ohva board of trustees meeting - k12 · pdf fileohva board of trustees meeting august 20, 2013...
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OHVA Board of Trustees Meeting August 20, 2013 at 2:00 PM
1. President Tim Dirrim called the meeting to order at 2:07 PM
2. Roll Call/Guests:
Board Members Present Absent Time of Arrival After Call to Order
1 Kelly Arndt – Board Treasurer
2 Stacia DeRaedt – Vice President
3 Tim Dirrim – President
4 Ron Simon – Member
5 David Kalman – Member
6 Matt Norton – Member
7 OCCS Ex-Officio Representative – Lisa Burke
Also in attendance were: Head of School Dr. Kristin Stewart; School Finance Director Jill Zdunczyk; Operations Manager Dan Zawisza; K12 Senior Accountant Kate Diu; the K12 Administrative Team and Legal Counsel Renisa Dorner. Mr. Dirrim welcomed Stephen Vasquez, a prospective Board member as well as all in attendance to the meeting. Brian Carpenter, a consultant provided by OCCS, was attending the meeting by phone.
3. Public Participation on Agenda Items: None.
4. Public Participation on Non-Agenda Items: None.
5. Minutes of the Regular Meeting of June 18, 2013 were approved as written.
6. OPERATIONS:
a. Review New Board Members: Stephen Vasquez was introduced as a prospective Board member. Mr. Dirrim explained that another prospective Board member has been withdrawn from consideration because his job responsibilities have changed making it unlikely for him to serve on the Board. MOTION I: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby elects Stephen Vasquez to serve as a Board Member on the Ohio Virtual Academy Board of Trustees for a three-year term effective immediately, as recommended by the OHVA Board of Trustees HR Committee. Discussion: Ron Simon, as the chair of the HR Committee, indicated the Board process of reviewing Board candidates was completed and the HR Committee was recommending Mr. Vasquez for approval as a member of the OHVA Board of Trustees for an initial term of three years. Ms. Burke explained that OCCS was providing Board orientation to new and existing Board members in October to be presented by Brian Carpenter. Ms. Burke also indicated that she would provide flash drives of all current documents to new and existing Board members.
Moved: Norton Seconded: Simon Vote: Arndt Y N DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N
b. Elect Board Officers and Committees:
MOTION II: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby elects the
following Board officers for the 2013-2014 School Year.
President – Tim Dirrim Vice President – Matt Norton
Secretary – David Kalman Treasurer – Kelly Arndt
Discussion: Mr. Dirrim explained that he had spent time talking with all Board members regarding their intentions with respect to officer positions and other roles on the Board. The slate of officers is consistent with his conversations.
Moved: Dirrim Seconded: Arndt Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
Mr. Dirrim announced the following Board committees and members: Human Resources – Ron Simon and Stephen Vasquez
Audit & Financial Oversight – Kelly Arndt and Matt Norton
Governance – Stacia DeRaedt, David Kalman and Tim Dirrim
Mr. Simon asked if an updated list of Board member contact information could be furnished. Dr. Stewart agreed to provide that to all Board members.
c. Designated Fiscal Officer
MOTION III: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby appoints Kelly
Warnke, an independent consultant hired by K12, as its Designated Fiscal Officer for the
2013-2014 School Year.
Discussion: Ms. Dorner explained that Ohio law requires each school to have a designated fiscal officer who is licensed in the state of Ohio. K12 provides that service through its administrative services contract with OHVA and currently this service is provided through an independent contract between K12 and Kelly Warnke until Kate Diu receives her license.
Moved: Arndt Seconded: Norton Vote: Arndt Y N DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
d. Governance – Board Terms, Officer Rotation and Education Mr. Kalman provided an overview of the current Board terms and the idea of placing Board members in groups. Initially everyone was elected for a three year term and upon completing that term, Board members serve one year terms. With the exception of Mr. Norton and Mr. Vasquez who are serving their initial three year term, all other Board members are on successive one year terms. There is an ongoing need to recruit new Board members as many members have served for over 10 years. Mr. Kalman also explained the formalization of education of Board members with the orientation session. Mr. Dirrim also commented that succession planning was necessary as the school grows and the demands on the Board expand. Mr. Dirrim expects to delegate more responsibilities to other Board members this school year.
e. Review Board Calendar Mr. Dirrim mentioned that the 2013-2014 Board calendar is still being developed. He stated it is a fluid document that is updated regularly regarding the various issues to be addressed at each Board meeting. Mr. Carpenter will be working with Mr. Dirrim and Dr. Stewart to cross-walk specific board requirements/milestones to the calendar as well as adding metrics. In addition, Mr. Dirrim indicated the following Board meetings have been proposed for the year.
MOTION IV: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby sets the following dates for its regular meetings for the remainder of the 2013-2014 school year:
October 22, 2013 December 10, 2013 February 18, 2014 April 15, 2014 May 20, 2014
June 17, 2014 Discussion: Dr. Stewart explained she emailed these dates to all Board members and asked for any conflicts. Ms. Arndt had a conflict on April 15, 2014, but no other conflicts were reported.
Moved: DeRaedt Seconded: Kalman Vote: Arndt Y N DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
f. Administrative Support to Board Mr. Dirrim expressed that support has not been sufficient this past year and he has discussed this issue with K12 administration. Mr. Dirrim indicated that developing a new position as an executive assistant to the Board has been discussed during the Governance Committee. This individual would be hired by the OHVA Board and would answer to the Board President. The number of hours could be flexible based on the needs of the Board. Mr. Kalman and Ms. DeRaedt also stated their agreement that this position needs to be filled with someone who is a strong performer and focused on supporting the Board. Dr. Stewart agreed that this is an important position for the Board to have this type of support behind the scenes.
MOTION V: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby revises its previously approved working budget to include spending up to an amount not to exceed $75,000 in the current fiscal year to be allocated for the Board's use in identifying, recruiting, hiring and compensating a qualified Administrative Assistant who will work at the pleasure of the Board. This position will generally report to the Board President or his/her designee.
Discussion: The amount stated in this motion anticipates that the filling of this position with someone highly qualified will likely require a higher salary and that costs will be incurred during the recruitment of this position. Mr. Simon indicated that properly developing the job description with all of the skills needed might improve performance. Ms. DeRaedt even suggested the potential that the position might be a contractor position based on the needs of the Board. Mr. Dirrim indicated that the Governance Committee will review the job description.
