Cloverleaf COVID-19 Response Information
 + 2020-21 School Year Planning
On June 4, a task force comprised of parents, community members and staff began the process of planning for the 2020-21 school year. Please click HERE for periodic updates from Superintendent Daryl Kubilus.
+ District News
  • The Cloverleaf Community Recreation Center is open. Please click HERE for more.
  • Athletic facilities, including the stadium track, are closed until further notice. 
  • Safety City has been canceled.
  • Preschool screening is postponed until further notice.
  • The playgrounds at Cloverleaf Elementary School are closed.
+ Board of Education Meetings

In accordance with Ohio HB197, the 6 p.m. July 15 meeting of the Cloverleaf Board of Education will be held remotely. Information on how to access the meeting will be posted here.

+ Food Resources
Throughout the summer, Cloverleaf is continuing to provide each student with a week's worth of breakfasts and lunches every Tuesday from 5:30 to 7 p.m. at Cloverleaf Elementary. Local businesses and Feeding Medina County also have resources available. Please click HERE for details. 
+ Addiction and Mental Health Support Services 
+ Technology Assistance for Students and Staff
The technology department is available by telephone on weekdays from 8 a.m. to 4 p.m. Please call 866-779-7748 for assistance.

Preschool Program Goals

The adopted curriculum of the Cloverleaf Preschool Program, Assessment, Evaluation, Programming System for Infants and Children (AEPS), reflects the following goals and objectives:

• To provide developmentally appropriate learning activities and materials for all children;

• To engage children in active exploration and interaction with adults, other children and materials;

• To teach children to respect and take delight in individual differences;

• To enable children to develop across the physical, social, emotional, self-help, language and aesthetic developmental domains;

• To encourage development of a good self-concept (accurate perception of one’s self) and positive self-esteem;

• To include a balance of active and quiet play during individual, small group, and large group activities;

• To recognize the uniqueness of each child by working creatively to develop a plan to guide each child’s progress;

• To involve children’s families in the program and to make educational resources available to them;

• To include parents in transition planning as the children enter and / or leave special education preschool services; and

• To review children’s progress in the program and to report to their parent through curriculum-based assessment results, progress reports, personal conferences, and individual student Individual Education Programs (IEP's) following the PreK-2 report card cycle.

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