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REGULAR MEETING May 13, 2013

The mission of the Findlay City Schools, a community partnership committed to educational excellence is to instill in each student the

knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society.

This is accomplished through a passion for knowledge, discovery and vision shared by the students, families, staff, and community.

Strategic Goal 1 – We will continually align our curriculum with state standards and effectively utilize data and best instructional practices to help every

student achieve a proficient or higher rating on all State of Ohio assessments. Strategic Goal 2 – We will develop and implement plans to ensure sufficient funding for current and future operations, programs and facilities. Strategic Goal 3 – We will nurture and foster trusting relationships among all members of the school and community partnership in order to improve the

communication, understanding and commitment necessary to achieve the mission and objectives. Strategic Goal 4 – We will design a system to assist students in setting, achieving and assessing personally challenging educational goals related to

their unique talents, purpose and dreams.

Meeting will be held at 6:00 P.M. in the Donnell Community Room

I. CALL TO ORDER

II. PLEDGE OF ALLEGIANCE

III. CELEBRATIONS

A. Welcome to Donnell – Don Williams B. Board Celebrations C. Golden Apple Recipients

IV. PUBLIC PARTICIPATION

A. Employee representatives (FEA/OAPSE) B. Students C. Parents and/or Public

V. READING, APPROVAL, AND SIGNING OF MINUTES

A. Regular Meeting on April 22, 2013 and special meeting on April 29, 2013.

VI. CORRESPONDENCE

A. Board – Members and Treasurer B. District – Superintendent

VII. CONSENT ITEMS

CERTIFICATED PERSONNEL

A. Reclassification

Kelly Glick From: Findlay High School Assistant Principal at 224 days @ MA+30, Year 4 @ $82,462 To: Donnell Middle School Assistant Principal at 209 days @ MA+30, Year 6 @ $73,218 (3 year contract 209 days/year) Effective: July 25, 2013

B. Public Notice of Re-employment of Tim Opp The superintendent recommends approval of the following resolution: WHEREAS, Tim Opp retired under State Teachers Retirement System effective June 1, 2013, and WHEREAS, he was last employed by Findlay City Schools at Findlay High School as a Science teacher at a salary of $ 73,410 and WHEREAS, the Board wants to consider the possibility of employing him in the same position as Science teacher at a salary equal to MA +30 Step 5 (currently $50,398) for the 2013-2014 school year effective August 12, 2013, and WHEREAS, in accordance with O.R.C. 3307.353, the Board must hold a public meeting between fifteen (15) and thirty (30) days before reemployment, and WHEREAS, the Board must give not less than sixty (60) days public notice of such reemployment, The Board hereby gives public notice that it will take public comment on such reemployment of Tim Opp at its regular meeting on July 15, 2013 at 6:00 PM at the TLB Corporate Center Building at 1219 W. Main Cross St.

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C. Leaves of Absence (will use paid sick and/or personal time, if available)

The superintendent recommends the following leaves of absence be granted for the following certified personnel: Renee Zimmerly (Wilson Vance, Grade 3) Effective: 3/22/13 – end of the 2012/2013 school year Reason: FMLA Terri Nonnamaker (FHS, Special Education) Effective: 4/5/13 – 5/3/13 Reason: FMLA

D. Leaves of Absence (without pay)

The superintendent recommends that an unpaid leave of absence be granted to the following certified personnel: Courtney Roush (Jacobs, Kindergarten) Effective: 3/1/13, 4/9/13 – end of the 2012/2013 school year Reason: FMLA

E. Appointments The superintendent recommends approval of the following appointments, at salaries in accordance with the adopted salary schedules; and contingent upon subsequent receipt by the Board of a report B.C.I. which is not inconsistent with the applicant’s answers on the employment application:

1. Administrative Contracts (Renewals) The superintendent recommends the following administrative contracts, which expire 7/31/2013, be renewed for three (3) years

from 8/1/2013-7/31/2016. This is based upon a positive evaluation of the performance of these administrators: David Alvarado Principal, Glenwood Janice Panuto Assistant Principal, FHS Chris Renn Director, Millstream Don Williams Principal, Donnell

Nate Weihrauch Athletic Administrator

2. Administrative Contracts (Renewals)

The superintendent recommends the following administrative contracts, which expire 7/31/2013, be renewed for two (2) years from 8/1/2013-7/31/2015. This is based upon a positive evaluation of the performance of these administrators: Mike Wallace Principal, Chamberlin Hill Judy Withrow Gifted Coordinator

3. Administrative Contracts (Renewals)

The superintendent recommends the following administrative contracts, which expire 7/31/2013, be renewed for one (1) year from 8/1/2013-7/31/2014. This is based upon an evaluation of the performance of these administrators: Nate Sorg Assistant Principal, High School

4. 3 ½ Extended Days for Summer School Principal (Summer of 2013)

Rosemary Rooker

5. Home Instructor – Step 0 @ $21.25/hour (2012-2013 School Year) Ellen Laube

6. Summer School Teachers – Step 0 @ $21.25/hour (Effective 6/11/13-7/19/13) Ruth Rinker Kara Thomas

7. Summer School Teachers – Step 1 @ $21.53/hour (Effective 6/11/13-7/19/13) Renee Bidlack Meggan Hartzog

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8. Summer School Teachers – Step 2 @ $21.82/hour (Effective 6/11/13-7/19/13) Brenda Boster Andrew Cantrell Shelly Gilbert Michael Janton Mary Beth Kennedy-Mowrey Mark Laux Chad Mathewson James Orr Becky Pfaltzgraph Kevin Swan

9. Bigelow Hill Intermediate Summer Retreat Stipend @ $100 on June 3, 2013 (Acct.# 572-3290-510-9013) Jeanine Baker Kim Betts Lori Bishop Brad Boes Lindsay Boes Denise Bowsher Angela Dittman Joe DuVaul Kathy Kapostasy Beth Ann Nissen Jodi Phillips Nicole Roach Allison Schnipke Jennifer Suermann Kyle Watts

10. Northview Primary Summer Retreat Stipend @ $100 on June 4, 2013 (Acct.# 572-3290-510-9013) Danielle Apple Becky Biesiada Molly Derr Tim Ervin Cheryl Hindall Kristin Hudok Francesca Tremante Kim Miller Nicole Newlove Eric Payne Danielle Powell Madeline Ritz Denise Ryan Valerie Smith Tonya Thorbahn Holly Wise

11. AP Spanish I Curriculum Writing @ $21.25/hour for 16 hrs maximum (Acct# 001-1100-111-16) Alyssa Kuebeck

12. FIP $100 Training Stipend in June (Acct# 506-1100-111-9013) Rachel Haas Kelli Kiesler Karen Ouwenga Carrie Soellner Barb Tardibuono Diana Sanders-Wisely

13. Volunteer – 2013-2014 Certified Club Advisors/Helpers Denise Sheehe – Cymbals Shockwave Volunteer

CLASSIFIED PERSONNEL

F. Resignation

Michelle Fraley (Aide, Chamberlin Hill) (5 years) Reason: resignation Eff: 5/29/2013

G. Retirement Gerald Ice (Food Service, Donnell) (7 years) Reason: Retirement Eff: 5/29/2013 M. Jane Radabaugh (Food Service, Whittier) (30 years) Reason: Retirement Eff: 5/29/2013

H. Leaves of Absence (will use paid sick, personal, and vacation time if available) The superintendent recommends the following leaves of absence be granted for the following classified personnel: Sheila Bloom (Northview, Library Aide) Effective: 4/29/13 – end of 2012/2013 school year Reason: FMLA Darlene Beuschlein (FABSS, Site Director) Effective: 2/25/13 – 4/5/13, 4/11/13, 4/12/13 – 4/26/13 full leave, and 4/30/13 intermittent Reason: FMLA

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Lynette Parker (Transportation, Bus Driver) Effective: 3/15/13 – 5/1/13 Reason: FMLA

I. Leaves of Absence (unpaid) Darlene Beuschlein (FABSS, Site Director) Effective: 4/6/13 – 4/10/13, 4/27/13 – 4/29/13 full leave, and 4/30/13 intermittent Reason: FMLA

J. Appointments The superintendent recommends approval of the following appointments, at salaries in accordance with the adopted salary schedules; and contingent upon subsequent receipt by the Board of a report B.C.I. which is not inconsistent with the applicant’s answers on the employment application;

1. Classified Administrative Contracts (Renewals)

The treasurer recommends the following classified administrative contracts, which expire 7/31/2013, be renewed for three (3) years from 8/1/2013-7/31/2016. This is based upon a positive evaluation of the performance of these administrators: Jennifer Miller Assistant Treasurer

2. Classified Administrative Contracts (Renewals)

The superintendent recommends the following classified administrative contracts, which expire 7/31/2013, be renewed for two (2) years from 8/1/2013-7/31/2015. This is based upon a positive evaluation of the performance of these administrators:

Norma Brown Assistant Director, Food Service Shawn Felkner Network Administrator Dewey Lee Director of Custodial Services Kim Missler EMIS Coordinator Teresa Welty Director of Food Services 3. Classified Administrative Contracts (Renewals) The superintendent recommends the following classified administrative contracts, which expire 7/31/2013, be renewed for one (1)

year from 8/1/2013-7/31/2014. This is based upon a positive evaluation of the performance of these administrators: Tiffani Murray Director, FABSS

K. Preschool Waiver Request for Northview

The superintendent recommends the approval of the preschool waiver for Northview Primary as shown in EXHIBIT A.

L. Ohio High School Athletic Association Membership The superintendent recommends continued membership for grades 7-12 of the Findlay City School District in the Ohio High School Athletic Association in accordance with the Constitution, By-Laws, Regulations, Interpretations and decisions of the OHSAA for the 2013-2014 school year as shown in EXHIBIT B .

M. Class of 2013 The superintendent recommends the list of students, as shown in EXHIBIT C, be approved for graduation in the Class of 2013, provided they have completed all requirements for graduation established by the Findlay Board of Education and the State Department of Education.

N. Resolutions of Commendation The superintendent recommends adoption of the Resolutions of Commendation for the following certificated and classified employees who will soon retire:

Certificated: Sue Arnold EXHIBIT D Becky Baratta EXHIBIT E Nancy Baxter EXHIBIT F Janet Carey EXHIBIT G Kathy Conine EXHIBIT H Susan Davidson EXHIBIT I Deborah Kibble EXHIBIT J Andrea King EXHIBIT K Toni Leonard EXHIBIT L Lisa McClain EXHIBIT M Sharon Pullom EXHIBIT N Deb Rollins EXHIBIT O Elsa Shrader EXHIBIT P Lisa Snook EXHIBIT Q Deborah Stall EXHIBIT R Rachel Topel EXHIBIT S Ruth Waite EXHIBIT T

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Classified: Kerry Appleton EXHIBIT U Gerald Ice EXHIBIT V Sandy Nadler EXHIBIT W M.Jane Radabaugh EXHIBIT X

O. FHS Student Handbook The superintendent recommends adoption of the Findlay High School Student/Parent Handbook which was presented as EXHIBIT I on the April 22, 2013 Board of Education meeting.

P. Trojan Mascot The Board President recommends the adoption of the Trojan Mascot for grades K-5.

Q. Fiscal Health Plan Update The superintendent recommends the approval of the Fiscal Health Plan updates as shown in EXHIBIT Y.

R. Tournament Petty Cash The treasurer recommends the creation of a $4000 petty cash checking account for athletic tournament costs. This is a separate petty cash account for OHSAA tournament events hosted by Findlay City Schools.

S. Adult Education Instructor - Step 0 @ $21.09/hour (2012-13 School Year) Connie Hentz

T. Substitute and/or Per Diem Employees Kim Blake – Substitute Custodian @ $10.30/hour Kevin Ritchey – Jacobs substitute noon hour monitor @ $9.09/hour Gauge Settlemire – Substitute food service worker @ $9.03/hour

U. Volunteer – 2013-14 Classified Club Advisors/Helpers Roy Brim – Shockwave Truck Dad Volunteer Grayling Brown – Shockwave Truck Dad/Sound and FTMB Equipment Vehicle Driver Katie Brown – Shockwave Pit Volunteer Jill Chapa – FTMB Chaperone Chad Clum – FTMB Color Guard Advisor Liz Clum – FTMB Color Guard Clinician Dennis DeMuth – Shockwave Truck Dad/Tarp Volunteer Laura DeMuth – Shockwave Meals Volunteer Rocco Duranti – FTMB Percussion Clinician Sue Fisher – Pantasia and FTMB Chaperone Brint Florkowski – FTMB Percussion Clinician Matt Gordon – Shockwave Assistant Director/Battery Volunteer Jan Gower – FTMB Chaperone Bob Grandbois – Shockwave Bass DrumsVolunteer Irene Johns – Shockwave Bus Capt Volunteer and FTMB Chaperone Stan Johns – Shockwave Truck Dad/TarpVolunteer Jordan Kane –Shockwave Tenors Volunteer Patty Klein –Shockwave Uniforms Volunteer Tammie Mattis – Pantasia Equipment Vehicle Driver/Chaperone and FTMB Chaperone Brad Samsen – FTMB Percussion Clinician Cam Starrett – FTMB Percussion Clinician Brent Wasson –Shockwave Electronics Volunteer Brian Williams – FTMB Equipment Vehicle Driver/Chaperone Tammy Williams – FTMB Chaperone Joe Woodie – FTMB Percussion Clinician

V. Monthly Financial Report The treasurer recommends the monthly financial report for April 2013 be accepted as presented by the treasurer as shown in EXHIBIT Z.

W. Acceptance of Gifts

GIFT: White Sewing Machine TO: Millstream Career Center – Family & Consumer Science Department FROM: Emily A. Walton

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VIII. ACTION ITEM

A. Board Resolution for Displeasure on Vouchers and Parochial The superintendent recommends the acceptance of the Resolution for the Displeasure on Vouchers and Parochial as shown in EXHIBIT AA.

