Celebrating a Year of Progress - Positive Education Program

Locations 

Central Office 

The Rico F. Pallotta Building 

3100 Euclid Avenue 

Cleveland, Ohio 44115 

216-361-4400 

216-361-8600 (fax) 

info@pepcleve.org 

Day Treatment Centers 

Eastwood 

4205 Bluestone Road 

South Euclid, Ohio 44121 

216-486-2999 

216-486-3951 (fax) 

Greenview 

14201 Southington Road 

Shaker Heights, Ohio 44120 

216-751-8453 

216-751-3780 (fax) 

Harbor 

6470 Pearl Road 

Parma Heights, Ohio 44130 

440-809-2145 

440-809-2156 (fax) 

Hopewell 

11500 Franklin Boulevard 


216-227-2730 

216-227-2740 (fax) 

Midtown 



216-361-7220 

216-361-7230 (fax) 

Phoenix Place 

2357 Tremont Avenue 


216-781-8229 

216-781-9325 (fax) 

Phoenix Point 

3389 Fulton Road 


216-658-3915 

216-658-3922 (fax) 

West Bridge 

3185 West 41st Street 


216-631-3633 

216-631-4322 (fax) 

West Shore 

17415 Northwood Avenue 

Lakewood, Ohio 44107 

216-658-2620 

216-658-2615 (fax) 

Early Childhood Centers 

ECC--East 

1340 Professor Road 

South Euclid, Ohio 44124 

440-573-2024 

440-573-2033 (fax) 

ECC--West 



216-574-9689 

216-574-9745 (fax) 

Connections 



216-361-9100 

216-361-7774 (fax) 

Day Care Plus 



216-658-7120 

216-658-7135 (fax) 

PEP Assist 



216-361-7232 

216-361-7295 (fax) 

> > 

Willow Creek 

11600 North Durkee Road 

Grafton, Ohio 44044 

440-748-6120 

440-748-4226 (fax) 

Tapestry 



216-361-9620 

216-361-9623 (fax) 

> > > > 

Since 1971, Positive Education Program has helped troubled and troubling children and youth successfully learn and grow through the 

Re-ED approach, blending quality education and mental health services in partnership with families, schools, and communities. It started as 

a small consulting organization established to help schools create strategies to work with their most challenging students. Today, PEP operates 

many programs including ten Day Treatment Centers, two Early Childhood Centers, Day Care Plus, Connections, Tapestry, and PEP Assist. 

PEP impacts the lives of 3,000 children and their families annually. 

Associated with Educational Service Center of Cuyahoga County 

Contract Provider of Cuyahoga County Community Mental Health Board 

Accredited by CARF: Commission on Accreditation of Rehabilitation Facilities 

A United Way Agency 

www.pepcleve.org 

Design: Wasylyshyn Design LLC Video Stills: Second Story Productions LLC 

2008 Annual Report 

Celebrating a Year of Progress 

Celebrating a Year of Progress

Vision. PEP’s results-based wellness 

model makes PEP the expert for the delivery 

of integrated services to troubled and troubling 

children and their families. Recognized for its 

proven success, PEP contributes to national 

changes in its areas of expertise. 

Mission. PEP helps troubled and 

troubling children and youth successfully 

learn and grow through the Re-ED approach, 

blending quality education and mental health 

services in partnership with families, schools, 

and communities. 

Helping children grow up strong in body, 

quick of mind, generous of spirit. 

TIME is an ally, working on the side of growth 

in a period of development when 

life has a tremendous forward thrust. 

Dear Friends, 

— Nicholas Hobbs, PhD 

JOHN SAADA AND FRANK FECSER > > 

About Re-EDucation 

In the early 1960s Dr. Nicholas Hobbs was asked by the National Institute of Mental 

Health to develop a new paradigm for the treatment of children with severe emotional 

disturbance. The model was to be highly accessible and cost effective. What Hobbs and 

his colleagues developed was a dynamic, child and family centered approach which 

came to be known as “Re-education of Emotionally Disturbed Children,” or Project 

Re-ED. What is dynamic about Re-ED is that it is “ecologically based.” When a child is experiencing problems in his or her 

home, school, or community, we say there is an imbalance in the child’s ecology. Our objective is to restore the ecology 

to a “tolerable level of discord” by building on all of the strengths available within the child’s world. Re-ED is an open 

paradigm that challenges us to integrate emerging best practices and new treatment technologies into our work. Re-ED 

gives the teacher-counselor the freedom to be creative in developing meaningful experiences and environments that 

nurture trust, risk-taking, and the growth that comes from building competence. Successful living is healing, and in 

