Demonstrating Readiness Graduation Seals; Graduation Seals - Ohio Department of Education

Ohio Department of Education's Third Grade Reading Guarantee

https://www.myscview.com/Forms/DocForm/Index/?docTypeId=50&cutCopyId=

When should my child stay home?

Berkshire Local Schools wants every child to learn and be successful. School attendance is linked to learning. However, there are times when your child may be ill and should stay at home until he/she feels better or is no longer contagious to others. Below are some guidelines to help you determine when your child should stay home.

● Temperature above 100° by mouth. Return to school may occur once a child is fever free without the use of medicine for 24 hours.
● Vomiting or diarrhea, free from symptoms for 24 prior to return 
● Shortness of breath or wheezing during normal activity
● Cough that interrupts normal activity
● Pain from earache, sore throat, or recent injury
● Yellow or green drainage from eye(s)
● Rash or draining sores
● If prescribed an antibiotic- student may return to school 24 after initial dose

Immunizations updates are required at:

• Kindergarten- Dtap, Polio, MMR, Varicella, Hepatitis B
• 7th Grade- Tdap, Meningococcal
• 12th Grade- Meningococcal (on or after the 16th birthday)

CDC Disease and Conditions A-Z Index

ODH Communicable Disease Chart

HealthyChildren.Org American Academy of Pediatrics Parent Website

Acute Flaccid Myelitis (AFM) In Children Fact Sheet

How to Spot Symptoms of AFM in Your Child

Three Actions to Fight the Flu

Visit the following websites for current, valid information:

Ohio Department of Health

Centers for Disease Control and Prevention

World Health Organization

Ohio Department of Education

Click to view COVID Vaccine for Preteens and Teens Information
 

Erin Kvach
Supervisor of Nutrition Services

The Nutrition Services Department is made up of a team of 7 food service professionals who are committed to providing high quality meals to students at an affordable price to families.  

Free and Reduced Price Meal Application

Families who are eligible for free or reduced meals based on the 2022-2023 income guidelines must compete a Meal Benefits application online through their Infinite Campus Parent Portal account. Although meals are at no cost, you may be eligible for other benefits by qualifying for free or reduced price meals. These other benefits include waiver of school fees, potential P-EBT funds and so there is no interruption of meal benefits after the current free meals for all program ends. We encourage you to submit an application if you feel your family qualifies for these benefits.

After logging in to your Infinite Campus parent portal, click on the "More" link then  "Meal Benefits" link on the left side of the screen. You will be asked to create a 5 character PIN. This PIN must be no more than 5 characters and must contain at least two of the following: number, letter, special character.

A new application must be submitted yearly and you must provide meals for your child until your application has been approved.

If you received a letter from our office stating you have pre-qualified for free meals, you do NOT need to submit an online free or reduced price meal application.

Menus and Meal Prices: Click here to access the lunch menu. 

Meals At No Cost Has Ended: The United States Department of Agriculture (USDA) waiver which allowed the district to serve meals at no cost during the past two school years has ended effective the last day of the 2021-22 school year. Families must pay for school breakfast and lunch meals during the 2022-23 school year. Funds may be deposited through your Infinite Campus Parent Portal at any time. If you feel you would qualify for meal assistance, please fill out a free or reduced price meal application through your IC Parent Portal beginning July 1, 2022. If your child was previously approved for free or reduced price meals during the 2021-22 school year, the benefits carry over for the first 30 days of the 2022-23 school year. You must reapply for the benefits to continue during the 2022-23 school year.

Breakfast & Lunch Prices: Menus are planned to ensure that the USDA requirements are met or exceeded. A lunch meal consists of five components: protein, fruit, vegetable, grain, and milk. A breakfast meal consists of a protein or grain, fruit, and milk. Please see the links on the District’s website for the breakfast and lunch menus. A student may refuse certain items, but must take a fruit or vegetable. The full price is still charged even if a student declines certain parts of the meal. 

Student Lunch Prices: 

For questions regarding Nutrition Services, menu items, or your Infinite Campus account, please contact the Department of Nutrition Services at 440-834-3380 x3312 or email Erin.Kvach@BerkshireSchools.org.