B. Five Year Forecast The treasurer recommends acceptance of the Five-Year Forecast as presented in EXHIBIT BB.

C. Donnell Stadium Visitor Entrance Bid The treasurer recommends approval of the bid for the Donnell Stadium Visitor Entrance as submitted by Schimmoeller Construction for $79,500 as noted in EXHIBIT CC.

IX. REPORT TO THE BOARD

X. DISCUSSION ITEMS

A. Essential Communications Course of Study – EXHIBIT DD. B. French I Course of study and textbook – EXHIBIT EE. C. Spanish I Course of study and textbook – EXHIBIT FF.

XI. SUPERINTENDENT’S COMMENTS

XII. BOARD’S COMMENTS

XIII. EXECUTIVE SESSION

XIV. ADJOURNMENT

NOTE: Next Board Meeting will be held Monday, June 17, 2013 at 6:00 PM

In the TLB large conference room

Student Services Department

1219 W. Main Cross Suite 102 Findlay, OH 45840

Office Number: 419.425.8231

FAX Number: 419.427.5467

Special Needs Supervisor Preschoo!-51

h Grade: Kathy Young 419.425.8245

Special Needs Supervisor 6th Grade-12th Grade: Maryl Hill 419.425.8238

School Psychologists:

Christie Lammers 419.425.8206

Julie von Stein 419.427.5402

Vicki Miracle 419.427.5403

il.manda Byers 419.420.7024

Date: May 3, 2013

To: Dr. Dean Witter and Board of Education

From: Kathy Young, Preschool Supervisor lwp

Re: Preschool Waiver Request for Northview- Mrs. Ring P.M.

A preschool student with an IEP previously served at Blanchard Valley School has been moved to Chris Ring's afternoon class, bringing the total number of students with an IEP to 9. The standard model for a preschool classroom is limited to 8 children with special needs. The new placement best fulfills the child's needs and provides space at BVS for a newly identified student.

A class-size waiver is being submitted to the Ohio Department of Education. Please be assured that FAPE (Free Appropriate Public Education for children with disabilities) will be provided to every child. Local BOE approval of the waiver is a requirement for approval by ODE.

Be assured that all children will receive quality preschool programming.

Questions and concerns may be directed to Kathy Young, Preschool Supervisor, at (419) 425-8245.

RETURN BYJULY31,2013

BOARD OF EDUCATION/GOVERNING BOARD RESOLU'l1ION Authorizing 2013-2014 membership in Ohio High School AthleticAssociation

WHEREAS, HAitn .. A,y CIT'/ .Sct-{OOL. Dtr;.TteJS:)_or ' (Ciry, Cnunry, E"emp1ed Village. PMuchiol.l'nvatcl

I Z.l CZ w. MAt A! C@£<5' liNPJA-j:+!MJcocl<.. {Street. Box. R.F.D. Number, City) I

County, Ohio has satisfied: aU-the

requirements for membership· in the Ohio High SChool Athletic Association, .a voluntary unincorporated•association -nm-for­profi[:.and

W!H'ERF..:AS, .. the Board 'Of Education/Governing Board ("Board") and its Administrarion.-desire for.·the schools with one or more gradeli a1 the 7-1.2 grade level underthmrjunsdiction to be volumary.members-of-the OHS~

NOW;.THEREFORE, 'BE·.ITRESOLVED 'BY THE 'BOARD;OF' EDUCATION/GOVERNING- BOARD'that·aJl·schools li'sted on the· reverse side-of this card do hereby voluntariiy··renew·their.membershi{J in the OHSAA·and·that-in-doin~ so. the Consrir.ution and By-laws of the OHSAA are-hereby.adopted by .this·Board as and for Jts own·minimum·smdent-arhlete eligibility requirements. Notwithstandin(l:·the foregoing:the.Board.does reserve·the ri~ht to raise. the smdent,athlete eligibility standards· as the.Boonf deems~appropriate for the schools: and students under liS jurisdictton; and

BE IT·FURTHER'RESOLVED that the-schooiscunder·this·Board~s jurisdiction-agree to conduct·,their·athletic·pro&'rams in accorrlance with the Constituuon; Bylaws.,-- Regulations, Interpremtions and.dec1sions of the OHSAA and to:cooperate tully.and timely with the Commissioner's Office of the OHSAA in all matters related to the interscholastic -athletic programs of the schools. Furtllemlore, the schools-under this Board's jurisdiction. shall be.the.pnmary enforcers·ofthe OHSAA Constitution. Bylaws and Sports· Regulations and the·interpretations.and rulings-rendered by·the Commissioner's Office. ·The administrative heads·of these scilaols.understand ·thar·failure to-discharge the duty .. of pnmary.enforcement may-resuit-in fines, removal :from tournaments, -suspew;ton from.membership·. and/or other such~ penalties as prescribed in y!aw 1.1. ? -·.J . ~- _ _

D"'"ofR.,olotion MA-j /O, 20/.;2 o'.::i""""*-'~':-;.,~~=~==:'----;:=::==-----1'< to eBoardnfW"~

LIST HIGH SCHOOLSAND GRADE'7-8BCHOOLS ON· REVERSE SIDE OF CARD.

.RETURN BY. JULY 31,:2013

High Schools

Findlay High.Schoo1 .(.9-,12.)

Return: to: OHSAA 4080.Roselea Place

. Columbus; Ohio 43214

SCHOOL (Please Type)

4/t2 n:o275S

Donne.Il· Middle Schoo.l ([-8)

Glenwood Middle Schoo.l (7C8).

Findlay High School Graduation/Diploma List

June 1, 2013

I recommend that the following students be approved for graduation in the Class of 2013, providing they have completed all requirements for graduation established by the Board of Education and the State of Ohio.

Respectfully submitte ,

t!~ Victoria Swartz Principal

Breana Adams Kaleigh Diane Alge jarred Michael Aller Parke A. Althaus Martin Price Anders Alyssa Danielle Armstrong Ciara Aishling Atkinson Nolan Raymond Atwood Jamie Lynn Au rand jacob Evan Babione Sarah Madison Back Tyler Scott Baker joshua Allen Bame Kimberly Marie Bartchlett Brandon Gregory Baucher Lydia joy Bauler Daniel Adam Baumgartner MikenziBeach Mallorie Nichole Beer Heather Lynn Beers Orlando Antonio Bell David Michael Bermudez Bridgette Lee Bibler Brian B. Biernacki Robert james Bisbee Abigail S. Blair Keri Elizabeth Lee Blakley Milton Lizardo Blanco David james Blaser jessica Elaine Blubaugh Clayton joel Borowski Chase Bradford Bosse Nicholas Robert Bowden Trent Louis Bowers jared Michael Brachok Tyler james Bridenstine Breanne Marie Brigadoi Bria jurnee Bronston Brandon M. Brooks Tyler Benjamin Brown Madison Alexandra Bruce Benjamin Kenneth Brumbaugh jennifer Ann Buetow Brittanne Taylor Burnside Bryce Decker Burnside Cayd William Burton Kenneth Wesley Calkins lan Winston Calloway Seth D. Calvin Haley Brooke Camden Christopher jaycub Cameron Regan Mary Campbell Stephen M. Campbell Anderio Deionte Cannon Autumn Rayne Carles Ashley Brooke Carman

Sandra Bhouatong Chaialee Andrew Clay Chicotel David Lynn Clark jessica Nicole Clark Oliver Brooks Co it Samantha Anne Conner Asia Blue Cook Macey Danielle Corell Paul Charles Casiano jaame jesse Courtney Seth Francis Coutinho Stefani Cowden Kelsey Lauren Craig Dylan Edward Cramer Tyler Steven Creasy Danya Marie Crow Rachel Lauren Cruea jordan Eugene Cummings Catharine Willa Damon Drake E. Daniels joseph Bradley Davidson jared Scott Davis Matthew Ryan Decker Devin Ray Dennard Nicholas Drake DeSantis Brookelynn Michele Diaz Devoun Tyson Dickenson-Haase Anthony Kyle Dietel bach Alexander Scott Distel Erin Elizabeth Dougherty William Doyle Samuel Alan Duling Dalton Christian Duvall Melissa Nicole Dysinger jesse Byal Eckert Ashlay Nicole Eckhardt Emily Susan Eckhardt Taylor Ann Ellerbrock Brandon Emsweller Kayla Nichole Engard jordan Levi England Travis j. Essinger Liam Stanford Evans Allyson Anne Fenimore julia Christine Filkins Kyah Lynne Fleckner Alex Eugene Fletcher Cody Alan Fletcher Ashley Ann Flugga Haley Malloy Ford jeremy Michael Franz Amanda Nicole Frasure Morgan D. Fulton Robert james Gallagher Bash john William Louis Galvin jordan M. Garey

Austin Garrett Garland Ronald L. Garner Mark Desmond Garza Matthew Ryan Gerard i Tessa Marie Gerken Emily Christine Gilkerson Ashley Lynn Goldacker Garret Austin Grabbe Harley Michael Graves Amethyst Shareese La Vern Gray Derek Warren Gray Meghan Elise Gray Brienna joyce Grimshaw Amber Michelle Grogg jennifer Lyn Gross Marisa Kaitlyn Guerrero Ashley N. Haley Patrick joseph Hall

Tyler Garret Hamilto n Laura Anne Hanley Cheyenne Colt Hanners Kai Reed Hanners Shoshoni E. Hanners Brittany N. Harden Mitchell Scott Hardin Crystal Marie Harmon Olivia Eileen Harpe Tyler james Harris Alexis Danielle Hart

Jill Brittany Hauenstein Chasity L. Haugh jacob P. Havens Adam Haydel

Amanda Marie Hazelton Cassandra Lynn Heldman Violet Skye Henderson Amanda K. Hernandez McKenzie Paige Hewitt Tess Elizabeth Hiatt Stephanie Nichole Hicks Deija Nichole Hindall Dietrich jacob Hinesman Stephen jospeh Hoban Austin Edward Hodges Rebecca Holotik Kyle William Hopkins Dallas Winston Howell Nicole Elizabeth Huber Amber Rose Humm Brandon Allan Humm Anna Marie Iliff Will iam David Iliff Alexis Elaine Snook Inbody Philip Gregory jewett Bradley johnson William E. jones

Anthony George Kalani Audrey Rose Karhoff Lucas Griffin Karhoff Maggie jean Kelley Lucas Scott Kelley-Kieffer Chase William Kempher Garrett R. Kirby Lauren Elizabeth Klingel Taylor Ashley-Kristen Knopf Kory Richard Knox Brandon Michael Koch Timothy Hudson Koch Nicholas Lee Koester Krystal Kaylyn Rose Kornblatt Kayce Colleen Krucki Wyatt james Krupp Renee Sophia LaFleur Tyler Brick Lamb Nicole Marie LaNeve Patti Lantz Ryan Anthony La Riche Christopher james Laswell Anna Louise Laube joshua Adam Laureano Emily Elizabeth Lauth Pauline Thien Trang Le Hyunjung Lee Ashley Pauline Lewis Kevin Lewis Shannon Lee Logsdon Darion Michael Ludwig Lindsey Skye Lybarger Donovan Paul MacKenzie juan Manuel Maldonado Gauge Wesley Marcel Ryan Schueller Marshall Andrew Thomas Martin Dominique Katya Martin Stephanie jeanne Martin Dalton Brodie Mathias Paul Michael McCarley Bryan josef McClellan Mason Alexander McCool Lauren Elizabeth McKinniss Christina Renee McQueen Chyanne Mabry Miracle Rachelle Alexandra Misamore Damien jay Mitchell Alexander Michael Montgomery Bryan Montgomery Jr. Thomas M. Moody Anthony Michael Mora jennifer Irene Mosholder Montrel T. Moss Nicole Sarah Muehl Erin Brook Muntzing

Amber Marie Naftzger Steven Tyler Nagy Christopher). Neumann II jennifer Lynn Niemeyer Alexander David Nique Austin Douglas Niswander Taylor Leigh Niswander Eric North Emi Okada Taylor james Opp Morgan Loretta Opsomer james W. Orwick Nickolas Robert Otley Brooke Louise Otto Audrey Leigh Oyer )ohnathan Michael Palacios Brittany Bryanne Parke Erick Alejandro Perez Bianca Diane Perkins Shelby Cassandra Peterson Trey Phillips jessica Lynne Pierce Austin T. Powell Mark Cameron Pratt Marissa jean Price Anissa Pulcheon Maximilian Austin Pulido Chester Pagal Quiambao Courtney Jill Quinlin Collin Matthew Ramge Eric Ryan Ramirez Sarah Elizabeth Ramsey Hannah Beth lnbakani Ratnasamy Erin Nicole Rauschenberg Connor David Redd Amanda Rose Reynolds Santeno Reza Alexander Wesley Richards Thomas Andrew Ricketts Tobias Christopher Edwin Risser A'Lexus Savon Robinson Amanda Maureen Robinson Sara Robinson Cody Wayne Roddy Morgan Elizabeth Roderick Allen Michael Rodriguez Dalton Thomas Rogers Steven Michael Roland Cameron David Roth jayna Marie Routson Kelly Ann Rowe Brenna Lynnae Russell Seth Edgar Russell Kathryn Louise Rustemeyer Allyson Nicole Sabo Anna Lee Saldana

LyAnne Marie Salinas Troy Daniel Sallisbury Taylor LaChe a Sanchez jasveer Singh Sandhu Michael Lee Sapienza Tenna Raychelle Savage Vern Darnell Savage II Cara Marie Schaefer Lucas Michael Schaible Kennith Dean Schellenberg Nicholas D. Schenkel Emma Katherine Schleucher Colin Paul Schmidt Heidi Marie Schmitt Benson Oliver Schumacher Erin Renee Scoby Nicholas Christian Sears Aaron David Seitz Paige Makena Sensei Hayden james Sessions Alexa joelyn Settlemire Vance Isaiah Settlemire Rebekah Victoria Shaffer Kaity Mae Shaw