Re-ED, we work to string together one good day after another until life is overwhelmed by a better way of living. When 

asked to capture the essence of Re-ED, Hobbs identified these twelve principles that ground our daily work with troubled 

and troubling children: 1) Life is to be lived now; 2) Trust is essential; 3) Time is an ally; 4) Competence makes a 

difference; 5) Self-control can be taught; 6) Intelligence can be taught; 7) Feelings should be nurtured; 8) The 

group is important; 9) Ceremony and ritual give order; 10) The body is the armature of the self; 11) Communities 

are important; 12) A child should know some joy in each day. 

In these challenging times, it is important to reflect on 

the positive and the possibilities. At Positive Education 

Program (PEP), we are reminded of this as we support 

and celebrate each child’s progress—day by day, 

month by month, milestone by important milestone. 

We can never forget that time matters, and that when 

we use our time well, we become the catalyst to improve 

children’s developmental trajectories. By capitalizing on 

teachable moments, the resilient core within each child is 

strengthened. Children gain the confidence to take further 

strides toward larger goals. 

We are proud that the young boy who came to our 

Early Childhood Center with aggressive behaviors and 

communication delays is now finding success in his 

district’s kindergarten class. We salute the young woman 

who graduated from one of our Day Treatment Centers 

last year and is now succeeding at a local four-year 

college. We are uplifted by the young person who was 

on the brink of residential placement and is now thriving 

at home, in school and the community. 

We are equally proud of the small steps children make 

along the way. We delight in seeing the 12-year-old girl 

who came to us unable to spell, now reading close to her 

grade level. We enjoy watching the young boy finally able to 

make friends after years of struggling with social anxiety. 

And we are proud of the family who, because of the 

support they received at PEP Harbor, is now able to take 

their child with autism to the grocery store without incident. 

For all of these young people, gains were incremental. 

Like all of the children and youth we serve, they were faced 

with obstacles that seemed insurmountable. With the 

patience and guidance of our caring, competent staff, they 

learned to focus their energy on small accomplishments. 

Before long, they were making progress, striding forward 

toward success. 

Last year, our children and youth experienced countless 

accomplishments, and this annual report celebrates these 

moments and the growth they sparked. We thank our 

partners in the community and our generous donors for 

making these accomplishments possible. With your support, 

we look forward to another year of helping children grow 

up strong in body, quick of mind, generous of spirit. 

John M. Saada, Jr Frank A. Fecser, PhD 

Chair, Board of Directors Chief Executive Officer 

1

School-Age Integrated 

Special Education 

and Mental Health Services 

COMPETENCE makes a difference; children 

and adolescents should be helped to be good 

at something, and especially at schoolwork. 


Achieving competence is different for each child. 

While the reaction may look the same—a big smile, 

a proud walk, a twinkle in the eye—it stems from 

very different experiences. For some, competence 

may come from reading a book for the first time. 

For others it’s scoring the winning goal in a soccer game. Still, yet for others it may be the ability to finally 

manage their emotions during tough times. 

Competence is a first step, a building block in helping a child realize his potential. Once the child 

experiences that ah-ha moment, life is changed. A weight is lifted and, sometimes for the very first time, 

that child finally feels relief—relief from the frustration and anguish of feeling inadequate. 

In PEP Day Treatment Centers, we search for those ah-ha moments; those moments when a child 

accomplishes a personal milestone. Maybe it occurs when he realizes he truly IS capable of learning. Or 

maybe it occurs when he’s able to resolve a conflict through communication, not violence. It is in these 

moments that the child can finally start to realize his potential and move forward. 

We hold tight to these moments and use them to inspire our children to keep achieving, to keep 

working through their problems. We know that once the child realizes what he is capable of, the promise 

of a bright future begins to unfold. 

PEP’s 10 Day Treatment Centers served 

968 children from 61 school districts in 11 counties. 

