Action Committee Reports - PowerPoint PPT Presentation

Loading...

PPT – Action Committee Reports PowerPoint presentation | free to download - id: 2522e-MDI4M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Action Committee Reports

Description:

Long Term: Determine the most efficient, safe, and cost ... Hope-Landon, Nancy House, Michelle Losurdo, Vicki Lotz, Floy Ann Marsh, Megan McCabe, Pam Mercer, ... – PowerPoint PPT presentation

Number of Views:233
Avg rating:3.0/5.0
Slides: 124
Provided by: nancyg
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Action Committee Reports


1

Milford EVSD
  • Action Committee Reports
  • Milford Schools Board of Education Meeting
  • January 17, 2008

2

Milford EVSD
  • Student Transportation Committee
  • Overview of Findings
  • And
  • Recommendations
  • Presented to the MEVSD Board of Education
  • January 17, 2008

3
Transportation Committee Goals
Milford EVSD
  • Short Term Reinstate student busing for PreK12
    students in a safe, efficient, and cost-effective
    manner beginning 2008-09
  • Long Term Determine the most efficient, safe,
    and cost-effective way to provide student
    transportation by exploring in-house versus
    contracted transportation services

4
Benefits of Transportation
Milford EVSD
  • Provides the safest means of transporting
    students to and from school
  • Addresses largest issue presented at community
    engagement meetings
  • Redirects school personnel to academic issues
  • Reduces time pressure on parents
  • Lessens traffic congestion pollution for the
    entire community

5
Committee Parameters
Milford EVSD
  • Examine current transportation services
  • Formed five subcommittees
  • Routing efficiencies (2-tier vs. 3-tier)
  • Review contract possibilities with Petermann,
    Ltd.
  • Financial review of transportation budget
  • Department management (in-house vs.
    subcontracted)
  • Purchasing vs. leasing buses
  • Not tasked with responsibility to identify
    funding options for returning transportation

6
Definition 2-tier System (current)Each
bus serves 2 routes in AM PM
Milford EVSD
  • Benefits
  • Current start times
  • Shorter ride times
  • Easier routing
  • Challenges
  • More expensive
  • More buses, drivers routes
  • Increased traffic on road
  • Increased layover for drivers

7
Definition 3-tier System (proposed)Each
bus serves 3 routes in AM PM
Milford EVSD
  • Benefits
  • Less expensive fewer buses, drivers, routes
  • Increased maintenance on buses is offset by other
    savings
  • Less traffic on road
  • Less layover time for drivers
  • Challenges
  • New start times HS JH start earlier,
    elementaries end later
  • Longer ride times
  • More difficult to route
  • More common configuration for transportation
    services
  • Milford previously used a 3-tier system, until
    2001-02

8
Estimated Costs for Different Transportation
Service Levels
Milford EVSD
  • Budgeted State Min Service 4.6 million
  • Includes 133k for traffic control services that
    can be reallocated to student busing
  • PreK-8 5.0 million
  • 2-tier, consolidated stops
  • PreK-12 6.1 million
  • 2-tier, consolidated stops
  • PreK-12 5.3 million
  • 3-tier, consolidated stops
  • All numbers are projected for FY2008-09

9
Incremental Cost to Current State Minimum
Transportation
Milford EVSD
  • PreK-8 445k
  • 2-tier, consolidated stops
  • PreK-12 1,500k
  • 2-tier, consolidated stops
  • PreK-12 747k
  • 3-tier, consolidated stops
  • All numbers are projected for FY2008-09

10
Incremental Savings 3-tier v. 2-tier
Milford EVSD
  • PreK-12 1,500k
  • 2-tier, consolidated stops
  • PreK-12 747k
  • 3-tier, consolidated stops
  • Incremental Savings - 753k
  • All numbers are projected for FY2008-09

11
Number of Schools Served by MEVSD
Transportation
Milford EVSD
  • Within MEVSD boundaries 15 buildings
  • 10 MEVSD buildings
  • 5 private/parochial buildings
  • Outside MEVSD boundaries 32 buildings
  • Private public special needs
  • Total buildings served 47 buildings

12
Start Times 2-tier v. 3-tier
Milford EVSD
  • Current 2-tiered Projected 3-tiered
  • Milford High School 750 715
  • Milford Jr. High 750 715
  • Alternate Sch/Success 800 715
  • Live Oaks 755 755
  • St. Andrews 745 745
  • Seton 845 830
  • St. Marks 850 835
  • Pattison 855 810
  • Meadowview 855 825
  • McCormick 855 825
  • Boyd E. Smith 810 905
  • Mulberry 750 905
  • Seipelt 810 905
  • Pre-school 905 905

13
Options for Student Transportation
Milford EVSD
  • Gold Level
  • PreK-12, Consolidated Stops, 2-tier
  • Silver Level
  • PreK-12, Consolidated Stops, 3-tier
  • Bronze Level
  • PreK-8, Consolidated Stops, 2-tier

14
Committee Recommendations
Milford EVSD
  • Reinstate busing beginning August, 2008
  • PreK12
  • Consolidated stops
  • 3-tier system
  • Continue to study options
  • Other outsourcing options
  • Management structure
  • Equipment lease vs. purchase

15
Student Transportation Committee
Milford EVSD
  • Co-Chairs Bill George Tony Dunn
  • Committee Members Deanna Eppers, Denise Evans,
    Kevin Edgington, Bill Stull, Theresa Prince,
    Linda Malott, Greg Brown, Jessica Eberly, Ellen
    Miller, Gary Knepp, Cecilia Tryling, Peggy
    Ludlum, Stephanie DiLonardo, Janet Henderson,
    Brooke Rogers, Kathy Doherty, Gaenor Vuotto, Roy
    Wilson, Andrea Brady
  • Petermann Consultants Karen Jacobs, Margie
    Wells, Dennis Devine

