> [music] >> of service fully volunteer role but the people that are serving on the board myself included are doing it out of passion [music] and pure hope of the scholars futures and so I hope that they start to to in themselves the same way that we believe in them. >> [music] >> Having been an educator all my life, I thought I would have a significant role to play in [music] shaping what our young people and our young scholars and our future leaders are going to be doing with their

126education. I believe in >> [music] >> paying it forward and I still believe I am paying it forward for myself. I'm an inveterate volunteer and so I saw this as an opportunity to give back to the Cleveland community and try to make a difference. I enjoy being engaged with people [music] in my neighborhood, hearing from them, learning what they think about different things, hearing suggestions, hearing thoughts, [music] even the complaints. I enjoy engaging with the students and I think that's my role with the on being on a board member is [music] engaging with the community in every way possible. I'm out there every day talking to people, sitting on every community >> [laughter] >> work group that you can think of. What I want to [music] accomplish is that we level up the opportunities for

127our children to receive the best education possible and I want you to be able to discover all the goodness in you [music] because we all have something that is unique about us. So we want to give you the opportunity to explore that and make good decisions once you leave the school system. I believe that this district can be a premier district [music] and I'd love to be remembered for pushing a standard of excellence. I wanted to [music] give back to the school system that I participated in from kindergarten to graduating senior. I'm hoping to make a difference, have a positive impact [music] and see the test scores and graduation rates increase. I also hope to inspire other CMSD [music] alum to give back to CMSD with their time and support. I'm grateful to interact with

128so many wonderful people, [music] brilliant individuals who have the capabilities and skill sets to really make our city even greater and I'm just honored to [music] be a part of the plan of the CMSD and the the service of of this community. As a kid myself, I moved around a lot and I went to a lot of different schools. And [music] what I saw firsthand is that all children are born equal with the same rights to education, but not all schools are created [music] equal. And some schools have more resources than others, some schools have more of the right practices [music] than others, and I wanted to be a part of making sure that our school system with the right system for our children so they could have the education that they deserve. We all

129have different skill sets, different experiences, different backgrounds that we all bring to the table when it's [music] time for us to have these discussions. We bring different perspectives and different life experiences. And so being able to sit [music] at the table with other leaders in our community and people who actually are invested in the Cleveland Metropolitan School District system. [music] Um it means that we're providing different perspectives. We're looking at it from different lenses and different angles, which is also representative of our of our community, right? You know, [music] our students achieving everything that they possibly can, um achieving and and striving towards our goals and guardrails that our board laid out. I think that, you know, producing [music] students that can enter the world in whatever way they choose to and be successful is

130is really um the only thing to accomplish from my perspective. Most importantly is um increasing student [music] outcomes. So we have our challenges, but um my board colleagues and I and Dr. Morgan and his incredible staff are heavily focused on that, and we're going to do everything in our power to make it happen. My favorite quote [music] is uh man in the arena, actually. It's uh by former President Teddy Roosevelt, and it's really about [music] not paying attention to the critics. It's not the critic who counts, it's not the person on the sidelines, it's the person [music] who's getting dusty in the arena every single day and getting back up again and again and again even after failure and even if you fail at something, at least you failed by daring greatly. But the only

131way to be great is to try. >> Mhm. >> The board is now back in public session. The chair will now entertain a motion to adopt 33 resolutions, each authorizing the non-renewal of an administrator. So moved. Second. Thank you, Dr. Morgan. Any explanation on this resolution? Each of these resolutions authorizes the non-renewal of the employment contract of a school-based administrator, specifically principals, assistant principals, and deans of engagement. Each of these administrators was provided notice more than 30 days ago of the board's intent to non-renew the expiring employee employment contracts and of their right to meet with the board prior to the board taking this final action on the non-renewal of their contracts. The board did grant meetings to those administrators who requested such a meeting. Is there any discussion from board members? Hearing no discussion,

132Mr. Stockdale, will you please call the roll? Ms. Alacud? Yes. Mr. Phillips? Yes. Mr. Briggs? Yes. Ms. Jones? Yes. Pastor Jones? >> Yes. Ms. Lebron? Yes. Ms. Peak? >> Yes. Dr. Shridhar? Yes. Motion passes with eight votes. Thank you. The resolution passes. The chair will now entertain a motion to adjourn this board business meeting. >> So moved. Second. Hearing no objection, this meeting is adjourned. Have a good evening.