October 12, 2020 at 8:00 PM - Board of Education Regular Meeting

Rationale: 

 

1.  Review monthly bills using the EMeetings Software.

2.  Review all credit card transactions for the month

3.  Finance Committee Members Sign-off on review of monthly bills, credit card transactions, and district fund balances.

4.  Approve superintendent's expenses (credit card transactions, mileage, cell phone reimbursement).

5.  Lunch Fund Review-Monthly Lunch Fund Balance Worksheet Attached

6.  Payroll Ledger Review

7.  Insurance Billing Review

8.  ACH Payroll Review

9.  FEMA & ESSRS Money Update-Still waiting on FEMA (log-in information).  ESSRS Grant has been submitted for reimbursement. Waiting on approval of reimbursement and check from NDE.

10.  Audit Follow Up

11.  Chimney & Boiler Flue Replacement Financials:
$   2,200.00 - Tri-Cities Group to remove chimney
   20,980.00 - Jerry's Sheet Metal to replace boiler flue
$23,180.00 - Subtotal
-   3,680.00 - Flue pipe upgrade
$19,500.00 - Subtotal
-      500.00 - Deductible
$19,000.00 - FINAL PAYMENT
$4,180 - TOTAL DISTRICT COST
 

Rationale:  The stationary bike in the weight room is in rough repair and Coach Bolling is recommending it be declared surplus rather than repaired.  The handle bars are broke, the seat it ripped, and overall, it is showing significant wear and taking up floor space that could be better utilized.

Rationale: 

Members of the Public, 

This is the portion of the board meeting when we invite anyone in attendance to address the board of education. If you would like to speak to the board regarding any of the items on tonight's agenda or a public concern, now is your opportunity to do so.  Please review the orange sheet (found on the visitors' chairs) of paper that contains the guidelines for public participation.  If you wish to speak to the board at this time, please let me know.  "Would anyone like to address the board at this time?"

 

AFTER THE PERSON(S) INDICATE(S) THEY WISH TO SPEAK

1.  Please stand and state your name?

2.  What topic will you be speaking on?

3.  Are there others in the room who wish to speak to the same topic? (If so, ask that they be recognized so that 30 minutes of time for public comment can be apportioned as per the policy-5 minutes per person).

4.  Optional-"Please understand that public comment is your opportunity to speak to the board and present your concerns, thoughts, feelings, ideas, and observations.  Members of the board are happy to hear from members of the public, but the board will not engage in conversation or dialogue with you during public comment."

4.  "You'll have approximately 5 minutes to address the board, as we allow 5 minutes per person and a total of 30 minutes for public comment.  You may begin when you are ready?"

 

 

 

Rationale:  Congratulations to Ms. Myriah Leisher, Ravenna Public Schools ABC Bluejay Staff Member of the Month!

Myriah Leisher-I would like to nominate Myriah Leisher for ABC Bluejay Staff member of the month. Mrs. Leisher ensures that the elementary library experience is a tremendous one. My students are excited to see Mrs. Leisher each week to check out books and participate in library activities. Mrs. Leisher is very flexible with our busy daily schedules. She goes above and beyond to make sure that all of our students are able to visit the library each week. Mrs. Leisher is not afraid to ask questions and learn in her new position as librarian. She has some great plans for the year to help our students with many projects and help them to improve their library and technology skills. We are very lucky to have such a caring and passionate librarian. Mrs. Leisher has  been a fantastic addition to our Ravenna staff.

Other Nominees Included:
Classified Staff-I would like to nominate our classified staff.  Overall we have a hardworking group of classified staff members that take pride in their work and it shows in every aspect of our school! There is no way I could single out one person due to the efforts of the entire group.

Jessica Treadway-I want to nominate Jessica Treadway for ABC Bluejay staff member of the month. Jessica jumped in with both feet as our full-time substitute. Jessica expects the students to follow the 5 behavioral expectations, and she even works with students after school if students are behind in their course work. Jessica is not afraid to teach different curriculums...depending on which classroom she is in for the period or day. Jessica also offers to help in classrooms or correct assignments for other teachers if her day allows it. Jessica is a helpful, friendly addition to our staff.

Stephanie Yost-Miss Yost works each and everyday with a little run in her step. She truly enjoys helping students and always finds a way to get the best work and best smiles from her job as a Para. RHS is truly a better place because of Miss Yost’s positive impact on others.


 

Rationale:  2008-Must now give notice of the meeting in a newspaper and record the notice and date of notice in the minutes.  We are already doing this, but will add the record of the notice & date in the meeting minutes

3001-The budget hearing must be held separately, no time limit may be placed on the hearing, any member of the public needs to be able to speak, there must be a brief presentation outlining the major features/changes to the budget, and we must provide three printed copies of the budget.  We are already doing this.

3004.1-The change to this policy allows the school to receive small gifts ($25 or less) in the school lunch program.  It was modified as a resullt of concerns from other school district's lunch program audits.

