Northeast Ohio Parent - Education Guide - September 2020

2020

n o i t a c u Ed E D I U G LOOKING FOR A NEW SCHOOL?

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rofiles Check out p tions p o of local . e d Insi

• Co-Op Schooling Sharing Resources

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• Classroom Decisions Learning Differently • Preschool STEM Encouraging Interests Education Guide 2020

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PRESCHOOL Why it’s important to introduce STEM concepts at the preschool level and what activities families can be doing at home to foster learning and interest in this area.

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COVID-19 CONSIDERATIONS In the first story of a threepart series, we talk to families who chose virtual learning, hybrid options and full-time, in-person school.

PHOTO BY KIM STAHNKE PHOTOGRAPHY

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PANDEMIC PREP Some parents are coming together to share resources by forming co-ops for their kids this school year.

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GETTING TO SCHOOL Whether it’s biking, walking or getting a ride, we look at how kids are getting to school during COVID-19 times.

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SCHOOL PROFILES

Get an in-d epth look at several area schools and what th ey have to offe r.

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PEER POWER We look at inclusive preschool programs.

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EDUCATION NEWS Boys & Girls Clubs are helping students learn virtually this year.

FIND AN OPEN HOUSE ON PAGE EG-20

✱ Visit NortheastOhioParent.com to find more school information.

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Inside the

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Education Guide 2020

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Pre- K

Smarts SCIENCE, TECHNOLOGY, ENGINEERING AND MATH ARE VITAL SKILLS FOR EARLY LEARNERS. HERE’S HOW YOU CAN FOSTER INTEREST AT HOME

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TEM, an acronym for science, technology, engineering and math, has been a buzzword in K-12 education for years.

Now, educators, parents and government officials are realizing the benefits of incorporating STEM education in preschool and are looking to expand these efforts. In fact, late last year President Trump signed into law the bipartisan Building Blocks of STEM Act, which calls for the National Science Foundation to focus on pre-K and early elementary STEM research.

Why all the attention on exposing students to STEM early? Proponents say expertise in computer science, engineering, health care and related fields will continue to be in demand in the job market of the future.

“The majority of brain development occurs before kindergarten,” says Heather Bambam, senior curriculum developer for Great Lakes Science Center. “This leads to the importance of introducing STEM concepts with preschool-aged children in order to start developing their comfort level with STEM concepts, and the 21st century skills needed to succeed in future careers.”

Research shows early math and science skills are predictors of future achievement in those subjects. Plus, early learning in math and science does the following, according to

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By Marisa Palmieri Shugrue the Community for Advancing Discovery Research in Education (CADRE), which is funded by the National Science Foundation: • Promotes socio–emotional development; • Supports the development of curiosity, critical thinking, communication, collaboration, persistence, problem solving and positive attitudes toward science and math; • Helps with later learning in all subjects; and • Benefits students from all backgrounds, including nonEnglish speakers.

Not to mention, young children are the perfect candidates for learning through exploratory, hands-on activities, which are typical of STEM education. Preschoolers are naturally inquisitive and inclined to make sense of the world around them.

“STEM is learning that’s focused more on the process,” says Christine Zinter, preschool STEM teacher at Royal Redeemer Lutheran School in North Royalton. “It’s about learning how to think about the world, which is a bit different than your normal preschool lessons.”

Royal Redeemer has offered a preschool STEM program for several years. Zinter, who

has a bachelor’s degree in biology, is in her second year teaching it. Students ages 3, 4 and 5 enrolled in full-time preschool at Royal Redeemer engage in STEM once a week. Zinter brings STEM lessons into the classrooms, tweaking the activities for each age group.

For example, a ramp activity that demonstrates cause and effect would look slightly different for 3-year-olds, 4-year-olds and 5-year-olds. Three-year-olds would watch a ramp demo and talk about what happened and why, Zinter says. Four-year olds would explore questions like, “How can you make the car go faster?” Five-year-olds would build ramps in small groups to make the cars go faster or slower.

“They begin to learn how to figure things out for themselves, which is a big movement in K-8 education, where students are being taught in math and other subjects how to find the answers, rather than teachers just giving them the answer and telling them to memorize it like they used to,” Zinter says. “(STEM) builds their confidence at an early age, and they’ll keep that as they go through school.”

FAMILY TIME, STEM TIME

Families play an integral role in building children’s early STEM interest, according to CADRE. Homes and neighborhoods are rich with opportunities for STEM-focused discus-

sions (see “More ways to explore science and math with your preschooler” on pages EG-6 and EG-7 in the Education Guide).

“Caregivers can foster these concepts at home through simple activities such as building with recycled materials, playing sequencing games and reading sequencing stories, and using senses to describe objects,” Bambam says.

In light of the COVID-19 pandemic, Great Lakes Science Center launched a series of early childhood videos on its website (greatlakesscience.com). Each video features a book that families can read along with and a related experiment that can be conducted at home using common household items.

Topics include skyscrapers, rockets, wind power and slimy science. They touch on introductory concepts like sorting, coding and buoyancy.

Zinter agrees that homes are flush with opportunities for preschool STEM projects.

She emphasizes keeping it simple — think blocks, rubber bands, cardboard boxes and materials like recyclables that can be turned into something else.

“It’s about getting (kids) to think about what they’re doing, how it’s working and what would happen if they changed it,” she says. “Take a rubber band and see how far

you can get something to catapult. Then catapult different items to make them go further. Using different materials is a big thing.”

Remember, STEM activities don’t have to be fancy, expensive endeavors. In fact, it’s better if they’re not. We all know the cliché: You buy your children a coveted gift, and they end up playing with the box. That’s perfectly OK, Zinter says.

“I’ve brought in more expensive items that were pre-made or built, but the kids tend to gravitate towards everyday items,” she says.

Other simple ideas include sink and float experiments with various objects or in fresh water vs. salt water. Turn snack time into a STEM-related building activity with apple chunks and toothpicks.

The opportunities are endless, but if you’re short on ideas, Zinter recommends searching Pinterest or early education websites.

Regardless of the activity, she says to ask questions rather than tell your child what’s happening.

“It’s about asking questions and guessing, ‘What do you think is going to happen?’ One of the big things I want to instill is it’s not about getting the right answer,” Zinter says.

“It’s about figuring out the process. We’re all going to find out what happens at the end.”

PRESCHOOL STUDENTS LEARN STEM CONCEPTS WITH THE HELP OF EVERYDAY ITEMS AT ROYAL REDEEMER LUTHERAN SCHOOL IN NORTH ROYALTON. PHOTO COURTESY OF ROYAL REDEEMER LUTHERAN SCHOOL

Marisa Palmieri Shugrue is a freelance writer and editor who serves as contributing editor for Northeast Ohio Parent. She lives in Fairview Park with her husband and two daughters.

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More ways to explore science and math with your preschooler MATH: MEASURING FUN

We offer content for kids, too!

View KidStream videos online at NortheastOhioParent.com

A trip to the playground provides abundant opportunities for playful mathematics learning. For example, children can be enticed to think and talk about various measurement concepts, including describing and comparing lengths, heights, distances and speeds. “Which slide is longer?” “Can you swing as high as the branches?”

“Which tree is closest to us?” “Your hole is so deep!” “Look how fast that squirrel runs!” There are also myriad opportunities to count all sorts of things — pushes of a swing, rungs on the monkey bar, steps on the ladder, clouds in the sky, jump rope jumps and seconds it takes to run around the blacktop. A wonderful way to promote productive math play at the playground is to bring tools like stopwatches (or the timer on a phone) and tape measures to incorporate into children’s activities.