16
Milford EVSD
  • Next Presentation
  • School Programs Instruction

17
School Programs Instruction Committee
2007-08Recommendations for Implementation of
Programs and Curriculum Milford Exempted Village
School District
18
CURRICULUM REVISIONCurrently funded at GOLD
level in 5 year forecast BRONZE 5 year
revision plan with professional developmentCOST
08-09 (440,000), 09-10 (268,000), 10-11
(667,000), 11-12 (690,000), 12-13
(308,000) includes ½ Communication
Arts SILVER 4 year revision plan with
professional developmentCOST 08-09
(560,000), 09-10 (667,000), 10-11
(690,000), 11-12 (241,000), includes partial
Communication ArtsGOLD 3 year
revision plan with professional developmentCOST
08-09 (596,400), 09-10 (779,000), 10-11
(833,000), includes partial Communication
Arts
Milford EVSD
19
ELEMENTARY FOREIGN LANGUAGEBRONZE Research
best programs to align
with JH and HS offerings
Milford EVSD
20
FOREIGN LANGUAGEBRONZE Reinstate 1 unit
French, German and add one teacher for
Spanish 1 at JH, phase in Chinese at HSCOST
1 staff _at_ 70,700 SILVER Bronze phase in
1 unit Chinese at JH, add Sign Language
as an elective at JH and HSCOST 2 staff _at_
70,700GOLD Bronze, Silver add a 7th
grade sampler, add non- college prep
languageCOST 3 staff _at_ 70,700
Milford EVSD
21
ELEMENTARY MUSICBRONZE Continue current
General Music offeringsCOST -0-SILVER
Bronze reinstate grade-level performances at
50 of prior level, add 800 per bldg. for
music, production needs and instrument
maintenance and replacementCOST
4,800 extra duty contractsGOLD
Bronze, Silver reinstate grade-level
performances at 100 of prior level,
additional 400 per bldg. for music,
production needs and instrument
maintenance and replacement, implement 5/6 grade
choral programCOST 7,200 extra
duty contracts
Milford EVSD
22
INSTRUMENTAL MUSICBRONZE Continue 6th
Grade Band add transportation Create
survival budget - 6,500 (JH) add 6,000
to current HS budgetCOST 12,500
transportation for 6th Grade BandSILVER
Bronze Increase budget to 10,000 (JH)
40,000 (HS), Increase 2/7 position to full-time
(50,000)COST 81,000
transportation for 6th Grade BandGOLD
Bronze, Silver reinstate 05-06 budget 13,500
(JH) 55,000 (HS), add strings
program, build/remodel auditorium to
make it largerCOST 99,500 strings
auditorium transportation for 6th Grade
Band
Milford EVSD
23
CHORAL MUSICBRONZE Create survival budget -
600 (JH) 800 (HS)COST
1,400SILVER Bronze increase budget -
750 (JH) 1,000 (HS), Add choral music
position (70,700), Increase
auditorium seating, Music director for HS musical
dramasCOST 72,450 auditorium
expansion musical directorGOLD
Bronze, Silver reinstate 05-06 budget 1,000
(JH) 1,500 (HS), add District Music
Supervisor/Teacher
(70,700), add Music Technology Lab
_at_ HS (75,000), Build auditorium large
enough for programsCOST 218,900
auditorium musical director
Milford EVSD
24
FIELD TRIPSBRONZE Alternate funding
within confines of current state law
COST -0-SILVER Department and
grade level budgetCOST Average of 400
per field tripGOLD Classroom and course
budgetCOST Average of 400 per field
trip
Milford EVSD
25
AP HONORS CLASSESBRONZE Sustain program as
it isCOST -0-SILVER Bronze expand
AP course offerings COST Curriculum
Writing Cost, Training 1 staff _at_
70,700GOLD Bronze, Silver expand
Honors course offerings at JH and expand
AP course offerings at HSCOST 2 staff _at_
70,700
Milford EVSD
26
MEDIA CENTER/LIBRARYBRONZE Continue
current service at elementary level 1 aide
- HS Add computers to high school
libraryCOST One 3.75 hr. part time aide _at_
17,500. Computers - 775. x
6SILVER Bronze, add space in HS Library
for additional computers, 1 aide -
JHCOST Computers _at_ 775. each Two
3.75 hr. part time aides _at_ 17,500.GOLD
Bronze, Silver, plus a wireless network.COST
Two 3.75 hr. part time aides _at_ 17,500,
computers _at_ 775. each, wireless network cost
to come from Technology Committee
Milford EVSD
27
NINTH GRADE COMMUNITYBRONZE Sustain
program as isCOST -0-SILVER Add
levels in World Studies and English. Add
science labs. Add 1 intervention
specialist.COST Revision 500, lab costs,
70,700.GOLD Bronze, Silver, add
technology, add 504 aide Place electives
in proximity to NGC wing, add staff for
study skills instructionCOST Revision
500, lab costs, 1 Aide 35,000,
Technology cost, 2 staff _at_ 70,700.
Milford EVSD
28
ALTERNATIVE SCHOOL ACCELERATIONBRONZE
Sustain program as it isCOST -0-SILVER
Expand Student PopulationCOST 1 staff
_at_ 35,000.GOLD All of Silver plus add 2
staff members to develop intervention
at 8th grade and first semester of 9th
gradeCOST 3 staff members _at_ 70,700.
Milford EVSD
29
ELEMENTARY GUIDANCE SERVICES BRONZE 2
Full Time Guidance Counselors (split among
3 bldgs.)COST 141,400 SILVER 3
Full Time Guidance Counselors (split
between 2 bldgs.)COST 212,100GOLD
1 Full Time Guidance Counselor per bldg.COST
424,200
Milford EVSD
30
ELEMENTARY EDUCATIONAL SUPPORT BRONZE 1
additional full time aide per building (6
buildings)COST 210,000 SILVER 2
additional full time aides per buildingCOST
420,000GOLD 3 additional full time
aides per building (Gr.K, 1-3, 4-6)COST
630,000
Milford EVSD
31
ADDITIONAL RECOMMENDATIONSNeed for out
of the box group to identify resources to
provide programs without cost to
BOEEstablishment of Milford Educational
FoundationTHANK YOU!
Milford EVSD
32
SCHOOL PROGRAMS/CURRICULUM COMMITTEECo-Chairs
Kathy Frye, Regina TheilmanMembers Drew
Abas, Cindy Bachman, Ray Bauer, Lyn Blake,
Patty Bolender, Brian Brown, Tim Carpenter,
Tracy Carpenter, Lynn Chaney, Jill Chin, Chris
Davis, Anne Marie Dumm, Jim DuPriest, Kelli
Ellison, Lisa Essig, Aimee Everett, Janet
Fernandes, Mellenee Finger, Sharon Fitter, Sue
Galbraith, Susan Gfroerer, Stephanie Harrison,
Nancy Hope-Landon, Nancy House, Michelle
Losurdo, Vicki Lotz, Floy Ann Marsh, Megan
McCabe, Pam Mercer, Valerie Milinovich, Bridget
Moore, Myra Powers, Rachelle Rapp, Nicole Roll,
Bobbi Ruddock, Diane Saulnier, Paul Schrameck,
Burt Smith, Tom Willson
Milford EVSD
33
Milford EVSD
  • Next Presentation
  • Gifted