Payment Methods for A La Carte Purchases

Online Pre-Payments: To pay online with a credit or debit card, log into your Infinite Campus Parent Portal account. Allow 24 hours for payments to be received and applied to the account. Student transactions may also be viewed through this service. 

Check: Please make checks payable to your school cafeteria and include your child's name and ID number on the check. If splitting among multiple children, please indicate the amount to post to each account.

Cash: Cash is accepted, but change will not be given. Any change will be applied to your child's meal account automatically. 

All children ages 1 through 18 are eligible to receive free meals during the summer months at participating program sites.  Individuals ages 19 through 21 who have been identified as having mental or physical disabilities and are following Individualized Education Programs (IEPs) through their current enrollment in educational programs also are eligible for free summer meals. 

For more information or to find a location near you call 1-866-3-HUNGRY (486479) or click here http://education.ohio.gov/Topics/Other-Resources/Food-and-Nutrition/Summer-Food-Service-Program.

https://www.foodallergy.org

https://www.nutrition.gov/

https://schoolnutrition.org/

Berkshire Local Schools Policy and Plan
for the Identification and Service
of Children Who Are Gifted

DEFINITION
“Gifted” means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience or environment and who are identified under division (A), (B), (C), or (D) of section 3324.03 of the Ohio Revised Code. 

DISTRICT IDENTIFICATION PLAN
The district accepts referrals, screens and identifies, or screens and reassesses students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creative thinking ability, and/or visual and/or performing arts. The district must follow policy and procedures established in Ohio Administrative Code 33015115. These rules specify that assessment instruments must come
from the list approved by the Ohio Department of Education. 

Superior Cognitive Ability
Assessments the district administers that provide for superior cognitive identification (provide at least two for assessment and reassessment purposes):

• Cognitive Abilities Test (CoGat),
  • Gr. K/2 127
  • Gr. 3 128

• Wechsler Intelligence Scale for Children, 5th Edition (WISC V) 127

Creative Thinking Ability
Assessments the district administers that provide for creative thinking identification (provided at least two for assessment and reassessment purposes): 

• Gifted and Talented Evaluation Scale (GATES)
  • Creative Thinking: Section IV, Items 2130; Ages 7-18 ID 83 or above
• Gifted Rating Scales (GRS) (Creative Scale)
  • Ages 7-18 ID=66 and above
• VQN of 112; grades 2-12

Specific Academic Ability
Assessments the district administers that provide for specific academic identification (provide at least two for assessment and reassessment purposes):

• Measure of Academic Progress (NWEA) - Common Core State Standards
  • Alignment of Reading and Math at the 95th Percentile or above
• Woodcock Johnson

Visual and Performing Arts
Assessments the district administers that provide for visual and performing arts identification (provide at least two for each arts area for assessment and reassessment purposes):

• Gifted and Talented Evaluation Scale (GATES)
  • Visual or Performing Arts: Section IV, Items 4150) Ages 7 – 18 ID 83 or above
• Ohio Department of Education Rubric for Scoring Visual Art/Music/Drama/Dance Performance

IDENTIFICATION PROCESS
The district shall provide at least two opportunities each year for assessment in the case of children requesting assessment or recommended for assessment by teachers, parents or other children. The district ensures there are ample and appropriate scheduling procedures for assessments and reassessment using:

REFERRAL
Children may be referred in writing on an ongoing basis, based on the following:

• Child request (self-referral);
• Teacher recommendation;
• Parent/guardian request;
• Child referral of peer; and
• Other (e.g., psychologist, community members, principal, gifted coordinator, etc.)

Upon receipt of a referral, the district will:

• Follow the process as outlined in this brochure; and
• Notify parents of results of screening or assessment and identification within 30 days.

SCREENING
The district ensures equal access to screening and further assessment of all district children, including culturally or linguistically diverse children, children from low socioeconomic backgrounds, children with disabilities and children for whom English is a second language.  When the screening assessment has been completed, if the data obtained is from an approved identification instrument and the score meets cut-off scores specified in department of education guidance, the identification decision is made and student’s educational needs are determined. Identification scores remain in effect for the remainder of the student’s K-12 school experience.

REASSESSMENT
When the screening assessment has been completed, if the data is from an approved screening instrument or from an identification instrument on which the student is within a district-specified range below the identification score, re-assessment for possible identification occurs. 