PHOTOS COURTESY OF GREAT LAKES SCIENCE CENTER Source: “Early STEM Matters, A Policy Report by the Early Childhood STEM Working Group”

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SCIENCE: SHADOW PLAY

A sunny day provides opportunities for open and guided shadow play that supports learning about the nature and behavior of light. When children notice and make shadow shapes and chase their shadows, adults can bring out chalk to trace the shadow outlines and invite children to explore what is happening through their play. “Can you find a way to hide your shadow?” “Can you make it large or small?”

“How did your shadow change from morning to afternoon?”

Shadow hunts draw children’s attention to light sources and the shadows created. “Where are there shadows?” “What causes them?” “Are they sharp or fuzzy?” “I wonder why?”

Children also can use flashlights and desk lamps for indoor shadow play that provides opportunities to see what happens to the shadow of an object when the object or the light source is moved. “How can you make the shadow larger?”

“Smaller?” “Change its shape?” A guiding adult also can highlight mathematical ideas of shape, size and distance as parts of these explorations.

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Schooling Differently A

s the school year ended without picnics and parties, I thought “never again.” As in, “I never again want to experience online school.” I wasn’t alone. Through text messages, my girlfriends empathized with my exhaustion from trying to make online school happen. I couldn’t wait until fall.

However, as summer began to pass, rumblings began about whether students could or should return to school in person.

My heart sank and I felt sick to my stomach. “Never again,” I thought.

Then, with the district’s plan released and a plan B option made available for online school, my “never again,” started to turn into “maybe.”

What was it about online school that was so hard? The isolation? The attempt to understand all the facets of the school curriculum? My failed attempt in trying to keep my child engaged and excited about learning?

Struggling with the positives of being in person for school, but recognizing the realities of a global health pandemic, I began to consider how all the negatives of online schooling could be turned into more positive outcomes.

Thinking about my family and those of my daughter’s friends, I began to realize that maybe there are options that would allow a positive experience using the online school choice this fall. With children in their middle school years, the interdependence developed among our families provides an opportunity for independence from the traditional school routine and the physical and emotional support our kids needed when they were younger.

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WHAT IS A CO-OP?

By definition, a cooperative (or co-op) is “an autonomous association of persons united voluntarily to meet their common economic, social and cultural needs and aspirations through a jointly-owned enterprise.” In other words, it’s joining forces to make things happen.

Forming our co-op began with an email sent to seven families of parents whose company I enjoy. We share common parenting strategies, and I have entrusted them with my child’s care over the years. My inquiry was simple, “If you are considering enrolling your child into an online school, is there interest in working together and forming a co-op?”

Days later, we circled up, without our kids and socially distanced, to discuss the possibility. We each took time to share our concerns and what we believed our kids would need most from school this year.

This included talking about academic areas that they would need support with as well as areas of interest — like Spanish, finance or art — that we hoped they would experience.

At the conclusion of the meeting, we agreed to meet again to plan the details of forming a co-op. We had all found an energy, comradery and a possible support system, which relieved some fear about online school and also provided some excitement.

HOW TO CREATE A CO-OP?

After identifying the families who wished to commit to a co-op, we then worked together to establish guidelines.

Our goal is to bring the children together for some time to school together but also to play. How will we do this? Where will we do this? And what will we expect from

HOW TO FORM A CO-OP AND COLLABORATE FOR SCHOOL SUCCESS

By Jeannie Fleming-Gifford

one another? These were all topics to consider.

We started with the basics, including making decisions about our comfort levels with things like when and where our kids will need to wear masks to how we each felt about having the kids enter our own homes to get a drink of water or use the bathroom. Additionally, we discussed the very real possibilities like a family being exposed to someone with COVID-19 or exhibiting any COVID-19 related symptoms. Though not preferred, we recognize that at some point we all may face the isolation of schooling online.

Additionally, we discussed what we could each realistically give to support this collaborative endeavor. In the end, each family made a commitment to host kids a couple of times a month (outdoors or in an open, airy environment like a sunporch) for academic coaching and supervision and also share one opportunity a month for social connection and fun. We also agreed that there was no expectation for everyone to attend or do everything, but it would be valuable to have the opportunities available to our small group of kids.

COORDINATING COMMUNICATIONS & RESOURCES

Each family was provided an opportunity to share resources they were willing to offer. Lucky for us, in our co-op group, we have parents who work in finance, as a naturalist, graphic design, writing, art and more. There was excitement in thinking and learning about what we may be able to share with this small group of kids.

Before getting too far into planning enrichment, we also began discussing what regular school days might look like. As

of early August, there is little information about how online school may work.

Will the kids need to be in front of their computers all day “in class?” Or, will online school provide more flexibility in the school day? Hopefully as answers to these questions come, we can plan for the enrichment we envision.

Finally, we all wanted the kids to return to some normal, fun activities, including going for a hike or carving pumpkins and enjoying social time together.

As an outcome of many ideas, our co-op decided to share a Google calendar and also a Google Hangout where we could regularly share opportunities to connect and chat about challenges and opportunities presented by this way of schooling.

And so with the school year upon us, it’s a new adventure again. It may not be the start to the school year we once had imagined, but it is the start of a journey that will certainly bring memories of how schooling was different this year.

Jeannie Fleming-Gifford is a mama, arts advocate, wanna-be adventurer, puppy raiser of service dogs and freelance writer.

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PART ONE

We talk to four families who are adjusting to a new normal of learning during the COVID-19 pandemic

By Sara Macho Hill

SIBLINGS: JOHN-MICHAEL AND JULIANA HOPKINS OF WILLOWICK

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t’s a new school year amidst a global pandemic. Most of our children haven’t stepped foot inside a classroom since March, and if they’re lucky, maybe they’ve seen a friend or two over the long summer months and stay-at-home order that clouded our springtime.

For many Northeast Ohio families, the school year has kicked off remotely. Some districts gave their parents a choice in schooling, providing options

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PHOTO BY KIM STAHNKE

like “traditional,” in-person instruction or “hybrid” blends that welcome students back into school buildings for just a few days a week. The start of a new school year is typically a time of great excitement and anticipation, but sadly, the back-to-school vibe fizzled out for many households and has been replaced with anxiety and questions over how the daily juggling act is going to work for parents balancing full-time careers and virtual learning.

In this special three-part series, Northeast Ohio Magazine has teamed up with four Ohio families to report on their back-to-school experiences and track their progress. Each family is unique, but they all have one thing in common: a different school year than they’ve experienced before.

Read on for an introductory Q&A with four families and learn how they plan to tackle the new school year with their children.

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The Hopkins Family, Willowick Pursuing virtual schooling

Let’s go back to March with school suddenly going virtual and everyone’s life turned upside down. Can you reflect on that time and talk about some of the emotions that played out in your household?

What was that time like for your family?

How are you doing now?

Sally Hopkins: “March brought a lot of feelings of uncertainty. Initially, we really didn’t know how to feel or respond because it seemed so surreal. As a teacher, I spent a lot of time trying to find ways to communicate with my students and families through our school’s education website and Facebook page, but with the majority of my students having little or no technology, it was difficult.