34

Milford EVSD
  • Committee on Gifted Education
  • Moving Forward!

35

Milford EVSD
  • We Believe
  • All students in our district deserve the best
    educational options available
  • There are more than 900 students identified as
    gifted
  • All students need challenges and opportunities to
    achieve at their highest level
  • True differentiation is pitching the ball where
    the child can hit it
  • ALL students merit differentiation no matter
    their level

36

Milford EVSD
  • Current Funding
  • MEVSD receives 4 Gifted Units from the State of
    Ohio (1 coordinator unit and 3 teacher units)
  • 153,300 in funding from ODE
  • Each unit is worth 38,325
  • Average teacher in Milford 70,700 (including
    benefit package)

37

Milford EVSD
  • ASSUMPTIONS
  • Current AP offerings will remain at the high
    school
  • Current Honors and Accelerated classes will
    remain at Junior High School
  • Current Acceleration Policy will be kept
  • Gifted Coordinator Position within the district
    will remain

38

Milford EVSD
  • LEVELS of PROGRAM
  • We believe that all the service options are
    important at every level and that our students
    deserve each opportunity. Therefore, the levels
    of our program recommendations are based on
    staffing.

39

Milford EVSD
  • GOLD
  • 8 Gifted Intervention Specialists employed
    full-time by the district
  • (During the 2002-2003 school year, there were 8
    GISs.)

40

Milford EVSD
  • SILVER
  • 6 Gifted Intervention Specialists
  • employed full-time by the district

41

Milford EVSD
  • BRONZE
  • 3 Gifted Intervention Specialists employed
    full-time by the district

42

Milford EVSD
  • FURTHER RECOMMENDATIONS
  • (NOT ranked by importance)
  • Gifted Professional Development for regular ed
    teachers
  • Early identification (formal OR informal based
    on staffing)
  • Communication with parents/guardians about
    options and processes (including but NOT limited
    to Acceleration Policy, WEPs, etc.)
  • Revised Selection Process for Services
  • Additional AP offerings
  • GIS assigned to EVERY building

43

Milford EVSD
  • REQUIRED PROGRAM SERVICES
  • Self-Contained Classroom
  • Ranked 1 by six out of nine committee members
  • Pull Out Program
  • Ranked 2 by five out of nine committee members
  • Early Intervention
  • Ranked 3 by five out of nine committee members
  • Service in ALL Areas (Superior Cognitive,
    Reading, Math, Social Studies and Science)
  • Ranked 4 by six out of nine committee members

44

Milford EVSD
  • Approximate Cost Analysis
  • Gold 8 (teachers) x 70,700 565,600
  • State teacher funding 115,000
  • District share 450,000
  • Cost per identified student 500
  • Silver 6 (teachers) x 70,700 424,200
  • State teacher funding 115,000
  • District Share 309,000
  • Cost per identified student 343
  • Bronze 3 (teachers) x 70,700 212,100
  • State teacher funding 115,000
  • District Share 97,100
  • Cost per identified student 107

45

Milford EVSD
  • Further Thoughts
  • Our Committee is in the planning stages of a
    Gifted Open House where leaders in Gifted
    Education from our region (Southwest Ohio) come
    and share their programs.
  • This would be an open forum event where
    parents/guardians, community members, educators,
    administrators, board members and students could
    come and see what other districts are doing to
    help their gifted students succeed.

46

Milford EVSD
  • Committee on Gifted Education
  • CHAIRS - Deborah Glynn, Mike Marshall, Gary
    Schulte
  • MEMBERS Sue Barkhurst, Rainel Dargis, Carl
    Donisi,
  • Janet Fernandes, Warren Holland, Amy Hoops,
  • Chris Jofriet, Curt Kuhn, Myra Powers and Kurt
    Sander

47

Milford EVSD
  • Committee on Gifted Education
  • Thank you for helping us
  • Move Forward!

48
Milford EVSD
  • Next Presentation
  • Technology

49
Technology Committee2007-08
  • to research technology and provide new ideas,
    options and cost-saving strategies to the board
    of education.