Taylor Anne Shellito Blake William Shiparski Caleb D. Short Rebekah Marie Shultis Alena Marie Sierra Rebecca Nicole Simpson Kiranpreet Singh

Ryan Douglas Small Abigail N. Smarkel joel Lee Smith Rebecca Ann Snedeker-Meier Brittany Mae Sours jabree M. Spikes

Marcus Maxwell Spikes Kyle Daniel St. jean Eli Eric Stacy Courtney Lynn Stanton Christine C. Staschiak Kerra Tommy Paige Stauffer Andrew jay Steiner )ordyn Simone Stewart Abigail Hunter Stine Matthew Stockard Larson A. Storer Earl Stephen Charles Streacker Evan P. Streicher john W. Strzempka Ryan Studebaker Lydia Claire Stump jordan Taylor Suzuki Cody Evan Swisher

Christopher Michael Tanner

Zowie Madison Tate joshua Earl Vermilya Daniel Robert Wohl

Kiana Rache' Taylor Matthew Steven Waaland Zach Wohlgamugh

Morgan Danielle Thomas Mitchell David Wadding Emily Alexandra Wolfe

Rosh an George Thomas Tessa Marie Wadsworth Logan D. Wolford

Drew Clayborne Thompson Zoe Elyse Wahbeh Clayton Bauer Wood

Kevin Fredrick Thompson Ronald E. Warner Il l Alexander Evan Woolley

Tyler Owen Tomlins Cody Mathew Weber Sarah joy Yeo

Anthony Thomas Tong Malachai john Weitzel Kylie Anne Young

Mariah Clair Treece Nicholas Aaron Welker Alyssa Anne Yoxtheimer jessica Lynn Treloar Tiffany Shayla Westrick jordan LeAnna Zehender Alexander Grant Tri mble Ryan james Wilhelm julia Renee Zelinsky Taylor Renee Tweed Anna Marie Williams Tot Louis Zirger

Allison Ann Twining Logan Allen Wilson Samantha Renee Zoll

Nicole Ugarte Shelby Eve Wilson Wesley john Zoll

Cody Matthew Umbs Shelby Rae Wilson Anayeli Lopez-Banales

Nathaniel Steven Urban Nickolaus Tate Vincent Winter

Brittany Lee VanAtta Daniel Robert Wohl

joshua Eric VanAtta Zach Wohlgamugh

Landon joh n VanDer Molen Shelby Rae Wilson

Rebecca jane Vega Nickolaus Tate Vincent Winter

Resolution if Commendation for Sue :Betli Ylrnofif

717/ierea~ Sue :!Jetfi Ylrnotais retiring qfter tfiirty years in edUcation, afT if wfiicfi were g;ent in tfie findlay City ScfiooiS, ana

717/ierea~ Sue :!Jetfi Ylnzota lias foit!ifu!lj; futfi!Tea fier reg;onsioifities as a yrade I ana (/rade 2 teacfier comyteting assignments at 717asfiington ana J<!/fi!rson, oeing citeaoy fier supervisors for fier yositive ana encouraging c/assroom environment, ana

717/ierea~ Sue :JJetfi Ylrnotafias oeen recognizeafor fier yassion ana entfiusiasm for teacfiing as wefT as for motivating fier student~ ana

717/ierea~ Sue :JJetfi Ylnzotafias oeen reg;ecteaanarevereaoy student~ co/Teague~ ana tfie community for fier service, !Oyatiy, ana dedication to tfie students if findlay,

Now :!Je Jt Tlierefore Resotvea tfiat tfie :JJoara if :EdUcation if tfie findlay City Scfioot:Oistrict on tliis I3'1i day if May, 2013, dOes fiereoy commena Sue :JJetfi Ylrnota for fier service ana wisfies fier gooa fieafffi ana fiqpyiness in fier retirement.

_ _..::5~_'#_,__~---Mr. Sfiane :Focfiant; :President

v:f?~!~:ie~! __ ;2;1_;&_:;4&.~--

Mr. Micfiaetr. :JJarnfiart, Treasurer

Resolution if Commendation for :JJecliy :JJaratta

711/ierea~ 2lecliy 2laratta is retiring qfter tfiirty years in edUcation afT oj wfiicfi were SJ!ent in tfie findlay City Scfioo~ ana

Wfierea~ 2lecliy 2laratta lias foit!ifU!Zj; fo!fi!Tea fier reSJ!On.>ibiilties as a secondary music teacfier C07J!;Pfeting a.Ysignments at Centra( :Donnell; ana {ifenwooct; being citerfby fier StyJervisors fir fier outstandlngyri!Jlaration ana wi!llngness to fie!}; stUtfents stretcfi tfieir musicattafent~ ana

}Vfierea~ 2lecliy 2laratta lias sfiown comyassion fir fier students ana striverfto meet tfieir needS beyonrftfie music curriculum, ana

wfierea~ 2lecliy 2laratta lias been recognize£ for fier invo!Vement ana contributions to many building andtfistrict activities ana organization~ and-

fvfierea~ 2lecfiy 2laratta fias been a _fizit/ifu( toy a( anrf re.5JleCterf member if tfie edUcational team and a valuable yart if tfie academic success q/ fier student~

.Now 2le Jt TlierifOre 'Reso!Verftfiat tfie 2loarrf if :EdUcation iftlie findlay City Scfioot:District on tliis I_fli ctay if :May, zois, dOes fiereby commend 2lecliy 2laratta fir lier service ana wisfies fier goo a liea!lli ana fiqpyiness in fier retirement.

Resolution if Commendation for Nancy :Baxter

}1/fiereas, Nancy :Baxter is retiring after more tlian tliirtyfour years in edUcation twenty-eiglit if wliicli were S}Jent in tlie findlay City _fclioo~ and

}1/fiereas, Nancy :Baxter lias foit!ifuilj; fo!fi!Ted lier reS]Jonsi.liiflties as sclioo[ counselor comy!eting assignments at Nortliview, St. .Micliae( :Bigelow Jlitz; and ffasliington" and was cited fiy lier supervisorsfor not onfj; .lieing succesJjit[in fiuitalng yrqfossiona[ re!ationsli{Ps among co!Teagues, fiutfor a/So .liuitalng yositive re!ationsli{Ps witli cliil/fren and

}1/fiereas, Nancy :Baxter lias made magic liapyen witli cliil/fren tlirougli lier worli witli :Dixie" findtay City Sclioo!'sfirst tlierapy d0,0

71/liereas, _'!Vancy :Baxter lias fie en reS]Jected and revered fiy students, co!Teagues~ andtlie community _for lier servic~ !Oya!iy, and dedication to tlie students if findlay,

.Now :Be Jt Tlierifbre :ReJ-otved tliat tlie :Board-if :EdUcation qftlie findlay City Sclioo[:District on tliis I3'1i aay if .May, 20I3j dOes lierefiy commend Nancy :llaxter_for lier service and wislies lier good h-ea!ili and liapyiness in lier retirement.

___ s~_Y,L:_f~----.Mr. Sliane Poe/ian( President

:Dr. <?an J'l. ffittwer; _'luperintendent

___ 2:2~~4--.Mr. .Micliae[T. :llarnliart; Treasurer

Resolution if Commendation for Janet Carey

Wlierea~ Janet Carey is retiring after tliirtyfive years if devoted service to findlay City Sclioo~ and

Wlierea~ Janet Carey lias foit!fjitflj; fu!fi!Ted lier re5Jlonsiliiflties as a an elementary music teach-er comyteting assignments at .JV!c.Xinte~ Jeffirson Nortliview, Wasliington> andJacoli~ lieing cited!iy lier SZ!pervisors for creating a safi! environmentjor lier students to !earn and

Wlierem; Janet Carey lias continua!lj; strived to lie tlie /Jest teaclier slie can lie and lias a6vays lieen qpen for new and creative ideas to deve!Op lier instruction and

Wliereas; Janet Carey lias lie en a foitlij"u( toy a( and re5Jlected memlier if tlie editcationat team and a vaiitalite yart if tlie academic success if lier student~

Now :lle Jt 71ierif0re Resolved tliat tlie :lloard if :EdUcation if tlie findlay City Sclioot:ZJistrict on tliis 13'/i tfay if .JV!a~ 2013> dOes liereliy commend Janet Carey for lier service and wislies lier good lieaflli and liqpyiness inlier retirement.

__ .:::5~ __ w_:_~-----.JV!r. Sliane Pocliartt; President

:ZJr.~t;;!;,~t --~-:t:L~~-

.JV!r. .JV!icliaetr. 2larnliar0 Treasurer

:Resolution if Commendation for Xatfiy Conine

71/liereas, Xatliy Conine is retiring qfter more tlian tliirty years in edUcation, twenty-nine if wliicli were g;ent in ]indTay City Sclioo~ and

71/liereas, Xatliy Conine liasjait!fjitfli; fo!fitTea lier reg;onsilii!ities as a {irade 1 ana {iratfe 2 teaclier comy!eting assignments at WilSon Yance, £inco!h ana 71/liittier, lieing cited !iy lier supervisors for lier yositive classroom atmog;liere, ana

71/liereas, Xatliy Conine lias lieen dedicated" to lieryrqftssio~ liaving liept alireast q/ clianges in edUcation ana continued to seeli growtli qpyortunities tlirougliout lier career including lie coming a :Master Teaclier' ana

Wliereas, Xatliy Conine lias yromotetftlie cause if edUcation !iy serving on numerous committees for tlie imyrovement if lier sclioot ana tlie district; ana

Wliereas, Xatliy Conine lias lieen a reg;ectetffeader antfis reveretf!iy students, cotTeagues, ana tlie community for lier service, !Oya!l]jy ana dedication to tlie students of ]indTa]jy

.JVow 2le It 7/ierijore :Resofi/etf tliat tlie 2loartf if :EdUcation if tlie ]indTay City Sclioot :District on tliis 13"/i tfay if .:Ma]jy 2013, dOes liereliy commend Xatliy Conine for lier service ana wislies lier good liea!lli and liqpyiness in l£er retirement

_;::5~ __ l1l·-~----.:Mr. Sliane Poe/ian:( President

---~~:11~~ -------Mr. :Micliae!T. 2larnliart; :Treasurer

:Resolution if Commendation for Susan :DavidSon

}Vfierea~ Susan DavidSon is retiring qfter tliirty-two years in edUcation, twenty-nine ifwliicli were syent in findlay City Sclioo~ ana

Flierea~ Susan DavidSon lias foitfjjitili; futfitTea lier resyonsi!ii!ities as a frencli teacher com_pteting assignments at {itenwooa ana findlay .:Jiigli Sclioo( !ieing citea !iy lier szg;ervisors for atways !ieing a consummate _prqftssiona( ana

}Vfierea~ Susan DavidSon lias lie en ap_pfaudeafor tlie extensive tliouglit ana _planning tliat slie _put into lier tess on~ ana

}Vfierea~ Susan DavidSon lias lie en commended/or lier involVement witli many co- ana extra-curricular activitie~ ana

}Vfierea~ Susan DaviaJ'On lias lie en a resyectea leader ana is reverea !iy student~ co !Teague~ ana tlie community for lier servic~ toya!fy, ana dedication to tlie students if fina/ay,

.Now 2Je Jt Tlierifbre :Reso!Vea tliat tlie 2Joara if :EdUcation if tlie findlay City ScliootDistrict on tliis 1.1/i day if :May, 2013, dOes liere!iy commenaSusan DavidSonfor lier service ana wislies lier gooa liea!fli ana liap_piness in lier retirement.

__ :5~-~'--~----,Mr. Sliane Focliant; :President

v~fr;~-;;;;;;,t ___ 2U~_, ~~

:Mr. :Micliaetr. 2Jarnliart, Treasurer

Resolution if Commendation for Vefiorali Xififite

Wliereas, :De!iorali .:Ki!ilite is retiring qfter tliirty-eiglit years in edUcation tliirty if wliicli were spent in fintftay City Sclioo~ ana

ffliereas, :De!iorali X iii lite lias foit!ifutli; fu!fitTea lier responsilii!lties as a speciateditcation teaclier at Prqject ff0}/1, Mc.:Kinte}h {itenwootf ana :Donne!l; antfwas citetf !iy lier Stg;Jervisors for tlie yositive attitude in lier classroom wliicli encouragetfa mutua/respect witli lier students, ana

}VIiereas, :De!iorali X iii lite lias lie en a foit!ifu( toy a( ana linow!edflealite memlier q/ tlie edUcational team ana a vafitalite yart if tlie success if lier students,

ffow 2Je Jt 71ierif0re Reso!Vetf tliat tlie 2Joartf if :EdUcation if tlie findlay City Sclioot:District on tliis 13'" aay if May, 2013, does liereliy commend :De!iorali X iii lite for lier service ana wislies lier goo a lieatlli ana liqpyiness inlier retirement.

_ _:5~_1\L_,_f~-----Mr. Sliane Poclian( President

2J~;;::!;~i;;, -~~...6;::-~ ~W-.{fCAf:f4.

Mr. Micliaetr. 2Jarnliart, Treasurer

:Resofittion if Commendation for 'Andrea Xing

f1/lierea5y Andrea Xing is retiring qfier flrtyfive years if service to tlie education fie!/i; six if wliicli were [Pent in tlie findlay City Sclioof:District, ana

f1/lierea5y Andrea Xing lias foit!ifutlj; fo!fi!Tea lier reSJ:lonsifiifity as a yrinc!Jlaf at fYasliington Intermediate Sclioof in an exemytary manneTy wliere slie usealier eXCf!jltionafafiifity ana talents to WrJr£ witli stqff, student.Sy ana_parentJ' flr tlie increasea acliievement if lier student.Sy ana

f1/lierea5y Andrea Xing liaJ· fie en cite a !iy lier supervisors _for teadersli!Jl in formulating innovative ways to lie{P students acliieve tlieir _potentia( ana

f1/lierea5y Andrea Xing lias fieen dedicateato lier yrqfossion anatlie cause if education resuiling in many accotade5y most recenttj; fYasliington Intermediate was recognizea !iy tlie state flr liei11fi a "Sclioof if Promise, "

f1/lierea5y Andrea Xing lias fie en reSJ:lected'ana revere a !iy student5y yarent.Sy co!Teagues ana community memfiers flr lier carin[h comyassion servic~ loyally ana unwavering dedication to tlie young yeqpte if findlay,

.7v0w :Be It 71ierf!fore :Reso!vea tliat tlie :Boar a q/ :Education if tlie findlay City Sclioof:District on tliis IS" tfay if May, 201~ dOes lierefiy commena Andrea Xing flr lier service ana wislies lier gooa lieailli ana licg;yiness inlier retirement.