At home, we took many safety precautions: washing hands, sanitizing, spraying things down with Lysol, not having anyone over, not really leaving the house unless it was for groceries, not seeing family or friends, making Zoom calls or FaceTime calls. We were almost afraid to do anything outside of the house. I also knew, for reasons of sanity, that we needed to stick to a structured routine, so I created a daily checklist for the kids, including things like breakfast, brush teeth, get dressed, academic time, reading time, free time, lunch, etc. It’s weird because March seems like forever ago.

Now, we aren’t as anxious about COVID as we initially were. We wish things would go back to normal, but we know we still need to be responsible. We just aren’t as super heightened as we once were. We find our anxiety is now more about the unknowns of returning to school.”

What options has your school district given you for this school year?

Sally Hopkins: “My kids are in the Willoughby-Eastlake School District, which gave families the option of going back to school in person or virtually. Once the first semester is done, they will decide if they want to return to in-person education.

Initially, Juliana wanted to go in person just to experience what it would be like.

John-Michael wanted to stay online. We ended up choosing online for the first semester because we honestly feel that it is a matter of time before schools end up closing. I am not 100 percent convinced that it’s the right decision, because I know how badly my kids want to interact with their peers, but it’s the decision that we

PHOTO SUBMITTED BY THE HOPKINS FAMILY

made and have to accept for the time being.

Another deciding factor is the ever-changing information we hear about COVID. There are so many unanswered questions.

I also know that kids will be kids. They will not keep space between themselves. They will not wear their masks all day. They will want to hang out and be close to each other.

Which is what we all want, but I just don’t want to take any unnecessary chances. I also know that John-Michael does not like wearing face masks and it would frustrate him to have to wear one all day.

Since I will be home for the first nine weeks of my school year, we didn’t really have to make any special accommodations for the kids. It also helps that they are older and more self-sufficient. I empathize with working parents of younger children. Our kids will have designated work spaces for school (not on their beds or laying on the couch in front of the TV).We are going to have them get up, eat breakfast, brush their teeth and get dressed, as they would a normal school day.

My concern is that if and when I return to work and my kids are still at home, will they stay on task and get their work done timely and efficiently? My other concern is that I have to figure out what the heck we’re going to have for lunch every day.”

In all of this, what gives you the most anxiety? What gives your kids the most anxiety?

Sally Hopkins: “My school district (Cleveland) is going online for the first nine weeks.

Teachers are learning how to navigate new virtual learning platforms and different ways of providing quality education to our students. Not only do we have to learn and familiarize ourselves with virtual learning programs, but we also need to make sure that our parents are trained on these programs.

We have several families with two or more children per household. How will that work if they only have one working computer in the

Family Snapshot Parents: Sally Hopkins, an artist and longtime art teacher for the Cleveland Metropolitan School District, and Howard, a sales associate at Joseph A. Bank in Legacy Village and the owner of Hopkins Window Cleaning

Kids: Gabrielle Iacona, 24, Joseph Iacona, 22, Juliana Hopkins, 15, a sophomore at Eastlake North High School; and John-Michael Hopkins, 13, an eighth grader at Willowick Middle School School District: WilloughbyEastlake Schools

house? Many of our students come from low income households. Will they all have access to internet service? How will they be able to properly feed and care for their children? We have to find ways of meeting the needs of students with education and behavioral plans, physical and emotional needs, etc. My hope is for everyone to understand that this will be a year of trial and error.

I think it is important that we simply breathe, stay calm and find comfort in knowing that we are all in this together. For my own kids, I think their anxiety lies in not being able to see and interact with their friends. For me, it’s that my daughter has to spend a semester of her sophomore year of high school at home instead of giggling in the hallways or laughing at lunch. It’s that my son won’t get to experience being the “big man on campus,” as this is his last year in middle school as an eighth grader. It’s that they won’t be able to participate in drama and perform on the brand new stage of the high school.

We’ve all experienced life before COVID, so we all know what we’re missing. For me, it’s also the fear of this being our new norm. I want to end on a positive note, so with all of this said, I know that people get anxious and because they just want what’s best. If we can all agree on that commonality, that we just want what’s best, then I think we can keep moving forward.”

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kindergartner since kids at that age learn primarily through hands-on experience. I was homeschooled myself for nine years and loved the educational opportunities that it afforded me, so it felt like a perfect fit for our elementary students. My boys in middle school will be working through the distance learning program provided by our school. They really desire a connection to that community they have built, and we are hoping we will be able to keep it up while at home. Our current plan is for our preschooler to attend preschool in person as I will be there right across the hall teaching in another classroom. Of course all of that is dependent on what numbers and risks and recommendations look like as we progress through the fall.

My husband and I talked about each child and each option first, knowing we would not be able to give them full control over the choice based on the safety concerns that we had. But when it was time to make final decisions, we did give each of the kids the opportunity to share their thoughts and opinions about how they felt they would best be able to succeed in school this year. In the end, we were all in agreement with what our best choices for each child would be, and we’re all cautiously excited for the adventure of this school year.”

With the options you chose, what sorts of changes are going to have to take place in your household?

Family Snapshot Parents: Anthony, an engineer, and Sara, beginning her first year teaching preschool at Medina Weekday Preschool after a 10year hiatus from the classroom Children: Nathan, 13, seventh grade; Noah, 11, sixth grade; Elise, 9, fourth grade; Madeline, 6, first grade; Max, 5, preschool; Pippin, 2 ½

PHOTO SUBMITTED BY THE MION FAMILY

School District: Cloverleaf Local Schools

The Mion Family, Medina Pursuing a traditional homeschooling curriculum and in-person preschool What will the start of the new school year look like for your family?

Sara Mion: “Our school district is offering full-time, in-person classes with social

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distancing and masks in areas where that is not possible or full-time, distance learning through a vendor. Our kids really love school and thrive there, but when we started to think about having five kids in three different schools plus me teaching, it just felt like too much of an exposure risk and a chance for us to accidentally spread it before we even knew we had it. It just felt like the one thing we could really promise to give our kids this year in a world filled with unknowns was the consistency of school at home.

Distance learning on the computer was a little challenging last year for a

Sara Mion: “We’re really blessed that my husband is able to work from home indefinitely. That definitely has played a big part in our decisions, knowing that there will always be an adult in the home. He’s been working in our bedroom, which has worked out fine for the last few months, but we’re in the process now of creating a more permanent in-home office that will be able to be used by him and also our two oldest boys as a quiet workspace to be able to do school. We’re setting up shelves and a walk-in closet for all of our school supplies and trying to make this feel less like crisis schooling and more planned and an intentional part of our lives. We’re lucky that my work schedule only takes me away from the home in the mornings a few days a week, so we will have plenty of time to dive into school in the afternoons, evenings and weekends.

Since I will only be working half days four days a week, the mornings will be used

for independent work I will assign the previous afternoon. Things like reading assignments or the homework portion of math assignments. My husband won’t be doing direct instruction during that time but will be available for supervision and answering questions as needed. He thankfully has the ability to work from home, and we have gotten into a nice routine over the last few months having him around all of the time.

He does plan on doing some more in-depth math and other STEM projects with our older sons in the afternoons and evenings to supplement their distance learning curriculum, since that is more his specialty as an engineer.

The bulk of direct instruction for our homeschooled students will be happening in the afternoons when I am home from work.

My mom (a former teacher) has also volunteered to step in and work with kids as needed. It’s definitely going to be a collaborative effort.”

