Top of the Class

TOP OF THECLASS

Academics aren’t the only way Westlake schools are making the grade.

// BY LINDA FEAGLER

There was a time when reading, writing and arithmetic were all that public schools focused on. But a bright new day has dawned in which students’ mental and emotional well-being are just as paramount.

“We’re fortunate that three of our buildings are less than 10 years old, and the fourth has experienced renovations,” says Westlake City Schools superintendent Scott Goggin. “What students are able to do inside is even better. We foster a sense of community to ensure every student feels included and enjoys a well-rounded education.”

Arts for All

Jennifer Yachanin-Butler, director of choral music and Demon Drama Club advisor at Westlake High School, will never forget the day she fell in love with music and drama. Her uncle was the choir director at Valley Forge High School in Parma Heights, and the youngster saw three of the musicals he orchestrated, including “The Sound of Music.”

“I remember being so excited to see what was coming next,” she recalls. “A blind student portrayed one of the nuns walking by in the processional, and she held onto the robe of the student in front of her for guidance. I thought that was so wonderfully amazing and inclusive.”

That poignant image has served as the teacher’s touchstone. If a student wants to be in choir or on stage, regardless of ability, there’s always a place for them in one of Westlake High’s six ensembles. Currently, between 150 and 200 students participate.

In addition to taking part in school productions, students perform in area nursing homes and at community events and festivals.

“Some of my students have Down syndome or are autistic,” YachaninButler says. “One was a completely nonverbal singer who came down every day in her wheelchair. She wasn’t singing, but she was part of our group.”

Hilary Patriok, director of instrumental music at Dover Intermediate School and Westlake High School, picked up the clarinet for the first time in high school and never put it down. In addition to teaching clarinet and viola to 40 fifthgraders, Patriok directs 200 students who are members of two jazz ensembles, two orchestras and concert and marching bands at the high school.

“Westlake’s music programs give all students the chance to thrive and be included — even those whose shyness prevents them from rarely speaking up in class,” Patriok says. “These days, we’re all so technology-driven. It’s wonderful to see students come in, sit down and look at a piece of music that’s not on a screen.”

Friendship Circles

Westlake High School psychologist Rebecca Sawchik and Tabatha Devine, transition coordinator for special education, know that being a kid isn’t child’s play.

Best Buddies helps allay the fears that students can experience.

The colleagues serve as advisors to the Westlake High School chapter of the world’s largest nonprofit organization dedicated to providing social inclusion opportunities for those with and without intellectual and developmental disabilities.

“Anyone is welcome to join Best Buddies,” Devine says. “Some of our students have physical and cognitive disabilities. They may be in a wheelchair for the rest of their lives, or unable to communicate. Some have needs that are undiagnosed. We provide opportunities for them to spend time with classmates outside of the classroom.”

All students who elect to participate in Best Buddies fill out an application form, which includes permission for a background check and parental approval. If accepted, they’re paired with a peer with

mutual interests. One-to-one friendships are nurtured by lunching together, and attending community- and school-related events and Best Buddies chapter meetings. Pals also keep in touch on weekends and during school breaks, checking in via texting and get-togethers at local coffee shops or each other’s homes.

When seventh- and eighth-grade students at Lee Burneson Middle School are experiencing a rough patch, a fourlegged friend soon has them smiling again. Frank, a trained bernedoodle certified by the Alliance of Therapy Dogs, makes the rounds on Mondays and Thursdays, visiting classrooms and greeting students one-on-one. His mission: Reduce anxiety levels, help students regulate behavior and emotion and improve their self-esteem; and foster responsibility and kindness in caring for animals.

Self-respect and compassion for others are also nurtured in other creative initiatives.

Lee Burneson counselor Adeena Horne founded the school’s LGBTQ+ group, Prism, two years ago. The name, suggested by a student, represents a safe space where students can express gender concerns.

“It’s a subject I’m passionate about,” Horne says. “We hold two meetings a month. One is held after school. Another takes place during school hours so that those not out to their families and friends, can also be part of a group.”

Teachers comfortable discussing gender topics display a sticker in their classrooms, so students know who they can turn to. Advocacy issues and the correct use of pronouns are also explored.

Initiated at Cocalico High School in Lancaster, Pa., 15 years ago following a student’s suicide, Aevidum, a derivative of the Latin phrase, “I’ve got your back,” is comprised of 150 chapters across the country. The nonprofit, dedicated to reducing the stigma of mental health issues, is embraced at Lee Burneson in myriad ways.

“It’s a small group of kids that tend to be drawn to want to participate,” says Lee Burneson school counselor Saskia Romeo. “They’re students who’ve struggled socially themselves or are committed to making the school a positive, more inclusive space with the goal of having no one feel segregated.”

Every student can reach for success at Dover Intermediate School thanks to WIN (What I Need), a program that leaves no child behind. On Wednesdays, students’ schedules are modified so they can attend 50-minute classes addressing specific needs they’re struggling with, including emotional and academic issues. Those seeking additional challenges can participate in classes that include advanced science and technology courses. Groups are kept small to allow for individual attention.

“They’re students who’ve struggled socially themselves or are committed to making the school a positive, more inclusive space with the goal of having no one feel segregated.”

– SASKIA ROMEO

Back to the Future

Students enrolled in Westlake High School’s technology and engineering classes need only look around them to see the impact a future career in the field can make: Alum and architect Todd Wrobleski designed their high school nine years ago, and a mechanical engineering grad had a hand in building Crocker Park. Farther afield, alumni of the school’s Technology and Engineering Department are engaged in a host of vocations making an impact around the world: A former pupil, now an architect, helped design the Grand Egyptian Museum in Cairo, Egypt, the largest repository comprising more than 120,000 ancient Egyptian antiquities and artifacts. Others, who focused on industrial and automotive engineering respectively, were hired by Intel to design and manufacture processing chips used in countless electronic and computer devices, and helped design the interiors of the Toyota Sienna and Avalon.

“Vo-ed schools are great places for students to learn specified areas of study,” says Westlake High School technology and engineering instructor Scott Kutz. “But since we don’t know what our students are going to major in, we give them a broad base, all based on the design process.”

Curriculum includes technical drawing, design and computer graphics classes; and a “Know Your Home” course focusing on mastering techniques in home repair and learning about new and emerging construction technology. The futuristic “Unmanned Aircraft Systems: Drone Technology” class teaches students how to fly and practice maneuvers with remote control flight simulators.