__ _::S~ _ _kv,__~---Mr. Sliane Pocliard; President

=----- ----------~~--

:Dr. ean Yl. fYittweTy Superintendent

--~~~~~--Mr. Micliae/T. :llarnliart, Treasurer

:Resolution if Commendation for Toni .Leonard

fYiierea~ Toni £eonardis retiring after twenty-nine years if aevotea service to findlay City Sclioo~ ana

fYiierea~ Toni £eonara lias foit/ifit!lj; fu!Jzffea lier reg;onsi!iillties as a {iraae 1 ana {iratfe 2 teaclier at £incotn :£fementar~ fieing citea fiy lier Slij/ervisors fir lier strong curriculum linowled/Je analier _positive attituae witli stqff, stutfent~ anayarent~ ana

fYiierea~ Toni £eonara lias fie en recognizeafor lier involvement ana contri!iutions to many !iui!ding ana aistrict activities ana committee~

fYiierea~ Toni £eonara lias fie en reg;ectea ana revere a !iy stuaent~ coffeague~ and-tlie community fir lier servic~?y lOyall~ ana aedication to tlie stuaents if findla~

.JVow 2Je It Tlierifbre :ResoEvea tliat tlie 2Joara q/ :EdUcation if tlie findlay City Sclioot 2Jistrict on tliis 1.5'" day if .:Ma~ 2013> dOes liere!iy commena Toni £eonarafir lier service ana wislies lier gooa liea!lli ana liqpyiness inlier retirement.

~~ - Lv lo~ -~---~- -------------------

.:Mr. Sliane :Poclian( :Presiaent

--~ ----------~~--2Jr. ean A. fYittwer; SlijJerintentfent

__ zu~d---.:Ml~ .:MicliaetT. 2Jarnliart, Treasurer

:Resofittion if Commendation for Lisa .McCtain

Wliereas, £isa McC!ain is retiring after tliirty-one years in etfucationJ twenty five qj wliicli were .syent in finatay City Sclioo{i ana

Wliereas, £is a McCtain lias foit!ifu!Zj; fu!fi!Tea lier re.syonsi!iifities as :Elementary Cliemicat Ylwareness Coordinator, £earning :Disa!iifities Teaclier, ana Sclioo/Counse!Or, comyleting assignments at findlay :7-figli Sclioo( St. Micliae( Jqfirson, Wliittier, WilSon YanceJ Jaco!is, Wasliington, {itenwoott; ana :Donnell; anawas citea !iy lier StgJervisors .for lier a!iifity to foster andfiuiftf retationslijps witli students, ana

Wliereas, £isa McCtain lias !ieen recognizeafor !ieing re.syonsi!ile ana atg:Jenaa!ile in afT lier dUties as wefT as lier ijfortsfor fimdi-aising_for our tlierapy tlofh Jiayden, ana

Wliereas, £isa McCtain lias encourageayrogre_rs in our aistrict ana in our students !iy !ieing an advisor for student grotgJs ana serving on numerous committees wliicli yromotea tlie imyrovement if lier sclioo( lier s·tudents ana tlie aistrict, ana

Wliereas, £is a McC!ain lias fie en re.syectea !iy lier students, co!Teagues, ana tlie community_for lier service ana dedication to tlie youtli if our district,

.JVow :lle Jt Tlierf!fore :Resotvea tliat tlie :lloara q/ :EdUcation o/-tlie findlay City Sclioot:District on tliis z.fli aay if May, 20I3J dOes liere!iy commena£isa McC!ain for lier service ana wislies lier gooa liea/lli ana liapyiness inlier retirement.

___ _5~-~_,_f_~---Mr. Sliane Pocliard; President

:Dr. ean Jl. Wittwer, StgJerintendent

____ 2:1_~-::tl~ Mr. Micliae/T. :llarnliart, Treasurer

:Resolution if Commendation for Sfiaron Pu!Tom

JY!iereas, Sliaron :Pu!Tom is retiring qfter more tlian twenty-nine years o/ devotetfservice to tlie findTay City Sclioot :District, ana

JY!iereas, Sliaron :Pu!Tom lias foitfjju!lj; fu!fitTea lier resyonsiliitlties as a :Piiysicat:Z:dUcation teaclier com_pteting assignments at Centra£ ana (itenwoot( ana

JY!iereas, Sliaron :Pu!Tom lias demonstrate£ lier commitment to lier students, lier teacliinffi ana lier coacliinffi ana

JY!iereas, Sliaron :Pu!Tom lias dedlcatetf lier career to lief}ling students grow academica!lj; ana mature as young adU!ls, an£

Wliereas, Sliaron :Pu!Tom lias earnetftlie resyect q/tlie stajj; students, ana community fir lier service, toyafl]h ana dedlcation to tlie youtli q!findTa]h ana slie wilT lie missetf liy lier liuilding cotTeagues ana tlie man!h many clii!Clren slie lias qffi!ctet(

Now :JJe It 71ierif0re :Reso!Vetf tliat tlie 2Joartf q/ :EdUcation q/ tlie fintftay City Sclioot:District on tliis .If; ctay of Ma]h 20.13, dOes liereliy commentfSiiaron :Pu!Tom fir lier service ana wis!ieJ' lier gootf liea!lli ana liqp_piness in lier retirement.

--:5~-~,_£~-----Mr. _)Iiane :Pocliart( President

~----~---:Dr. -~~~ttwet; SUJ7erintendent

Resolution if Commendation for 2Jeli Rolllns

71/lierea~ :Deli :Rotlins is retiring ajter tliirty-one years if sendee to tlie editcationfle!d; nineteen if wliicli were spent in tlie findlay City Sclioot:District; ana

71/liereaJ~ :Deli :Rotlins lias foit!f!U!lj; fo!fi!Tea lier responsi!iiilties as :Dean if Students andJ:lssistant :Princ!JJa( comyteting assignments at finatay Jllgli Sclioo£ ana(itenwooain an exemytary manner; ana

71/lierea~ :Deli :Rotlins worlieato successfit!lj; acco1J!Ililsli afT aspects if lier assignments especiaflj; lier worli as Summer Sclioot:Princ!JJa( ana

71/liereas, :Deli :Rotlins lias lie en citea liy lier Slijlervisorsfor lier devotion to lier scliootanato lier student~ ana

71/lierea~ :Deli :Rotlins lias lie en respecter£ ana revere a liy J'tudent~ _parent~ co!Teagues ana community memliers for lier service> !Oyafly ana dedication to tlie young yeqpte if findlaY>

ffow 2Je Jt :T!ierifbre :Reso/Yea tliat tlie 2Joara qj-Iditcation if tlie finatay City Sclioot:District on tliis I3'1i tfay if .Jifa:Y> 20I.Jy dOes liereliy commena:Deli :Rotlins for lier service ana wislies lier gooa lieaflli ana liqpyiness in lier retirement.

:Resolution q/Commenaationfor :EISa Sliratfer

Wliereas, :£/Sa Slirader is retiring qfter tliirty years q/-dedicateaservice to findlay City Sclioo~ ana

Wliereas, :£/Sa _flirader lias foit!ifuflj; .Jit!fl!lea lier resyonsi!iiilties as a yre­scliootteaclier.Jor tlie liearing imyairea ana an afT-day liindellfarten teaclier, comyteting assignments at Cliam!ieriln Jiltz; £incofh ana Nortlivie~ !ieing citea !iy lier Stg:Jervisors for lier extreme yatience> tlie yositive atmosyliere in lier classroom ana ahvays qpening lier arms to tlie most clia!lenging students, ana

Wlierea~ I !Sa _flirader lias lie en linown for lier welcoming ana contagious team-syirit, ana

Wliereas, I !Sa Slirader lias lie en a quiet teader ana afoitlijit( toy a( ana linowtedjjea!ite member if tlie editcationatteam ana a vafita!ite yart qftlie academic success if lier students,

.Now :lle Jt 11ierejore 'RBotvea tliat tlie :lloara if :EdUcation if tlie findlay City Sclioot:District on tlzis IS/i day if Ma!f> 20I3J dOes liere!iy commena:Z:!Sa Slirader for lier service anawislies lier goodfieaflli analiqpyiness inlier retirement

--~-~~-2~----Mr. Sliane :Pocliarc( :President

Dr.~~f/:!~;;t ;7~.

----------~------ ---.Mr. .JJ1icliae!T. :llarnliart; Treasurer

:Resolution if Commendation for £isa Snooli

Wliereas, .Lisa Snooli is retiring after tliirtyfive years in edUcation, tliirty-one if wliicli were .5Jlent in findlay City Sclioo~ ana

Wliereas, .Lisa Snooli lias foitlijU!lj; fu!fi!Tea lier re.5Jlonsifii!lties as a Sjlanisli teaclier ana a ste!Tar vo!Teyfiaffcoacli at findlay J-llgli Sclioo( fieing citeafiy lier StgJervisorsfor lier _passion, care, anaconcern_for lier aq;artment anae.5Jlecia/lj; lier fl!Tow teacliers, ana

Wliereas, .Lisa Snooli lias worlieatiretess!j; on curriculum ana_;:;acing guides wliicli wilT lie[P teacliers anastudents not on!j; today, fiutfor years to come, ana

Wliereas, .Lisa Snooli lias fieen commendea for lier active invofi/ement at f:JIS anatlirougliout tlie aistric0 ana

Wliereas, .Lisa Snooli lias encourageayrogress in our aistric0 in our teacliers ana in our students fiy serving on numerous committees anaserving as aq;artment cliair wliicli _;:;romoteatlie im_;:;rovement o/ lier sclioo( lier co!Teagues, lier students ana tlie district, ana

Wliereas, .Lisa Snooli lias earneatlie re.5JleCt iftlie stajj; students, ana community for lier service, toya!iy, ana dedication to tlie youtli o/ f.J/3; anaslie wilT fie miJ:seafiy lier fiui!d?ng co!Teagues anatlie many, many students slie lias ajfoctec(

_NOw 2Je Jt Tlierejore :Reso!vea tliat tlie 2Joara if :EdUcation if tlie findlay City Sclioot :District on tliiJ· I.fli day if :May, 2013, dOes fierefiy commena .Lisa Snooli for lier service ana wislies lier goo a liea!fli ana liqp_;:;iness in lier retirement.

___ :S~w_:_E~---:Mr. Sliane :Pocliarc( :President

:ZJJ:-fi!-fJ1/:f:!;~;te~[ ---~L~L

:Mr. :Micliaet T. 2Jarnliart, Treasurer

:Resolution if Commendation fir :Defiorafi Staff

Wlierea~ 'Defiorali Staff is retiring qjter more tlian twentyfive years in edUcation, fourteen if wliicli were Sj7ent in findlay City Sclioo~ and

Wlierea~ 'Defiorali Staff lias foit!ifutlij fu!fi!Ted lier reSJ7onsifiiflties as a .spanisli and :Engflsli teaclier at findlay .:J/igli Sclioo( fieing cited fiy lier szgyervisors for lier yositive attitude toward lier studentJ' regardless tlie situatio11y and

Wlierea~ 'Defiorali Staff lias dOne a ylienomena(jofi witli our accreditatio11y eSJ7eciatli; fiy tauncliing a can?Jlaign to get teacliers to dO more yost student worli andgoing room to room taliingpicturesfor tlie accreditation committe~ and

Wlierea~ 'Defiorali Staff lias yromoted tlie cause if edUcation fiy serving on numerous committees for tlie imyrovement if lier sclioot and tlie district; and

Wlierea~ 'Defiorali Staff lias fie en a foitlijit( !Oya( and linowtectgeafite memfier if tlie edUcational team and vafitafite yart if tlie academic success if lier student~

ffow 2Je Jt 7Jierif0re :Reso!vedtliat tlie 2Joard if :EdUcation if tlie findlay City _fclioot'District on tliis 13"/i day if .:May; 201~ dOes lierefiy commend'Defiorali Stafffor lier service and wislies lier good liea!tli and liqpyiness inlier retirement.