How are you feeling about returning to the classroom amidst a pandemic?

Sara Mion: “I have a lot of mixed feelings about going back into the classroom right now. I feel confident that my school is doing the best they can to keep staff and students safe and am happy with their current protocols and very small class sizes. But as with everything right now, there are just so many unknowns. We know nothing is foolproof. I think a lot of that anxiety will fade as we get into a routine and see how this is going to work.”

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How are your kids feeling about their new, upcoming school year? Specifically, the fact that everyone has a different schooling scenario?

Sara Mion: “We haven’t had much of a discussion about why some kids are doing distance learning, some are being homeschooled and one will be going to school.

It’s less about comparing different school choices between kids and more about looking at each of them, their needs and our current circumstances, and figuring out what is going to be the best for them this school year. They were all involved in the decision-making process, even if they did not get the final call. And each was in agreement with us when it came to what would be the best education for them this year.”

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The Hawk Family, Chagrin Falls Pursuing a hybrid option

In July, your district superintendent chose to open school with two learning options for students, a hybrid half-day model based on your county of residence or an all-virtual academy option. You chose the hybrid option. Why? Carrie Hawk: “My husband and I can work from home. My kids are older and I am so grateful that they are older. They can read, write, feed themselves… If I had to stay home and help little kids on Zoom, I could never do it. With older kids, it’s manageable. It’s important to me for the kids to see their teachers and get that buy-in. I feel like you have to meet your teachers in order to do the work. It’s that oneon-one with the teachers, seeing other kids, and that social aspect. I want my kids to have that social aspect. My son does band and I just wish it was a year ago and we could all go back to what it was. It’s a new reality.”

What gives you the most anxiety?

Carrie Hawk: “I’m hoping for more organization this year.

My kids handled it in March as well as a 16-year-old and a 14-year-old could handle it. I’m worried about the emotional part of sending them off to school and all the new protocols and how the teachers will be handling it. Will they be like, ‘Get your masks on! Get in straight lines!’ I also feel that we kind of just have to get through it, bite the bullet and think

Family Snapshot Parents: Morris, an attorney, and Carrie, community engagement specialist Children: Celia, 16, and Theo, 14

School District: Chagrin Falls Exempted Village Schools

PHOTO SUBMITTED BY HAWK FAMILY

of other people who have it tougher, but it’s hard. I think the emotional part will be the hardest — that it’s not back to normal for the kids. I think logistically we can handle it. The kids will still learn. I’m not worried about a slide because everybody will be in the same circumstance.”

How are your kids handling everything? How are they doing?

Carrie Hawk: “The kids are doing good. They have their things they do. My son does his music lessons and plays his video games. When asked, my son would prefer to do online schooling all the time and my daughter would prefer to be at school, but as the parents, we get the final say. They’re old enough that they get what’s going on and that we’re staying home for the greater good and we’re taking precautions. They might actually be more adaptable than the adults. We’ve been very positive. We just ordered some masks, like OK, this is bizarre, so let’s buy funny masks.”

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Family Snapshot Parents: Patrick, a restaurant manager, and Stephanie, who works as an artist and a cafeteria cashier at an elementary school in their district

Children: Mayla, 13, eighth grade, and Lilah, 11, sixth grade School District: Cuyahoga Falls City School District PHOTO SUBMITTED BY THE RAWSON FAMILY

sending them right now. Information seems to be changing daily and my head is spinning.”

With the options you chose, what sorts of changes are going to have to take place in your household?

Stephanie Rawson: “We are turning a spare room in our home into a school room. We have emptied it and are setting up two desks, shelves and a small couch. I feel like it is important for them to have a quiet space where they can sit and concentrate.

Maybe this will make the transition easier? Who knows?”

The Rawson Family, Cuyahoga Falls

Pursuing virtual schooling Let’s go back to March with school suddenly going virtual and everyone’s life turned upside down. What was that time like for your family?

Stephanie Rawson: “I was honestly pretty terrified when everything happened in March.

Lilah, my youngest, has asthma. A normal cold can put her in bed for 10 days with multiple trips to the hospital for breathing treatments. I was actually relieved when the decision to close schools was made. During my workday, I am in contact with between 350 and 400 kids daily. That was a lot more contact than I was comfortable with considering I was trying to keep my kiddos healthy.

The kids felt safe at home and did well online.

I am lucky. They are both good students and all around pretty fantastic little people. They struggled with not being able to see friends, but social distancing at softball has helped that.”

What will the start of the new school year look like for your family?

Stephanie Rawson: “Our district is giving a hybrid option or a virtual option. We chose virtual. I feel like it isn’t worth the risk

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Peer power

A look at the benefits of preschool programs that educate students with disabilities alongside their typically developing peers

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ith the advent of inclusion in special education over the last few decades have come integrated preschool programs with a typical peer model. These programs, which many school districts in Northeast Ohio offer, educate students with disabilities alongside peers who don’t have disabilities, often at a 1-to-1 ratio in the classroom.

There are many benefits to these programs, special education experts say.

“An inclusion program is a wonderful experience for all of the children,” says Sarah Rintamaki, executive director of Connecting for Kids, an organization that provides education and support to families in Northeast Ohio. “Typically developing children can learn valuable character traits such as empathy, compassion and kindness when they attend an inclusion preschool program and children with delays often learn skills quicker when around same-age peers.”

School Psychologist Ashley Ruedisueli, preschool supervisor for Wadsworth City Schools, agrees.

“Both groups of students develop great skills,” she says of the district’s integrated preschool program, Jump Start, at Overlook Elementary. “The students with needs have those role models to help develop their language and play skills, and the typical peers get the benefits of differentiated education and develop compassion for students who are different from them.”

This year will likely look different for school districts’ preschool special education programs due to the COVID-19 pandemic. Most likely, they will start the school year with a modified

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By Marisa Palmieri Shugrue schedule for special needs students and won’t permit typical peers, Ruedisueli says.

Despite the prevalence of peer role model special education programs, many parents are unaware of their children’s eligibility for them.

“We’re always trying to let parents know that we’re there,” Ruedisueli says.

Children with disabilities who qualify for special education services may be eligible to attend at no cost, per the Individuals with Disabilities Education Improvement Act, which requires children with disabilities to receive a free appropriate public education in the least restrictive environment. Typically developing students may be permitted to attend as peer role models, sometimes at a reduced tuition compared with traditional preschool, depending on the school district.

Some private schools offer inclusion preschool programs, although they are typically tuition-based, Rintamaki says. With the exception of students who have an autism diagnosis and qualify for the state’s Autism Scholarship Program, there is no funding for preschoolers on Individualized Education Programs to attend private schools until kindergarten.

Rintamaki points to Middleburg Early Education Center as one private school where children with special needs learn side by side with typically developing peers. Other local preschools may offer inclusive preschool programs through partnerships. For example, The Music Settlement has a partnership with The Monarch Center for Autism.

If you suspect your child needs preschool special education or related services like speech, physical or occupational therapy, the first step is to contact your school district’s special

education department to ask for a screening, Ruedisueli says.

Concerned parents can also reach out to Connecting for Kids for personalized support or to be put in touch with a family resource specialist, Rintamaki says.

Marisa Palmieri Shugrue is a freelance writer and editor who serves as contributing editor for Northeast Ohio Parent. She lives in Fairview Park with her husband and two daughters.

BENEFITS OF INCLUSIVE EDUCATION

The benefits of inclusive education are many for both students with and without disabilities.