Programs 

> > > > 


Positive Education Program’s Day Treatment Centers serve 

school-age children and youth who have been diagnosed 

with an emotional disturbance in an integrated educational 

and mental health environment. These centers serve as 

both the school and the therapeutic treatment center for 

these children and youth. PEP’s ten centers—Eastwood, 

Greenview, Harbor, Hopewell, Midtown, Phoenix Place, 

Phoenix Point, West Bridge, West Shore, and Willow 

Creek—are located throughout Northern Ohio and have 

the ability to serve children with multiple disabilities. 

While all ten centers specialize in working with 

children and youth with serious emotional challenges, 

four centers have additional specialties. Phoenix Place 

and Phoenix Point serve children with significant cognitive 

delays. PEP Harbor specializes in serving children and 

youth with autism spectrum disorder and other complex 

developmental disabilities, all of whom are experiencing 

significant impairments in communication. Midtown Center 

for Youth in Transition is designed to meet the specific 

needs of troubled teens transitioning to adulthood. 

Learning to 

resolve conflict 

through positive 

communication 

PEP Assist 

PEP Assist is a consulting and training service provided to 

schools and programs designed to teach best practices 

for working with at-risk and special needs children. 

Services are individually tailored to meet the unique needs 

of each district. Working in collaboration with public 

schools, PEP Assist staff develops innovative programs 

and staff development opportunities so that children 

with severe and challenging behaviors may be served 

successfully in their school of residence. 

2 P O S I T I V E E D U C AT I O N P R O G R A M 3

Early Childhood Services 

In growing up, a child should know some 

JOY in each day, and look forward 

to some joyous event for the morrow. 


This statement is simple enough. It evokes a positive 

feeling in everyone who reads it. But when the 

architect of Re-ED, PEP’s programmatic philosophy, 

first put pen to paper, he didn’t intend for this 

statement to simply be a good feeling. 

When we talk about the joy our young children experience, it’s more than a bright smile. It’s more than 

hardy laughter. Joy, in its best definition, is the emotion evoked by well-being, success or good fortune. 

And that’s what Nicholas Hobbs had intended when he described joy. When a child experiences joy, it is 

rooted in his sense of purpose, his level of comfort in his surroundings, and his trust in others. 

In our Early Childhood Services, we work to create feelings in our youngest, most impressionable 

children that evoke joy. We start by helping them accomplish milestones and by helping their families 

understand how to best meet their needs. We provide a nurturing, comfortable environment in the classroom 

and teach parents how to transfer this sense of security to the home. We show children how to positively 

interact with peers and how to effectively communicate their feelings. 

We take small steps to instill a sense of purpose, a level of comfort and a feeling of confidence in 

these children, and the end result is priceless. We see children engaged in meaningful play. We relish the 

bright smile, the hardy laughter, because we know that behind these expressions of joy is a child secure in 

his environment, ready to face his next challenge. 

Day Care Plus’ work resulted in a 98% success rate, 

preventing the expulsion of 643 children from 

child care settings. 


> > > > 


PEP Early Childhood Centers (ECCs) provide short-term 

educational and therapeutic services to children from birth 

through kindergarten experiencing serious behavioral 

challenges. Many have additional difficulties including 

cognitive delays, communication delays, and/or a diagnosis 

along the autism spectrum. PEP ECCs offer Early Childhood 

Special Education services, including preschool and 

kindergarten classrooms, and Early Childhood Mental 

Health (ECMH) services. In collaboration with families and 

school districts, PEP ECCs help children develop skills 

necessary for success in school and in life. 

Day Care Plus 

Day Care Plus provides consultation services and technical 

assistance to child care providers, and support for families 

with children experiencing difficulties in the child care 

setting. Working with staff, parents and all agencies 

involved, Day Care Plus consultants develop a seamless 

and effective program for children experiencing social, 

emotional, and behavioral difficulties. The program’s 

ultimate goal is to maintain children successfully in their 

child care placements. 

Experiencing the 

joy that comes from 

learning to play 

well with others 


Community Support Services 

COMMUNITIES are important for young children 

and youth, but the uses and benefits of 

community must be experienced to be learned. 


In order to succeed, young people need community. 

They need the guidance and encouragement of 

trusted adults. They need to feel the support of 

those around them, and they need to feel a sense 

of belonging. 