~~,_p~-------Mr. Sliane Pocliant; President

'Dr.-~tt~~~t __ 2~~~-·

Mr. Micliae!T. 2Jar.nliart; Treasurer

Resolution if Commendation fir Rae lie/ To yet

Wliereas, :Racliet'lo_pe!is retiring qfier tliirtyfive years in education ali if wliicli were .spent in tlie findlay City Sclioo~ and

Wliereas, :Racliet 'lo_pet lias foit!ifutlj; fo!fi!Ted lier reg:;onsilii/lties as a liinde'llarten teaclier comy!eting assignments at Jacolis, WilSon Yance, Wliittier; and Xortliview and conc!itding lier career teacliing Second {irade at Xortliview, lieing cited liy lier supervisors for lier expertise, _positive attitude, and lieq:;ing student needS at tliejorifront if lier instruction and

Wliereas, :Racliet'loyetlias lieen recognized for lier involvement and contributions to many liui/ding and district activities and committees,

Wliereas, :Racliet 20_pet lias lie en re-!'pected and revered liy students, co!Teagues, and tlie community for lier service, !Oyafl}h and dedication to tlie students if ;Tindla]h

.1Vow 2le Jt 'Tlierifbre :Resolved tliat tlie :Board q/ :EdUcation if tlie ;Tindtay City Sclioot:JJistrict on tliis 1.3'fi tfa:y if Ma}h 2013, dOes liereliy commend:Racliet 'lo_pe!for lier service and wislies lier good liea!lli and lit7J7_piness in lier retirement

~~~?~--------Mr. Sliane :Pocliarct; :President

-~~--~~-----:Dr. ~:Wittwer; Superintendent

j1

_ _z_U_~ ·~· ----Mr. .Jificliaetr. 2larnliart; Treasurer

:Reso!ittion if Commendation for :Rutfi Waite

717/iereas; Rutli 717aite is retiring qjter twentyflve years in edUcation eigliteen if wliicli were g;ent in findlay City Sclioo~ and

717/iereas; Rutli 717aite lias foit!ifullj; fo!fi!Ted lier reg;onsiiiifities as a matli andsociatstudies teaclier comyteting assignments at Centra( ZJonnetZ; and findlay Jligli Sclioo( iieing cited iiy lier J7ipervisors .for iieing a liard worlier and iieingftexiiite to meet tlie iiest interests ifeacli.rtudent, and

Wliereas; Rutli 717aite lias demonstrated lier commitment to lier students and lier teacliing tlirougli lier involVement in many activities; committees; and trainings; and

Wliereas; Rutli 717aite lias dedicatedlier career to lie[Ping students grow academica!lj; and mature as young adit!ls; and

717/iereas; Rutli 717aite lias fie en a foit!f/U( toy a( antfslii!Ted memiier if tlie editcationatteam and a va!itaiite yart if tlie success if lier students;

.'JVow :Be Jt :Tlierefore ResolVed tliat tlie :Board q( :EdUcation if tlie findlay City Sclioo!JJistrict on tliis 13/i aay if .Jifa~ 201~ dOes liereiiy commend Rutli 717aite_for lier service and wislies lier good liea!lli and happiness in lier retirement

:Resofittion if Commendation fir .Xerry Jlyyteton

Jrfierea~ :Kerry YL_p_pteton is retiring qfter fourteen years if service to tlie findlay City Scfioot:District; and

)1//ierea~ :Kerry Yl_p_pteton lias fo!fi!Tedliis ditties as a custodian at {itenwood .JWiddTe Sclioot witli devotion and in an exem_ptary manner, and

Jrfiereas~ :Kerry YL_p_pteton lias earned tlie reg;ect if tlie stqff: students andcommunityfor liis service, loyally and dedication to tlie students if findlaY>

Now :Be Jt 7lierifbre :ResolVed/fiat tlie :Board if :EdUcation q/ tlie findlay City Sclioot :District on tliis Jgh dt:zy if .JI1a}h 20.13,

dOes fiere!iy commend :Kerry YL_p_pteton for liis service and wislies liim good fieailfi and fiqp_piness in liis retirement

-5~-~=-E~----_ur. Sliane Poe/ian( President

~ u)..-.t?/,·.,A.

Vr.--;-/n~~-;;~-S~~ ___ :zu__;t;k~2:!

.Mr. .Micliae!T. :llarnliart, Treasurer

:Resolution if Commendation for [ieraidice

fflierea~ [ierafdice is retiring qjter seven years if service to tliefindlay City Sclioot1Jistrict; ana

fflierea~ [ierafdice lias fo!fi!Tea liis ditties as a fooa service worlier at 1Jonne!T Sclioo[ witli devotion ana in an exemy!ary mannel'; ana

fflierea~ {;era/dice lias earneatlie reg:;ect iftlie stqff students ana community for liis service, lOyally ana dedication to tlie students if findla}h

ffow :Be It 7/ierifbre :Reso!Veatliat tlie :l?oara if :EdUcation if tlie findlay City Sclioof1Jistrict on tliis J.]'li day if .Ma}h 2013

dOes lierefiy comment£ [jerald Ice for liis service ana wislies liim gooaliea!lli analiqpyiness in liis retirement.

__ ,;;;~-~~-f:.~---Mr. Sliane :Poclian:( :President

:Dr. ean ..Jl. Wittwer, StqJerintendent

____ 2:ZA~ Mr. MicliaetT. 2larnliart Treasurer

:ResolUtion if Commendation for Sandj; .Nadler

Wliereas, Sand}; .NadTer is retiring qfter tliirteen years if devoteaservice to tlie findlay City Sclioot :District; ana

Wliereas, Sandj; .NadTer lias fo!fi!Tea lier ditties as an IS../1 Jtide at findlay .Jiigli Scliootin an exetJYlhry manner being cite a by lier szg;ervisors for being a caring ana kina

_person eg;eciafli; towara lier students, ana

]1/fiereas, Sand}; .NadTer lias yrovidea a tremendOus beniflt to OUr students tlirougli lier dedicati070 ana

]1/fiereas, Sandj; .Nadler lias earneatlie reg;ect if tlie stqff students anacommunityfor lier service, lOyally ana dedication to tlie students if findlaY>

ffow :Jle It 71ierifbre :Reso!Ved-tliat tlie :lloara if :Education if tlie findlay City Sclioot :District on tliis I.'lfi day if Ma}h 2013,

dOes liereby commena Sandj; .NadTer for lier service ana wislies lier gooaliea!lli analiqpyiness inlier retirement

__ c:5~_!:1L_~---Mr. Sliane Poe/ian( Presitfent

Dr. ?:3~y;;;;~~t :fJ::71 fl. / /_

----------~~---Mr. :MicliaetT. 2Jarnliart, Treasurer

:Resolution if Commendation for Jane :Radaliaugfi

Wliereas, Jane Radtzfiaugli is retiring qfter tliirty years if service to tlie findlay City Sclioot:District; ana

Wliereas, Jane Radtz!iaugli lias fu!fi!Tea lier ditties as a fooaservice worlier at Jacofis Sclioot witli devotion ana in an exemyft:zry manner; ana

Wliereas, Jane Radtzfiaugli lias earneatlie regyect iftlie stqJJ: students anacommunityfor lier service, !Oya!iy ana dedication to tlie students if findlaY>

.NOw :lle Jt '.Tfierqore :Reso!Veatliat tlie :lloara if :EdUcation if tlie findlay City Sclioot :District on tliis J.111 day if MaY> 20J~ does lierefiy commenaJane Radtzfiaugli for lier service ana wislies lier gooaliea!fli analiqpyiness inlier retirement.

--~--ML_~--Mr. Sliane :Pocliartt; :Presiaent

__ L_ _ ________ w~--:Dr. :lJ an A. Wittwer, Slijlerintenaent

__ 2:7~-.££~4-~ Mr. .J11icliaet r. :l!arnliart, Treasurer

1

Draft 4-01-2013 2006-2015 FISCAL HEALTH PLAN

& Update as of Spring, 2013 “The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.”

- Mission Statement of the Findlay City Schools

“We will develop and implement plans to ensure sufficient funding for current and future operations, programs and facilities.”

- Strategy 2 of the Findlay City Schools’ Purpose

Back in 2005, concerned with Findlay’s fiscal situation; the Ohio Department of Education directed that this plan be developed to assure the state that our district will operate in the black through 2008. More than simply complying with a state mandate, however, this Fiscal Health Plan is intended to provide practical and specific guidelines, which the Board of Education believes are necessary to improve the long-term financial stability of the Findlay City Schools. 2013 Update: The Board of Education in March 2006 adopted this plan as the guiding fiscal direction for the district. As the years have progressed, we have stayed true to the principles of this plan and on target with our financial goals even in light of some very challenging economic times. This latest update is again in bold to accentuate our continued focus on fiscal health targets. The original 2006-2010 plan continues to be updated to reflect present conditions including new buildings, change in legislation, economic changes, and future concerns.

Introduction

2013 Update: Over the past eight years, we have witnessed record numbers of Ohio school districts being forced to go to the ballot time and time again. Findlay City Schools have not been spared from this situation. In accordance with the original Fiscal Health Plan, Findlay voters passed a 2.5 mill continuous permanent improvement levy in May 2006. Findlay voters also replaced a 3-year 4.9 mill operating levy in 2007 making it a 5-year levy, as well as replaced a 5-year 5.9 mill operating levy in 2008. After making sure operational and routine maintenance revenues were in place, the Findlay voters then passed a 28-year 4.3 mill bond levy to build two new middle schools and a unified career tech building all completed during the 2013-14 school year. In March of 2012, our voters passed a 4.9 mill renewal operating levy.

Nonetheless, this Fiscal Health Plan has been necessitated by the following four factors:

1. Over the years, the effective operating millage of our district has been reduced by

state tax reduction factors from 58.25 mills to 30.10 mills. In just the last three years,

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for example, our 2003 levy has been reduced from 5.9 mills to 5.28 mills and our 2004 levy has been dropped from 4.9 mills to 4.39 mills. Presently the effective operating millage of our district has been reduced by state tax reduction factors from 65.05 mills to 38.390 mills.

2. The volatility of the state budget process has and will create numerous challenges for

the Findlay City Schools. For example, over the next five years, the intangible personal property tax, which was paid by businesses for years, will now be completely phased out. In 2005, this tax represented more than 25% of our local tax revenue. The continuing stream of unfunded state and federal mandates makes the issue of inadequate state funding even more challenging. Update: With the new biennium budget bill passed in the summer of 2012, the state removed a funding method called the Evidence Based Model (EBM) to the Bridge Model which is no model at all with Governor Kasich’s proposal and legislation proposed in the summer of 2013. We will continue to see changes in our state funding based on Ohio’s economic status and legislation.

3. The cost of items outside our control -- particularly utilities, health insurance, workers

compensation, and fuel -- is consistently increasing at rates that significantly exceed inflation. With the present economic environment and student enrollment we need to continue fiscal responsibility. There is continued need to reduce staff by attrition whenever possible as finances and student enrollment dictate.

4. In 2005, Findlay had no permanent improvement levy, and our school district’s needs

to repair buildings, replace buses, update technology, replace equipment, and update textbooks all have had to be paid from the district’s General Fund. A 2.5 mill Permanent Improvement Levy, passed in 2006, has greatly improved these repairs, replacements and new equipment.

The Board of Education has charged the district’s leadership team with studying every aspect of our current operation. This Fiscal Health Plan has been carefully considered and is based on program observation, candid analysis of our operations and programs, and discussion with school leaders, employee groups, the school board’s Business Advisory Council, and many others. Over the last seven years, the leadership team has used the plan in their continued effort to streamline operations including consolidation of buildings and selling unused property.

Key Considerations

The Findlay Board of Education has been entrusted to provide our students with the best education possible within the resources available to us. The primary consideration in the development of this plan, therefore, has been to minimize the negative impact of budget reductions on our students and staff. Priority has been given to not impact our students’ program availability and quality any more than absolutely necessary.

While we would like to totally insulate our staff members from the effects of expenditure reductions, it is simply impossible to do so. No school district can make significant reductions in its expenditures without some adverse effect on its staff. In almost every district’s budget, at least 75% is devoted to employee compensation, including salaries and fringe benefits. (in 2005, Findlay City Schools devoted 86.3% to salaries and fringe benefits.) The majority of the remaining costs are fixed expenditures, largely beyond the district’s control, such as utilities, fuel, textbooks, etc. Update: Over the past seven

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years, our salaries & fringe benefits have been reduced from 86.3% in 2006 to approximately 76.69% in FY 2012.

Clearly, the citizens and staff of the Findlay City School District have supported our schools for many years, and this support is tremendously appreciated. In developing the original Fiscal Health Plan and continue updating it, we reaffirm our commitment to working in partnership with our staff and community. We believe that it is important for our entire community and school staff to know the specifics about our cost containment efforts and our plans to restore our school district’s fiscal health. Update: By educating our staff and community about our district Fiscal Health over the last 7 years, we continue this focus.

Fiscal Health Plan Goals

Goal I: Strategic Philosophy

We believe our goal should be to move slowly, but steadily, to restore the district’s fiscal health to at least the level it was a few years ago. As the graph below illustrates, for Fiscal Years 1996-2012, Findlay’s average True Days Cash -- a measure of fiscal health developed by the Ohio Department of Education -- was approximately forty (40) days. We believe it is essential to the long-term success and stability of the Findlay City Schools for us to restore our fiscal health to at least this level no later than the end of FY2010. This Fiscal Health Plan is an important first step toward achieving this goal. Accordingly, it has been and will continue to be the Board of Education’s intent to utilize this Financial Health Plan into the total operation of the Findlay City Schools sustaining this philosophy over a long period of time. We have made great progress since 2005 and have met our short term goal of at least 40 to 50 true days cash. However; with the changes in our economy, reduced state funding, and new legislation, we must continue to focus on this “sustaining fiscal health philosophy”.

