greenon local board of education 01-23-12.pdf · 2014-05-27 · mr. scott cottingim mrs. robin...

TWIN VALLEY COMMUNITY LOCAL BOARD OF EDUCATION

Agenda – Regular Meeting

Monday, January 23, 2012 – 7:30 P.M. Media Center

Traditional Values...Terrific Kids

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I. OPENING:

A. Call to Order

B. Roll Call Co ___ Gl ___ Ma ___ Pe ___ Be ___

C. Pledge of Allegiance

D. Invocation

E. District Mission Statement:

“The Mission of the Twin Valley Community Local School District is to provide a safe

learning environment where all children are challenged to achieve their maximum

potential based on individual needs and abilities, utilizing a team effort among parents,

educators, staff and community.”

F. Adoption of Agenda

Recommend that the January 23, 2012 Regular Board Meeting Agenda be approved.

Motion: _____________ Second: _____________ Vote: _____________

II. APPROVAL OF MINUTES:

Recommend that the Minutes of the December 19, 2011 Board Meeting and the January

9, 2012 Organizational Meeting be approved.


III. RECOGNITION OF PUBLIC – AGENDA ITEMS ONLY:

Public may address the Board: Visitors that wish to address the Board are requested to state their name, address, topic and organization (if appropriate) and comply with the Board Policy pertaining to visitors.

All meetings of the Board and Board-appointed committees will be open to the public. In order for the Board to

fulfill its obligation to complete the planned agenda in an effective and efficient fashion, a maximum of 30 minutes

of public participation will be permitted at each meeting. Each person addressing the Board shall state his/her name

and address. If several people wish to speak, each person is allotted three (3) minutes until the total time of 30

minutes is used. During that period, no person may speak twice until all who desire to speak have had the

opportunity to do so.





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IV. ADMINISTRATIVE REPORTS

A. Mrs. Kathy Poor – Food Service Director

B. Mr. Scott Cottingim – High School Principal

C. Dr. Eva Howard – Middle School Principal

D. Ms. Patti Holly – Elementary School Principal

E. Mr. Lee Myers – Maintenance/Transportation Supervisor

F. Mr. Derrick Myers – Technology Coordinator

G. Dr. Marvin Horton – Special Education Director

V. BOARD MEMBER COMMENTS

VI. DISCUSSION/INFORMATION ITEMS A. School Board Recognition B. Community Meeting – Review of meeting January 5, 2012; Community Meeting Hits the Road.

C. Marching Band Observation Tower D. Marque Sign utilization E. Request for consideration to purchase land

VII. BOARD MEMBER REPORTS

A. Mr. Maggard, Legislative Liaison

B. Mr. Glander, Student Achievement Liaison

C. Mr. Cooper, District Athletic Council Liaison





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ADOPTION OF CONSENT CALENDAR – FINANCIAL

Action by the Board of Education in “Adoption of Consent Calendar” at this point of the agenda means that items A

through D be adopted by one single motion unless a member of the Board or the Superintendent requests that any

such item be removed from the “Consent Calendar” and voted on separately.


VIII. TREASURER’S REPORT

A. Financial Reports

Recommend motion to approve Financial Reports as submitted.


B. Payment of Bills

Recommend motion to approve payment of bills as submitted.


C. Appropriation Modifications

Recommend motion to increase and decrease Appropriations in the following

accounts:

009 Uniform School Supplies Fund increase $1,232.38 to $11,191.45

012 Adult Education Fund increase $475.58 to $475.58

018 Public School Support (Principal Funds) increase $10,000 to $38,834

200 Student Managed Activity increase $15,000 to $105,542.57

300 District Managed Activity increase $10,000 to $95,019.95

504 Ed Jobs Grant FY12 increase $6,307.76 to $241,313.06

572 9012 Title I Disadvantaged Youth decrease ($8,019.51) to $248,692.49

590 Improving Teacher Quality decrease ($1,458.09) to $46,183.18






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D. Transfer of Funds

Recommend motion to make the following cash transfers:

$9,959.07 from 009 (Uniform School Supplies) to 001 (General Fund)

$475.58 from 012 (Adult Education) to 001 (General Fund)


ADOPTION OF CONSENT CALENDAR – NEW BUSINESS Action by the Board of Education in “Adoption of Consent Calendar” at this point of the agenda means that Item A

through Item B are adopted by one single motion unless a member of the Board or the Superintendent requests that

any such item be removed from the “Consent Calendar” and voted on separately.


