For language, fine motor, and art activity center at the preschool each child would have their own individual schedule as to which center to be in. Each child’s schedule had a Velcro of a blue, green, red, and play square. Each center’s table would be labeled with either red, blue, or green so when the teacher signify the action to switch center the child would pull their schedule out of the center’s slot and go to the next color table. Each center have a envelope slot and Velcro so when the child arrive to their respective centers, the child will stick their colored squares from their individual schedule onto the Velcro card of the center. When the teacher signify the time to transition to another center again each child would pull out their schedule from the slot and repeat the process again. I find the visual schedule to be both a convenient and effective method for the child’s transition process and teacher. The schedule provide a visual representation as to where the child should go, kind of like road map directions with only pictures. Sticking the color on the center’s velcro slot provide the student’s with reinforcement as to they have reached their destination. The schedule is also convenient for teachers because the schedule tells the child where to go without the teacher having to tell each child their center location for every center transition.

I encourage using visual aids for individuals who are struggling with learning new materials because auditory learning can only be stored into your short term memory when hearing something once. Visual learning such as drawing or looking at an image will aid in your long term learning process by adding a mental picture to what you hear or read.

Secondly, risk management over haul is warranted. CMSD is a public entity. The District has performed poorly in this area. As such, the district has neglected to employ drill down methods to understand and publicly explain how spending spiraled aimlessly. The continue failure to manage and measure public funds should be internally investigated by an outside non political organization.
The institution of claw backs ranging from raises, bonuses and promotions should be examined and established. Those that operated under the concept of rational ignorance and incompetence should be engaged in disruptive transformation. The effects of educational hiccups will aid the transformation with slight interruption. This will command new leadership, executive and mid-
level management accountability, openness, compliance and transparency while assuring tax payers that real change is under way. Home owners need to know how the district will emerge
from fiscal malfeasance and what will preclude future losses and poor performance?

Lastly, Mayor’s Jackson’s appointed school board should perform as advocates for the Mayor, tax payers and the community. Tough questions must be driven for real solutions and results. The ppointed board must conduct themselves as fiduciary agents and Mayor Jackson must allow them to act as such. To do otherwise is a bully approach to continuous failure. A levy is not a determinate
factor for fixing our school district. Throwing good money after bad financial decisions, amount to insurmountable financial losses, and public deception. To deceive the public by edging law makers to pass an education transformation bill that will less likely benefit the children of Cleveland is shameful. It would have been plausible to introduce new and inviting human capital (who live in
the district) measures to talk about what really needs to be fixed before asking a targeted few for more money. It is a granted assumption that we will not produce smarter children with a levy passage, however we will see growth in political manipulation and a strong decline of public trust. Tax Payers merit a workable model. Home owners deserve risk management preventative measures – a risk management overhaul.