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Goal II: Controlling Expenditures

Over the next few years, the interests of our students, staff, and taxpayers will all be inextricably tied to gaining better control over school expenditures and improving the long-term fiscal health of the Findlay City Schools. In our effort to make the Findlay City Schools a “leaner” operation, we must plan and implement a program of expenditure reductions. Further, we must implement this plan as quickly as possible. The sooner we implement some reductions, the fewer reductions will ultimately have to be made.

Working together in a constructive and creative partnership with our district’s three employee organizations, we must find fair approaches (1) to reduce costs, (2) maintain the quality of Findlay’s educational program, and (3) maintain an employment environment for our staff that is competitive with other area districts. Negotiations are about building relationships and working together to find constructive solutions. We embrace this process as a key to the achievement of these three objectives. Update: In a collaborative effort with our certified and classified associations, the Board of Education has negotiated fair salary, fringe benefit and language contracts. By working together, following this Financial Health Plan, and working in an environment of transparency we have made and continue to make great strides in controlling expenditures.

Goal III: Planning District Revenue

As we all know, the community’s support for the Findlay Schools has been a major key to the success of our schools. Everyone associated with the school district tremendously appreciates the strong support our schools receive from the Findlay community. By replacing an expiring operating levy in 2003, approving a new operating levy in 2004, (update) passing a new Permanent Improvement Levy in 2006, in 2007 a 4.9 mill Replacement Operating Levy, passing in November of 2008 a 5.9 mill Replacement Levy, in November 2009 a 4.3 mill Bond Issue (to build three new buildings), a 4.9 mill renewal levy in 2009 and passing a 4.9 mill renewal operating levy in March 2012, our taxpayers are already doing much to restore the Findlay City Schools’ fiscal health.

As we move toward the future, we will work hard to wisely plan for our schools’ future revenue needs, always bearing in mind an appreciation for the financial sacrifice our taxpayers are making to provide high quality schools for Findlay’s students, and a competitive compensation program for our district’s staff members.

2006-2015 Fiscal Health Action Plan Outline

Goal I: Strategic Philosophy

ACTION PLAN 1: Establish Measurable Fiscal Goals ACTION PLAN 2: Maintain a Focus on Customer Service ACTION PLAN 3: Use Data to Guide Fiscal Planning Goal II: Controlling Expenditures

ACTION PLAN 4: Staff Within Our Means ACTION PLAN 5: Restructure Employee Benefits ACTION PLAN 6: Control Staff Compensation Costs

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ACTION PLAN 7: Reduce Transportation Costs ACTION PLAN 8: Think Safety

Goal III: Planning District Revenue ACTION PLAN 9: Pass a Permanent Improvement Levy ACTION PLAN 10: Let Ohio’s Tax Laws Work for Us

Action Plan 1: Establish Measurable Fiscal Goals “You achieve what you measure.” This familiar rule of organizational leadership certainly applies to school district financial management. Financially successful school districts realize that a district which has maintained a consistent year-end balance is actually regressing in terms of its fiscal health. As the district’s operation costs increase, the same dollar value the district carried as a year-end balance the previous year will be worth less the following year. For this reason, the Findlay Board of Education will use the statistic of “True Days Cash” as its primary measure of fiscal health. This statistic does an effective job of adjusting for inflation and evaluating the district’s year-end balance in terms of its current cost of operation:

True Days Cash Ratio True Day Cash = Unencumbered Year-end Balance (Total Expenditures ÷ 365) Just as we set performance goals for our students’ achievement, it is important to establish performance goals for the district’s fiscal health. At the end of FY2005, Findlay had a year-end balance equivalent to 17 True Days Cash. In other words, our balance would operate the district for only 17 days. This was the lowest level of fiscal health our district has experienced in the past ten years. In our view, this precarious year-end balance was unacceptable. It was our goal to restore Findlay’s fiscal health to at least 40 True Days Cash by the end of FY2010. However, on the longer term, we believe that future consideration should be given to maintaining a measure of fiscal health equivalent to 60-80 True Days Cash. Action Plan 2: Maintain a Focus on Customer Service A public school district can only be as successful as the support it has from the public. In Ohio and many other states, for example, if a school district cannot pass its operating levies, it will generally be forced to significantly curtail its programs and cut its staff. The need to pass levies, however, is only a part of Findlay’s need to place a priority on our relationship with the public. Our “customers” are every taxpayer, parent, and student. They deserve our daily respect, courtesy, and understanding. As we strive to continually earn our community’s confidence and support, we pledge our best efforts to communicate with the public at all times in a proactive, open, honest, and courteous manner. Further, the Board of Education directs the administration to develop procedures to measure the achievement of this action plan. Action Plan 3: Use Data to Guide Fiscal Planning In schools today, instructional decisions are increasingly data-driven. Just as data-driven decision making is applied in our instructional program, it must continue to be a key part of the way our district makes financial decisions.

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For example, a key piece of financial data, of which we can probably take even greater advantage, is the Ohio Department of Education’s Cost Per Pupil report. This annual report analyzes school districts’ total per pupil expenditures in the following five categories. Examples of expenditures are listed with each category: Instructional - teacher salaries and benefits, textbooks, classroom supplies Pupil support - school libraries, counselors, instructional aides, nurses Staff support – staff development and other in-service training Administrative – administrators, office staff, and office supplies Building operations - utilities, maintenance, custodial, transportation, food service The following data compares Findlay City Schools’ expenditures in each of these categories with the twenty Ohio school districts the state considers the most similar districts to Findlay in terms of size, wealth, and demographics. This data is based on the FY 2004 Cost Per Pupil report. Findlay’s FY08, FY11 & FY 12 (latest data from ODE) Cost Per Pupil Compared with 20

Most Similar Districts*

Expenditure Cost Per Pupil 08

Update FY11 Update FY12 *Rank (of 20 districts)

2011 Update Update FY12

Instruction $5,568.00 $6,127.00 $5,962.00 5th 10th 7th Pupil Support 859.00 986.00 951.00 13th 16th 10th Staff Support 342.00 439.00 416.00 3rd 11th 8th Administration 922.00 1.046.00 999.00 17th 15th 13th Building Operations 1,779.00 1,776.00 1,941.00 10th 13th 4th Total Cost per Pupil $9,470.00 $10,377.00 $10,269.00 8th 11th 6th

* Findlay’s Twenty “Most Similar” Districts: Troy, Boardman Local, Austintown Local, Fairborn, Delaware, West Carrollton, Perry Local, Miamisburg, Plain Local, Wooster, Oregon, Kent, Howland Local, Washington Local, Bowling Green, Willoughby-Eastlake, North Olmsted, Springfield Local, Sidney, and Piqua. Update:** Ranking is most expensive (1st) to least expensive (20th). The similar districts do change from year to year according to ODE’s criteria. We have lost wealthier districts in our comparison group and are picking up less wealthy districts – Fairborn City, Plain Local, Austintown Local, Troy, West Carrollton, Kent, Delaware, Huber Heights, Perry Local, Northwest Local, Wooster, Boardman Local, Miamisburg, Berea, Washington Local, Springfield Local, Mt. Vernon City, Xenia, and Northmont City. (Ashland City and Lebanon City have been added) The following data compares Findlay’s expenditures in each Cost Per Pupil category with other school districts of Hancock County:

Findlay’s FY04, FY08 & FY11 Cost Per Pupil Data Compared with Hancock County

Expenditure Cost Per Pupil 08

Update FY11 Update FY12 Rank (of 8 districts)

Update FY11 Update FY12

Instruction $5,568.00 $6,127.00 $5,962.00 1st 1st 2nd Pupil Support 859.00 986.00 951.00 5th 8th 8th Staff Support 342.00 439.00 416.00 2nd 1st 1st Administration 922.00 1,046.00 999.00 7th 7th 8th Building Operations 1,779.00 1,776.00 1,941.00 3rd 4th 4th Total Cost per Pupil $9,470.00 $10,377.00 $10,269.00 1st 2nd 3rd

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2013 Update: By our cost cutting measures such as Middle School and High School teachers teaching at least six classes, reducing and consolidated staff as new buildings are built and consolidated an elementary and student enrollment declines, we have made significant improvements in holding cost per student in line. These per pupil expenditures take into account our declining enrollment (which can raise cost per pupil expenditures) and addition of administrative costs of Findlay Digital Academy staff not employed in FY04. Action Plan 4: Staff Within Our Means In 2005-2006 the Findlay City School District employed 878 full and part-time regular employees (not including substitute employees). This number includes 510 certified employees and 368 support staff. Much of the success of the Findlay Schools is due in large part to the skill and dedication of these people. Unfortunately, however, the hard fact of our district’s current financial position is that we simply cannot afford to employ this many staff members. The Board of Education sincerely regrets this situation, but as detailed in the Introduction of this Fiscal Health Plan, a large portion of the revenue limitations and increasing costs, which have created much of our current fiscal dilemma, has been due to factors well beyond our local control. Regrettably, prior to the start of FY 2007 (7/1/06) we reduced a minimum of 30-35 certified staff positions and 10-15 support staff positions. We are hopeful that most, if not all, of this staff reduction can be accomplished through attrition. The Board and administration are working hard to provide incentives for staff to provide us with early notification of any plans they may have to resign or retire at the end of this year. If attrition alone is insufficient to achieve the required level of staff reduction, we will have no choice but to implement reduction-in-force (RIF) procedures in compliance with both state law and our negotiated agreements. We remain hopeful that reductions can be accomplished without actual layoffs, and we pledge our continued efforts toward this end. It must also be realized, that prior to Fiscal Years 2008, 2009, and 2010, further staff reductions may be necessary. Future staff reductions will depend on many factors, particularly state funding, levy passage, and collective bargaining decisions. However, at this point at least, we are confident that staff reductions in FY08-10 can be accomplished largely through attrition. 2013 Update: Over the last seven years, we have reduced staff (mostly by attrition) as our Fiscal Health Plan has outlined. We have become more operationally sound by reducing staff when enrollment dictates, consolidating middle schools and eventually some elementary buildings when appropriate, changes in curriculum, or Federal and State funding has been reduced. Our present staff includes 734 full and part-time regular employees (not including substitute, monitors, FABSS or Adult Education employees) – reduction of over 130 full and part-time employees over a 7 year period. This number includes 432 certified employees (teachers and administrators) and 302 support staff. This number includes some curriculum additions of all-day kindergarten, block scheduling of math and language arts at the middle schools and intervention personnel funded through Special Education and Title I dollars, High School credit for some Middle School classes and Spanish at the 7th grade level and 8th grade.

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Action Plan 5: Restructure Employee Benefits From FY2002 to FY2005, our district’s cost for employee health insurance increased by almost $2.3 million dollars. While this 51% increase in just three years certainly reflects a serious, nationwide problem, it underscores the fact that we must continue our efforts to restructure our insurance benefit program. In our most recent negotiations, progress was made toward this objective by eliminating our former traditional plan, making our preferred provider plan the only medical plan currently available to our staff. We also increased co-pays and maintained the employee’s share of monthly premiums at approximately 7% of cost. While the past year’s actions have been helpful, it is clear that more must be done. The present rate of insurance cost escalation is consuming what little discretionary money can be found within our budget. While staff insurance benefits are certainly an important expenditure, so are salaries, textbooks, computer purchases, and the many other expenditures necessary to operate a large school district like Findlay. A few examples of concepts which need to be fully explored within our negotiations with employee groups include the following:

• Consider moving to a fully insured plan, versus our current self-funded plan. • Consider switching to a larger insurance provider or third party administrator with access

to a much broader range of network discounts. • Consider giving our staff two or three medical insurance programs from which to choose,