IX. NEW BUSINESS: A. Non-resident Tuition Student

Recommend the board approve the enrollment of non-resident tuition student Colten

Altic (9th

grade) at a monthly rate of $436.35 per month (TVCLSD board policy

JECB). [EXHIBIT A]


B. OASBO Annual Workshop

Recommend the board approve the participation of Rachel Tait, Treasurer, in the

OASBO Annual Workshop April 17, 2012 through April 20, 2012.


ADOPTION OF CONSENT CALENDAR - PERSONNEL

Action by the Board of Education in “Adoption of Consent Calendar” at this point of the agenda means that

Employment – Classified Item A through Employment – Supplemental Item A are adopted by one single

motion unless a member of the Board or the Superintendent requests that any such item be removed from the

“Consent Calendar” and voted on separately.






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Employments – All employment is contingent upon the named person meeting all Federal,

State of Ohio, Preble County Educational Service Center, and Twin Valley Community Local

School District employment requirements for that position.

Employment – Classified

A. Substitute Educational Aide

Recommend the board approve the addition of Michelle Hickey to the Substitute

Education Aide list effective immediately.


B. Educational Aide Contract Status

Recommend the board cancel the one year contract for Sandra Chapman issued

August 22, 2011, and reinstate the 2-year contract granted April 25, 2011.

Recommend the board cancel the one year contract for Renee Hansford issued August

22, 2011, and reinstate the 2-year contract granted April 25, 2011.


Employment – Supplemental

A. 2011-2012 Supplemental Extracurricular Positions

Recommend that the following individuals be employed for the respectively listed

supplemental contracts for the 2011-2012 school year.

Athletic Supplemental Contracts 2011-2012 John Bassler Varsity Baseball


X. RECOGNITION OF PUBLIC – PUBLIC COMMENTS





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XI. EXECUTIVE SESSION (If needed)

If required, resolution will contain specific language regarding purpose pertaining to the

requirements of ORC 121.22 (G).


Cooper ____ Glander ____ Maggard ____ Pemberton ____ Beneke ____

Time In: _________ P.M. Time Out: _________ P.M.

XII. ADJOURNMENT

Recommend that the meeting be adjourned.


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Administrative Reports

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Twin Valley South High School 100 Education Drive, West Alexandria, Ohio 45381

(937) 839-4693 • Fax (937) 839-4898 • www.tvs.k12.oh.us

Mr. Scott Cottingim Mrs. Robin McIntire Mrs. Jennifer Priest

Principal Secretary Guidance Counselor

School Board Report 1/18/12

On January 18th and 19

th our seniors took the Work Keys test. Work Keys test is a part of the

ACT series of integrated workplace tools to see how ready a person is in basic skills for a specific job.

The week of January 30 is practice OGT week. The sophomores will take a half-length practice

test for each of the 5 subject areas. The results of these tests will help us determine those

students who will receive tutoring.