Moved: Arndt Seconded: Kalman Vote: Arndt Y N DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
g. Head of School Report Dr. Stewart provided an 11 page report with graphs and charts principally addressing enrollment trends. Dr. Stewart, in response to Mr. Dirrim’s question, indicated that expected enrollment by October 1, 2013 was 14,000. September and October are the largest enrollment months with 300-400 applications each week. There has been a decrease in special education enrollments. Professional development was provided to all
staff at Kalahari on September 4 and 5. OHVA is holding 67 back-to-school picnics. The K-2 staff held 100 face-to-face meetings throughout Ohio at libraries and community centers. Preliminary test scores indicate that OHVA met 21 of 24 areas; however the report card has not been published. Dr. Stewart agreed to provide a more extensive performance report at the October meeting including five-year trend data. OCCS will assist in preparing this trend data.
7. PERSONNEL/STAFF DEVELOPMENT:
h. Review Teacher/Employee Contracts
MOTION VI: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the attached list of OHVA Employment Agreements for the 2013-2014 School Year as presented by the Head of School and recommended by the HR Committee. Discussion: The list contains returning employees as well as new employees. However, 52 employees chose not to return to OHVA this year.
Moved: Simon Seconded: Norton Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
New Hires -
Nothaker Andrea School Psychologist 8/1/2013
Barlage Lyndsey Intervention Specialist 8/1/2013
Abadal Alicia Intervention Specialist 8/1/2013 Returning -
Abadal Alicia Intervention Specialist 8/1/2013
Adair Elizabeth Intervention Specialist 8/1/2013
Adkins Emily Teacher 8/1/2013
Aldrich Tracy Advisor 8/1/2013
Ali-Rodgers Nilofer Teacher 8/1/2013
Allen Patricia Intervention Specialist 8/1/2013
Allport Wendy Teacher 8/1/2013
Anderson Ashleigh Intervention Specialist 8/1/2013
Anderson Katherine Teacher 8/1/2013
Andrus Donald Intervention Specialist 8/1/2013
Annis Sharon Teacher 8/1/2013
Arnwine Tamika Transition Services Liaison 8/1/2013
Atamanick Jennifer Advisor 8/1/2013
Atwood Jessica Teacher 8/1/2013
Ault Margaret Teacher 8/1/2013
Bachman Kristin Teacher 8/1/2013
Bacon Chet Intervention Specialist 8/1/2013
Bailey Kristen Teacher 8/1/2013
Bailey Sara Teacher 8/1/2013
Baker Clifford Teacher 8/1/2013
Baker Holli Intervention Specialist 8/1/2013
Barrett Dawn Lead Teacher 8/1/2013
Bauer Shavonne Lead Teacher 8/1/2013
Bays Jamie Lynn Intervention Specialist 8/1/2013
Beardsley Carrie Teacher 8/1/2013
Beckett Elizabeth Teacher 8/1/2013
Bennett Lori Intervention Specialist 8/1/2013
Bentley Allison Data Analysis Coordinator 8/1/2013
Bidlack Eric Teacher 8/1/2013
Blakely Preston Teacher 8/1/2013
Bodo Josanne Teacher 8/1/2013
Bolone Lori Lead Teacher 8/1/2013
Bondurant Mary Teacher 8/1/2013
Booth Amy Lead Teacher 8/1/2013
Booth Kelly Teacher 8/1/2013
Bossick-Skillen Lauren Teacher 8/1/2013
Bowman Amy Teacher 8/1/2013
Bowman Nicholas Teacher 8/1/2013
Boyed Michelle Teacher 8/1/2013
Brackman Lisa Teacher 8/1/2013
Brady Rebekah Teacher 8/1/2013
Bragg April Teacher 8/1/2013
Brandenburg Laurie Lead Teacher 8/1/2013
Brewer Amy Teacher 8/1/2013
Briant Erica Teacher 8/1/2013
Brim Andrea Teacher 8/1/2013
Brock Laura Advisor 8/1/2013
Brockway David Teacher 8/1/2013
Brostek Andrea Lead Teacher 8/1/2013
Brothers Sara Teacher 8/1/2013
Brown Karen Teacher 8/1/2013
Brunecz Ellen Teacher 8/1/2013
Bruner Greta Teacher 8/1/2013
Brunner Jodi Teacher 8/1/2013
Bryant Amanda Guidance Counselor 8/1/2013
Bunyoff Whitney Teacher 8/1/2013
Buttermore Erin Teacher 8/1/2013
Byerly Joellen Teacher 8/1/2013
Byers Jami Teacher 8/1/2013
Callahan-George Ann Intervention Specialist 8/1/2013
Calvert Amber Teacher 8/1/2013
Carner Gale Teacher 8/1/2013
Cartwright Alice Teacher 8/1/2013
Casey Mary Intervention Specialist 8/1/2013
Chestnut Robert Teacher 8/1/2013
Chrisman Britni Advisor 8/1/2013
Christiansen-Temple Amy Teacher 8/1/2013
Clark Jason Intervention Specialist 8/1/2013
Clark Kiana Intervention Specialist 8/1/2013
Clark Sonya Teacher 8/1/2013
Cleland Debra Teacher 8/1/2013
Clepper Dennis Family Success Liaison 8/1/2013
Cline Amanda Teacher 8/1/2013
Collier Bethany Teacher 8/1/2013
Collins Cassie Intervention Specialist 8/1/2013
Conrad Katherine Teacher 8/1/2013
Cool Jennifer Teacher 8/1/2013
Cope DeAnna Teacher 8/1/2013
Corbin Krista Advisor 8/1/2013
Crecco Haylee Lead Teacher 8/1/2013
Crowell Samantha Teacher 8/1/2013
Crutcher Margaret Teacher 8/1/2013
Cvitkovich Mindy Lead Teacher 8/1/2013
Daley Megan Guidance Counselor 8/1/2013
Daulton Allison Teacher 8/1/2013
Day Kristina Teacher 8/1/2013
Deliman Carla Teacher 8/1/2013
Demagall Gina Teacher 8/1/2013
Demagall Jonathan Teacher 8/1/2013
Denham Chanda Intervention Specialist 8/1/2013
Derexson Wendy Intervention Specialist 8/1/2013
Detmer Kate Intervention Specialist 8/1/2013
Dine Elizabeth Teacher 8/1/2013
Dobo Tabetha Intervention Specialist 8/1/2013
Doman Andrew Teacher 8/1/2013
Doman Steven Teacher 8/1/2013
Doman Tiffany Advisor 8/1/2013
Dougherty Renee Intervention Specialist 8/1/2013
Dulemba Stephen Teacher 8/1/2013
Dumke Jessica Teacher 8/1/2013