including at least one high deductible and/or Health Savings Account option for which they would pay a lower monthly premium.

• If some employees desire to keep the current PPO plan, consider asking those employees to pay a higher proportion of the plan’s monthly premiums.

• Following the concepts above, we have: • Switched insurance carriers and third party administrator to secure substantial

savings over the last six years. • Offered different insurance options to staff including a health savings account.

HSA) • Have increased the employee’s share of insurance cost through our negotiated

agreements (20% on former PPO). Action Plan 6: Control Total Compensation Cost Any school district runs a much higher risk of having financial problems if it commits too high a share of its available resources to staff compensation. It is certainly appropriate the staff salaries and benefits are the largest expenditures in a school district’s budget. However, the district’s General Fund must still pay for textbooks, fuel, equipment, workers compensation, supplies, school buses, copiers, etc. Currently (in 2005-2006), approximately 86% of our district’s total General Fund expenditures are being spent for salaries and benefits. If the Findlay City Schools are to achieve the financial goals set forth in this Fiscal Health Plan, we will need to slowly, but steadily, reduce this figure to a maximum of 80-83% of our General Fund expenditures. We will also need to keep our salary and benefit costs to 80-83% of General Fund revenue and to approximately 75% of our total of General Fund revenue and unencumbered balance. Meeting all three of these objectives will be necessary in order to achieve our district’s fiscal goals by the end of FY2010.

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2013 Update: Together with our staff, we have made great progress in reducing our General Fund expenditures. In the last round of negotiations, our employees agreed to 0% and no steps for year 1 and 0% at steps in year 2 of the contract. With the Permanent Improvement levy, many purchases such as buses, textbooks and technology now are funded through Permanent Improvement. Our percentage of salary and fringe benefits have been reduced from approximately 86% to 76.69%. We also continue to work cooperatively with Hancock County ESC, Millstream Schools and BVDD to consolidate services whenever possible. Action Plan 7: Reduce Transportation Cost The Ohio Department of Education each year provides a detailed report of school districts’ cost per mile for pupil transportation. The following data indicates that Findlay’s transportation cost exceeds both the Hancock County and State of Ohio averages:

FY04, FY08 & FY11 Transportation Cost Per Mile

Findlay Update FY08 Hancock County Update FY08 State Average Update FY08 Total Cost Per Mile $3.68 $3.79 $2.79 $3.82 $3.17 $3.99 Total Staff Costs 2.84 2.77 2.08 2.65 2.51 2.96 Total Operating Cost .84 1.02 .71 1.17 .66 1.03

Findlay Update FY11 Hancock County Update FY11 State Average Update FY11

Total Cost Per Mile $3.68 $4.94 $2.79 $3.24 $3.17 $4.36 Total Staff Costs 2.84 3.69 2.08 2.19 2.51 3.26 Total Operating Cost .84 1.25 .71 1.04 .66 1.02

Most Pertinent Subcategories Related to Transportation Cost Per Mile

Findlay Update FY08 Hancock Co. Update FY08 State Average Update FY08

Bus Drivers $1.40 $.96 $1.03 $1.37 $1.36 $1.53 Mechanics .25 .31 .15 .14 .17 .19 Fringe Benefits (other) .88 1.05 .63 .72 .77 .99 Maintenance/Repair .35 .33 .21 .27 .18 .22 Fuel .24 .54 .23 .60 .22 .57

Findlay Update FY11 Hancock Co. Update FY11 State Average Update FY11

Bus Drivers $1.40 $1.40 $1.03 $1.09 $1.36 $1.67 Mechanics .25 .39 .15 .12 .17 .20 Fringe Benefits (other) .88 1.35 .63 .68 .77 1.11 Maintenance/Repair .35 .58 .21 .29 .18 .24 Fuel .24 .52 .23 .48 .22 .52

We are currently working together with our bus drivers’ union representatives to achieve more reasonable compensation cost for our transportation service. Another idea to reduce Findlay’s transportation costs is to take full advantage of new computer routing software to operate fewer routes with fuller buses and fewer stops. One more factor driving up the cost of operating Findlay’s transportation program is the age of our bus fleet. Of our 51 buses, 33 are more than 10 years old. The average age of a Findlay bus is 13 years, and the average mileage on a Findlay bus is 166,506 miles. As the above data supports, a bus fleet as old as ours requires greater expense for maintenance and repair. If passed

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by Findlay’s voters, this spring’s permanent improvement levy will allow us to begin replacing 3-4 school buses every year and eventually reduce our costs for maintenance and repair. 2013 Update: We have made great strides in reducing transportation cost to minimize the cost escalation of transportation over the last six years. Reducing three bus runs to two runs per morning and afternoon (2004-05 drove 411,480 miles per year and 2011-12 drove 337,600 miles), negotiating concessions in our bargaining agreement, purchasing 17 new buses out of Permanent Improvement dollars to help reduce maintenance costs, (while still focusing on student safety), reducing one (1) bus mechanic (will show in 2012 data) has made major impacts on transportation, even with the unprecedented rising cost of fuel. (Note: ODE transportation data now does not segregate fringe benefits but is incorporated in the other category.) Unfortunately, the cost and volatility of fuel continues to be extremely costly. Last year due to the flood and building projects, we have transported Millstream students to Millstream tech and are transported more students and changed bus runs because of the middle school transition plan. We also assumed busing for BVDD students. Therefore, we continue to study ways of reduction of bus routes, etc. whenever possible and next year all the transitions are over so we will be consolidating some routes when possible Action Plan 8: Think Safety We all want to have a safe environment at school because we genuinely care about our students, staff, parents, and visitors. However, there are also some very significant financial aspects to school safety about which we should be concerned. For example, as the following chart shows, Findlay’s worker’s compensation cost has skyrocketed recently:

Findlay’s Worker’s Compensation Costs

FY2002 FY2003 FY2004 FY2005 $36,686 $79,617 $455,943 $481,490

As this data shows, Findlay’s total cost for worker’s compensation has increased by 1,212% in just 3 years. Part of the reason for this large increase lies with statewide worker’s compensation insurance cost increases, which are certainly connected to the nationwide increase in health care cost. Another big reason for Findlay’s very large worker’s compensation cost increase is that in 2003, the Bureau of Worker’s Compensation reviewed our staff injury claims and determined that the Findlay City School District should be considered “penalty rated,” giving us a higher worker’s compensation premium than that of many other school districts. As a district, we are working hard to increase staff safety and reduce worker’s compensation claims, but we will not see any significant reduction in our worker’s compensation costs until previous large claims cycle off of our rating period and our district again earns a “credit rated” classification. Every staff member, therefore, has a very real stake in increasing safety at work. If our district can be removed from penalty rated status prior to FY2010, this will significantly contribute toward achieving this plan’s fiscal health goals. It should also be mentioned that the safety of everyone at school, not just our staff, is a priority in keeping our district’s liability insurance cost down also. Fortunately, however, we have not yet experienced the same degree of problems in this area as we have in worker’s compensation. The passage of this spring’s permanent improvement levy will also contribute to school safety by

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giving us the money to effectively address the need to keep buildings, walkways, and playgrounds well maintained and safer for everyone. 2013 Update: Over the last few years, we have worked diligently to reduce our Worker’s Compensation costs by numerous methods including hiring a Worker’s Compensation Specialist, attending safety meetings, subcontracting substitutes, purchasing more safety equipment, and targeted and monitoring efficiencies from our HR dept. Workers Compensation costs are very hard to control from year to year but our seven year history from 2006-20012 has been significant. For example, the following figures demonstrate our focus on Worker’s Compensation: FY 2006 FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 $714,249 $269,502 $344,892 $340,631 $228,653 $185,515 $251,514 Action Plan 9: Pass a Permanent Improvement Levy A key indicator of any school district’s financial health is the existence of an adequate permanent improvement levy. With such a levy, a school district has a much better chance of keeping its facilities in decent repair, thereby avoid more costly repairs or replacement in the future. A viable permanent improvement levy also permits the district to focus more of its General Fund on instruction, while keeping money needed for facilities repair and equipment acquisition outside the scope of union contract negotiations. This is because permanent improvement funds may not be used for staff salaries, benefits, and other day-to-day expenditures. Currently, 298 Ohio school districts have a least one permanent improvement levy. The need for permanent improvement money is not short term, but rather is a continuing need. Findlay’s ongoing need for facilities improvement and other capital expenditures, including updating technology, replacing school buses, and other capital expenditures is an annual need that will not go away. Therefore, the Board of Education has proposed a continuing term, 2.5-mill permanent improvement levy this spring. Update: In 2006 our voters passed a 2.5 mill continuous Permanent Improvement Levy which has been utilized to purchase buses, improve the quality of our technology and renovate our aging buildings combined with the consolidation of 2 new middle schools and Millstream Career Center the PI levy has already demonstrated its power in helping us update and renovate. Projects are planned, budgeted, and carried out in a consistent manner developed for the safety and security of our students. Some examples for the summer and next year are security entrances/door/cameras at all buildings. Action Plan 10: Let Ohio’s Tax Laws Work For Us As we plan for the future revenue needs of the Findlay City Schools, the renewal or replacement of the operating levies scheduled to expire in 2007 and 2009 will be critically important. Deciding what to do with these expiring levies will need to done carefully and wisely. As mentioned in the Introduction, one of the biggest financial challenges Ohio’s school districts face is the reduction of locally approved millage under HB920 and other tax reduction laws. The operation of these laws has reduced the millage our schools can actually collect from 47.45 mills to 30.10 mills. HB920 simply makes it impossible for local revenue to keep up with even a slight rate inflation without new tax levies.

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An interesting paradox of Ohio school funding system, however, allows school districts who collect the state required minimum of 20 mills of local operating levies to be exempt from HB920 millage reductions. In other words, by maintaining its effective (actual) operating millage at what is called “20-mill floor,” a district can avoid much of the negative impact of HB920. However, the obvious problem is that all districts need more local revenue than 20 mills can provide. To overcome this shortfall while still remaining at the 20-mill floor, about half of Ohio’s school districts have turned to emergency levies or income tax levies to replace previously voted operating levies. By doing so, they keep their district’s millage at the 20-mill floor, and they see a modest growth in their operating revenue. Prior to the expiration of Findlay’s two limited term operating levies, in 2007 and 2009, the Board of Education will need to carefully consider all of its options for replacing these levies. For example, if the district replaces the expiring operating levies with emergency levies and/or an income tax, the school district can gain some inflationary growth on its other existing operating levies. Our taxpayers could also expect to see fewer or smaller levies on the ballot in the future in this situation. One possible scenario for replacing the district’s two expiring operating levies is detailed below. This example would offer the added advantage of allowing the consolidation of the two expiring levies into one levy in 2012.

Replacing Findlay’s Expiring Levies: One Possible Scenario

Year Expiring Levy Future Levy 2007 3-year, 4.9-mill operating levy 5-year, 4.9-mill emergency levy 2009 5-year, 5.9-mill operating levy 3-year, 5.9-mill emergency levy

Advantages:

1) No increase in voted millage. 2) Operating levy millage drops to the 20-mill floor, the state’s lowest allowable operating

millage. 3) Schools receive modest inflationary growth of operating revenue. 4) Our two expiring levies can be consolidated into one levy in 2012.

Update: Our locally approved total millage has been reduced from 69.09 voted mills to 38.39 effective mills due to the HB 920. We have analyzed this effect and negated it somewhat by passing 2 replacement levies instead of renewal levies. This modest inflationary growth has proved extremely helpful in maintaining our fiscal health. With the passage of House Bill I in the summer of 2009, (Evidence Based Model for funding schools), Findlay City Schools considered the “Conversion Levy” as a possible option to replacing levies every five years. However, with the tough economic times and a lack of a school funding model (which may change the summer of 2013), we continue to use renewal levies as they expire.