In all of our programming PEP strives to enable a child to succeed in the least restrictive environment 

possible. Ideally, we want to see children excel in their home school district. We want them to be able to live in 

their home with their family. We want them to be able to utilize the resources in their own backyard to grow 

into strong, independent adults. 

We truly believe that our influence alone is not enough. Children are shaped by their surroundings, 

by those people in their lives who leave a lasting impression. 

Especially through PEP Connections and PEP Tapestry, we strive to pull together all of these influences 

and create a network of support to propel the child to a pinnacle of personal success. It is through the work 

of many, through a sense of community, that the child is able to achieve his highest potential. 

In a national study of like programs, PEP Tapestry’s 

outcomes for children and families scored among 

the top 25%, the highest ranking possible. 


> > > > 

Connections 

PEP Connections coordinates services for some of the 

community’s most at-risk children and youth, all of whom 

are experiencing severe emotional disturbance, are involved 

with several of the County’s child-serving systems, and are 

at risk of being removed from their home. PEP Connections 

works with the child and everyone involved in his/her life 

to create a plan of care aimed at helping the child access 

community supports and begin on a path to success. 

Tapestry 

PEP Tapestry is part of Cuyahoga County’s Tapestry System 

of Care and aims to support children with mental health 

needs within their own communities. PEP Tapestry relies 

heavily on supports established through the Family-to- 

Family Neighborhood Collaborative, which links families 

with resources within their own communities. This approach 

helps to maintain the child in his/her neighborhood and 

employs resources of the community to provide the 

necessary supports and services to help the child succeed. 

Partners— 

grandma and case 

manager—savor 

a moment of 

hard-earned pride 


Autism Services 

TRUST between the child and adult is essential, 

the foundation on which all other principles 

rest, the glue that holds teaching and learning 

together; the beginning point for re-education. 


In all of our areas of service, the child’s success 

depends on our staff’s ability to develop a trusting 

relationship. This relationship is built by focusing 

on the child’s strengths, understanding what is 

important to her, and nurturing a positive relationship with her family. Once that trusting relationships is 

forged, learning follows. 

Trust is particularly important in our service to children with autism. At PEP Harbor, children rely on 

trust to help them navigate their day. They trust their schedule. They trust the regularity of their activities. 

And most importantly, they trust their teacher. Their teacher not only understands their basic needs, but also 

understands what motivates that child to learn. 

Many children at PEP Harbor lack basic communication skills. Yet the teachers who know them best, 

know what that child likes, what keeps her focused on academic lessons, and what achievements make 

her feel most proud. 

Building a trusting relationship is an uphill battle. It is not done overnight, and it can be destroyed in 

an instant. But when the child and the adult finally make that connection, barriers are broken. Progress can 

begin, and the child can begin to blossom. 

PEP Harbor has responded to growing demand, 

serving 44% more children than it did five years ago. 


> > > > 

PEP Harbor 

PEP Harbor specializes in serving children and youth 

with autism spectrum disorder and other complex 

developmental disabilities, all of whom are experiencing 

significant impairments in communication. Practices, 

methodologies and strategies for instruction are selected 

from evidence-based, generally accepted, and promising 

peer-reviewed practices. The program utilizes a variety 

of instructional approaches and methods, all designed to 

accentuate student strengths and teach to independence. 

PEP Harbor utilizes community-based and center-based 

instruction to facilitate the learning and generalization 

of new skills across environments with a focus on 

developing skills that have real life utility for each child. 


In addition to the specialized services provided at 

PEP Harbor, the other nine PEP Day Treatment Centers 

(described on page 3) serve children and youth with a 

diagnosis along the mild to moderate range of the autism 

spectrum. Programming is built around the needs of each 

individual child with a strong emphasis on building 

academic proficiency and positive social and adaptive skills. 

Celebrating 

a milestone 


In its service to young children with autism, PEP’s approach 

is highly individualized. Programming is built around the 

needs of each child, employing methodologies that are 

likely to have the greatest impact. PEP places a strong 

emphasis on language development, communication skills, 

social skills, coping strategies and interaction with 

non-autistic peers. The environment is rich in visual cues, 

including social stories and picture schedules. Working in 

partnership with school districts, PEP works collaboratively 

to help young children transition to their next environment. 

PEP Assist 

The majority of children with autism are being served within 

school districts. PEP Assist provides support to teachers 

and students so that more and more children with autism 

can thrive in regular school environments. 