For Students with Disabilities ❋ Friendships ❋ Increased social initiations, relationships and networks ❋ Access to peer role models for academic, social and behavior skills ❋ Increased achievement of IEP goals and greater access to general curriculum ❋ Higher expectations ❋ Better family integration into community For Students without Disabilities ❋ Friendships ❋ Increased appreciation and acceptance of individual differences ❋ Increased understanding and acceptance of diversity ❋ Preparation for adult life in an inclusive society ❋ Opportunity to master activities by practicing and teaching others ❋ Greater academic outcomes Source: Kids Together Inc.

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More Than a Commute WHETHER STUDENTS ARE WALKING, RIDING BIKES OR BEING DROPPED OFF, GETTING

TO SCHOOL PRESENTS SAFETY CHALLENGES — AND OPPORTUNITIES FOR CONNECTION

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rekking to school, though it may look dramatically different this year, is a time-honored ritual that helps children build relationships, confidence and connection. There are many ways kids get to and from school. They may walk or bike; they may ride the school bus or be dropped off by parents or caregivers. Others may carpool with friends or drive themselves, and some students use a transportation service or public busing. But no matter the method, memories are made.

By Sara Macho Hill For Annette Shumaker, a mother of three in Olmsted Falls City School District, driving her children to school was the answer in warding off bullies. Though her daughter’s school paired her up with a “buddy” on the bus to combat the problem, bullying continued, and Shumaker finally decided to drive her children to school herself. The bullying stopped and something else took its place — quality time together. Often, the family will make stops on the ride home for ice cream or to do some walking and explore their community’s quaint downtown area.

Strongsville City Schools.

In response to a trend of drivers ignoring school buses, the city’s police department has placed police officers at random times on school buses.

“These officers are able to identify any

SAFETY FIRST

Before the COVID-19 pandemic hit, Parma mom Amanda Palinkas-Batzel walked her young daughter to the bus stop and home again in the afternoon. The six-minute trek was easily the best part of Palinkas-Batzel’s day.

“I love the one-on-one time of waiting with her because it’s just me and her and it gets her excited for the school day,” PalinkasBatzel says. “As an educator myself, I know it’s important for students to be excited to learn for the day.”

The pair even started a daily habit on their walk home, discussing ways they each displayed kindness during the school day.

“We started doing the kindness thing halfway through the year and just kept it up,” she says. “I love hearing from her 6-year-old eyes all the different acts of kindness that she did at school during the day.”

Often, daily drop-off and pick-up are one of the few times a parent and child will connect without interruptions. Car rides, without the distraction of a phone or tablet, provide parents with the chance to talk more intimately with their children and have real discussions.

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In Rocky River, biking and walking to and from school are popular, while many students take the bus, get dropped off or drive themselves, says Greg Murphy, the district’s communication specialist. With any commute, safety is paramount. Murphy highlights safety tips applicable to families in any district.

“One of the biggest safety tips is school bus safety and when to stop for a school bus,” he says “We have a graphic on the district website with laws on when to stop on a two or three lane road and a four-lane highway,” Murphy says. “Always stop for a school bus with red

flashing lights because children are getting on or off the school bus. Stay stopped until the red lights stop flashing, the extended stop-arm is withdrawn and the bus begins moving.

Drivers should take the extra time to look for walkers and bikers, especially before turning and driving through crosswalks. Walkers and bikers should always use the sidewalk when possible and remember to use marked crosswalks and/or cross the street by the crossing guard. Bikers should always wear a helmet.”

In Strongsville, a school district with more than 5,000 students, the city employs crossing guards at the preschool, its five elementary schools and the middle school, says Dan Foust, the communications coordinator for

drivers in violation of school bus safety laws and coordinate with police cruisers in the area to help catch vehicles in violation of any laws — for example, not stopping for a bus’s red lights,” Foust says. “In addition, last year our district purchased a four-camera system and GPS units for each bus in our fleet.”

Strongville’s buses transport around 3,500 students each day.

“Students and parents need to be aware that there is a ‘danger zone’ around a school bus of 10 feet,” Foust says. “No students or parents should be in this zone because drivers are unable to see anyone in that zone.”

He says bus drivers remind and reinforce bus safety rules and communicate “points of safety” to students at the beginning of each school year. The district advises students to remain at their points of safety until the rear end of the bus has passed them by to keep them safe if another vehicle disobeys traffic laws and attempts to pass a bus when the red lights are operating.

Parents weigh in on safety tips, as well.

“Always have a buddy at the bus stop, whether it’s a parent or another child,” Palinkas-Batzel says. “Practice crossing the street often even as students get older. I feel like sometimes older students are less careful because they think they know it all, whereas younger students remember to stop, look and listen more often.”

Sara Macho Hill is a freelance writer based in Northeast Ohio.

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Fall Open Houses

CLEVELAND MONTESSORI SCHOOL

12510 Mayfield Road, Cleveland 216-421-0700, clevelandmontessori.org Nov. 4: 5 p.m. (Virtual Open House) Nov. 7 (schedule in-person tour)

HAWKEN SCHOOL

Lower & Middle Schools 5000 Clubside Road, Lyndhurst 440-423-4446, hawken.edu Sept. 30 & Oct. 22: 8:30 a.m.

(Parent Visits) Nov. 15: 1 p.m. (Open House)

Upper School 12465 County Line Road, Gates Mills 440-423-4446, hawken.edu Sept. 24: 12:30 p.m. (Parent Visit) Oct. 15: 8:30 a.m. (Parent Visit) Nov. 8: 1 p.m. (Open House) Birchwood School 4400 W. 140th St., Cleveland 216-251-2321, birchwoodschool.org Nov. 18: 2 p.m. (Open House) Mastery School 11025 Magnolia Drive, Cleveland 440-423-4446, hawken.edu Sept. 29: 8:30 a.m. (Parent Visit) Oct. 20: 12:30 p.m. (Parent Visit) Nov. 22: 1 p.m. (Open House)

HERITAGE CLASSICAL ACADEMY

Bainbridge Campus 7100 Pettibone Road, Chagrin Falls 330-548-1738, heritageclassicalacademy.org Sept. 24: 10 a.m.

Peninsula Campus 1930 Bronson St., Peninsula 330-548-1738, heritageclassicalacademy.org Sept. 25: 10 a.m.

MAGNIFICAT

20770 Hilliard Blvd., Rocky River 440-331-1572, magnificaths.org Oct. 4: Virtual Open House (Time TBD)

MENLO PARK ACADEMY 2149 W. 53rd St., Cleveland 440-925-6365, menloparkacademy.com Oct. 17: 10-11:30 a.m.

ST. IGNATIUS

1911 West 30th St., Cleveland 216-651-0222, ignatius.edu Oct. 11: Noon-6 p.m.

ST. HILARY SCHOOL

645 Moorfield Road, Fairlawn 330-867-8720 ext. 343, st-hilaryschool.org Virtual Open House Kindergarten Kaleidoscope Register by 12/31/2020: dsinopoli@st-hilary.org K-8 Virtual Open House Register by 1/15/21: dsinopoli@st-hilary.org

UNIVERSITY SCHOOL Hunting Valley Campus (Grades 9-12) 2785 SOM Center Road, Hunting Valley 216-831-2200, us.edu

Shaker Heights Campus (Junior Kindergarten-Grade 8) 20701 Brantley Road, Shaker Heights 216-321-8260, us.edu Virtual Campus Tours Available

Submit your open house to us at openhouse@northeastohioparent.com

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Education

B

NEWS

Boys & Girls Clubs to Help Students Learning Virtually

oys & Girls Clubs of Northeast Ohio will provide in-person help for kids in digital-only education environments by creating at least 11 school-day learning centers in Clubs across the region.