4043-This is the update version of a policy we already have regarding professional boundaries bewtween staff and students.  LB 1080 added some components to this policy.

5018-This policy provides parents the capacity and guidance to opt their students out of state testing.

5067-This policy simply allows districts to use the MTSS (Multi-Tierd System of Support) Process rather than the traditional SAT (Student Assistance Team) process.  We have used MTSS for year.  Both provide students assistance with behavioral and academic needs.

Rationale:  In the past, Marilyn Bohn has been appointed as the Delegate Assembly Representative for the School.  The board will need to decide whether to appoint Marilyn or another board member to this post.

Rationale:  After the Negotiated Agreement was approved last year by the REA and the Ravenna Board of Education, an error was found that was typographical in nature.  It indicates the rate of pay for extended duty days will be 1/185 of the contracted days.  As the district has adjusted the teacher contract days, it should read 1/182.  The superintendent recommends simply making the change in the language (highlighted on page 2, under subsection D), and having both parties be aware of the language.

Rationale: 

Agenda for Negotiations Between REA & Board of Education:

1.  Review the timeline for negotiations process

2.  Review and discuss ground rules for negotiations process

3.  Review proposed list of schools to be used for array comparability calculation.  Those proposed schools include:
Centura
Wood River
Shelton
St. Paul
Loup City
Amherst
Gibbon
Pleasanton
Ravenna
 

4.  Provide Board of Education & REA of current "2020-21 Negotiated Agreement" for review

5.  Discuss items that need to be researched by the Board of Education or by the REA for consideration at future negotiations meetings.

• Bowling coaches added to the extra duty schedule
• Language "Clarifications" in the Negotiated Agreement (Attached-Highlighted in Pink)

Rationale:  The school district's updated Capital Improvement Plan is attached to this agenda item.  Mr. Cyboron & Mr. Schroeder have been working on securing budget pricing for the projects scheduled to be competed during the 2020-21 budget cycle.  Projects to be briefly reviewed include:

• 20-Ton HVAC Unit-The last of condenser and coil to need to be replaced.  Then we should be good for 10-15 years.  The budget pricing for this project is $68,757.
• Concrete Entryways on West Side of Football Field-Mr. Shilo Rager is still interested in this project.  These will be installed to increase the size of the opening under the entry gates and allow for greater water flow through the ditch.
• Lift Pump-We are exploring the idea of installing a "lift pump" by the west retaining wall to remove water from the track, as there is not enough drop to get the water to the south.  Budget pricing for this project will be secured.
• Roof Assessment of oldest section of roof was conducted.  This is the area above the theater.  It still has two years of warranty on it and seems to be wearing fine, according to Tri-Cities Roofing who conducted this assessment.  It is a Firestone roof that is rubber and that has ballast (rocks) on it. 
• New Locks & Handles Throughout The Building-The safest barrier during an active shooter is a locked door.  Re-keying the doors would allow teachers to lock them from inside the classroom and improve student and staff safety.  The budget pricing secured for this project is $26,000.
• Rasmussen Mechanical is preparing budget pricing for changing the HVAC controls on the high school side of the building.  These controls are old and about 20% (7 out of 35) of them have been changed out due to failure.  They were installed as original equipment 16 years ago when air conditioning was added to the high school.
• Water Heater(s) Replacement in High School-$26,500.  We got budget pricing on this last year and discovered these are "on demand" items that are readily stocked by most plumbing supply houses.  Also, there are two units, so both would have to fail to be left entirely without hot water.  The recommendation is to simply continue to monitor the units and replace as problems are encountered.
• OTHER PROJECTS THE BOARD IS INTERESTED AT LOOKING INTO?

Rationale: 

2020-2021 Secondary Multicultural Activities

In Choir, the music is in several different languages.  In Band, we have music originating from several countries.  On the last day of the week I will have them do a ‘special listening’ which is typically several different genres of music.

In AcaDeca, which is an extracurricular activity,  this year’s theme is set on studying different cultures in the decade of the 1950’s.  The students study the economy, music, art, history, language, literature, and science of this era, specifically centered on the current events going on associated with the Cold War.

In Science courses, past scientists who have made significant contributions from around the world and their discoveries throughout history  are discussed. Scientific techniques in measurement, analysis, and prediction as developed by past scientists from various parts of the world are utilized in multiple classes. In addition, the context of the place and time in which discoveries were made is discussed.

In robotics, students are exposed to other students from all over the world, with various cultural backgrounds, through competing in robotics.  We use a "vex forum" language to communicate with robotic students from all over the world as a resource to improve design and strategy.

Grade 9 ELA classes define what it means to be American by reading several related texts (Music for My Mother, A Quilt of Country, Immigrant Contribution, Rules of the Game, and The Writing on the Wall).  Students are asked to consider the immigrants’ experience and contributions to the American Identity.  Additionally students read To Kill a Mockingbird  and analyze various themes (racial injustice, coming of age, feminism).  Students are asked to consider how these themes relate to current social unrest and injustices.  