Public Partners 

and Philanthropists 

Schools 

Child Serving Systems 

Donors 

Akron City Schools 

Amherst Exempted Village Schools 

Avon Local Schools 

Bay Village City Schools 

Beachwood City Schools 

Bedford City Schools 

Berea City Schools 

Berkshire Local Schools 

Berlin-Milan Local Schools 

Brecksville/Broadview Heights City Schools 

Brooklyn City Schools 

Brunswick City Schools 

Buckeye Local Schools 

Chagrin Falls Exempted Village Schools 

Chardon Local Schools 

Citizen’s Academy 

Cleveland Heights-University Heights City Schools 

Cleveland Metropolitan School District 

Cloverleaf Local Schools 

Columbia Local Schools 

Community Behavior Health (Pennsylvania) 

Community Council for Mental Health 

and Mental Retardation (Pennsylvania) 

Community Counseling Center (Pennsylvania) 

Constellation Schools 

County of Delaware, Department of Human 

Services (Pennsylvania) 

Cuyahoga Falls City Schools 

Cuyahoga Heights Local Schools 

Delaware County Office of Behavior Health 

East Cleveland City Schools 

Educational Service Center of Cuyahoga County 

Elyria City School 

Euclid City Schools 

Fairview Park City Schools 

Family Service and Children’s Aid 

Society of Venango County (Pennsylvania) 

Family Services of Northwest Pennsylvania 

Firelands Local School District 

Garfield Heights City Schools 

Hope Academy East 

Hudson City Schools 

Independence Local Schools 

Keystone Local Schools 

Lakewood City Schools 

London City Schools 

Lorain City Schools 

Maple Heights City Schools 

Mayfield City Schools 

Medina City Schools 

Mentor Exempted Village Schools 

Midview Local Schools 

Nordonia Hills City Schools 

North Olmsted City Schools 

North Ridgeville City Schools 

North Royalton City Schools 

Norwalk City Schools 

Oberlin City Schools 

Oil City Area School District (Pennsylvania) 

Olmsted Falls City Schools 

Orange City Schools 

Painesville City Local Schools 

Parma City Schools 

Perkins Local Schools 

Pinnacle Academy 

Revere Local Schools 

Richmond Heights Local Schools 

Rittman Board of Education 

Rocky River City Schools 

Shaker Heights City Schools 

Sheffield/Sheffield Lake City Schools 

Solon City Schools 

South Euclid/Lyndhurst City Schools 

Southwest Behavior Health Management 

Stow-Munroe Falls City Schools 

Strongsville City Schools 

Warrensville Heights City Schools 

Wellington Exempted Village Schools 

Westlake City Schools 

White Hat Management 

Wickliffe City Schools 

Willoughby/Eastlake City Schools 

Wooster City Schools 

Thank you! 

Cuyahoga County Community Mental Health Board 

Cuyahoga County Department of Children and Family Services 

Cuyahoga County Family and Children First Council 

Cuyahoga County Juvenile Court 

Cuyahoga County Mental Retardation and Developmental Disabilities Board 

Cuyahoga County Office of Health and Human Services 

Cuyahoga County Tapestry System of Care 

Educational Service Center of Cuyahoga County 

Educational Service Center of Lorain County 

Help Me Grow of Cuyahoga County 

Invest in Children, Office of Early Childhood 

Lorain County Board of Mental Health 

Ohio Department of Education 

Ohio Department of Mental Health 

Starting Point for Child Care and Early Education 

State Support Team—Region 3 

(formerly Cuyahoga Special Education Service Center) 

United Way of Greater Cleveland 

This list reflects contributions made between July 1, 2007 and December 31, 2008. 

4-Most Group, Inc. 

A & G Office Furniture Inc. 

Laurie Albright 

Louise T. Alexander 

Eleanor and Glenn G. Anderson, Jr. 

Robert H. Anschuetz 

Dominic A. Antenucci 

Applied Industrial Technologies Inc. 

Charles Rieley Armington Fund 

John H. Armitage 

Associated Contractors, Inc. 

AutoUpLink of Pittsburgh 

Joseph E. Balogh 

Nancy Barch 

James Barnes 

Janet and Gordon Bartels 

James L. Bayman 

Ruth S. Berger 

Susan Berger and Robert Brown 

Susan H. Berk 

Big Game Capital, LLC 

The Bloomery, Inc. 