Dunbar Jennifer Intervention Specialist 8/1/2013
Durbin Crystal Teacher 8/1/2013
Durst Jennifer Teacher 8/1/2013
Dusek Rebecca Intervention Specialist 8/1/2013
Ebert Heather Lead Teacher 8/1/2013
Echevarria Christina Lead Teacher 8/1/2013
Ehlenbach Kathleen Intervention Specialist 8/1/2013
Eichel Deborah Teacher 8/1/2013
Ellerbrock Tracy Transition Services Liaison 8/1/2013
Ellington Kristan Intervention Specialist 8/1/2013
Emerson-Bible Tricia Teacher 8/1/2013
Endsley Joelle Teacher 8/1/2013
Estep Barbara Teacher 8/1/2013
Estep Sarah Family Success Liaison 8/1/2013
Fain Lonnie Family Success Liaison 8/1/2013
Fantana Samantha School Psychologist 8/1/2013
Fasano Grace Teacher 8/1/2013
Fenberg Heather Family Success Liaison 8/1/2013
Ferlet Ali Teacher 8/1/2013
Fisher Gretchen Teacher 8/1/2013
Flinner Susan Intervention Specialist 8/1/2013
Folk Brooke Teacher 8/1/2013
Forsman Jill Intervention Specialist 8/1/2013
Foster Cristina Guidance Counselor 8/1/2013
Foster Michelle Teacher 8/1/2013
Fraley Marilyn Teacher 8/1/2013
Franco John Teacher 8/1/2013
Frantz Andrew Teacher 8/1/2013
Frazier Renee Teacher 8/1/2013
Fredritz Jennifer Transition Svcs Coordinator 8/1/2013
Freehling Donna Teacher 8/1/2013
Fritsch Linda Intervention Specialist 8/1/2013
Fuentes Karen Lead Teacher 8/1/2013
Geaslen Patricia Teacher 8/1/2013
Geiger Briana Teacher 8/1/2013
Geiser Noreen Teacher 8/1/2013
Genson Neil Lead Teacher 8/1/2013
Gentry Erin Intervention Specialist 8/1/2013
Gerritsen Julie Advisor 8/1/2013
Gibson Audra Teacher 8/1/2013
Gibson Brenda Teacher 8/1/2013
Gilles Amy Lead Teacher 8/1/2013
Gillespie Lisa Teacher 8/1/2013
Gluckin Roger Teacher 8/1/2013
Gradishar Holly Family Success Liaison 8/1/2013
Green Christa Intervention Specialist 8/1/2013
Green Elizabeth Teacher 8/1/2013
Guerra Rocio Teacher 8/1/2013
Haeger Kathryn Intervention Specialist 8/1/2013
Hake Stacy Advisor 8/1/2013
Hall Margaret Teacher 8/1/2013
Hanks D. Michael Lead Teacher 8/1/2013
Hanson Dana Teacher 8/1/2013
Harmon Elizabeth Intervention Specialist 8/1/2013
Harpster Charles Teacher 8/1/2013
Harvey Robin Advisor 8/1/2013
Hassenzahl Kelly Family Success Liaison 8/1/2013
Hauke Anna Teacher 8/1/2013
Hauser Claire Teacher 8/1/2013
Heath Stacey Teacher 8/1/2013
Henricks Tricia Teacher 8/1/2013
Henry Becky Teacher 8/1/2013
Herr Nathan Guidance Counselor 8/1/2013
Heslet Brenda Teacher 8/1/2013
Hoeflick Robin Lead Teacher 8/1/2013
Hollingshead Jeannettea Teacher 8/1/2013
Horine Mark Intervention Specialist 8/1/2013
Hostettler Julie Advisor 8/1/2013
Houser Laura Grant Monitor 8/1/2013
Hughes Dorene Teacher 8/1/2013
Ingram Timothy Supplemental Education Services Coordinator 8/1/2013
Irick Ciara Teacher 8/1/2013
Jacobs Jason Transition Services Liaison 8/1/2013
Jagielski Frances Teacher 8/1/2013
Johnson Bridgett Teacher 8/1/2013
Johnson Carissa Teacher 8/1/2013
Johnston Eric Transition Services Liaison 8/1/2013
Johnston Stephanie Intervention Specialist 8/1/2013
Jones Cindy Teacher 8/1/2013
Jones III Daniel Teacher 8/1/2013
Jordan Lindsay Lead Teacher 8/1/2013
Jordan Lisa Lead Teacher 8/1/2013
Jordan Tamara Intervention Specialist 8/1/2013
Katrincsak Susan Transition Services Liaison 8/1/2013
Kazmaier Maria Teacher 8/1/2013
Keaton Julie Lead Teacher 8/1/2013
Keihle Deanna Intervention Specialist 8/1/2013
Khatri Angela Teacher 8/1/2013
King Carol Teacher 8/1/2013
Kitsmiller Deborah Intervention Specialist 8/1/2013
Kleinknecht Shawna Advisor 8/1/2013
Kline Donovan Teacher 8/1/2013
Knapinski Claire Intervention Specialist 8/1/2013
Knepp Melissa Teacher 8/1/2013
Knisley Molly Intervention Specialist 8/1/2013
Knodel Melissa Teacher 8/1/2013
Kobylski Jeanne Teacher 8/1/2013
Kobylski Michael Teacher 8/1/2013
Kohlhofer Deanna Family Success Liaison 8/1/2013
Kozak Ann Advisor 8/1/2013
Krueger Cheris Teacher 8/1/2013
Krysiak Nicole Lead Teacher 8/1/2013
Kuczma Kenneth Teacher 8/1/2013
Kuhn Robin Teacher 8/1/2013
Kuptz Charles Teacher 8/1/2013
Laffin Tiffany Intervention Specialist 8/1/2013
Laine Joyce Intervention Specialist 8/1/2013
Landers Margaret Teacher 8/1/2013
Lang Abby Teacher 8/1/2013
Lathan Michael Advisor 8/1/2013
Lathan Samantha Teacher 8/1/2013
Lather Tirisa Teacher 8/1/2013
Lawlor Lori Teacher 8/1/2013
Lawrence Laura Advisor 8/1/2013
Lawson Erinn Lead Teacher 8/1/2013
Lawson Matthew Advisor 8/1/2013
Leahy Julie Teacher 8/1/2013
Lee Erica Teacher 8/1/2013
Lee Michelle Teacher 8/1/2013
Lemmon Nancy Teacher 8/1/2013
Levenson Dorothy Lead Teacher 8/1/2013
Levet Karen Lead Teacher 8/1/2013
Levigne Elizabeth Teacher 8/1/2013
Linc Tiffany Teacher 8/1/2013
Linenkugel Kay At-Risk Services 504 Coordinator 8/1/2013
Linn Katherine Intervention Specialist 8/1/2013
Long Deidre Teacher 8/1/2013
Lude Jacquelyn Teacher 8/1/2013
Lynch Christine Teacher 8/1/2013
Lynn Barbara Teacher 8/1/2013
Maienknecht Melissa Intervention Specialist 8/1/2013
Maple Susan Lead Teacher 8/1/2013
Martin Bethany Teacher 8/1/2013
Mascola Colleen Teacher 8/1/2013
Mazur Sara Advisor 8/1/2013
McCall Jennifer Intervention Specialist 8/1/2013
McCorkle Matthew Teacher 8/1/2013
McCoy Marjorie Teacher 8/1/2013
McDaniel Jamie Teacher 8/1/2013
McDonald Kristi Teacher 8/1/2013
McIntire Jessica Intervention Specialist 8/1/2013
McIntosh Kyle Teacher 8/1/2013
Melnyk Kelly Teacher 8/1/2013
Mialky Kelly Teacher 8/1/2013