Student Information

High School enrollment as of 1/18/12

HS 9-12 258

CTC 11-12 47

Total 305

High School Attendance

Student- August 96% Staff- August 98%

September 95% September 98%

October 94% October 96%

November 92% November 95%

December 95% December 97%

Boys Basketball 7-4

Girls Basketball 2-11

Upcoming Events

Jan. 21 Preble County Science Fair

Jan. 22 Spirit Day

Jan. 23 BOE Meeting

Jan. 25 ASVAB Sophomore Class

Feb. 2 Business Advisory Council 5th

period

Feb. 3 Progress Reports

Feb. 7 Parent/Teacher Conferences 3:00pm-5:30pm

Feb. 16 Parent/Teacher Conferences 5:00pm-8:00pm

Feb. 17 No School

Feb. 20 No School President’s Day

Feb. 27 2 hour early release

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Preble County Schools Secondary Staff: WorkKeys Assessment

In a few days we will be testing all of your seniors with the WorkKeys Assessment. The Preble County Development Partnership, implemented a strategic plan for Preble County: A Work Ready Community in November of 2011.This plan was developed by a team of individuals from Preble County, including the Ohio Department of Development, Sinclair Community College, Preble County Schools, Miami Valley Career Technology Center, as well as many representatives from the business arena in Preble County. Part of this project is to study our graduating seniors, Class of 2012, and see how “ready” they are for college and the workforce.

WorkKeys: What is it and how do we use it?

WorkKeys is a part of the ACT series of integrated workplace tools to see how ready a person is in basic skills for a specific job. Each student will be assessed in three basic tests: Locating Information (55 minutes), Applied Math (55 minutes) and Reading for Information (55 minutes). After these tests are taken, student can apply for a certificate that has measured workplace skills and is a reliable predictor of workplace success. WorkKeys scores measure “real world” skills that employers believe are critical for job success. The committee team is currently educating Preble County businesses and educational institutions on the importance and validity of WorkKeys. After the assessment, we will interpret scores for students and they will receive a National Career Readiness Certificate for their Career Passport or resume, based on the outcome of their tests.

Why? While all the schools in Preble County exceed an 84% graduation rate, most graduates do not receive postsecondary certification and most remain in Preble County (80%). In order to maintain a Work Ready workforce, the planning committee recommends assessing the skill set for our older high school students to see where they are in basic skills. This is the initial step in deciding when, where and how we can assist Preble County Schools in making their students ready for the workforce. This can also assist a counselor in recommending careers for a student with a specific skill set and how to improve on these skills.

How will Business’ in Preble County use this? Preble County employers have been given information on WorkKeys profiling, which tells an employer what skills are needed for each job in his company. By having WorkKeys scores of individuals, job placement is a better match and job retention is greatly improved.

How Can We Use the Results? Your guidance counselors will be given a set of scores for each student, along with interpretation on what the student is capable of doing in a work situation. Each student will also be given their own set of scores. As instructors, you may wish to talk with the counselor or students about their scores, to assist them in improvement (if needed); encouragement to continue their education after high school or give them some facts about their career field and skills that would be helpful. Teachers have an amazing effect on students and their ability to succeed.

More Information: Go to www.workkeys.com

http://www.workkeys.com/

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Elem. 2

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Twin Valley Community Local School District

Maintenance & Transportation Monthly Report By: Lee V. Myers III

January 23, 2011

Building/Grounds:

1) Waibel Energy was onsite for compressor and coil repairs to the dry foods storeroom unit prior to

the Christmas Break. A decision to replace the water coil and compressor was made due to that fact

that the unit was less than 1 year old and still covered under warranty. We are waiting for delivery

of all components before they can schedule the final repairs, again at no cost to Twin Valley.

2) Waibel Energy was again onsite prior to the Christmas break to begin their quarterly PM

inspections. A defective room control unit was discovered in room #2114 and replaced. Also, a

faulty copper fitting on top of one of our recently installed Rheem hot water tanks was replaced.

The technician located a problem with our domestic hot water mixing valve and was able to correct

the problem over the break. New cartridge filters have been ordered for the mixing valve.

3) New poster rails were ordered and installed over the break in the HS gym for hanging senior sports

athletes on the Northward facing wall of the crow’s nest facing the home side bleachers. An

additional “We Did It Again” banner was hung on the East Gym wall below the American Flag for

everyone to view.

4) Whitlock’s Pressure Wash was scheduled over the break to perform their annual cleaning of filters

and all ductwork system for the exhaust hood in the kitchen.