Ann and Terry Bowdish 

Chester H. Brearey 

James W. Butler 

Marc Byrnes 

Stacy A. Caddey 

Michael A. Campanelli 

Aaron M. Campbell 

Kathleen M. Campbell 

Kellie Carmosino 

Cars.com 

William and Judith Caster 

J. P. Cerar 

Chagrin Services, Inc. 

Brian M. Chivers 

Michael D. Cierebiei 

Michael A. Clegg 

Eric Cleis 

Ronald B. Cohen 

Brett Colathan 

Community Endeavors Inc. 

Mr. and Mrs. William E. Conway 

Mary Beth Cooper and Scott Chaikin 

Mary-Beth A. Cooper 

Coppola Enterprises, Inc. 

Cornerstone Institutional Investors, Inc. 

Marilyn A. Cunin 

Cuyahoga County Treasurers 

Office Employees 

Law Offices of Stephen E.S. Daray 

Dale A. Dean 

Daniel Dean 

Robert A. De Angelis 

Felicia Demchuk 

Todd Derbaum 

Grace L. Drake 

Easton Telecom Services LLC 

Harry and Shirley Eastridge 

The EBY Company 

Kevin Egan 

Joshua D. Eiskamp 

Judith A. Embrescia 

Enterprise Rent a Car, Group 4099 

Evergreen National Indemnity Co. 

Fabulous Flowers and Gifts 

James P. Fagan 

John T. Fagan 

Fairmount Minerals Foundation 

John A. Favret 

Frank and Mary Ellen Fecser 

Konrad K. Fellmann 

Fidelity Access Networks, LLC 

Elizabeth P. Fitz Gibbon 

Sally Florkiewicz 

Charles and Charlotte Fowler 

Family Foundation 

Toni L. Frisina-Yoder 

Congresswoman Marcia Fudge 

Mark Galehouse 

Tom Garske 

Ann and Scott Garson 

Jeffery Geiger 

Brock Generalovich 

Gilmour Academy 

Shyam Giridharadas 

David S. Goodman 

Yvette C. Graham 

Dr. and Mrs. Stephen Grcevich 

Peter and Mary Rita Grealis 

Debra L. Peterson Grilly 

William and Susan Grimberg 

James B. Griswold 

The George Gund Foundation 

Halcyon Design, Inc. 

Mindalore Hamilton 

Happy Faces Children’s Center, LLC 

Elaine and James Harper 

Jim Harvey 

Susan C. Hastings 

Barbara and Henry Hatch 

Lawrence H. Hatch 

Matthew P. Hawes 

Honda North 

Thomas Houlihan 

Mark Huff 

Peter and Lari Jacobson 

Richard E. Jankura 

The Martha Holden Jennings Foundation 

Richard Jensen 

Ralph E. and Lisa B. Johnson 

Dr. and Mrs. Joffrey P. Jones 

Steve Kadish 

Derek Kaesgen 

Lenore L. Keene 

Paul Kesselem 

Christopher R. Kious 

Keith J. Kirschstein 

Peggy Klein 

Dennis and Jill Koenig 

John E. Kohl 

Stewart and Donna Kohl 

Sandra K. Kolb 

Sue Ellen and Jeffrey Korach 

Scott T. Korpowski 

Edward J. Koster 

Krueger Grealis & Associates 

Robert J. Krupka, Jr. 

Robert J. Krupka 

William A. Kurtz 

Larrie D. Lenarduzzi 

Dr. and Mrs. L. Douglas Lenkoski 

Pearl and Alvin Lewis 

Zachary C. Lewis 

Constance P. Lincoln 

Lincoln Electric Co. 

Kim and Tom Littman 

Robert and Susan Macuna 

The Madav IX Foundation 

Doug Magers 

Charles A. Malone 

John Markey 

Randolph D. Markey 

Seth Markey 

Thomas J. Martin 

C. Massouh Printing Co., Inc. 

Elizabeth F. McBride 

Dr. Nylajean McDaniel 

Mark D. McDermott 

Mark M. McGuire 

Nancy McInerney-Lacombe 

Ryan D. McLeod 

Leon Melnick 

Valorie Wolcott Mendelson 

Michael Mercatoris 

Donald and Sally Messinger 

Microsoft Giving Campaign 

Geralyn Miller 

Lee Miller 

Mike Milligan 

Rebecca Minnillo 

Keith A. Mitchell 

Mitch Moisio 

Beth Mooney 

Gerry Moose 

Daniel W. Morris 

William F. Morris 

Brian Nakel 

National City Bank 

Linda M. Neiheiser, Ph.D. 