Grade 10 ELA classes define what it means to be an outsider/outcast by reading several related texts (The Metamorphosis, The Doll’s House, Encountering the Other:  The Challenge for the 21st Century, By Any Other Name).  Students are asked to consider why people need to feel a sense of belonging and how social isolation impacts the individual.  Additionally students read Of Mice and Men and explore the theme of friendship, social injustice, and loneliness.  Students are asked to consider how the mistreatment of individuals with differences breeds misunderstanding and conflict.  

The 7th grade English class explores the questions, "What can one generation learn from another?" They read stories about the customs of  various religious and ethnic groups and complete a writing assignment in conjunction with this theme. Authors include Maya Angelou, Langston Hughes, and Amy Tan.

The 8th grade English class explores the question, "What defines an event or experience as a rite of passage?" Students read stories about the customs and religions of various groups and complete a writing assignment in conjunction with this theme. Text excerpts include "The Medicine Bag", "Apache Girl’s Rite of Passage", and "The Setting Sun and the Rolling World."

The 8th grade Reading class reads The Diary of Anne Frank which explores one young girl’s experience with the Holocaust. 

In both English III and IV, students read and analyze literature from a variety of authors, including authors of all colors, races, religions, and both genders.

In Spanish classes students explored different cultures from multiple Spanish countries. The students learn about the different holidays that each country celebrates, the different structures of government, local traditions, and ethnic foods. Students create a project or presentation each chapter over a specific cultural component of the country being studied. At the beginning of each year, students create a "country presentation," where each student researches a country and finds the information they need to complete their presentation. Students present their country to the class. Students are introduced to different cultural phenomenons every chapter and are asked to compare/contrast and further explore them in comparison to their own cultural beliefs/society.

In ELL class students discuss the social and cultural relationships that exist within the United States. Students specifically look at how to act in different cultural instances and how to verbally respond. They compare and contrast their own cultural habits with those of the U.S. and do numerous projects that involve cultural events that happen. 

Mathematics courses focus on contributions to mathematicians from various cultures around the world, such as the German, Italian, & Aztec cultures.

In Mathematics, word problems involving multi-cultural names and activities are included; metric conversion activities are also done and other countries’ use of the metric system is discussed.

High School social studies classes explore the contributions various cultures have made to the world and to the United States.  Social studies classes are an ongoing and repetitive exploration of all races, creeds, and religions and their interactions with each other.

Art classes explore the contributions of artists from around the world and around the country. We also examine how culture is reflected in art and compare different cultures' artistic traditions in how they are similar or different. In Art 3&4 we examine how wealth, power and discrimination motivate some of the most politically charged works of art.

In Sociology, students analyze issues of sexism in the media, and also racism. 

In American History, students analyze the different cultures that came to America.

In Geography, students learn about the different countries around the world and study their culture and traditions. 

In Woods, students identify different wood materials from different countries.  They compare the availability to the cost of the material.  They also study the methods of harvesting the materials as compared to the methods used in the United States.

In Construction, students study housing designs, needs, and construction methods of other countries.  They then state similarities and differences of those in the US.  They also study the environment because it has a direct impact on those items.

Automotive students study the manufacturing of foreign makes and models of cars. They also become familiar with the impact that has on the US industries and markets. 

In High School Agriculture, students look at supervised agricultural experiences and how they differ across the nation and cultural backgrounds.

In Jr. High Agriculture students discuss history and cultural differences when they look at the food industry and exports as well as imports for agriculture products from other countries.  The price of the food products and what consumer food costs are in the United States compared to other countries is also discussed.

In Sociology, students analyze issues of sexism and racism in the media.

In American History, students analyze the different cultures that came to America and their contributions and impact on the history of America.

In Geography, students learn about the different countries around the world by studying their cultures and traditions. 

In Intro to Business, we study the impact and attributes of globalization, as well as international business which includes but is not limited to tariffs, trade agreements, international monetary exchanges, external influences such as conflicts and embargoes, trade blocs, and international conglomerates as well as the marketing mix and how advertising impacts the culture in which the product is being promoted. We look at market research among different cultures including marketing segmentation.

In Personal Finance, we discuss different socioeconomic statuses as well as ethnic assumptions and how it plays a factor through taxation, budgeting, and savings. We also compare different expectations for living in rural vs metropolitan areas, as well as how gender, religion, age, and background influence the financial habits of people. Ethical decision making is also incorporated throughout the curriculum.

In Info Tech, we compare technology utilized in different cultures and how the internet is used in various countries through digital citizenship on a global level.

In World History, we have been analyzing various cultures and how they have contributed to society and how it’s shaped our society and cultures today.  

In my resource math classes the students did a research project on the development of math signs. They were to identify when the sign was invented or developed, who developed or invented it (person/culture), and why it was necessary to develop.

Rationale:  1.