49
50
Overview
  • Where are we today
  • Infrastructure
  • Support
  • Access
  • Where are we going...
  • Vision
  • How do we get there...
  • Cost Saving Measures
  • Infrastructure
  • Software
  • Professional Development
  • Leadership
  • Innovation
  • Relationships

50
51
Where are we today
  • Infrastructure
  • 2400 aging computers
  • Over 98 of computers will be out of warranty by
    7/2008
  • VoIP at HS, JH
  • Support
  • 1 Network administrator
  • 3 Technicians (1-year round, 2-9 months)
  • Access
  • 4 to 1 ratio in classrooms at K-6 buildings
  • Limited computer lab access at 7-12 buildings
  • All students not having access to technology all
    the time

51
52
Where are we going...
  • Technology Vision(Excerpts from Milford
    Technology Plan 2007)
  • Our students will practice 21st century skills
    with 21st century tools.
  • Our students will be technology proficient by 8th
    grade and apply these skills in their secondary
    education.
  • The school district will allocate resources and
    plan its technology infrastructure to provide
    network educational content that will allow all
    stakeholders access anytime from anyplace.
  • Technology will be used to transform education
    delivery and create value for the stakeholders of
    our school community.
  • We will enhance teaching and learning by creating
    tasks and alternative assessments that support
    individual learning styles and develop skills in
    collaboration, self-directed learning, complex
    thinking, communication and the use of electronic
    information.

52
53
53
54
How will we get there
  • Cost Saving Measures
  • Infrastructure Preserve and extend the
    investment
  • Switches
  • VoIP
  • Systems
  • Laptop carts vs. Desktop replacement
  • Software
  • Alternatives
  • Open Office
  • Edubuntu
  • cNotify vs Community Safe
  • Moodle
  • Professional Development
  • Online at no cost to district
  • Accountability

54
55
How will we get there
  • Cost Saving Measures
  • Leadership
  • Technology Coordinator
  • Technicians year round
  • Consultant
  • Innovation
  • Citrix solution
  • Lower cost devices
  • Wireless campus
  • Support anywhere, anytime learning for all
    students and community
  • Improve school safety and security
  • Allow students to bring their own devices
  • Promote 1 to 1 initiative

55
56
56
57
57
58
How will we get there
  • Cost Saving Measures
  • Relationships
  • Engaging private sector businesses
  • Partnership with local government agencies
  • Partnership with the community

58
59
Crossroads
  • Embrace the Challenge
  • Innovation
  • No business as usual
  • Create cost saving measure
  • Reallocation of funds
  • Example Textbooks
  • Paradigm shift in delivery of education

59
60
Milford Technology Committee 2007-08
  • Committee Members
  • Debbie Brady
  • Denise Bunnell
  • Rob Dunn
  • Randy Faler
  • Bill Fritz
  • Ralph Hyre
  • Edward Keyes
  • Jim Neidhart
  • Myra Powers
  • Leon Thibeaut

60
61
Milford EVSD
  • Next Presentation
  • Athletics

62
Athletic Extra-Curricular Activities Community
Report
63
Introduction
  • As a part of the Community Call to Action
    Programming and Instruction Committee, the
    Athletics/Extra-Curricular Subcommittee set out
    to define what the community wanted in terms of
    after-school programming. The official purpose of
    the subcommittee was to analyze feedback from the
    community hearings and provide recommendations to
    the Milford Board of Education regarding the
    value of athletics/extra-curricular programs, the
    impact of participation fees on these programs,
    and the desired direction of the community for
    funding options. The goal was to complete a
    comprehensive document for the Milford Board of
    Education by January 1, 2008 fulfilling the
    stated purpose of the subcommittee.
  • While the majority of research is centered on
    athletic activities, the benefits and conclusions
    extend into the others areas of our concern
    Marching Band, Drama, Music, and all school-based
    clubs/groups.

64
The Importance of Extra-Curricular Activities
  • These activities give kids the opportunity to
    build self-confidence, experience healthy
    competition and can lead to long-term, active
    lifestyles as adults.
  • Obvious benefits of extra-curricular
    participation are fitness and health habits - Not
    so obvious benefits include personal qualities
    such as preparation, resilience, attitude
    control, leadership opportunities, identity, time
    management and long term thinking.
  • A well-rounded student should have an active role
    in academics, the arts, community service, and
    family life. Athletics dont define who we are,
    but they do play an integral role in the game of
    life.
  • Scholars and educators conclude that students who
    participate in extra-curricular activities
    achieve higher grades, are more intrinsically
    motivated, have fewer discipline problems, and
    are less likely to drop out of school.
  • Athletics can bring value to the community at
    large. Athletics can generate a sense of
    excitement and loyalty among community members.

65
The Importance of Extra-Curricular Activities
  • The article Athletes and Academic Achievement
    What is the Relationship? by Donald F Soltz,
    provides evidence that athletes have, on average,
    a higher cumulative grade point average than
    non-athletes.
  • Athletes are also less likely to receive a
    failing grade while their sport is in season
    compared to when their sport is out of season.
  • The article Lets Hear It for the Dumb Jock
    What Athletes Contribute to the Academic
    Program, by James S. Pressly and Roger L.
    Whitley discusses how student athletes perform
    better academically, how they have fewer
    discipline problems, how they are more likely to
    stay in school, and how they are better prepared
    to cope with postsecondary education.
  • There is overwhelming evidence that the benefit
    of participating in extra-curricular activities
    has proven to be life-molding for young people
    and an essential part of developing into a
    well-rounded adult.

66
The Negative Impact of Participation Fees
  • Schools who are charging participation fees for
    extra-curricular activities are in a trend that
    many scholars believe is a danger to the concept
    of a free public education and the overall effort
    to involve more students in extra-curricular
    activities.
  • When considering the merits of pay to participate
    one must take into consideration the legal,
    ethical and societal implications.
  • Our state constitution guarantees the right to a
    free public education. Extra-curricular
    activities are an out growth of the schools
    curriculum and have roots in curricular, school
    and community goals.
  • In Hartzell v. Connell (35 Cal. 3d 899), the
    Supreme Court of California ruled that fees for
    extra-curricular activities violate the states
    constitutional guarantee of free public
    schooling. Chief Justice Bird ruled that
    extra-curricular activities are educational and a
    school which conditions a students
    participation in educational activities upon the
    payment of a fee is clearly not a free school.