5) Water leaks in various spots were scheduled for leak testing and repairs by Becker Roofing

recently. Weather issues determined when they could come out (Jan. 3rd

) and water test for the

nuisance locations before repairs are implemented.

6) Touch-Up painting was completed on previously identified door jambs, thresholds and wall joints

as needed during the holiday break.

7) A new hot water copper line leak was discovered in the HS in-school suspension room and will be

repaired upon Waibel’s next visit in January.

8) Don Strebig was able to complete the following over the Christmas Break: 1) Changed all EL

classroom heater filters, 2) Install chain hooks in the Vo-Ag shop for material security and 3) Install

new bulbs and emergency lighting back-up batteries in our hallways and Mechanical rooms.

Quarterly AHU filter changes were completed the week of January 2nd

.

Transportation:_______________________________________________________________________

1) Kyle Phelps continues his bus driver certification training with plans for final testing sometime this

month. When completed and certified he will be placed on our sub driver list and used for Spring

after-school athletic trips.

2) Dan Freshour was able to complete many minor bus maintenance issues over the 4-day break.

Wrestling and Varsity basketball away trips kept a few of our bus drivers busy during the holiday

season.

3) Debbie Smith remains on sick leave and her substitute drivers (Darrell and Laura) are doing a fine

job rotating every two weeks until Debbie’s return hopefully in May.

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Greg Beaverson knows just how difficult it can be to

remember the myriad number of steps required by

school bus drivers during the mandated pre- and post-

trip inspection process.

He first started driving a school bus in 1996 and was

immediately taken aback by the detail involved to

prepare the vehicle for the road and to ensure all is as

it should be prior to setting out on his morning route. A

mechanic at his employer, Hamilton Schools

Southeastern School District in Fishers, Ind., provided

an abbreviated overview of the inspections. Beaverson

decided to videotape it for posterity, and his memory.

Beaverson moved on a year later to follow other

business interests, but as with most student transporters he returned to driving the bus last year for Hamilton Southeastern.

He recalled his VHS tape but was surprised to learn no one to his knowledge had

produced a more thorough video in the years since. The result, after many months,

is a new training DVD titled "CDL Pre-Trip Inspection" that documents each detailed

process.

The video is split into three main sections: "Pre-Trip Exterior," "Pre-Trip Interior"

and "Summary." It was recently adopted by the Indiana Department of Education

for use by school bus drivers. Sample sections can be viewed on YouTube and the

complete video is available for $29.95 each at JCListudios.com. There are also

specials available depending on the quantity ordered.

This fall, School Transportation News sat down with Beaverson so he could share

his story.

STN: How come your training only covers the pre-trip inspection?

Greg Beaverson: Because I’m just a school bus driver, not a trainer, I didn’t feel it

was crucial for me to reinvent the wheel in any other areas of my preparation to

secure my CDL. However, if your emphasis is on the pre- versus post-trip work, my

purposes were focused on the seemingly eternal list of items the test site would be requiring for the pre-trip, which seemed

to be a major sticking point for many. Most test sites aren’t focused on the less formal, though no less important, Post-Trip

Inspection we do to ensure students are all off the bus and the like. This DVD is focused on the academic memorization for

the purposes of passing one's testing at the official test site.

To answer the question more broadly, coming into driving a school bus, I, like most, was hired by a school district.

Fortunately, the district was blessed with great leadership in the area of transportation services. The director of

transportation had assembled a solid, thorough training program for those of us who had never before been in the industry.

His team of trainers and the design of the program were solid.

Unfortunately, when I came up against the binder, which contained the many page documents from which we were to

memorize the Pre-Trip Inspection, I, like most of my counterparts, was blown away! My trainers told me I could begin

working through the Pre-Trip Inspection booklet little by little, page by page and that in three to four weeks, I should have

most of it down well enough to pass the inspection at the test site. This, they informed me, was normally the final sticking

point that keeps drivers from a more rapid completion of their licenses.