Miller Cory Teacher 8/1/2013
Miller Jami Intervention Specialist 8/1/2013
Miller Lindsey Transition Services Liaison 8/1/2013
Miller Michelle Teacher 8/1/2013
Miller Rachel Teacher 8/1/2013
Miller IV George Teacher 8/1/2013
Minnich Michael Teacher 8/1/2013
Mitchell Donald Teacher 8/1/2013
Mohre Carrie Advisor 8/1/2013
Molter Kristi Lead Teacher 8/1/2013
Montgomery Sheryl School Psychologist 8/1/2013
Morris Angela Teacher 8/1/2013
Morrison Elizabeth Teacher 8/1/2013
Motley Gwendolyn Teacher 8/1/2013
Mueller Marie Lead Teacher 8/1/2013
Myers Dennis Teacher 8/1/2013
Napier Rachel Teacher 8/1/2013
Nelson Lynne Teacher 8/1/2013
Nischwitz Rebecca Teacher 8/1/2013
Norman Brandy Teacher 8/1/2013
Norman Neal Teacher 8/1/2013
Noyes Karen Teacher 8/1/2013
Nunley Deborah Teacher 8/1/2013
Ohls Erin Intervention Specialist 8/1/2013
Osborne Thomas Guidance Counselor 8/1/2013
O'Shea Kari Teacher 8/1/2013
Owens Susan Teacher 8/1/2013
Paden Bradley Teacher 8/1/2013
Padula Michelle Teacher 8/1/2013
Palesano Taryn Teacher 8/1/2013
Palmer Anne Teacher 8/1/2013
Paluch Heather Teacher 8/1/2013
Palunas Martha Intervention Specialist 8/1/2013
Paredes Nichole Intervention Specialist 8/1/2013
Patera Pauline Teacher 8/1/2013
Paul Rebekah Teacher 8/1/2013
Penamon Wanda Teacher 8/1/2013
Pennington Amy Advisor 8/1/2013
Perkins Gretchen Teacher 8/1/2013
Perozeni Samantha Intervention Specialist 8/1/2013
Perriguey Janeen Intervention Specialist 8/1/2013
Petersen Heather Teacher 8/1/2013
Peterson Jennifer Teacher 8/1/2013
Peterson Keara Teacher 8/1/2013
Peterson Mary Teacher 8/1/2013
Phillabaum Faith Teacher 8/1/2013
Pifher Karla Intervention Specialist 8/1/2013
Pinardi Eleanor Intervention Specialist 8/1/2013
Pine Kathy Advisor 8/1/2013
Plaugher Sarah Teacher 8/1/2013
Polzin Amanda Teacher 8/1/2013
Porcello Kelly Intervention Specialist 8/1/2013
Potts-O'Neal Debra Teacher 8/1/2013
Pressdee Danielle Teacher 8/1/2013
Prolizo Jodi Guidance Counselor 8/1/2013
Puttman Alison Teacher 8/1/2013
Quinn Dristina Lead Teacher 8/1/2013
Quinn Stacey Advisor 8/1/2013
Racki John Teacher 8/1/2013
Raczynski Christi Lead Teacher 8/1/2013
Ragar Heidi Lead Teacher 8/1/2013
Ragland Lisa Lead Teacher 8/1/2013
Rahe Courtney Teacher 8/1/2013
Rang Melissa Teacher 8/1/2013
Rapino Stacey Intervention Specialist 8/1/2013
Rebro Emily Teacher 8/1/2013
Reed Sommer Guidance Counselor 8/1/2013
Reich Amy Teacher 8/1/2013
Reichard Christine Advisor 8/1/2013
Riffle Carol Teacher 8/1/2013
Robbins Jason Teacher 8/1/2013
Rohlf Nicole Intervention Specialist 8/1/2013
Romano Alina Intervention Specialist 8/1/2013
Ross Andrea Teacher 8/1/2013
Rudisill Carol Intervention Specialist 8/1/2013
Rupert Sheila Teacher 8/1/2013
Rupley Kim Lead Teacher 8/1/2013
Rutherford Leah Teacher 8/1/2013
Ryser Phyllis Family Success Liaison 8/1/2013
Safarik Katherine Teacher 8/1/2013
Sailors Kenneth Teacher 8/1/2013
Sandretto Jordan Teacher 8/1/2013
Sapp Heather Intervention Specialist 8/1/2013
Scanlon Bethany Intervention Specialist 8/1/2013
Schaffnit Amy Intervention Specialist 8/1/2013
Schappacher Mariangela Teacher 8/1/2013
Schenkenberger Diana Teacher 8/1/2013
Schmidt Beth Teacher 8/1/2013
Schneider Rachel Guidance Counselor 8/1/2013
Schnitkey Sayward Advisor 8/1/2013
Scott Denise Teacher 8/1/2013
Scott Lauren Lead Teacher 8/1/2013
Shaffer Lauren Teacher 8/1/2013
Shaheen Ashley Intervention Specialist 8/1/2013
Shamrowicz Denise Teacher 8/1/2013
Shaw Dwight Teacher 8/1/2013
Sheets Kelly Teacher 8/1/2013
Shipley Shelley Teacher 8/1/2013
Shoemaker Melissa A. Teacher 8/1/2013
Shook Megan Lead Teacher 8/1/2013
Shumaker Ellen Teacher 8/1/2013
Silvestri Christyna Teacher 8/1/2013
Simon Jody Teacher 8/1/2013
Simon Sarah Teacher 8/1/2013
Singer Joshua Lead Teacher 8/1/2013
Smerekanich Andrew Lead Teacher 8/1/2013
Smith Kimberly Advisor 8/1/2013
Smith Lindsay Intervention Specialist 8/1/2013
Smith Nicole Behavior Specialist 8/1/2013
Snyder Sarah Teacher 8/1/2013
Spangler Courtney Guidance Counselor 8/1/2013
Speas Johanna Teacher 8/1/2013
Spellman Kristen Teacher 8/1/2013
Spontarelli Robert Teacher 8/1/2013
Sprow Kristi Advisor 8/1/2013
Sprow Melinda Intervention Specialist 8/1/2013
Stampfle Sarah School Psychologist 8/1/2013
Starr Elizabeth Advisor 8/1/2013
Stewart Carly Intervention Specialist 8/1/2013
Stopp Kristen Teacher 8/1/2013
Strayer Andrea Teacher 8/1/2013
Stull Kelli Lead Teacher 8/1/2013
Swaney Elizabeth Intervention Specialist 8/1/2013
Swank Lindsay Teacher 8/1/2013
Swart Bernadette Lead Teacher 8/1/2013
Syrett Heather Advisor 8/1/2013
Tabler Rochelle Teacher 8/1/2013
Tallet Erika Family Success Liaison 8/1/2013
Tapp Davis Teacher 8/1/2013
Taylor Nicole Teacher 8/1/2013
Taylor Tiara Guidance Counselor 8/1/2013
Terry Dustin Intervention Specialist 8/1/2013
Thim April Intervention Specialist 8/1/2013
Thomas Jessica Advisor 8/1/2013
Thompson Jennifer Advisor 8/1/2013
Thompson-Pearcy Yolanda Intervention Specialist 8/1/2013
Thornton Kevin Teacher 8/1/2013
Todd Sarah Intervention Specialist 8/1/2013
Traut Courtney Guidance Counselor 8/1/2013
Trigg Jenifer Teacher 8/1/2013
Tucker Angela Teacher 8/1/2013
Ulry Eileen Teacher 8/1/2013
Valentine Shane Teacher 8/1/2013
Van de Heijning Elizabeth Guidance Counselor 8/1/2013
Vanscoder Amy Advisor 8/1/2013