William R. Nemeth 

Nestle 

John and Karen Nestor 

Bob and Haide Neubert 

Michael Neundorfer 

Neundorfer, Inc. 

the new indepenDENTS, inc 

Gilda Newman 

Dwane L. Newsom 

Nitelights of Cleveland 

John Nosek 

Mr. and Mrs. Erwin J. Odeal 

Ohio Sigma Home Co. 

Paul M. Oliu 

The Optimist Club of Strongsville 

J. Ward Pallotta 

Marjorie K. Pallotta 

John R. Palmer 

Jon D. Palmiero 

Joseph A. Palmiero 

Palmiero Toyota 

James A. Petrucci 

Richard W. Pogue 

Larry and Julia Pollock 

Matthew Porrello 

Frank H. Porter 

Hughes-Primeau Controls, Inc. 

Julie and Peter Raskind 

Mary and Todd Ray Charitable Fund 

Andrew K. Rayburn 

Joseph C. Restifo 

Stan Richardson 

William and Judy Riter 

Sam Robb 

Elizabeth Roberts 

Robert J. and Lauryn Ronis 

Enid and David Rosenberg 

Phyllis and Alan Ross 

Margo and Bob Roth 

Donald and Valarie Rudar 

John M. Saada, Jr. 

Mr. & Mrs. John M. Saada, Sr. 

Kristen and Robert Saada 

David A. Sagerser 

Jackie Sandman 

Adam N. Saurwein 

Harry and Joan Scharf 

Gretchen Schuler 

John and Sally Schulze 

Peter S. Scriven 

Nancy and Bill Seelbach 

John Sesek 

Sridhar B. Seshadri 

Mr. and Mrs. John Sherwin Jr. 

Amy Shook 

Ellen and George Shook 

Jeffrey G. Shook 

Bobby Sibel 

Dolly and Norman Sigel 

Robert Skerda 

Richard J. Slosar 

Doug and Susan Smith 

Jim and Kerri Smith 

Nellie B. Snavely Fund 

The South Waite Foundation 

Kenneth R. Spanagel 

Sportstime Ohio/Fastball 

Sports Productions, LLC 

Kurt Stanic 

Starn Tool & Mfg. Co. 

John B. Stein 

Roger M. Synenberg 

Gayle Channing Tenenbaum 

The Trainor Family 

Alain D. Trice 

Aaron Tschudy 

Shyam S. Tutukuri 

Claudia Lann Valore 

Thomas G. Valore 

Vanguard Industrial 

Eric and Claire Waag 

Ann H. Walker 

Kirk N. Walsh 

Paul Ward 

Judy L. Warner 

Linda and Chris Warren 

Warwick Communications, Inc. 

Nancy Wasylyshyn 

Ron and Terri Weinberg 

Michael and Danielle Weiner 

David and Erica Weiss 

Richard Werner and Barbara Langhenry 

Sean Whalen 

Margie and John Wheeler 

Robert J. White, M.D., Ph.D. 

Laverne Whitworth 

Timothy M. Wicinski 

Carrie Wiesenbach 

Doug Wolfe 

Woodruff Foundation 

Alice E. Worman 

Maxwell K. Wright 

James B. Zeitz 

Roger S. Zona 

Two Donors Wish To Remain Anonymous 

1 0 P O S I T I V E E D U C AT I O N P R O G R A M 1 1

Board of Directors 

Staff Leadership Team 

Financials 

Executive Committee 

Central Operations 


Year Ending June 30, 2008 

Revenue and Support 

School District Reimbursements 

Federal Medicaid Reimbursements 

Cuyahoga County Community Mental Health Board 

Cuyahoga County Office of Early Childhood 

Cuyahoga Tapestry System of Care 

Investment Income 

Federal National School Meals Program 

Ohio Department of Education 

Private Philanthropy 

United Way 

Cuyahoga County Department of Children and Family Services 

Fees for Service 

Cuyahoga County Department of Justice Affairs 

Cuyahoga County Board of Mental Retardation and Developmental Disabilities 

Other Revenue/(Loss) 