This session will continue in next month’s (February) Board report……..

A Visual Aid for Drivers Performing School Bus Pre-Trip Inspections

http://jclistudios.com/

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Beaverson demonstrates how to ensure the fuel door is securely latched during exterior portion of the school bus

pre-trip inspection.

Well like most of us, I’m sure, I was in a position where I was ready to get on the payroll, driving a school bus as soon as I

possibly could. This just wouldn’t do! I have pretty high expectations of myself and this was going to be no different. My

personal challenge was to get this Pre-Trip stuff down in record time! I wanted it down in a few days, not weeks. However,

memorizing page after page of black type on paper wasn’t going to allow this to happen. I had to have a better plan of

attack. This DVD was my plan of attack — and it worked like a charm!

Because of the quality of the training I was receiving, the memorization of the Pre-Trip for rapid and thorough recall was the

only thing I felt just had to be improved upon. And, because my own personal version of this DVD worked so effectively for

me, I figured this one tool needed to be in the hands of every school district and bus driver to-be who wanted to save time

and money in this one crucial area.

STN: In your opinion, what can be the most challenging part of the pre-trip and post-trip inspections for school bus drivers

to follow?

Beaverson: The first, and probably most commonly perceived challenge for many of us, is our lack of mechanical

knowledge. One of the most daunting things for most of us is the sheer vocabulary of it all! In all honesty, coming into the

profession, my knowledge of the mechanical aspects of a school bus were that it had wheels, tires (I could even tell you the

difference between a tire and a wheel – pretty good, huh?) and a steering wheel. Now I could tell you it was yellow, had an

engine and that it used oil, but seriously…steering wheel knuckles? I thought knuckles were what we have where our hands

meet our fingers! Leaf springs, alternators and engine fluids are mechanic speak. For most of us, we just don’t have the

vocabulary – let alone the ability to actually identify these and the dozens upon dozens of other things we will have to be

confidently presenting to our test site inspectors! Memorizing so many of these new parts and terms is one of the biggest

sticking points for everyone, from housewives to corporate guys like myself.

But the second, and by far and away the most elusive and unidentified problem for many, is the lack of a disciplined,

strategic mental plan of attack. This DVD, if used properly, solves this problem stone cold!

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Beaverson demonstrates how to ensure the governor is working properly during the four-point brake check.

In observing many who are trying to get the inspection requirements down, I notice that most simply don’t have the mental

discipline to keep from spraying out whatever happens to come to mind at any given second while in a general vicinity of

the bus. This is a natural tendency since none of us wants to forget anything. Thus, when something comes to mind, we just

lay it out there like we’re pulling the mental trigger on our machine gun of all the stuff we’ve memorized!

But serious danger lurks for those who do this! This attack mode only causes us to gloss over and forget important items. It

is crucial to have a consistent, logical flow which naturally moves from one item to the next. The way we have laid out the

DVD, we cover the list in a cohesive, easy to follow pathway so our minds can work off of triggers. This is key, and may be

the most elusive part of a successful and confident Pre-Trip Inspection. Furthermore, we’ve simplified things by breaking

the process down into many small chapters. The old adage, ―How do you eat an elephant?‖, has never been more

appropriate than for this challenge. Answer: One bite at a time. These chapters are the bite-sized breakdowns that will

make the task very doable!

STN: Do you have tips for school bus drivers to help them remember to check the bus at the conclusion of routes for

sleeping kids?

Beaverson: We’ve all heard the horror stories of the sleeping child, or for that matter the mischievous child, who is left on a

bus at the conclusion of a Route. Fortunately, our most recent bus models come equipped with a button of one type or

another at the rear of the bus that alarms if we turn off the bus and attempt to open the door before we take the obligatory

walk to the back of the bus to shut off the alarm (AKA checking for students).