Vaughan Vanessa Lead Teacher 8/1/2013
Wagoner Ann Teacher 8/1/2013
Wagoner Jodi Related Services Coordinator 8/1/2013
Walker Eric Advisor 8/1/2013
Walton Matthew Teacher 8/1/2013
Warkentine Serenity Family Success Liaison 8/1/2013
Weaver Katie Teacher 8/1/2013
Webb Lindsay Teacher 8/1/2013
Weber Deanne Teacher 8/1/2013
Whitacre Michelle Teacher 8/1/2013
Wikle Laurie Teacher 8/1/2013
Wilcox Lesley Teacher 8/1/2013
Wilkinson Kyle Teacher 8/1/2013
Williams Cynthia Transition Services Liaison 8/1/2013
Williams Jeanette Intervention Specialist 8/1/2013
Williams Mark Lead Teacher 8/1/2013
Williamson Sue School Psychologist 8/1/2013
Witalec Allison Teacher 8/1/2013
Witt Joli Intervention Specialist 8/1/2013
Woggon Aaron Teacher 8/1/2013
Wollenburg Michelle Family Success Liaison 8/1/2013
Wray Jacqueline Intervention Specialist 8/1/2013
Wuest Donna Intervention Specialist 8/1/2013
Wulff Paul Intervention Specialist 8/1/2013
Yenco Carolyn Teacher 8/1/2013
Yoder Danya Intervention Specialist 8/1/2013
Yoder Elizabeth Teacher 8/1/2013
Young Cathy Teacher 8/1/2013
Young Nathan Lead Teacher 8/1/2013
Young Saundra Teacher 8/1/2013
Zakrzewski Sharon Family Success Liaison 8/1/2013
Zeno-Slutzky Maria Teacher 8/1/2013
Zimmerman Andrea Teacher 8/1/2013
Zverloff Todd Teacher 8/1/2013
i. OHVA employees/K12:
MOTION VII: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the resignation of Kyle Wilkinson, who has accepted the position as an OHVA HS Principal with K12 and approves the resignation of Mark Williams effective upon him receiving a formal job offer from K12 as the new OHVA Special Education Compliancy Coordinator, and Timothy Ingram effective upon him receiving a formal job offer from K12 as the OHVA Supplemental Education Services Coordinator, as presented by the Head of School.
Discussion: Dr. Stewart explained that these individuals were filling vacancies in the administrative ranks of OHVA. Mr. Wilkinson was replacing Jay Wollenburg as the principal for 11th and 12th grade. Mr. Ingram’s position was removed as an OHVA position and became a K12 position for this school year. Mr. Williams is filling a vacancy.
Moved: Kalman Seconded: Simon Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
MOTION VIII: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves a waiver of the application of Paragraph 7.04 entitled Non-Solicitation of the Second Amended and Restated Educational Products and Administrative & Technology Services Agreement between OHVA and K12 Ohio L.L.C. and allows Amy Helm Borchers to be employed by K12 as an OHVA 3-5 Principal, Kyle Wilkinson to be employed by K12 as an OHVA HS Principal, Mark Williams to be employed by K12 as the OHVA Special Education Compliancy Coordinator, Robert Matthews to be employed by K12 as the OHVA Curriculum & Assessment Coordinator, Shannon Bozigar to be employed by K12 as the OHVA Academic Professional Development Coordinator and Emily Carr to be employed by K12 as the OHVA Compliancy Coordinator. This waiver is revoked if K12 employs these individuals in positions other than those specifically listed. Discussion: Ms. Dorner explained that this resolution is necessary due to the contract provision that prohibits K12 from hiring current or former employees of OHVA. Many of these individuals held positions that were previously OHVA positions but are now K12 positions. Moved: Simon Seconded: Norton Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
Mr. Dirrim expressed concerns about learning that a K12 administrator sent out an email to OHVA teachers suggesting that they may want to consider working for the K12 new charter school in Ohio, thus breaking their contract with OHVA. Dr. Stewart reported that this issue has been rectified and that no OHVA teachers have left to go to K12’s other Ohio school. Mr. Dirrim also expressed concerns that a K12 administrator who had been an OHVA employee less than a year ago was transferred from her OHVA duties this year to the new K12 Ohio school. Mr. Dirrim reported that administrators and/or teachers were asked to provide names to K12 of OHVA students who might be interested in the new K12 Ohio school. Dr. Stewart reported that Insight Schools of Ohio currently has 18 students and none were prior OHVA students. Dr. Stewart indicated that the Insight
School is a “niche” school for highly at risk students and confirmed that lists were requested of potentially 300 students at OHVA who might benefit from the Insight School program because there were more face-to-face interactions and a different curriculum. Mr. Kalman commented that K12’s actions raises questions regarding K12’s commitment to OHVA. Other Board members agreed that K12 recruiting employees and students from OHVA for its new school was sending the wrong message. Mr. Dirrim stated that previously the K12 television marketing campaign would always mention OHVA, but the same commercials do not mention OHVA. Ms. Arndt indicated hearing an OHVA commercial on the radio and Mr. Norton did see an OHVA billboard in Cincinnati. Mr. Dirrim indicated that he will follow up with Ms. Sims concerning the quality of the marketing efforts being provided. Ms. Dorner explained that part of the services provided by K12 in its contract with OHVA includes marketing.