67
The Negative Impact of Participation Fees
  • When considering the 18 poverty level of
    children in the US, fees for extra-curricular
    activities can be out of reach for a large number
    of students. The negative effects on poverty
    stricken children have been well documented
    childrens school readiness is below average and
    they have poor academic achievement and lower
    test scores. Therefore, the very students who are
    at risk academically and have the least
    enrichment opportunities are the ones who are
    hurt the most by this policy.
  • Fee-based school activities undermine a schools
    authority to make decisions and may open a school
    to later claims of negligence and discrimination.
  • Schools devote a large portion of their budget
    toward programs that will increase attendance,
    improve test scores, and enhance graduation rates
    which extra-curricular activities directly impact!

68
Summary of Community Responses
  • START
  • No cutting sports
  • After school programs
  • Providing no fee extra-curricular
  • STOP
  • Athletic fees
  • Pay-to-play for sports/extra-curricular
  • CONTINUE
  • After school activities
  • Reasonable extra-curricular fees
  • Sports programs extra-curricular
  • Band programs extra-curricular
  • Keep athletic programs
  • All athletic programs
  • All extra-curricular activities
  • Pay-to-play instead of eliminate something else
  • To have a wide variety of sports with multiple
    teams per sport

69
FAVC Athletic Participation Fees
70
Athletic Dept. Strategic Plan Summary
  • Athletic Department Mission Statement
  • The mission of the Milford Athletic Department
    is to be an integral part of the educational
    process by providing the means and resources for
    students to be involved in competitive sports. We
    develop the whole person, promote teamwork, and
    create positive social interactions and a
    positive community environment.

71
Athletic Dept. Strategic Plan Summary
  • Athletic Department Value Statements
  • Athletes as students, first and foremost
  • Developing character in each person, making them
    the best they can be in mind, body and spirit
  • Developing meaningful relationships in our
    athletic family and broader society
  • Developing sports specific skills to maximize the
    potential and success of players, teams and
    programs
  • Healthy lifestyles, including freedom from
    substance abuse
  • Hard work, teamwork and sportsmanship which
    contribute to success and the achievement of
    goals
  • Mutual respect and tolerance
  • Athletic Department Strategic Choices
  • Expand and sustain an open and proactive
    communications network that impacts all
    stakeholders
  • Continually maintain, upgrade and add athletic
    facilities to enhance the student and community
    experience
  • Improve the funding of athletic programming
    through a variety of sources
  • Increase participation and balance competitive
    intent for all levels and programs
  • Aggressively develop and preserve an increased
    sense of school spirit and support with all
    stakeholders

72
Athlete Participation Impact/Trends
  • 2005-06 (50/35 fees with family cap of 175)
  • Fall 563
  • Winter 413
  • Spring 331
  • Overall 1307
  • No-Cut Sports (Football, B/G CC, Wrestling,
    B/G Track) 564
  • 2006-07 (250/175 fees with no family cap also
    includes a reduction of 9 teams)
  • Fall 494 (12.3 decrease compared to 2005-06)
  • Winter 339 (17.9 decrease compared to 2005-06)
  • Spring 234 (29.3 decrease compared to 2005-06)
  • Overall 1067 (18.4 decrease compared to
    2005-06)
  • No-Cut Sports (Football, B/G CC, Wrestling,
    B/G Track) 410 (27.3 decrease compared to
    2005-06)
  • 2007-08 (125/90 fees with family cap of 250 _at_
    HS and 180 _at_ JH)
  • Fall 508 (9.8 decrease compared to 2005-06
    2.8 increase compared to 2006-07)
  • Conclusion Trends show that the number of
    students participating correlates to fees the
    higher the fees, the fewer participants (and
    vice-versa). The open to all (no cut) sports
    are good indicators of interest and they indeed
    showed a 27.3 decrease in participation when
    fees went up 5x the amount from 2005-06 to
    2006-07.

73
Cost and Value Summary
  • What many do not know about Athletic Department
    finances is that a large part of the operation is
    covered by money that is not from the General
    Fund (tax-payer money).
  • The General Fund pays for salaries and safe
    transportation of teams per OHSAA insurance
    requirements. These costs are also offset by
    participation fees and the total approximate
    impact is only 1 of the operating budget of the
    District.
  • Costs of equipment, supplies, team fees,
    referees, game workers etc. are all covered by
    the Athletic Department 300 Account which is
    not tax-payer money, it is money accumulated by
    ticket sales, donations, entry fees, Athletic
    Boosters and other related sources of income.
  • This makes the cost of operating these programs a
    great value for the community as taxes are only
    used to fund certain aspects of the overall
    operation. The Milford Athletic Program alone
    directly impacts the educational opportunities of
    over 1000 students at the secondary level and has
    the potential to impact the climate of our entire
    student population and our community at-large
    making the operation well worth the cost.

74
Conclusions
  • The MEVSD spends a large portion of their budget
    in order to provide an education of the highest
    quality, inspiring and empowering each student to
    be a life-long learner and contributing member of
    a diverse and ever changing society. Educators
    and scholars have shown that extra-curricular
    activities can help improve grades, keep students
    intrinsically motivated and improve graduation
    rates and attendance. These activities teach real
    world skills and help students build their
    teamwork and leadership abilities.
  • Here at Milford, we believe that moral and
    ethical principals are vital in the development
    of strong character. Research has proven that
    extra-curricular activities help shape students,
    contributing to what they know as well as their
    character.
  • The relationships young people can build with the
    committed adults who direct the activities are
    just as important as the activities themselves.
    In a recent study done by the University of
    Hawaii, it was often the presence of this sort of
    supportive relationship with either the parents
    or another adult that made the difference between
    success in life and later unemployment or even
    legal problems.
  • The adoption of an expensive pay to participate
    policy will likely have a negative effect on
    attendance, achievement, discipline, graduation
    rates and character development.