Jeff Scott, BGCNEO’s president and CEO, says the organization will open ClubSmart Learning Centers in Cleveland, Lorain County, Akron and Sandusky to help students in September. Each site will have laptop computers for the children and internet access.

Boys & Girls Clubs provide safe, fun places for kids ages 6-18 to go after school.

The Clubs focus on academic achievement, healthy lifestyles and character development.

The Clubs’ youth development professionals provide programming that includes arts, athletics and homework help.

Learning will still be done virtually according to each school district’s curriculum.

At the centers, Club staff members serving as adult proctors will help children complete their schoolwork and provide additional stress-relieving programs such as art, writing and athletics.

Scott says BGCNEO believes the centers can curb academic loss and bridge the digital divide.

“Our kids need our help,” he says.

“The digital divide in Northeast Ohio puts so many of our kids and our families at a disadvantage. We understand there is risk in what we’re doing. We also know there is long-term risk from academic loss and even kids dropping out.”

Scott adds, “We feel it is our duty to create a safe place for kids to connect digitally and to ease the burden on working parents.”

Allen Smith, BGCNEO’s COO, says ClubSmart Learning Centers initially will be located at the Broadway,

St. Luke’s, King Kennedy and East Tech locations in Cleveland; at the Desich Family Campus, Elyria Middle, Southside Gardens and Westview Terrace Clubs in Lorain County; at Teen Center and Osborne Elementary in Sandusky; and at the Steve Wise Club in Akron.

Other sites could be added if funding can be found and operational requirements met.

Each site will have a socially distant setup with proctors, he says. Sites will have two Club proctors for every nine kids, along with two “roamers” and three people assigned to ensure social distancing. There also will be a medical professional on hand at each ClubSmart location.

Smith says the ClubSmart Learning Centers will operate during the normal school day but the exact hours have not yet been determined.

BGCNEO believes the ClubSmart Learning Centers could serve as many as 1,000 kids per day.

Source: Boys & Girls Clubs of Northeast Ohio. Visit bgcneo.org for more information.

PHOTOS BY DAVID LIAM KYLE

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SCHOOL

PROFILES

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20770 Hilliard Blvd., Rocky River 440-331-1572 magnificaths.org

OPEN HOUSE:

Virtual - October 4 Enrollment: 720

Grades served: 9-12 Student to teacher ratio: 9:1 Tuition: $16,450

agnificat High School is a girls’ Catholic, college-preparatory high school founded by the Sisters of the Humility of Mary that prepares young women to learn, lead and serve in the spirit of Mary’s Magnificat. 720 students with a diversity of backgrounds, interests and aspirations choose Magnificat for the distinctive educational experience it provides. Classroom learning is enriched through experiential learning, service and leadership opportunities. Under the mentorship of teachers, counselors and advisors, each student designs a unique educational experience, choosing from a course selection that includes over 30 AP and honors courses, 50 co-curriculars, and 15 varsity sports. Students are given the tools to reach their academic and leadership goals, as well as the flexibility to discover new interests and talents.

Power Points: • New for the 2020-21: The Magnificat Center for Science Exploration & Innovation features innovative, flexible spaces that foster interdisciplinary science exploration.

Completed in August, 2020, the new science spaces will allow science faculty members to adapt the physical spaces to the demands of the curriculum.

• Magnificat is the only all-girls Catholic school in Northeast Ohio with a synthetic turf field on its campus.

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MISSION STATEMENT:

We educate young women holistically to learn, lead and serve in the spirit of Mary’s Magnificat.

• Magnificat was the first local high school to develop a mechanical engineering curriculum in partnership with Motogo Cleveland. Students learn mechanical engineering concepts in an on-campus motorcycle garage, disassembling and reassembling Honda CB350 motorcycles.

• Magnificat’s Center for the Performing Arts houses a 1,000-seat theater, dance studio, dressing rooms, green room, choral room, as well as a scene shop for building props and set pieces.

- SPONSORED CONTENT -

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9200 Olde Eight Road • Northfield 330-467-7921 • sbcatholicschool.com facebook.com/stbarnabascatholicschool

MISSION STATEMENT:

Under the guidance of the Holy Spirit, and in partnership with our parish community, we nurture the seeds of faith and learning, cultivate the tree of knowledge and follow the path of Christ while serving others.

OPEN HOUSE: Catholic Schools Week - Jan. 31, 2021: 12-1:30 p.m.

Contact admissions for a tour: admissions@barnabasohio.org

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We are committed to the guiding principles that are listed in our mission statement. We take very seriously the responsibility and trust you place in us to foster the spiritual and academic development of your children.

Additionally, we place great emphasis on responsibility to self and service to others as we strive to cultivate students as citizens.

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— Mrs. Erin Faetanini, Principal

Concord Campus (Birth-12 years) 10229 Prouty Rd. Concord Township 440-357-0918

Grades served: Preschool-grade 8 Enrollment: 465

Student to teacher ratio: 12:1

Tuition: preschool 3s $1,179; preschool 4s $1,528; pre-k $4,365; kindergarten through eighth grade $4,229 (new and multi-student discounts)

t. Barnabas School is a family, fostering lifelong relationships and a spirit of loyalty and pride. It is dedicated to the spiritual, academic, social, physical and emotional development of all students.

Its staff believes that children learn through experiences, and the earlier they create STEMbased learning experiences, the better. In the “Dream Den,” students from pre-k through eighth grade engage in projects gaining valuable experiences in critical thinking, problem solving, engineering processes, creative design, and collaboration in a technology-rich environment.

Its robust science program and state-of-the art science lab enable students across the grades to learn in a hands-on environment. Its staff values the importance and need for Power Points:

• Catholic/Christian traditions and values are cultivated and celebrated • National Blue Ribbon School of Excellence • Commitment to Academic Excellence • Extended Care (K-8th)

• In-person and virtual learning options available

additional activities beyond the classroom. St. Barnabas has something for everyone with a wide variety of extra-curricular activities, athletic teams and pep rallies, a student-run TV station, academic competition teams, spirit days, school-wide retreats, community service opportunities and leadership development programs, all intended to foster social development and make lasting memories and friendships.

St. Barnabas School is a special place! Come experience the “Saint Barnabas Difference.”

• Technology enhanced curriculum (STEM)

• “Wrap Around” Daycare for preschool & pre-k • Auxiliary staff and full-time teacher aides • 1:1 Chromebooks; 3D Printers, Raspberry, Pi, Sphero and Lego Robotics, Kodable and numerous other software programs • Small class sizes

MISSION STATEMENT: Grounded in the tradition of Dr. Maria Montessori, Hershey Montessori School fosters personal and academic growth independence, confidence, responsibility and joyful, lifelong learning in carefully prepared learning environments for children from birth to 18 years.

Huntsburg Campus (12-18 years) 11530 Madison Rd. Huntsburg Township 440-636-6290

Hershey-Montessori.org

NURTURING THE SPIRIT. ENGAGING THE INTELLECT. INSPIRING CREATIVE THINKING.