8. COMPLIANCE
j. OCCS Update Ms. Burke reported that 10 OHVA students received college scholarships from OCCS. The annual assurances for OHVA were submitted to ODE on August 7, 2013. Ms. Burke explained that in addition to the new K12 online school that two additional new schools have opened – Provost Academy and Mosaica Online Academy. Dr. Stewart explained that there are 23 online schools in Ohio. OHVA’s demographics compare closely to the big urban school districts. Dr. Stewart indicated that a comparison between OHVA performance and other e-schools can be provided to the Board.
k. Review Special Education Policy and Procedures
MOTION IX: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the attached Special Education Policy and Procedures as presented by the Head of School. Discussion: Teresa Boardman with the help of Beth Rohrbacher, an ODE consultant, developed these policies and procedures. They have been reviewed to make sure that they are in accordance with the Corrective Action Plan. The Corrective Action Plan requires the Board to approve the policies and procedures. Dr. Stewart thanked Beth and Teresa for their work on these policies and procedures.
Moved: Simon Seconded: Norton Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
OHVA SPECIAL EDUCATION POLICY The Board of Trustees of Ohio Virtual Academy is committed to providing a free appropriate public education to all children eligible for special education services ages 5 through 21 who have been identified in accordance with applicable State and Federal laws, rules, and regulations. Furthermore, the Board of Trustees is committed to the goal that children with disabilities have equal access to and the opportunity for full participation in education, independent living and economic self-sufficiency. The Head of Schools is expected to oversee all special education programs and to assign a member of the administrative staff, the Special Education Manager, the responsibility of supervising these programs. The Special Education Manager is responsible for the implementation and evaluation of procedures pertaining to the identification of students with disabilities, the evaluation of disabilities and evaluation procedures, the design of Individualized Education Programs (IEP) plans, and placement. The IEP determined for each identified student is developed in accordance with the student’s individual needs and is designed to assist the student in accessing and progressing in the general curriculum. The plan provides for regular evaluation of the student’s needs, progress, and effectiveness of the program being offered. Although OHVA requires all students with disabilities to be tested, each student with a disability is considered individually relative to his/her participation in OHVA’s educational and testing programs. Alternative assessments may be required. Students are expected to make yearly gains towards closing the achievement gap as defined by the State Board of Education performance targets.
In order to satisfy the requirements of the Operating Standards for Ohio Educational Agencies Serving Children with Disabilities ("Ohio Operating Standards"), the Board of Trustees adopts the Model Policies and Procedures (“Model Policies”) promulgated by the Ohio Department of Education's Office of Exceptional Children (ODE-OEC), which is incorporated by reference into this policy. The Model Policies are organized into seven sections: Free Appropriate Public Education (FAPE), Confidentiality, Child Find, Procedural Safeguards, Evaluation, Individualized Educational Program (IEP), Least Restrictive Environment (LRE), and Parentally Placed Nonpublic School Children
While the Model Policies and Procedure issued by the ODE-OEC are comprehensive, the document does not include every requirement set forth in the Individuals with Disabilities Education Improvement Act of 2004 ("IDEIA"), the regulations implementing the IDEIA, the Operating Standards for Ohio Educational Agencies Serving Children with Disabilities, the Ohio Revised Code, and/or the Ohio Administrative Code. As such, the Board reaffirms its obligation to follow these laws and regulations, regardless of whether their provisions are restated in the Model Policies. A copy of the Model Policies and Procedures are available at OHVA’s office in Maumee, Ohio. OHVA SPECIAL EDUCATION PROCEDURES Delivery of Services – Specially Designed Instruction - Specially designed instruction means adapting, as appropriate to the needs of an eligible student, the
content, methodology, and/or delivery of instruction. Appropriate specially designed instruction can allow the student access to the general curriculum and the ability to meet the academic standards that apply to all students within the jurisdiction of the school. (Examples include: chunking, frequent breaks, change in the pacing of instruction, reinforcement of vocabulary, and repeated directions)
- The IEP requires detailed information on the type of service, the goals addressed, the title of the provider, the location of instruction, the start and end dates of instruction, the amount of time for instruction needed to obtain a specific goal(s) and the frequency of instruction.
- The amount and frequency of instruction related to the IEP goals and the provision of related services is based on the individual needs of the student. When making decisions regarding amount and frequency of services, IEP team members should consider the student’s present levels of performance, the gap between their performance and that of same aged peers, the effect of the disability on student’s ability to access and progress in the general curriculum, the amount of growth that is expected, and how the specially designed instruction is provided.
- Specially designed instruction includes the location of services. The Office of Special Programs has approved the use of “virtual classroom” as the language to be used in the IEP to describe the location of services. This phrase should replace the previously used phrase, “telephone and web based tools”.
- Internal Monitoring will occur in this area.
Dissemination of Information The area of Special Education is frequently changing. It is imperative that those involved in providing instructional services to students and those monitoring special education programs are informed and current in the field, especially as it relates to compliance. Therefore, OHVA will provide opportunities for professional development, coaching, and feedback to staff to support growth and best practices. These opportunities will be ongoing throughout the year, will consist of large group, small group and individual training, and be varied in format. An on-line repository of training materials and resources will be maintained to provide staff with current information and school requirements. This will include procedures and internal monitoring systems. It is important to remember that because staff may be added throughout the school year, retraining will be necessary on some topics. Additionally, the flow of information should not be limited to a “top down” format. The Special Education Department will be structured to elicit feedback, information and questions from staff.
Evaluation and Identification of Students with Disabilities A student will be referred for evaluation based on information received from the parent, school staff, the intervention process, and other sources with information regarding the child. It is expected that during the evaluation process current observable data will be obtained from multiple sources in all areas discussed during the planning meeting and required by state and federal law. The evaluation team, which should include the parent(s), will review the collected information and determine eligibility for special education services. Reevaluations of previously identified students will also require planning; assessment results from multiple sources, input from the parent(s) and a team decision to determine continued eligibility. The special education services the student receives will be documented in the individualized education program (IEP) and individually tailored to meet the needs of the student. The IEP should provide sufficient details to allow service providers the information necessary to provide services to the student that will allow the student to access and progress in the general curriculum. The IEP should be developed by a team including the parent(s), and student, when appropriate, and reviewed on an annual basis. It is expected that all federal timelines will be adhered to and the forms required by Ohio Department of Education will be used. Internal Monitoring will occur in this area.