75
Recommendations
  • Based on the prevalent educational research, the
    dominant preferences of the Milford Community and
    what clearly seems best for our kids/families,
    this subcommittee makes the following
    recommendations listed in order of preference
  • PLATINUM (1st Choice)
  • 1. No cutting of school-sponsored teams,
    programs, activities or clubs. These are
    educational opportunities for kids that need to
    remain a top priority. Continue to support the
    Athletic Strategic Plan.
  • 2. Athletic/Marching Band Fees HS/JH 0
  • 3. Family Cap for Athletic Participation N/A
  • 4. Offer former/current academic, musical and
    drama activities at no cost to participants.
  • GOLD (2nd Choice)
  • 1. No cutting of school-sponsored teams,
    programs, activities or clubs. These are
    educational opportunities for kids that need to
    remain a top priority. Continue to support the
    Athletic Strategic Plan.
  • 2. Athletic/Marching Band Fees HS 75 JH
    50
  • 3. Family Cap for Athletic Participation 250
  • 4. Offer former/current academic, musical and
    drama activities at minimal (comparable) cost to
    participants.

76
Recommendations
  • SILVER (3rd Choice)
  • 1. No cutting of school-sponsored teams,
    programs, activities or clubs. These are
    educational opportunities for kids that need to
    remain a top priority. Continue to support the
    Athletic Strategic Plan.
  • 2. Athletic/Marching Band Fees HS 125 JH
    90
  • 3. Family Cap for Athletic Participation 500
  • 4. Offer former/current academic, musical and
    drama activities at moderate (comparable) cost to
    participants.
  • BRONZE (4th Choice)
  • 1. No cutting of school-sponsored teams,
    programs, activities or clubs. These are
    educational opportunities for kids that need to
    remain a top priority. Continue to support the
    Athletic Strategic Plan.
  • 2. Athletic/Marching Band Fees HS 150 JH
    100
  • 3. Family Cap for Athletic Participation None
  • 4. Offer former/current academic, musical and
    drama activities at substantial (comparable) cost
    to participants.

77
Milford EVSD
  • Next Presentation
  • Quality Staffing

78

Milford EVSD
QUALITY STAFFING COMMITTEE
  • STAFFING FOCUS Hiring, Retaining, Developing
    Teachers
  • COMMON THEME IN EACH Job Satisfaction
  • Job satisfaction is a critical element in the
    choices everyone makes when deciding to join,
    stay with or leave an organization
  • A study of employees from 118 organizations
    worldwide examined why employees stay with or
    leave organizations
  • The common elements contributing to job
    satisfaction included
  • A clear vision and strategy allows employees to
    understand rationale behind decisions and link
    their roles to organizations goals
  • A supportive environment with high levels of
    cooperation and trust
  • Challenge and Meaning employees want to be
    stimulated and challenged and want to know their
    contributions add value and are valued
  • Clarity people want to know whats expected of
    them and what knowledge and skills are required
    to succeed
  • Influence people want influence over what they
    do and how they do it. They also want some
    influence over the demands of them to allow for
    work/life balance
  • Growth and Recognition employees want
    opportunities to develop new knowledge and skills
    and abilities to perform jobs that are
    challenging and rewarding. They want to be
    recognized for the work they do
  • Relationship with Supervisor employees look to
    their supervisors to impact all of the previously
    listed factors, as well as guidance in the form
    of coaching and feedback.
  • Milford teachers survey feedback is consistent
    with these determinants of Job Satisfaction

79

Milford EVSD
  • Hiring Process Sub-Committee Recommendations
  • Candidate completes online application at
    www.ohioteachingjobs.org
  • Candidate completes Insight online interview. A
    target score is 75, but this is flexible
    depending on pool of candidates, availability of
    same licensure pool, etc.
  • Building administrator in conjunction with Human
    Resources office
  • searches pool of highly qualified
    candidates.
  • Building administrator selects candidates for
    in-person screening interview.
  • Building administrator communicates with Human
    Resources office to
  • contribute to the list of candidates in
    process.
  • Human Resources office maintains current data
    base of candidates in
  • process. Building administrators consult
    this data base as a means of
  • coordinating with other buildings to see
    which candidates are in
  • process throughout the district.

80

Milford EVSD
  • Building administrator performs background
    references on successful candidates. This may
    include
  • A) An Educator Conduct Search on the Ohio Dept.
    of Education website
  • B) Phone calls to former employers or university
    advisors
  • C) Checking for possible internet postings
  • D) Requesting a copy of the candidates personnel
    file (and any other disciplinary files) from
    previous school district if candidate has prior
    teaching experience.
  • Building administrator moves successful
    candidate(s) for screening process to an advisory
    committee interview.
  • Advisory committee members consist of the
    building administrator and at least two of the
    following staff, parent, community member and/or
    stakeholders. Advisory committee interviews may
    contain
  • A list of prepared questions developed by the
    building administrator in conjunction with
    committee members.
  • Candidate should be prepared to demonstrate
    teaching ability. This could be accomplished
    through a video, live teaching session, or other
    method.

81

Milford EVSD
  • Building administrator brings one or more
    successful candidates
  • to Human Resources Director for final
    interview.
  • 11. Human resources office performs final check
    of documentation
  • including BCII, FBI, transcripts,
    licensure, salary scale
  • placement, and other related materials.
  • Building administrator submits final written
    recommendation for
  • Board of Education review.
  • Additional considerations
  • Director of Human Resources will train all
    administrators who will make hiring
    recommendations in the hiring process.
  • New staff will attend orientation process
    prior to beginning of school year. (See
    Professional Development Sub-committee
    recommendations).