OUT OF DISTRICT SCORES
The district accepts scores, completed within the preceding 24 months on assessment instruments approved for use by the Ohio Department of Education, provided by other schools and/or trained personnel outside the school district.

TRANSFER
The district ensures that any child transferring into the district will be assessed within 90 days of the transfer at the request of the parent. Parents shall contact the building principal.

APPEAL PROCEDURE
An appeal by the parent is the reconsideration of the result of any part of the identification process which would include:

• Screening procedure or assessment instrument (which results in identification);
• The scheduling of children for assessment;
• The placement of a student in any program; and
• Receipt of services.

Parents should submit a letter to the superintendent or designee outlining the nature of the concern. The superintendent or designee will convene a meeting with the parent/guardian, which may include other school personnel. The superintendent or designee will issue a written final decision within 30 days of the appeal. This written notice should include the reason for the decision(s).

DISTRICT SERVICE PLAN
The district ensures equal opportunity for all district students identified as gifted to receive any services offered by the district for which the student meets the criteria. 

Written Education Plans(WEP)
When students identified as gifted are reported to parents and the Ohio Department of Education as served, they must have a Written Education Plan in compliance with the Operating Standards for Identifying and Serving Gifted Students. 

Written Acceleration Plan(WAP)
Students that meet the subject acceleration criteria of having a MAP score in the 95% or above and receive an advanced score on the AIR test can qualify as an advanced student. A Written Acceleration Plan(WAP) is created in the area of strength and is sent home for parent signature. The student can access grade level advanced or more challenging subject area material with this designation. 

Withdrawal
If at any time a student wishes to withdraw from gifted programs or services the request should be written by the parent or child to the building administrator. If children request to withdraw, parents will be notified.

DISTRICT ENRICHMENT PLAN
Enrichments are activities purposely designed to expose students to a wide variety of disciplines, issues, occupations, hobbies, persons, places and/or events. They may expand the scope of the regular curriculum or introduce topics not covered in the general education program. Any staff member may be the originator of enrichment, and the student audience will vary depending on interest and ability. Enrichments are not reported to the Ohio Department of Education as gifted services.

IDENTIFICATION AND SERVICE PLAN APPROVAL
District identification and service plans must be sent to the Ohio Department of Education as a part of the annual self report. The department will review the plans within 60 days of submission. Changes in identification and/or service plan procedures must be reported to the Ohio Department of Education immediately upon revision. The department will review and notify the district within 60 days of receipt of revisions.
 

Reviewed 6/6/2022

ESL is an educational approach in which students/English Language Learners (ELL) whose native or home language is other than English, are instructed in the use of the English Language. Berkshire Local Schools welcomes the opportunity to educate all diversities within the community.

Ohio Department of Education - Teaching English Language Learners

Berkshire Local Schools Inclusion Based Service Model for Serving Students with Exceptional Needs

Inclusive education happens when children with and without exceptional learning needs participate and learn together in the same classes. Research shows that when a child with exceptional learning needs attends classes alongside peers who do not have disabilities, good things happen.

For a long time, children with exceptional learning needs were educated in separate classes or in separate schools. People got used to the idea that “special education” meant separate education. We now know that when children are educated together, positive academic and social outcomes occur for all the children involved. At Berkshire Local Schools we believe in the three guiding principles when including all students;

All children belong.
Inclusive education is based on the simple idea that every child and family is valued equally and deserves the same opportunities and experiences. Inclusive education is about children with disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday activities, just like they would if their disability were not present. It’s about building friendships, membership and having opportunities just
like everyone else.

All children learn in different ways.
Inclusion is about providing the help children need to learn and participate in meaningful ways, sometimes help from friends or teachers works best. Other times, specially designed materials or technology can help. The key is to give only as much help as needed, teaching a child to problem solve and be independent is a huge component to success.

It is every child’s right to be included.
Inclusive education is a child’s right, not a privilege. ESSA( Every Student Succeeds Act) clearly states that all children with disabilities should be educated with non-disabled children their own age and have access to the general education curriculum.

With every child being included, our intervention staff is with students throughout the day in all classrooms. To keep individuals from being singled out we have the intervention staff not only support exceptional learners but all individuals in the student body. Their unique expertise is a huge benefit to all students! If your child should mention working with another teacher that is different from their homeroom teacher, this staff
member is most likely one of our exceptional staff her to support. Below is a list of staff by building that help children throughout our district succeed and grow.

