advocacy, work-based learning opportunities, and mentorship—creating a structured way for students to engage with professionals, explore career paths earlier, and build real-world context for what they are learning in school. A CULTURE OF CARE AND LAYERED SUPPORT SYSTEMS When asked about social-emotional support, Schirg frames the district’s approach as school cultural first, program second. Student wellbeing begins with trusting relationships with adults throughout the system, including bus drivers, food service professionals, custodians, teachers, and administrators. The goal is to create a caring environment where students feel known, valued, and supported. Each building is staffed with licensed school counselors, and the district also partners with McKeon counselors, who provide clinical support inside school buildings.That layered model ensures students can access both traditional counseling support and deeper clinical resources when needed. For staff, the district emphasizes organizational culture as the primary foundation of support. Schirg notes that teachers and support staff perform best when they feel respected, heard, and included in the direction of the school system. When challenges arise, the district’s approach is collaborative and solutions-oriented, ensuring that staff are supported so they can continue supporting students. TECHNOLOGY INFRASTRUCTURE WITH A CLEAR INSTRUCTIONAL PURPOSE Rocky River’s technology strategy begins with infrastructure and hardware aligned to instructional needs. The district supports learning environments with a range of devices and tools depending on classroom requirements, including PCs, Macs, and interactive CleverTouch screens that function as large-format instructional hubs. Those tools are supported by learning management systems such as Canvas, allowing teachers to connect with students inside and outside of traditional classroom settings.The intention, Schirg notes, is to 430 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01
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