82

Milford EVSD
  • Staffing and Retention Sub-committee
    Recommendations
  • Factors that impact Milford EVSDs ability to
    attract and retain quality teachers and staff
  • Salary and Benefits
  • Communication
  • Recognition
  • Culture and Climate
  • Professional Growth and Development Opportunities

83

Milford EVSD
  • SALARY BENEFITS
  • Recruitment
  • Offer a base salary (BA beginning step of
    salary schedule) that is no less than the 50th
    percentile on salary and benefits when compared
    to all school districts in the Southwest Ohio
    region.
  • Retention
  • Examine salary schedule to ensure that salaries
    remain competitive (no less than 50th percentile)
    with all school districts in Southwest Ohio as
    staff experience and education increases.
  • COMMUNICATION
  • Communicate information to staff in a consistent
    and timely manner, preferably at the same time or
    before it is released to the public. The
    information should originate from a common source
    and be accessible in a written form.
  • Examine the effectiveness of Faculty Council as a
    communication tool between faculty,
    administration and staff and initiate reform.

84

Milford EVSD
  • STAFF RECOGNITION
  • Provide positive comment boxes in each building
    (make comments available to staff)
  • Design a Thank A Teacher or Appreciation Page
    on our district website for parents and community
    members to recognize or thank a teacher or staff
    member
  • Encourage building administrators to acknowledge
    their staff more frequently and consistently
  • Enlist the support of PTO to provide monthly
    recognition to staff members and faculty
  • CULTURE AND CLIMATE
  • Administer an exit survey/interview to all
    faculty and staff leaving the district.
  • Initiate a yearly climate review.
  • Appoint a committee to review surveys, identify
    themes, and make recommendations to the BOE
    regarding results

85

Milford EVSD
  • PROFESSIONAL DEVELOPMENT AND GROWTH OPPORTUNITIES
  • Focus funds on providing high-quality
    professional development experiences for all
    faculty and staff
  • Appoint a professional development committee

86

Milford EVSD
Professional Development Sub-committee
Recommendations Quality Professional
Development (PD) Any coursework,
seminars, and other activities that will further
enhance an educators ability to provide a
positive improvement in student achievement while
completing all federal, state, and local
requirements to maintain an active
license. It is recommended that all newly
established PD policies be clearly communicated
and acknowledged by all certificated district
staff, administration, and Board of Education
members.
87

Milford EVSD
  • Make PD a priority in our district
  • Evidenced by both a defined budget allocation and
    by planning and scheduling PD prior to the
    beginning of each school, then publishing plans
    in the annual district calendar
  • Work with the districts professional teacher
    association to ensure compliance with the
    following contract language
  • Recommend Professional development for
    instruction connecting to district, building, and
    individual professional development plans
  • 2. Form a collaborative committee consisting of
    the Assistant Superintendent of Curriculum and
    Instruction, Director of Human Resources and
    representatives from the elementary, junior high,
    and high school certificated staff and
    administration. Committee responsibilities
    include
  • Developing a district philosophy for PD
  • Developing guidelines for PD opportunities for
    our district that reflect the district
    philosophy and are two-pronged in the following
    areas

88

Milford EVSD
  • 2. Guidelines for PD offerings cont
  • In-district PD offerings that are specific to
    teachers courses/focus (e.g. Physical Education,
    English) with content that focus on, but are not
    limited to, district technology programs, courses
    of study, curriculum materials, and
    state/national standards. These offerings should
    meet individual professional needs and be offered
    during early release and waiver days.
  • Out-of-district opportunities that are relevant
    and applicable to student instruction, teaching
    methods and practices, and state standard
    knowledge focused on enhancing student
    achievement and in alignment with individual
    professional development plans and district
    goals.
  • 3. Develop and oversee a district procedure for
    staff to access out-of-district PD.
  • This district procedure would allow all
    certificated staff equal opportunity to apply for
    PD resources.
  • Both an application process and review process
    for proper evaluation and distribution of PD
    budget is required.
  • Follow-up regarding the teachers implementation
    of the knowledge or skills gained in PD, as well
    as in-district sharing of things learned, are
    required.

89

Milford EVSD
4. Develop an extensive orientation program for
entry year teachers that includes, but is not
limited to PD in curriculum, instruction,
technology, district operational procedures and
employee benefits. 5. Evaluate yearly
professional development procedures on a
predetermined basis and revise as needed.
90
Milford EVSD
  • Next Presentation
  • Communications

91

Milford EVSD

COMMUNICATIONS COMMITTEE
Sub-Committee Presentations
  • Community Input
  • Consistent Messages
  • Board Meeting Formats
  • Partnered Community/Foundation

92

Milford EVSD
Community Input

The BOE needs to communicate clearly, openly and
regularly with the public and each other to
promote a high level of mutual understanding and
facilitate a better service to the people of
Milford.
93

Milford EVSD

Communication Consultation
Communication, consultation and public
involvement are the foundation of good decision
making and strengthen the relationship between
the BOE and the public. The BOE needs to be
committed to improving communication and
consultation with the community as a part of its
transparent and open way of working.
94

Milford EVSD

EFFECTIVE COMMUNICATIONS STRATEGY
The goal of a Communications Strategy is to
engage the community in two-way communication,
establish a communication program to provide
critical information about the district and to be
responsive to the needs of the community. This
enhanced communication will foster pride,
enthusiasm and ownership for the school district
and is designed to insure continued successes
towards the accomplishment of the schools
mission.
95

Milford EVSD
Principles
  • All school district communication must be
  • Clear Easy to
    read and understand in plain English
  • Timely Start as
    early as possible in the planning
    process and stick to an agreed timescale
  • Cost effective Represent good
    use of public funds
  • Accessible As far as
    reasonably possible, ensure that
    everyone in the community can access the
    information
  • Honest and open Avoid misleading
    information, false promises and assume
    a right to know
  • Respectful Respect
    individuals feeling and beliefs
  • Consistent and coordinated
  • Appropriate Be carried out
    with the right people, and in the
    right way
  • Modern Support new
    developments and aspirations

96

Milford EVSD
Recommendations
  • Add Question Answers section to the Districts
    Web Site.
  • Consider use of other electronic forms of direct
    communication with the community.
  • Revise/Implement current district communication
    policy/strategy utilizing the previous Principles
    stated and other proposed recommendations.