Berkshire Schools follows the guidelines set forth by the State of Ohio for identifying and serving students who have met the definition of a gifted student. Each year, students are identified through various grade-wide assessment tools, which include MAP tests and Cognitive Tests of Ability (CoGats) . MAP tests are administered three times during the school year to students in grades kindergarten through tenth (10th). CoGats are administered in the spring to all second (2nd) and fourth (4th) grade students.

Test results are reviewed by the Curriculum Director, Director of Pupil Services and School Psychologist to determine which students meet the State of Ohio’s definition of gifted. Once a student is identified as gifted they will retain this status until they graduate from high school. When a student is newly identified, the GIS will send a letter to parent(s) explaining the identification. A Written Education Plan (WEP) is created every year by the GIS, in conjunction with teachers and administrators, and will outline the services being provided for each gifted student. 

"Gifted" means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified under division (A), (B), (C), or (D) of section 3324.03 of the Revised Code.

Ohio Department of Education's Operating Standards for Identifying and Serving Gifted Students

Gifted plan 2022-2023 (link)

Berkshire Local Schools Early Kindergarten Entrance

Legislation Governing Early Entrance to Kindergarten and Giftedness

• A parent may request early entrance to kindergarten if the child turns five years of age after the District’s kindergarten entrance date of August 1. Entrance shall be determined through a standardized testing program.
• Children who will not yet be the proper age for entrance to kindergarten by the first day of January of the school year for which admission is requested shall also be evaluated for possible early admittance if referred by an educator within the District, a preschool educator who knows the child or pediatrician or psychologist who knows the child. 
• Early entrance to kindergarten is a subject typically addressed through gifted education. It is covered in the State of Ohio’s Model Student Acceleration Policy. According to the Ohio Revised Code (3324.01), “gifted” means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience or environment and who are identified under Division (A), (B), (C), or (D) of Section 3324.03 of the Revised Code.

Is Early Entrance to Kindergarten the Best Choice for Your Child?

Early entrance should be viewed as a means of meeting a child’s needs. The key to determining whether or not early entrance is appropriate for a child is his/her developmental readiness. Even though a child may have a lot of ability, he/she may not be ready for kindergarten. Other important factors to consider are social maturity, personal development and motor development. Early entrance is designed for the exceptional child who is both academically ready as well as developmentally mature when compared to others his/her chronological age.

Some considerations when determining if early entrance is right for a child

• Is my child capable of working in a classroom setting with children who are one year older than he/she?
• Will my child be frustrated by this placement?
• What are the possible long-term impacts as my child progresses through elementary, middle and high school (i.e., beginning college at a younger age)?
• Do I understand the expectations for students in kindergarten today?

There is a difference between ability and achievement. Some children may appear exceptional simply because of their access to opportunities (i.e., preschool programs, parents working with them on skills or access to learning materials). Early entrance is designed for the child who has high ability and easily achieves when presented with new material. Once the decision has been made for early entrance, the choice is difficult to reverse. If a child is evaluated as a good candidate for early entrance to kindergarten, it is important that all stakeholders are supportive of the decision.

Below are examples of what to look for in the areas of ability, achievement, aptitude and behavior.

My child seems advanced beyond other children his/her age in these ways:

• understands the meanings and use of words better than other children his/her age;
• is curious about many things and asks questions often;
• is very good at working puzzles or solving problems;
• has a great sense of humor and understands jokes more than other children his/her age;
• has a good memory and remembers details of conversations or stories;
• is interested in difficult concepts such as time and space;
• concentrates on certain activities much longer than other children his/her age;
• reads (and understands text) in picture books or chapter books;
• figures out math-related problems better than other children his/her age.

Expectations of Kindergarten Students

Kindergarten, like many other areas of education, has changed considerably over the past couple of decades. Today’s kindergarten students are engaged in a rigorous instructional program. Ohio, along with many other states across the United States, has adopted Common CORE for the purpose of preparing
Ohioans to meet the demands of the knowledge-based economy and the needs of the 21st Century. What are some important school and academic factors?  My child:

• enjoys learning new information or skills;
• participates in community-sponsored activities such as sports, dance, gymnastics, library and museum programs;
• believes he/she is capable of succeeding at new tasks;
• has the ability to attend, or pay attention, for relatively long periods of instruction;
• he/she can draw and trace basic shapes and cut with scissors.