Least Restrictive Environment To the maximum extent appropriate, students with disabilities are to be educated with children who are nondisabled. Removal of students with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. The educational placement of a student is determined annually by the IEP team and documented in the IEP. Placement is based on the needs of the student and not on the disability. The IEP requires a detailed justification when the student is removed from the regular education classroom. Justification may not be based solely on the need to modify the general curriculum. Internal monitoring will occur in this area.
Internal Review and Compliance Monitoring System Accurate and current data is a necessity to monitor if federal and state laws, as well as local policies and procedures are being followed. It provides the foundation for planning, the determination of current and future needs, the evaluation of activities, and the expenditure of funds. In addition, when weakness or non-compliance is found, it provides direction for additional professional development. Data will be collected from multiple sources and reviewed by multiple staff members. This includes the initial self-review by the writer of the ETR and IEP, and the review of documents by the Lead Intervention Specialists. Built into the process are a review and/or verification of information by individual members of the Compliance Committee, the Compliance Committee as a whole, and/or the Special Education Manager. Internal Monitoring systems have been set up in the following areas, with additional areas to be added when the need is demonstrated: Timelines for the special education process, from referral through the development of the
individualized educational program (IEP). Timelines for reevaluations. The appropriate utilization of ODE required forms. Completion of annual IEP reviews on time. Completion of reevaluation on time. ETR Compliance
o Evidence of planning o Parent consent o Utilization of multiple sources of information o Parent attendance at ETR meetings and/or attempts to secure parent involvement
IEP Compliance, including: o IEP goals and services linked to the student need o Development of postsecondary transition plan by the student’s 14
th birthday
o Specially designed instruction – how services are implemented, location and frequency of services
o Related services – date of implementation, who and where services are provided o Least restrictive environment o Attempts to secure parent attendance o Parent attendance at IEP meetings o Provision of extended school year services
IEP review for newly enrolled students Teacher/Student caseloads Statewide testing/assessment status Student attendance Special Education folder review
Parental Training Opportunities As the child’s learning coach, the parent or designee is a partner in the learning process. Professional development is an opportunity for parents/ learning coaches to learn more about curriculum and gain strategies to help their child develop the necessary academic, functional, and vocational skills. It can also be utilized to assist parents in navigating the special education process. General training for all parents/learning coaches begins with enrollment and continues throughout the year through the Family Forums. Specific training for parents of students with disabilities will be based on need and input by parents and staff. Input will be sought initially through a needs assessment, with follow-up completed at the annual IEP review. Professional development may take many forms from training modules, to websites, publications, and coaching by staff and contracted service personnel. In addition, informational recordings on suggested topics will be developed by staff members for parents to access.
When direct training is provided to parents by contracted related service personnel, or the on-staff behavioral specialist, data will be collected regarding the provision of those services. Internal Monitoring will occur in this area.
Reevaluation Time Lines A portion of special education compliancy is monitored and evaluated by meeting the deadlines established in Federal and State laws and standards. Adherence to timelines is a critical component of ensuring that a student receives a Free and Appropriate Public Education (FAPE). A reevaluation must occur every three years, unless the parent and the school agree that an evaluation is unnecessary or an exception applies. To assist with meeting timelines, individuals/OHVA staff, who may be involved in the evaluation, will be notified by Sept. 15
th of each school year which students will be up for reevaluation during the respective
school year. The list of students to receive a reevaluation will be developed by the Special Education Administrative Assistant and distributed to the Special Education Manager, Principals and Lead Intervention Specialists. The Lead Intervention Specialists will notify the Intervention Specialists. Any newly enrolled students who are due for an evaluation during the respective school year will be added to the list. Updated lists will be distributed the first week of every month. When a reevaluation deadline is missed, an explanation of the circumstances must be submitted in writing to the Special Education Manager within five (5) days of the deadline. This explanation should include the steps that are being taken to complete the evaluation. Internal Monitoring will occur in this area. Related Services Related services are the developmental, corrective, and supportive services that are required to assist a child with a disability to benefit from special education. The determination that a student with a disability qualifies for a related service is made through the evaluation process and is part of the Evaluation Team report. Additional information regarding related services: goals, objectives, location, frequency and provider of the service is found in the student’s IEP. Due to the virtual nature of OHVA, in most cases, the provision of related services will need to be contracted. Therefore, in order to make arrangements for an evaluation to qualify for related services, or for the provision of services to be available at the beginning of the IEP period, it is critical the Related Services department be informed. The following steps will be implemented so that the provision of related services is compliant and timely: Evaluation Process During the planning session for the evaluation, if the team suspects that a child may require a related service, the chairperson will notify the Related Service Department in writing to make the arrangements for the evaluation. When a determination is made, as to whether a student qualifies for a related service(s), the evaluation chairman will again notify Related Services Department in writing with specific information. IEP Process When a student qualifies for a related service, information regarding the provision of the service will be described in the IEP. Two weeks prior to the IEP meeting, the Intervention Specialist will provide written notification to the Related Services Department with the proposed frequency and location of services. The frequency and location of the services proposed by the related services provider, is only a proposal until agreed upon by the IEP team.
If something is changed at the IEP meeting, the Related Services department should be notified immediately. Within 48 hours, the signed IEP should be forwarded to the Related Services department. Internal Monitoring will occur in this area. Secondary Transition Procedures Secondary transition planning is a coordinated set of activities designed to help students with disabilities and their families think about their life after high school, identify long-range goals, and create a secondary school experience to help students gain the skills and connections needed to achieve these goals. Transition requirements begin no later than in the first individualized education program (IEP) that will be in effect when the student is 14 and updated annually thereafter. The transition plan is a part of the IEP. It includes with Step 1 - Future Planning and Step 3 – Profile which are designed to identify the student’s preferences, interests, needs, and strengths. Using age-appropriate assessments in three areas, the plan should encompass the student's courses of study and include measurable postsecondary goals for students based on age-appropriate transition assessments related to training/education, employment and, independent living skills (if appropriate) and a description of transition services. This is found in Step 4 – Postsecondary Transition and Step 5 – Postsecondary Transition Services. Educators and other school or agency personnel working with the child might change from year to year; however, child and family are the constant members of the IEP Team. Therefore, it is vital they are a part of the process and their input sought. To facilitate the development of the secondary transition plan the following steps will be taken:
Student and Parent interviews Review of current classroom assessments, individual evaluations, school wide testing, and
statewide testing Consultation with Transition Staff Transition Survey
To confirm that secondary transition plans are in place by the student’s 14
th birthday, an internal
monitoring system has been put in place to ascertain if the required code has been entered into EMIS. To ensure that secondary transition plans meet the requirement of the law, the individual plans will be self-reviewed by intervention specialist who wrote the plan, utilizing the Indicator 13 Checklist. Transition plans will be randomly selected each month for review by the Transition Coordinator, or a designee appointed by the Special Education Manager. Training and assistance will be provided on an ongoing basis when appropriate. Internal Monitoring will occur in this area.