S OPEN HOUSES

Schedule a personal visit or take a virtual tour online at Hershey-Montessori.org Enrollment: 201 Grades served: Infant-12th grade Student to teacher ratio: Ranges from 5:1, 12:1 and 15:1 depending on program Tuition: $350 to $47,515, depending on program level

chool should be interesting, engaging and educationally sound - and Hershey Montessori School is!

With careful planning and redesigning, Hershey reopened both its campuses with a redesigned face-to-face learning experience for students, and an enhanced remote learning option for Middle and Upper School students.

Hershey’s on-campus designs are centered around student cohorts and availing of beautiful outdoor environments while adhering to recommended health guidelines.

For more than 40 years, Hershey has instilled in its students the ability to adapt and redesign as the world changes, careers shift, and the demand on human ingenuity evolves. The life-transforming outcomes demonstrated by Hershey students, especially through these unprecedented times, reveals why Hershey is revered as a world leader in Montessori education.

Hershey students are inspired to learn, to thrive academically, expand their interests, and develop important life skills.

Contact Hershey to learn more about how this education model can benefit your child.

Power Points: • Innovative, scientific teaching methods • Purposeful project-based learning • Personalized academic pace • Strong emphasis on community and critical thinking

• Meaningful social connections & shared values • Stress-reducing connections to nature

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- SPONSORED CONTENT -

Lower & Middle Schools 5000 Clubside Road, Lyndhurst Birchwood School of Hawken 4400 W. 140th St., Cleveland Upper School 12465 County Line Road, Gates Mills Mastery School of Hawken 11025 Magnolia Drive, Cleveland Gries Center 10823 Magnolia Drive hawken.edu

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OPEN HOUSES: Lyndhurst: toddler-grade 8, Nov. 15: 1 p.m.

Birchwood School: preschool-grade 8, Oct. 18: 2 p.m.

Gates Mills: grades 9-12, Nov. 18: 1 p.m.

Mastery School (University Circle), grades 9-12, Nov. 22: 1 p.m.

For more information and additional visit options, go to hawken.edu/admission

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Instilling in students the skills they need to become successful adults is a top priority at Hawken. But we believe that who students become is just as important as what they become. We intentionally create our innovative programming and our community culture of inclusiveness in ways that inspire our students to go out and be good people who do good things in the world.

❞

— D. Scott Looney, Head of School

Enrollment: 1,400 Grades served: Toddler-12th Student to teacher ratio: 1:8 Tuition: $5,460-$35,920

ounded in 1915, Hawken School is an independent, nonsectarian, coed day school of 1,400 students, toddler to grade 12, located on two campuses in the eastern suburbs of Cleveland and a campus on Cleveland’s west side. Hawken recently opened The Mastery School of Hawken in University Circle, which takes Hawken’s problem-based programming to scale.

Hawken offers nationallyrecognized programming and nontraditional schedules to support experiential learning and innovative teaching. Partnerships with worldrenowned institutions offer realworld learning opportunities and connect students to local and global communities. Immersive experiences including honors-level engineering and entrepreneurship and STEMM internships instill skills needed to thrive in an increasingly complex and dynamic world.

The Lyndhurst campus (toddlergrade 8) features an Early Childhood Center; an Innovation Lab; two libraries; an auditorium; an eco-garden; two gyms; a musical arts center; a swimming pool; an indoor climbing wall; tennis courts; a track; and multiple playing fields.

Power Points: • $10.3 million in tuition reduction awarded annually • Highest number of National Merit Finalists among Cleveland area schools over the past 10 years

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The Gates Mills campus (grades 9-12) features a modern academic building with a fabrication lab, a media and communications lab, a science center, and more. The athletic complex includes two gyms and a swimming pool, a ropes course, a weight room, a wrestling room, eight tennis courts, turf fields, a stadium, and a track.

Birchwood School of Hawken (preschool-grade 8) offers families on Cleveland’s west side access to a Hawken education. The facility celebrates Birchwood’s diverse community and reflects Hawken’s emphasis on the development of character and intellect.

The Mastery School of Hawken campus (grades 9-12) is located within steps of many of the most engaging and innovative cultural, educational, arts, and medical institutions in the world, offering students an abundance of opportunities for partnerships and problem-based learning.

The Sally and Bob Gries Center for Experiential and Service Learning, also located in University Circle, supports off-campus programming for all Hawken students.

• State-of-the-art Early Childhood Center • 8,000 square feet of maker space • More individual state championship titles than any other school in Ohio • 31 percent students of color

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37501 Center Ridge Road, North Ridgeville 440-327-1175

lakeridgeacademy.org

OPEN HOUSES:

Check website for fall virtual events!

Enrollment: 400 Grades served: K-12 Student to teacher ratio: 8:1 Tuition: $8,200-$32,500

- SPONSORED CONTENT -

estled on a beautiful 93-acre campus in North Ridgeville, Lake Ridge Academy is the only independent K-12 private school on Cleveland’s west side. Students travel from 40 communities to receive an exceptional college preparatory education and join the school’s caring community.

The students, faculty and parents have a passion for learning. The school’s renowned curriculum offers hands-on learning experiences that shape engaged students into critical thinkers who are more motivated and thus, more successful in school and life.

With a low 8:1 student to teacher ratio, each student is known and receives the support they deserve. Graduates attend a four-year college, which often includes acceptance to the nation’s most selective universities.

The Lower School (grades K-5) offers a rich curriculum that includes world languages, natural world experiences, and a focus on social-emotional learning.

The Centers of Excellence, the academic pillars, fosters creative and innovative thinking to best prepare students for the future. The Center for Scientific Exploration and Research

Power Points: • Challenging college preparatory curriculum specializing in science, fine arts and humanities • Kindergarten includes world languages

uses a STEAM curriculum to build a solid foundation in biology, chemistry, physics and engineering, and offers the most advanced high school fabrication lab in the region.

The Center for Fine Arts supports developing skills in music, voice, dance, theater and visual arts.

The Center for Global Citizenship encourages political acumen and cultural understanding.

Significant financial assistance and scholarships are available.

Mission Statement

To send into a changing world confident young people of integrity who think critically and creatively while embracing the joy of lifelong learning.

• 100 percent of graduates attend a four- year college, with 75 percent accepted to their firstchoice school • Over 35 AP and Honors courses • New science and engineering building offering a college-level fabrication lab

• Offering the most fine arts courses of any private school in Northeast Ohio • Transportation and after-school programs available • Generous financial aid and merit scholarships available

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- SPONSORED CONTENT -

Small Class Sizes.

Big Advantages

34001 Cedar Road Gates Mills 440-473-8000 gilmour.org

Mission statement: To develop the competence to see and the courage to act in creating a more humane and just society.

Grades served: Montessori (18 months-kindergarten); Grades 1-12

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ilmour’s intentionally small class sizes have always personalized the student’s learning experience. As Gilmour navigates the return to school, those small class sizes, coupled with the 144-acre campus, allow them to safely bring students back for a mix of face-to-face and virtual instruction. While school will look different, they remain committed to providing students with the same Gilmour experience — a highly personalized education rooted in their Holy Cross tradition. When students return to campus, they will once again enjoy the benefits of Gilmour’s newest programs. The naturebased learning initiative features a chicken coop, apiaries, a greenhouse, an outdoor classroom, an amphitheater, classroom gardens, environmental science and sustainability courses, and more. Gilmour’s Enrollment: 656

new Lorraine and Bill Dodero Center for Performing Arts is home to their fine and performing arts program, which includes opportunities in visual and performing arts as well as in digital media. And the wellness program, woven into all aspects of the curriculum, promotes social-emotional, physical, spiritual and academic well-being.