What are some important developmental factors? My child has the following developmental characteristics:

• He/she has average fine and large motor coordination (i.e., holding a pencil, skipping);
• He/she is able to use the computer to play games or find information;
• He/she can use the bathroom without adult help;
• He/she can button and zip up shirts and pants, tie or Velcro shoes and put on and take off his/her coat;
• He/she is able to separate from the parent without being upset.

What are some important interpersonal skills for entering school?

My child:

• thoughtfully considers feedback and criticism and modifies behavior appropriately;
• often behaves in a way that is positive and effective;
• has good interpersonal skills with age-mates, as well as with both older and younger children and with adults;
• has excellent interpersonal relationships with adults in a teaching role;
• has the ability to follow routines.

What are some important attitudes and supports necessary for success in school?

• My child is enthusiastic about going to kindergarten.
• As a parent, I understand that a child’s success in school depends on support provided at home. I am able to give my child additional support to help in his/her transition to a new setting with much higher academic demands than he/she encountered in preschool.

Application Process

1. The Berkshire Local School District has established enrolling Kindergarten students must be 5 years old on or before August 1st prior to the start of the upcoming school year. This date has been elected in order to ensure a developmentally appropriate Kindergarten program. Adopting the August 1st cut-off date allows children to be better prepared socially, academically, and emotionally. This allows them to better handle the rigorous full day every day Kindergarten schedule coupled with the demands of our state mandated Kindergarten curriculum.
2. Complete the attached application form.
3. Schedule your screening from May 1st- June 16th with the Berkshire Local Schools Psychology Department. Ext 2109.
4. Your child will complete the WPSSI III and must receive a 127 or higher. Other assessments/staff may be utilized in order to measure/assess readiness.

Our District recognizes the increase of mental health needs for all students and staff  in grades Prek-12. We offer a tier one educational curriculum to make students aware of a variety of social and emotional topics. As students grow and mature we offer tier two educational supports such as teen pregnancy education, suicide prevention, drug and alcohol education, sexual trafficking, bullying etc. We have numerous community partners to provide support ranging from whole classroom to individual student support. A few of our partners are as follows; Family Pride, Catholic Charities, ESCWR Community form, Ravenwood mental health and DARE. 

In accordance with the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, the Berkshire Local School District is participating in Child Find efforts to locate, evaluate and identify all children with disabilities, from birth through 21 years of age, who may be entitled to receive special education and related aides and services, regardless of their situations.

A disability, in this instance, means such conditions as autism, deaf/blindness, multiple disabilities, deafness/hearing impairment, orthopedic impairment, visual impairment/blindness, specific learning disabilities, emotional disturbance, cognitive disabilities, speech and language impairments, other health impairments, developmental delay or traumatic brain injury.

Although many school aged children with disabilities are identified and currently being served by the Berkshire Local School District, preschool children ages 3-5 with disabilities may not yet be identified because parents may not be aware that programs and services are available through the public school. If you have a child aged 3-5, our district does offer monthly screenings for parents that have concerns about their toddlers development. We offer an array of preschool services for students that qualify. 

Our district is committed to keeping students in their least restrictive environment, whenever possible. We offer programming for students with social/emotional needs Prek-12, low incidence Prek-12, a vocational program and co teaching K-12. 

In addition and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment of 2008, the Berkshire Local School District is participating in Child Find efforts to locate, evaluate and identify all students with a disability. In this instance, a student with a disability is a student who has a mental or physical impairment that substantially limits a major life activity and who may, because of the disability, need special education, related services or aids or accommodation/modifications.

If you know of a child within the Berkshire School District that has a disability and is not presently attending school or receiving services, please contact Dawn Fleming-Kendall, Director of Pupil Services at (440)834-3380, ext. 2108.

Ohio Department of Education - "Whose IDEA Is This" A Parent's Guide to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

PR-10 Parental Consent to Share Health Information

Comprehensive Eye Exam Form

Medicaid Parent Notification

Title I is a Federal aid program through which Berkshire Local School District receives funding to provide supplemental instruction for students who qualify. The allocation of these funds for most Ohio school districts is based on a legislative formula dependent upon the distribution of low-income children and state per-pupil expenditures. 