Even still, as is the case with most things, creating good habits can save the day – with or without an alarm. For me, the

relative importance of ensuring no child is left on the bus means I have gotten into the habit of setting my flashers after the

final stop while I take a thoughtful stroll to the rear of the bus and back toward the front. However, because two minds are

better than one, I usually develop a special relationship with the student who gets off the bus last by delegating him or her

as my detective! He knows it’s his job to walk the bus completely, checking for any students or belongings that may have

been left behind. Every Friday, his reward comes in the form of a free Chick-Fil-A sandwich coupon, a really cool pencil, or

a favorite candy bar! Trust me, this student doesn’t forget this responsibility!

But the point is this; If we’re waiting until we return to the bus garage to check for sleeping or mischievous students on our

bus, we aren’t taking our responsibility very seriously. I would encourage every driver to use this student helper method,

which both develops a relationship with our students and provides us with a necessary check and balance.

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Beaverson checks his over-head clearance light to make sure it is mounted securely, not cracked or broken and

that it is the proper color. STN: What was the process you undertook to get your DVD produced? Was filming down at Hamilton Southeastern

Schools Corporation?

Beaverson: Had it been left to me alone, it may never have been produced. Because I’m rather low-tech, my sons were my

life line to the production and completion of this project. In all truth, it was a group effort using my brother’s and my son’s

Mac [computers], my two son’s patience and sheer perseverance to see it through.

I think it was finally on about the fourth take, over the course of two or more weeks, that finally saw us complete a pre-trip

inspection that met our satisfaction. And little did we know at the time, it was just the beginning. It was one of those projects

that kept growing in its scope. I so wanted this DVD to be a practical solution for would-be bus drivers everywhere when it

came to the memorization of the CDL pre-trip mandates. Fortunately, the time invested at the Hamilton Southeastern bus

lot, would eventually benefit those outside of our school district as well as those shortly to arrive for our own training. It even

got to the point where I was advised to own every piece of the production—all the way down to the musical beds for the

DVD menus. Thank goodness for [software] Garage Band and my family’s willingness to listen to dozens of audio creations!

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Twin Valley South Schools Marvin Horton, PhD - Special Education Supervisor/School Psychologist

January

Instruction and Intervention

Objective 2: Sustaining and planning for improved student achievement for all students.

Action Step 1: The OIP Process. Our two broad foci are differentiated instruction and formative

instructional practices (FIP). At our Waiver Day, we worked as a district teacher team to view

another component of the learning targets/learning progression video module from PD 360.

Teams had previously completed parts 1 to 4, we completed part 5 as a group Monday, and

teams completed parts 6 and 7 Monday. Missy Imhoff, Lindsey Gregg, and I met with the math

department to continue dialogue about scope and sequence in middle/high school math to be

compliant with the expectation that all students have 4 years of math in high school and that all

students take Algebra II. The final component of the day for Missy and I is discussed more

below.

Patti Holly, Missy Imhoff, and I attended an informational session provided by ODE on

implementing formative instructional practices (FIP) as building and/or district initiatives. We

will continue to develop an implementation plan throughout the remainder of the year.

Action Step 2: Structures for Intervention. At our Waiver Day, Missy Imhoff and I met with the

district teams who are teaming in language arts. We have teachers in the elementary, middle and

high schools who work collaboratively to provide a co-teaching structure to meet the needs of

students with disabilities (SWD), which is one of our sub-groups on our report card. The time

together allowed for feedback and discussion regarding different models of co-teaching and

current practices. Missy Imhoff, Lindsey Gregg, and I plan to work with the math teaching teams

to continue classroom visits and feedback.

Our district received the special education profile from ODE/OEC. I will share the report

during our meeting. There are two areas of concern: the achievement gap between students with

disabilities (SWD) and other students on state-wide assessments and the percentage of students

who receive primary instruction in self-contained classroom.

Respectfully submitted,

Dr. Marvin Horton

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Exhibits

Exhibit A

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greenon local board of education 01-23-12.pdf · 2014-05-27 · mr. scott cottingim mrs. robin...

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