97

Milford EVSD

COMMUNICATIONS COMMITTEE
Sub-Committee Presentations
  • Community Input
  • Consistent Messages
  • Board Meeting Formats
  • Partnered Community/Foundation

98

Milford EVSD
Objectives
  • To make Communication with the MEVS District
    Community
  • A top priority
  • Absolutely transparent
  • Constant and consistent
  • Maintain a customer service focus

99

Milford EVSD
Bronze Level
  • School Administration and School Board of
    Education will develop a dynamic, district-wide
    communications strategy and implementation plan.
  • Include Effective Communication with Community as
    a required skill for the incoming permanent
    superintendent. Communication activities and
    effectiveness must be part of their performance
    review.
  • Include BAC and community in future selection
    process for new superintendent.

100

Milford EVSD
Silver Level
  • Bronze Level.
  • Roll-out a series of fixed meetings and Community
    Input sessions.
  • Hire a part-time, permanent Communications
    Coordinator for the district. The Communications
    Committee should be involved in the selection
    process.

101

Milford EVSD
Gold Level
  • Silver Level.
  • Hire a full-time, permanent Communications
    Coordinator for the District. The Communications
    Committee should be involved in the selection
    process.

102

Milford EVSD

COMMUNICATIONS COMMITTEE
Sub-Committee Presentations
  • Community Input
  • Consistent Messages
  • Board Meeting Formats
  • Partnered Community/Foundation

103

Milford EVSD

BOARD MEETINGS
  • Business Meetings
  • Strict Agenda and Time Constraints
  • Limited Ability to Discuss Issues
  • Formal Atmosphere

104

Milford EVSD
BOARD MEETINGS

Public Participation
  • Agenda Items or Special Presentations
  • All Districts had Public Presentation
  • at the end of the Agenda
  • Amount of Discussion varied by District

105

Milford EVSD
BOARD MEETINGS

How to Improve
  • Allow public input on Agenda Items to be
  • addressed during the meetings.
  • Have Follow-up Policy Created.
  • Discussions of Previous Issues in Next Meeting.
  • Consider having Meetings at different
  • locations in the district.
  • Make the meeting environment better by changing
  • location.
  • All of the above my require the board to revise
  • their policy.

106

Milford EVSD
New Public Participation Policy

107

Milford EVSD
New Public Participation Policy

108

Milford EVSD
MEETING LOCATIONS

109

Milford EVSD
Benefits
  • Outreach to the community.
  • Allows for highlighting each individual school.
  • In the future, would allow PTO/PTAs to
    coordinate their meetings with BOE meeting.
  • By going out into the community and allowing more
    participation at BOE meetings gives the community
    a sense of ownership.

110

Milford EVSD
COMMUNITY MEETINGS
  • Sunshine Law Open Meetings Act
  • Requires Public Notice
  • Minutes, which can be general
  • These would be held Quarterly by this Committee
    prior to that months BOE meeting.
  • Would allow informal discussions.
  • Could bring in other organizations/groups.
  • Should be held at locations outside of district
    facilities.

111

Milford EVSD

COMMUNICATIONS COMMITTEE
Sub-Committee Presentations
  • Community Input
  • Consistent Messages
  • Board Meeting Formats
  • Partnered Community/Foundation

112

Milford EVSD

113

Milford EVSD

Community School District Partnership
It is our recommendation that the BOE assign a
task force to explore the viability of an
Educational Foundation for the MEVS.
114

Milford EVSD
MEF Milford Educational Foundation
  • An Educational Foundation is an independent,
    non-profit 501(c)(3) organization.
  • Governed by a Board of Trustees whose members
    raise funds, manage assets and determine which
    grant applications are to be funded.
  • Gifts to the Foundation are tax deductible and
    are leveraged to ensure maximum income and
    awareness of the mission.

115

Milford EVSD
Who Services a Foundation?
  • Board of Trustees made up of Community
    members/leaders who have an interest in
    leadership and serving the community.
  • Liaisons include the Superintendent, teacher
    representative(s) and school board member(s).
  • Community member involvement is encouraged
    through many volunteer opportunities, including
    membership on the Board of Trustees, as well as
    financial contributions.

116

Milford EVSD
The Foundations Purpose
  • Raises funds and awards grants to help meet unmet
    needs.
  • Builds support for schools and strengthen school
    districts position in and outside the community.
  • Provide innovative programs and services not
    otherwise funded through the school budget.
  • Serves an innovative, immediate need but also has
    a future focus.

117

Milford EVSD
What should NOT be the Purpose?
  • Fund school district administrative, support or
    teaching positions.
  • Compete with booster clubs or PTOs.
  • Fund programs or services the community would
    feel they already support through their tax
    dollars.
  • To ONLY build an endowment.

118

Milford EVSD
Foundation Initiatives
  • To promote student development and Academic
    Excellence
  • To encourage employee excellence, creativity and
    innovation in the classroom
  • To support and enhance the performing arts
  • To support capital campaigns
  • To develop and promote school, business and
    community partnerships
  • Scholastic Achievement Professional Development
  • Science and Technology Performing Arts
    Capital
  • Campaigns

119

Milford EVSD
Recommendation Overview
  • Implement new policies and change district
    philosophy regarding District communication.
  • BAC and Communications Committee to work jointly
    in exploring the viability of the creation of an
    Education Foundation.
  • Keep the Communications Committee an on going
    group to continue to evaluate our progress and
    plan for the future and stop reoccurring
    problems.

120

Milford EVSD

EFFECTIVE COMMUNICATIONS STRATEGY
The goal of a Communications Strategy is to
engage the community in two-way communication,
establish a communication program to provide
critical information about the district and to be
About PowerShow.com