The Title I Program at Berkshire Local Schools is conducted during the school day throughout the school year and is dedicated to serving students in the elementary grades at Berkshire Elementary. Students are selected for program participation based on teacher recommendation, parent input, performance on Standardized testing, Title I math/reading testing and economic need. Title I services, which will focus on math and reading intervention, will be directed to students who have met the criteria guidelines. Students will be serviced by either: 1) limited pullout (where students are removed from classrooms for a limited period of time for a more one-on-one instruction; or 2) remain in their regular class and receive extra assistance and time. 

Reading is the basis for school success! Parents are encouraged to be actively involved and to provide a strong foundation through encouragement and practice. Participation from parents helps improve their child’s academic achievements.

Note: In accordance with federal legislation’s No Child Left Behind Act (NCLB) school districts receiving Title I federal funds are required to notify parents of their right to request information regarding the professional qualifications of their child’s teacher. This includes degrees and certifications held and whether the teacher is certified in the area in which they are teaching. If you wish this information, please contact your child’s building principal.

For question on any of the Student Services listed, please contact:

Chromebook 1:1 Policy Agreement

• Berkshire Acceptable Use Policy-Technology

Keeping your kids safe online from Learning.com on Vimeo

Online Safety Guide for Parents (English)

Online Safety Guide for Parents (Spanish)

Cyberbullying Guide for Parents

 Bus Code of Conduct

 Transportation FAQ's

Berkshire Transportation Request Form 2022-2023 School Year  

Staff Forms

Direct Deposit Email Notification Form

403B Vendors

Tuition Assistance Form

Tuition Reimbursement Contract Language

Health Insurance Waiver Form 2021-22

Berkshire Reimbursement Procedure

Medical Insurance Fact Sheet 

2022 FSA Form

2021 Mileage Form

Optical Reimbursement Form

Barrett Benefits Video 

Ohio Auditor of State Award with Distinction 2011-2017

Certificate of Achievement for Excellence in Financial Reporting 2010-2016

Fiscal Year 2020 Tax Budget

FY 2019-2011 (click on the image to read the report)

Introduction

The cost to educate young people across the state is significant and those costs continue to rise. More Ohio tax dollars are spent for primary and secondary education than for any other single governmental function. The complexities of school finance practically require that taxpayers have the equivalent of a finance degree in order to understand how the money is spent. While it is increasingly difficult to understand the
complexities of how schools within the state of Ohio are funded, it is also increasingly critical that taxpayers understand these issues in order to be informed voters. 

How are Schools Funded in Ohio?

• Local Support

• Real property tax- This is a tax levied on land and buildings located within the school district. Private individuals, businesses and public utilities that own land and buildings pay this tax.
• Tangible personal property - This is a tax levied on furniture, fixtures, machinery, equipment and inventory owned by business. Key factors used in calculating property tax bills are the assessed valuation of property and the millage rate. The county auditor of each county in the state had the responsibility of appraising all taxable real property once every six years to determine the values. Every third year after each reappraisal another form of reappraisal, called an update, is conducted. Property tax bills are calculated on the assessed value of property, which equals 35 percent of the Fiscal Officer's appraised value. For instance, a home with an appraised value of $100,000 will be taxed on a value of $35,000.
• Income tax – This is a tax levied on income of residents. This tax can levied on all income or earned income.

• Mills

• The first is a 12.5 percent millage rollback. With this credit, a homeowner receives a credit of 12.5% on the total gross property tax amount due. In our example, the property owner would receive a credit of $4.38 ($35 x .125).
• The net tax bill would be $30.62. The State of Ohio reimburses the amount of this credit back to all the taxing authorities, so they end up collecting the full amount of the levy.

• HB 920 - The Controlling Factor

• State Support

Why Do Schools Keep Asking for More Money?

How Do Schools Raise Additional Funds?