Learn more about the advantages of Gilmour’s intentionally small class sizes, personalized learning, new programming, and their ability to seamlessly transition between face-to-face and virtual instruction. gilmour.org/admission.

Annual tuition: $5,750-$29,350 Average class size: 15

Student to teacher ratio: 9:1

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2149 W. 53rd St., Cleveland menloparkacademy.com

admissions@menloparkacademy.com 440-925-6365

OPEN HOUSES:

Oct. 17: 10-11:30 a.m.

enlo Park Academy is Ohio’s only tuition-free school for gifted children in kindergarten through eighth grade. The community school offers an all-day, accelerated curriculum using flexible learning spaces.

Students have the opportunity to find like-minded peers to maximize their talents, while achieving academic, emotional and social success. Menlo Park Academy enrolls students from more than 50 Northeast Ohio cities and nine counties and is located in the historic Joseph & Feiss factory building in the Detroit Shoreway neighborhood. Menlo Park Academy was founded on Sept. 23, 2008, with 38 students, and today enrolls more than 600.

Menlo Park Academy recently was ranked as one of Niche.com’s 250 Best Schools in the Nation, receiving an A grade.

Jan. 23: 10-11:30 a.m.

Enrollment: 609

March 6: 10-11:30 a.m.

Grades served: K-8

Information Nights: Nov. 18: 5:30-7 p.m.

April 14: 5:30-7 p.m.

May 11: 5:30-7 p.m.

Student to teacher ratio: 22:1 Tuition: FREE School districts served: 50+

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When my son was entering kindergarten, we started searching for a school that would fit him both academically and socially. For the past four years at Menlo, he has been able to really connect with other students, and has blossomed socially while remaining challenged academically. The flexible learning approach and differentiation has allowed him to advance in subjects where he was ahead of his class, but still foster the friendships he formed in kindergarten.

— Sarah G., current parent

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Power Points: • Ohio’s only tuition-free, K-8 school for gifted children • Innovative, accelerated curriculum • Flexible learning spaces • Menlo serves the whole child — academically, physically, emotionally and socially • High school credit classes available

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- SPONSORED CONTENT -

A call to school districts across Ohio

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4480 Richmond Road Warrensville Heights 216-292-8775 info@effectivela.org effectivela.org

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“Through a variety of engaging activities, ELA students go on a ‘journey of selfdiscovery’ and gain essential tools for success along the way. These timeless skills, such as time management, goal-setting and outsidethe-box thinking, lay the groundwork for resilience, future employment, productivity and achievement.”

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—ELA Founder & Executive Director Flo Brett

Enrollment: 25,000+ alumni Grades served: 5th-12th

Student-to-facilitator ratio: 12:1 Tuition: Contact ELA for package pricing

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ffective Leadership Academy (ELA) wants to help school districts build stronger relationships with students and offer tools to help young people cope with the continuous changes in their learning environments, whether they are online or in person.

ELA Online was launched in response to the evident outcry for social-emotional support for students across the nation. ELA Online for fifth through 12 grade consists of fun, engaging virtual classrooms with an award-winning curriculum that develops students’ leadership skills and boosts emotional intelligence.

Every student will receive a toolkit of learning strategies for embracing change and adjusting to unpredictPower Points: • 175+ school partners • 30+ philanthropic partners • 21st century skill development

able circumstances.

ELA’s mission is to help young people develop their most valuable asset — themselves. Will you join us?

Reach out today.

Visit effectivela.org/elaonline.

• Youth leadership skill development • Social-emotional learning (SEL) skills • SEL professional development workshops for teachers

- SPONSORED CONTENT -

645 Moorfield Road Fairlawn 330-867-8720 , ext. 343 st-hilaryschool.org

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OPEN HOUSES: Kindergarten Kaleidoscope - Virtual Explore our kindergarten program in the comfort of your own home!

Includes information for parents and activities for children.

Call 330-867-8720, ext. 343, or email dsinopoli@st-hilary.org by Dec. 31 to learn more. Children should be 5 by Sept. 30, 2021 Open House - Virtual All K-8 families are invited to explore our school safely in the comfort of your own home.

Call 330-867-8720, ext. 343 or email dsinopoli@st-hilary.org by Jan. 15 to learn more.

oday’s world demands strong moral character, global mindedness, and a broad, forwardthinking skill set. The challenging task of preparing children to have these attributes takes place every day at St. Hilary School. Recognized as a leader among elementary schools in the area, St. Hilary School continues to raise the bar by masterfully blending traditional core values with innovative teaching methods and cutting-edge programs.

The Catholic faith is infused into all aspects of a St. Hilary School education. Faith in God and service to others are key concepts that drive the entire formative experience. At St. Hilary School, solid morals, values and character are as important as any curricular subject.

Faculty and staff exemplify a love for children and a passion for education. Individualized instruction is available for students needing additional assistance or enrichment.

Administrators are visible and involved, and parent support is substantial. Faculty, staff and

Enrollment: 525 Grades served: K-8 Student to teacher ratio: average 21:1 Average class size: 21 Tuition: $4,235-$6,360

The Future Begins Here

parents partner to ensure academic success, and to provide enriching extracurricular and athletic experiences for students.

Experiential learning allows students to fully immerse themselves in lessons. Younger students learn to conduct classical music pieces, while older students explore a host of contemporary careers. A recipient of the Governor’s Thomas Edison Award for Excellence in STEM Education and Student Research, St. Hilary School provides facilities, courses and amenities that engage and challenge students and foster critical thinking and leadership. An outdoor classroom, a science lab, a Maker Space, Paxton-Patterson labs, and cutting edge technology, including Promethean ActivPanel boards and 1:1 Chromebooks, enable students to truly be 21st century learners.

While much is new at St. Hilary School, much remains constant.

This perfect blend of innovation and tradition has made the school a top choice for thousands of families for 60 years. Built on a foundation of excellence, the future begins here.

Power Points: •Two-time Blue Ribbon School • 98% of graduates continue Catholic education in high school • Before- and after-school care • On-site auxiliary services • Full slate of clubs and sports • Tuition assistance and scholarships available

Education Guide 2020

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Westlake Creative Playrooms Montessori & Child Care Center 26830 Detroit Road Westlake 440-835-5858 creativeplayrooms.com

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ducational studies reveal just how far a strong start can carry children — one that’s full of early learning and socialization. So at Westlake Creative Playrooms Montessori & Child Care Center, we’re celebrating autumn with fresh beginnings, new challenges and exciting achievements.

One of the many benefits is the range of programming, specifically tailored to infants through elementary-aged students’ age-appropriate needs. The center knows active families need an education partner that provides safe, reliable, loving and flexible care, so at the core you’ll find dedicated, highly trained staff committed to providing your child the skills they need to reach their individual potential.

Mission statement: Our mission is to foster a love of learning and exploration!

Throughout all of our classrooms, our play-based Montessori approach to learning cultivates an environment that focuses on the whole child and their physical, emotional and cognitive needs.

Grades served: Infants, toddlers, preschool, pre-kindergarten, school age, Montessori program for children 3-6 years of age, and a full day, private chartered kindergarten.

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Education Guide 2020

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