Expenditures 

Personnel and Benefits 

Occupancy 

Office/Site Operations 

Professional Fees and Contracted Services 

Client Assistance and Services 

Transportation and Travel 

Meetings, Training, and Dues 

Fund Balances 

Operating Fund 

Property and Equipment Fund 

Total Revenue and Support 

Total Expenditures 

Total Fund Balances 

The audit report for the year ended June 30, 2008 is available for inspection at our office. The audit was completed by Meaden & Moore, Ltd., Independent Auditors. 

The statement presented here was prepared by PEP management on a fund accounting basis and may not include all applicable income and expense items 

or other notations required by Generally Accepted Accounting Principles (G.A.A.P.). Please see the Audited Financial Statements for complete financial information. 

$30,899,827 

10,780,799 

2,301,369 

1,138,338 

940,011 

372,157 

310,588 

203,692 

189,420 

100,488 

90,000 

59,944 

46,390 

15,800 

(224,422) 

$47,224,401 

$37,043,341 

2,268,632 

2,006,693 

1,534,130 

1,050,675 

769,102 

682,322 

$45,354,895 

$10,784,985 

7,657,446 

$18,442,431 

John M. Saada, Jr. 

Chair 

Robert Rowe 

Vice Chair 

William Caster 

Treasurer 

Yvette Graham 

Secretary 

Joffrey Jones, PhD 

At-Large Representative 

Directors 

Matthew Brinn 

Myrna Loy Corley 

Robert DeAngelis 

The Honorable Grace Drake 

Harry Eastridge, Ed.D* 

Judith Embrescia 

Sally Florkiewicz 

William Grimberg 

Ralph E. Johnson 

Thomas Littman 

Kay Mlakar 

Barbara A. Miller 

Monyka S. Price 

Robert Ronis, MD, MPH 

David A. Sagerser 

Scott Seelbach 

Terrence L. Thomas 

Margie Wheeler 

*ex-officio 

Frank A. Fecser, PhD 

Chief Executive Officer 

Claudia Lann Valore 

Chief Program Officer 

Dennis Koenig 

Chief Clinical Officer 

Shadi W. Roman, PhD 

Chief Operating Officer 

John P. Sesek 

Chief Financial Officer 

Susan Berger 

Development and 

Community Relations Director 

Ann J. Bowdish 

Early Childhood Services Director 

Felicia Demchuk 

Educational Services Director 

Nancy Kochevar 

Quality Assurance Director 

Thomas J. Martin, PhD 

Program Evaluation Director 

Kenneth J. Meyer 

Information Technology Director 

Erica New, MD 

Medical Director 

John Nosek 

Government Affairs Director 

Sheila O’Donnell 

General Counsel and Risk Manager 

Claire Shands-Waag 

Human Resources Director 

Thomas G. Valore, PhD 

Staff Development and 

Training Director 

Eastwood 

Steven J. Byrd 

Program Coordinator 

Greenview 

Kenneth A. Siemen 


Harbor 

Anne Davalla 


Hopewell 

Steven Sheppard 


Midtown 

Kevin L. Jackson 


Phoenix Place 

Todd R. Ray 


Phoenix Point 

Barry Ginnis 


West Bridge 

Debbie Andersen 


West Shore 

James Lucas 


Willow Creek 

D. Kyle Rose 



Laurie J. Albright 


Connections and Tapestry 

Nancy Lowery-Bregar 

Program Director 

Guiding Principles. 

1 2 P O S I T I V E E D U C AT I O N P R O G R A M 

In pursuing its mission and vision, PEP: 

1. Remains deeply committed to the principles of Re-EDucation. 

2. Adheres to the highest level of ethical standards and integrity within the organization 

and throughout the community. 

3. Instills in children, youth, and their families a sense of optimism, dignity, and hope for the future. 

4. Focuses on achieving clear and measurable outcomes. 

5. Is culturally sensitive and responsive to children and families served and to staff. 

6. Treats all people with respect. 

7. Demonstrates financial responsibility. 

8. Supports collaboration among programs, disciplines, and staff.

Celebrating a Year of Progress - Positive Education Program

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