• Regular operating levy for current expenses - A millage rate is submitted to the voters for approval, not a dollar amount. The millage rate will be adjusted as property values change pursuant to HB 920. This levy can be voted in for one to five years or for a continuing period of time.
• Emergency Levy - This type of levy is submitted to the voters as a dollar amount. For example, "The emergency levy will raise $1,000,000 per year." An emergency levy can only be voted in for a period of time from one to five years, and expires after the time has elapsed unless renewed by a vote of the public.
• Incremental Levy - This can be either in terms of millage incremental or dollar incremental. In these instances, millage rates or dollar levies are phased in over a numbers of years up to five. Millage incremental levies can be for a continuing period of time or one to ten years in duration. Dollar incremental levies can have a duration of one to ten years.
• Capital involvements can be funded in two forms - Permanents improvement levies and bond issues. All funds received by school districts from permanent improvement levies and bond issues must, by law, be used for the purposes intended and cannot be used for operating expenses of the districts.
• Replacement Levy - A replacement levy can replace all or a portion of an expiring levy. It is used when the effective rate had been lowered and can restore the rate of the tax to its original rate, thus generating increased dollars. A replacement levy can raise more revenue than the levy it replaces because the original levy may have been through one or more reassessment. With each reassessment, if the value of real property in the school district had increased due to inflation, the H.B. 920 tax credit factor will have been applied to the voted levy, reducing the effective mills.
• Permanent Improvement Levy - Permanent improvement levies for specific projects can last from one to five years. Permanent improvement levies for general on-going permanent improvements can be levied for a continuing period of time.
• Bond Issue - A bond issue is a tax, the proceeds of which can only be used to pay bonds and notes issued by school districts for the purposes of permanent improvements. Bond issues are normally used for building new or additions to buildings. However, proceeds of a bond issue cannot be used for operational costs of the new facility (ies).

Ohio Lottery

What Does All This Mean to County Taxpayers?

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2013

File report on Ohio Auditor of State website. 

The Berkshire Local School district is in the process of completing a $51 million new school construction project.  Our project will bring our entire district, PK-12, onto one campus located at 14155 Claridon Troy Road Burton, Ohio 44021, directly behind the Kent State University Geauga campus.  Our project includes 4 distinct wings which will share a common area in the center.  Each wing will service a different segment of our education population, including: PreK-Kindergarten, Grades 1-4, Grades 5-8 and Grades 9-12.  The common area will include student dining and food service, gymnasium spaces, a media center with a maker space, an auditorium, administrative offices and meeting rooms.

Our vision for the educational facility is to accommodate our evolution into a student centered organization, shifting the focus of our instruction to engaging and empowering activities where students gain real world skills and participate in assessments which will prepare them for life outside of school.  Our primary instructional practice is Project Based Learning with a focus on performance based assessments all delivered in a mastery learning system where our students and staff can measure growth as related to a standard.  Each wing will be designed with spaces to enable large and small group work where our students can hone the skills that have been identified as necessary for their future success.  Those skills make up our graduate profile and include; collaboration, communication, creativity/innovation; critical thinking/problem-solving, and civic responsibility.

We are excited to change the system of education for our students, and truly prepare them for life after their experiences at Berkshire.  This facility project is a major step in the right direction for us to attain our goals and to realize our vision.

The project has completed the early site work and is currently entered into the construction phase.  Total cost of the project is $51 million dollars with an estimated occupancy of January 1, 2022.  This request for proposals will cover the construction phase and close out of the project.

Ohio Department of Education - Finance Data & Information

School Employees Retirement System

State Teachers Retirement System

Ohio Department of Taxation

Geauga County Auditor

Berkshire on GovDeals

Ohio Checkbook

Access to information concerning the conduct of the people’s business is a right of every person in this State. Records of the Berkshire Local School District which are not exempt from disclosure under the law are available for inspection and copying in accordance with the Ohio Public Records Act. 

•       A written request is not required for a public record, but it is helpful in an effort for staff to expedite your request.

•       Requests must allow for a reasonable time to provide records for inspection.

•       Staff will advise of any denials or redactions to your request and must cite the reason and legal authority.

•       Fees charged will be actual costs of copying, as indicated in the current board policy.

Requests for records may be made during regular business hours to:

Berkshire Local School District
Beth McCaffrey, Treasurer/Director of Business Operations
14155 Claridon-Troy Road
Burton, Ohio 44021
440-834-3380
beth.mccaffrey@berkshireschools.org

PUBLIC RECORDS REQUEST FORM