Review Charter and Management Contract Mr. Dirrim indicated that these items will be deferred until after the new Board members have an opportunity to review the documents. Mr. Dirrim requested that Ms. Dorner and Ms. Burke provide a high level overview of these contracts in an upcoming Board meeting. Mr. Dirrim would like an understanding of what the Board is required to do, what OCCS is required to do and what K12 is required to do according to these contracts.
l. Addendum to Parent Handbook
MOTION X: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the Class Connect Policy and Grading Policy to be included as part of the Parent Handbook, as recommended by the Senior Head of School. The Senior Head of School is responsible for monitoring these policies and reporting to the Board regularly as to whether these policies have had the desired benefit and outcome expected.
Discussion: Dr. Stewart said the data has shown that students who were successful on the Ohio standardized tests typically attended Class Connect sessions. So, this policy makes attending Class Connect session as part of their attendance or else they could be considered truant. Mr. Dirrim questioned whether this has been adequately communicated to students and parents. Dr. Stewart indicated that Kmails will communicate this policy. Mr. Simon questioned whether the policy would be deemed a punishment because punishing kids for academic failures is not successful. Dr. Stewart stated these Class Connect sessions will help them not to fail. Every student has an individual learning plan and the teachers and staff are there to help. Mr. Vasquez asked when the Board will know if this has been effective in achieving the results expected. Dr. Stewart indicated that the students’ progress is monitored monthly. Moved: DeRaedt Seconded: Arndt Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
m. Government Exams
MOTION XI: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby adopts the
attached interim end-of course examinations developed by K12 Inc. and recommended by
the Senior Head of School as proper examinations to assess mastery of American history
and American government standards detailed and required by Am. Sub. S.B. 165and
related regulations. These interim end-of-course examinations shall be used until the
State Superintendent of Public Instruction and the Chancellor of the Ohio Board of
Regents select end-of-course examinations in American history and American
government.
Discussion: Ms. Dorner explained that Ohio law requires that the Board approve interim end-of course examinations in these subjects. K12 has developed these exams for use until end-of-course examinations have been selected according to the law.
Moved: Simon Seconded: Norton Vote: Arndt Y N DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
9. AUDIT & FINANCIAL OVERSIGHT
n. Bank Reconciliation
MOTION XII: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the
filing of the bank reconciliations for June 2013.
Discussion: Ms. Arndt expressed that she has reviewed the reconciliation for June 2013 as provided to her by the School Finance Manager Jill Zdunczyk and found such to be acceptable based upon the information presented.
Moved: Arndt Seconded: Norton Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Abstain
o. Review Working Budget
Ms. Zdunczyk provided an overview of the budget as previously approved in June.
Healthcare numbers remain difficult to predict. Special education severity has decreased
which mean less special education funding. There will be more locations for testing so an
increase in cost will be seen. Ms. Zdunczyk confirmed that she has invoiced K12
approximately $450,000 for the eight positions that were previously questioned by the
Board. This amount reflects all costs (salaries, benefits, etc.) incurred by OHVA for FY 2013
for these positions.
p. Review Academic Purchase Orders
Code of Regulations requires that all expenditures in excess of $10,000 must be approved
by the Board.
MOTION XIII: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the purchase order for Virtual Technologies Group for 65 laptops for teachers for a price not to exceed $51,999 for FY14 as presented by the Head of School. Discussion: Dr. Stewart explained that laptops are replaced after about 4-5 years. Mr. Norton questioned the disposition of the old laptops. Corey Cowell responded that OHVA pieces out about 95% of the old laptops. When questioned about the bidding process, Mr. Cowell responded that the purchase did go out to bid and three quotes were received. However, this was not done through the state bidding process. Mr. Norton asked if next time we are replacing laptops whether we should use the state bidding process. Dr. Stewart and Mr. Cowell both affirmed that this can be done next time.
Moved: Norton Seconded: Arndt Vote: Arndt Y N DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
MOTION XIV: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the AIMSweb online assessment tool, used by OHVA to provide data for teachers and parents as to the performance level of K-3 students in reading and math, for all K-3 students enrolled at OHVA at $6.00 each for FY14 as presented by the Head of School. Discussion: Dr. Stewart explained that the AIMS web tool is a Pearson’s program and not a K12 program. This program is beneficial especially with the third grade reading guarantee. Mr. Norton asked who owns the data derived from this program. Bob Mathews responded that Pearson does not have proprietary rights to our data. After some discussion, Dr. Stewart agreed to find out who owns the data on this assessment tool.
Moved: Norton Seconded: Kalman Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
MOTION: XV: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the Edmentum Reading Eggs Program for all K-2 students enrolled at OHVA at $4.00 each for FY14 as presented by the Head of School. Discussion: Dr. Stewart explained that this program is similar to Study Island but is designed for K-2 and especially for reading. This is another tool provided to students, parents and teachers in order to meet the third grade reading guarantee. Moved: Norton Seconded: Dirrim Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
MOTION XVI: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the purchase order for Virtual Technologies Group for Instant Help Agent for a price not to exceed $16,965 for FY14 as presented by the Head of School.
Discussion: This software is on teacher’s laptop so that IT can have remote access to address a problem on the laptop. OHVA has been using this software for five years.
Moved: Norton Seconded: Kalman Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
MOTION XVII: BE IT RESOLVED THAT the Board of Trustees of OHVA hereby approves the order from Rosetta Stone for 100 licenses of the Classroom Version 3 for a price of $12,900, plus applicable taxes as presented by the Head of School. Discussion: Dr. Stewart said these licenses are provided to parents if English is their second language. Because the curriculum requires parent involvement, this program helps parents to speak English and better understand their child’s school work.
Moved: Norton Seconded: DeRaedt Vote: Arndt Y N
DeRaedt Y N Dirrim Y N
Simon Y N Kalman Y N Norton Y N Vasquez Y N
10. Meeting adjourned:
President Tim Dirrim adjourned the meeting at 4:21 p.m. with a reminder that the next regular
meeting of the Board of Trustees will be held on October 22, 2013 at 2 p.m.