Conclusion This Fiscal Health Plan has been prepared to provide broad guidelines and concepts to help the Findlay City School District improve our fiscal health over the next four years. The ideas presented in this plan should not be considered to be “etched in stone,” but rather to be a “work in progress.” Financial conditions will most certainly change over the coming years, and some of the ideas included in this plan will certainly need to be modified.

13

The “bottom line” of this Fiscal Health Plan is that the fiscal health of the Findlay City School District is everyone’s business. Teachers, support staff, taxpayers, unions, administrators, school board members, and the children we all serve will benefit if our school district works together to achieve and maintain a strong, stable financial position. As school district leaders, we need to openly, honestly, and continually emphasize this point at every opportunity. Update: As you can see, the Board of Education, administration and staff have worked tirelessly in following this Fiscal Health Plan. Decisions at all levels take into consideration the philosophy and action steps of the Fiscal Health Plan. Our community has supported us by passing a continuing Permanent Improvement levy, 2 Replacement Operating Levies, a Bond Issue, and a 4.9 renewal operating levy in March. Most importantly, our public has supported our students and staff, and their support of us is greatly appreciated.

FINDLAY CITY SCHOOLS TREASURER'S REPORT APRIL 2013

June 30, 2012 JUL-APR YTD % 0 F JUL-APR YTD %0F April 30, 2013 OUTSTANDING UNENCUMBERED UNENCUMBERED UNENCUMBERED

FUND QA~H BALAN!;;!; ~ ~ E~PENS!;~ ~ QA;2H !;!AI,ANCE i;N!;;!,!MBRANQE~ BAL1 !(!r. 301 2013 §al. ARf: 3Q ~212 ~~~ 1!!11! 30 22!!

GENERAL $ 11,176,203 $ 47,887,052 90.1% $ 44,011 ,224 79.1% $ 15,052,030 $ 2,875,777 $ 12,176,253 + $ 10,429,801 $ 13,959,928 BDGT STABILIZATION - - 0.0% - 0.0% - - - - (126,437)

ASBESTOS LOAN/BONDS 768,343 3,569,590 92.1% 2,597,328 64.5% 1,740,606 - 1,740,606 1,671 ,804 2,441 ,681 PERM. IMPRVMNT 3,391 ,688 2,356,965 103.5% 2,401 ,358 42.4% 3,347,294 1,170,533 2,176,761 2,981 ,383 2,038,905

2010 BOND PROCEEDS 4,143,917 19,697 197.0% 2,143,889 51 .6% 2,019,724 1,830,857 188,867 (314,937) 12,982,780 FLOOD FUND - 0.0% - 0.0% - - - 216,371 231 ,703

FOOD SERVICE 334,715 1,294,658 61 .7% 1,416,338 64.7% 213,035 234,277 (21,242) 127,767 62,936 ENDOWMENTS & TRUSTS 1,397,616 381 ,384 125.5% 668,198 66.8% 1,110,802 106,395 1,004,407 979,843 1,353,465

OSFC BLDG PROJECT 27,620,546 1,170,798 130.1% 23,459,526 82.3% 5,331 ,817 2,908,385 2,423,432 1,618,351 43,170,233 NEW BLDG MAINTENANCE 1,267,460 249,150 60.2% - 0.0% 1,516,610 - 1,516,610 971 ,268 547,371

MILLSTREAM 42,774 835,938 83.6% 555,942 54.1% 322,770 18,096 304,675 - 105,133 165,229 PUBLIC SUPPORT 87,134 114,914 143.6% 66,689 65.5% 135,358 4,909 130,449 85,456 65,829

FABSS 28,349 141 ,931 83.5% 115,285 72.1 % 54,995 1,827 53,168 31,089 13,661 HEALTH INSURANCE 3,116,022 5,564,882 74.2% 5,650,858 75.3% 3,030,047 400 3,029,647 3,080,480 2,819,973

STUDENT ACTIVITIES 117,316 92,991 44.3% 86,968 40.1% 123,338 41 ,692 81,647 80,516 84,233 DISTRICT ACTIVITIES 361 ,865 506,131 81 .0% 525,285 81.4% 342,711 116,943 225,768 265,371 272,461

AUXILIARY SRVCS 47,285 355,984 101 .7% 240,225 62.8% 163,044 48,945 114,099 56,958 92,265 STATE GRANTS 44,258 120,225 44.9% 89,654 36.9% 74,830 1,680 73,150 80,681 74,809

FEDERAL GRANTS 326,797 2,667,745 64.2% 3,016,060 76.5% (21 ,517) 278,91 7 (300,434) (11 0,082) (156,118) OTHER MISC FUNDS 433,483 380,430 84.5% 459,718 85.1% 354,195 52 ,054 302,141 392,046 301 ,573

TOTALS $54,705,770 $ 67,710,465 87.0% $ 87,504,545 75.4% $34,911 ,690 $ 9,691 ,687 $ 25,220,004 $22,749,299 $ 80,396,480

+NOTE: General fund unencumbered balance includes $183,814 in Workers Comp Risk Reduction Fund {001-91 95)

=funds related to OSFC building project for two {2) new middle schools and new Millstream Career Center

= Consists of 3 Millstream funds: 1 )Administrative and 2)Capital which are funded by all member districts, as well as 3)Adult Education which is self-sufficient

FY 2013 GENERAL FUND REVENUE FY 2013 GENERAL FUND EXPENSE

• Prop Taxes=47.0%

Tuition=1.4%

Open Enrolled=2.5%

• State Formula=33.9%

$847,100 63%

$613,528 80%

• Rollback=13.4%

Misc.=1 .8%

84%

• Salaries=53.8%

Supplies=4.4%

Fringes=19.4% • Services=18.7%

• Equipment=1 .1% Other=2.6%

•Pie percentages indicate estimated revenue received or budgeted expense spenVencumbered from each category. For example. 99% of FY13 estimated property tax revenue {red) has been received to date.

Findlay City School District Bank Reconciliation

2013 Month of April

FUND BALANCES ON BOARD BOOKS

Bank Statement Balance Fifth-Third Bank Athletic Petty Cash (4) 1/24/00 FHS Guidance Petty Cash 1/14/02 Treasurer/Transportation Petty Cash 10/9/00 Food Service Change 8/13/01 MS Change 7/16/01

Outstanding Checks

Total Bank Balances

Investments Fifth-Third Bank Securities 3/31 /13 Fifth-Third Bank- Main MaxSaver 4/30/13 Fifth-Third Bank - State Share MaxSaver 4/30/13 Fifth-Third Invested Bond Proceeds 3/31/13 Citizens National - Money Market 4/30/13 Multi-Bank Securities Other Bank COs Keybank Money Market 4/30/13 Star Ohio 4/30/13

Total Investments

_Adjustments 4/30 Common Remitter amount included in STAR balance Deposits in bank yet to be coded

Total Bank Balances and Investments after Adjustments

375,850.38 14,000.00 2,000.00

200.00 1,027.00

200.00

(199,442.97)

2,474,667.62 2,305,512.70

1,012.43 7,388,688.09

5,878.88 15,792,612.25 2,857,129. 10 3,890,254.69

9,055.45

193,834.41

34,724,811.21

(6,795.50) (160.00)

$ 34,911 ,690.12

$ 34,911 ,690.12

I do hereby certify the above to be true and accurate .

Findlay City Schools Investments Fiscal Year 2013

Par Issued Maturity Interest Cost Market Amount T:t:pe Date Date Rate Basis Value

Fifth Third Securities 46,474 5th 3rd Govt MM fund Class A 0.010% $ 46,473.65 $ 46,473.65

400,000 FREDDIE MAC 3/30/2012 4/17/2015 0.500% 399,548.00 401,564.00 250,000 FANNIE MAE 3/5/2012 12/30/2015 1.000% 252,076.39 251,012.50 250,000 FANNIE MAE 10/7/2011 2/25/2016 2.000% 259,615.00 261,297.50 500,000 FANNIE MAE 10/25/2012 4/18/2016 2.500% 505,156.25 500,560.00 500,000 FHLB NOTE 11/15/2012 5/3/2016 2.450% 505,408.33 500,915.00 100,000 FHLB NOTE 12/21/2012 1/23/2017 2.250% 103,010.00 101,743.00 400,000 FANNIE MAE 4/19/2012 4/18/2017 1.000% 403,380.00 403,524.00

Sub-total Fifth Third $ 2,474,667.62 $ 2,467,089.65

Miscellaneous Banks 145,000 Chase Bank CD (2 of 2) 7/12/2010 7/12/2013 1.110% 145,000.00 140,000 Old Fort Bank CD (2 of 2) 10/23/2009 10/23/2013 2.530% 140,000.00

98,000 Citizens National CD (2 of 2) 7/9/2009 7/9/2014 2.700% 98,000.00 98,000 First Nat'l Pandora CD 7/13/2009 7/12/2014 2.810% 98,000.00

100,000 Chase Bank CD (1 of 2) 2/25/2010 2/25/2015 2.580% 100,000.00 195,000 Citizens National CD (1 of 2) 8/2/2012 8/2/2015 1.040% 195,000.00 145,000 First Federal CD {1 of 2) 6114/2012 611312016 0.750% 145,000.00 100,000 Old Fort Bank CD (1 of 2) 7128/2011 712812016 2.030% 100,000.00 100,000 First Federal CD (2 of 2) 81212011 712912016 1.990% 100,000.00 248,000 Goldman Sachs CD, New York 10/2412012 10124/2017 1.500% 248,000.00 248,000 Safra Nat'l Bank CD, New York 2/19/2013 113112018 1.000% 248,129.10 248,000 Discover Bank CD 2/20/2013 2/612018 1.100% 248,000.00 248,000 Sterling Savings CD, Spokane , WA 2/22/2013 2/22/2018 1.000% 248,000.00 248,000 Crescom Bank CD, Myrtle Beach 2/27/2013 2127/2018 1.000% 248,000.00 248,000 CIT Bank CD, Salt Lake City 3/612013 3/612018 1.100% 248,000.00 248,000 Pacific Continental CD, Eugene, OR 4/19/2013 411912018 0.900% 248,000.00

Sub-total First Federal $ 2,857,129.10

Multi-Bank Securities 147,000 NCB Hillsboro CD (2 of 2) 6112/2009 611212013 3.150% 147,000.00 95,000 Ohio Valley Bank CD (1 of 2) 8121/2009 711212013 3.250% 96,896.36 98,000 NCB Hillsboro CD (1 of 2) 1/21/2009 112112014 3.250% 98,000.00 99,000 Peoples Bank, Marietta CD 511512009 5/1512014 3.150% 99,000.00 99,000 The Citizens Banking Co CD 1112412009 5127/20 14 2.750% 99,000.00 99,000 The Genoa Banking Co CD 21412010 21412015 2.650% 99,000.00 99,000 Ohio Valley Bank CD (2 of 2) 4/16/2010 2/1712015 2.600% 99,021.16

100,000 Sutton Bank, Attica CD 1113012010 2/2612015 3.500% 105,948.36 99,000 State Bank & Trust CD, Defiance 3/1212010 3112/2015 2.650% 99,000.00 99,000 Oak Harbor Bank CD 6/112010 6/112015 2.450% 99,000.00

249,000 CFBank. Fairlawn CD 7/29/2010 7129/2015 2.400% 249,000.00 300,000 US Treasury Notes 911012010 8131/2015 1.250% 296,482.50 248,000 US Bank of America CD, Cincinnati 112612011 11612016 2.660% 254,263.87 900,000 FHLB Note 81512011 8/512016 2.070% 900,000.00 150,000 Signature Bank CD, Toledo (1 or 2) 6121/2012 4121/2017 1.000% 150,000.00 950,000 Fannie Mae 712612012 712612017 1.000% 950,000.00 950,000 Freddie Mac 8/712012 81712017 1.000% 950,000.00 900,000 Federal Farm Credit Bank 811512012 8115/2017 0.980% 900,000.00 98,000 Signature Bank CD, Toledo (2 or 2) 8117/2012 811712017 1.000% 98,000.00

950,000 Federal Farm Credit Bank 9/5/2012 9/512017 0.970% 950,000.00 950,000 Federal Farm Credit Bank 9/512012 91512017 0.990% 950,000.00 950,000 FHLB Note 9/1812012 9/18/2017 1.000% 950,000.00 950,000 FHLB Note 3/27/2013 12/27/2017 1.000% 950,000.00 248,000 JP Morgan Chase CD, Columbus 2/1912013 2/19/2018 1.125% 248,000.00 700,000 FHLB Note 212712013 2/27/2018 1.000% 700,000.00 950,000 Freddie Mac 3/26/2013 3/26/2018 1.000% 950,000.00 900,000 Fannie Mae 3127/2013 3/27/2018 1.100% 900,000.00 950,000 FHLB Note 4/2/2013 41212018 1.040% 950,000.00 800,000 Fannie Mae 413/2013 4/312018 1.125% 800,000.00 705,000 FHLB Note 4/1612013 4116/2018 1.100% 705,000.00 950,000 Freddie Mac 4125/2013 4125/2018 1.150% 950,000.00

Sub-total Multi-Bank Securities $ 15,792,612.25

Liquid Investment Accounts Citizens National MM 0.029% 5,878.88 4130/2013 Fifth Third Main MaxSaver 0.250% 2,305,512.70 4130/2013 Fifth Third State Share MaxSaver 0.000% 1,012.43 413012013 KeyBank MM Savings 0.250% 3,890,254.69 413012013 StarOhio 0.050% 9,055.45 4130/2013

GRAND TOTAL INVESTMENTS $ 27 336 123 12

as prepared by Mike Barnhart 5/10/2013

as prepared by Mike Barnhart 5/10/2013

Findlay City Schools Bond Proceed Investments Fiscal Year 2013

Par Issued Maturity Interest Cost Amount Type Date Date Rate Basis

Fifth Third Securities {2010 Bond Proceeds} 273,210 5th 3rd Govt MM fund Class A 0.010% $ 273,210.31

5,000,000 FHLB Note 12/2/201 1 5/24/2016 2.500% 5,152,777.78 1,900,000 Freddie Mac 1/23/2012 1/23/2017 2.250% 1,962,700.00

Total of Invested 2010 Bond Proceeds $ 7,388,688.09

Market Value

$ 273,210.31 5,017,800.00 1,933,1 17.00

$ 7,224,127.31

Date: 05/01/2013 FINDLAY CITY SCHOOLS Page: 1 Time: 3: 02pm Financial Report by Fund (FINSUM)

FYTD MTD FYTD Current Current Unencumbered Beg i n Balance MTD Receipts Receipts Expenditures Expenditures Fund Balance Encumbrances Fund Balance

TOTAL FOR Fund 001 - GENERAL: 11,176,202.62 3' 838' 951. 01 47,887,052.19 4,717,620.81 4 4 , 011,224 . 49 1 5 ,052,030 . 32 2 , 875,777.09 12,176 , 253.23

TOTAL FOR Fund 002 - BOND RETIREMENT: 768,343 .43 192, 838. 31 3 ,569, 589.96 0.00 2,597,327.75 1, 740,605 .64 0.00 1,740,605.64

TOTAL FOR Fund 003 - PERMANENT IMPROVEMENT: 3,391,687.87 114,784.80 2,356,964.79 62,051.59 2,401,3 58.45 3,347,294.21 1,170 , 533.17 2,176,761.04

TOTAL FOR Fund 004 - BUILDING: 4, 143,917 .27 0 .00 19 ,696.66 86,206.17 2,143,889 .44 2,019,724 .49 1,830 ,857.2 2 188 ,867.27

TOTAL FOR Fund 006 - FOOD SERVICE: 334,714.90 160,4 92 .80 1,294,658.42 155,920.97 1,416,338.31 213 , 035.01 234 ,277.07 21,242.06-

TOTAL FOR Fund 007 - SPECIAL TRUST: 703,246 .2 0 310,281.00 376,625.22 12,508.61 654,961.66 424,909.76 94,905.30 330,004.46

TOTAL FOR Fund 008 - ENDOWMENT : 6 94,369.84 0.00 4, 758.88 0.00 13,236.10 68 5,892. 62 11,489.99 674,402.63

TOTAL FOR Fund 009 - UNIFORM SCHOOL SUPPLIES : 238,656 .3 2 16,596.04 318,109.38 26, 4 35.05 321,720 . 33 235,045.3 7 29,705.21 205,340.16

TOTAL FOR Fund 010 - CLASSROOM FACILITIES: 27,620,545.9 0 12. 43 1, 170,797. 75 341,585. 96 23, 459,526.19 5,331,817.46 2,908,384.99 2, 423,432. 47

TOTAL FOR Fund 01 1 - ROTARY-SPECIAL SERVI CES: 38,577 .89 7,701. 4 0 38,411 . 97 5,979.28 36,774.60 40 , 215.26 21,364. 45 18,850.81

TOTAL FOR Fund 014 - ROTARY- INTERNAL SERVICES: 42,773 . 94 17 , 211.09 835,938.15 58,324.40 555,941.61 322,770 . 48 18, 095.68 304 ,674 . 80

TOTAL FOR Fund 018 - PUBLIC SCHOOL SUPPORT: 87,133.52 25,400.93 114,913.60 6,872.05 66 ,689 . 32 135,357.80 4,908 . 50 130,449.30

TOTAL FOR Fund 019 - OTHER GRANT : 156,249.09 5,065.00 23,908.95 8,061.97 101,223.56 78,934.48 984 . 81 77 , 949.67

TOTAL FOR Fund 020 - SPEC IAL ENTERPRISE FUND: 28' 34 8 .71 20,627.05 141,930.58 12 ,054.48 115,284.73 54,994 . 56 1, 826 . 60 53,167.96

TOTAL FOR Fund 024 - EMPLOYEE BENEFITS SELF INS.: 3,116,022.49 556 , 391.83 5 , 564,882.05 564 ,354.23 5,650,857.55 3,030,046 .99 400.00 3,029 , 646 . 99

TOTAL FOR Fund 034 - CLASSROOM FAC ILITIES MAINT.: 1,267,460.22 0.00 249,150.00 0.00 0. 00 1, 516,610.22 0.00 1,516,610.22

Date: 05/01/2013 FINDLAY CITY SCHOOLS Page: 2 Time: 3:02 pm Financial Report by Fund (FINSUM)

FYTD MTD FYTD Current Current Unencumbered Begin Balance MTD Receipts Receipts Expenditures Expenditures Fund Balance Encumbrances Fund Balance

TOTAL FOR Fund 200 - STUDENT MANAGED ACTIVITY: 117,315.58 16,588.66 92,990.62 15,021.86 86' 967.72 123,338.48 41,691 .57 81,646.91

TOTAL FOR Fund 300 - DISTRICT MANAGED ACTIVITY: 361,864.67 22,741.14 506,131.24 44,273.28 525,285.00 342,710.91 116,942.74 225,768.17

TOTAL FOR Fund 401 - AUXILIARY SERVICES: 47,284.69 0.00 355,983.85 23,435 .09 240,224.70 163,043.84 48,945.08 114,098.76

TOTAL FOR Fund 416 - TEACHER DEVELOPMENT: 0.00 0.00 0.00 0.00 0.00 0.00 0 . 00 0 . 00

TOTAL FOR Fund 432 - MANAGEMENT INFORMATION SYSTEM 14,715.39 0.00 75,000.00 6' 716.72 64,577.83 25,137.56 1' 318.84 23,818.72

TOTAL FOR Fund 440 - ENTRY YEAR PROGRAMS: 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 450 - SCHOOLNET EQUIP/INFRASTRUCTUR 0.00 0.00 0.00 0.00 0.00 0.00 0 . 00 0.00

TOTAL FOR Fund 451 - DATA COMMUNICATION FUND: 0.00 12,600 . 00 25,200.00 0.00 0.00 25,200.00 0.00 25,200.00

TOTAL FOR Fund 452 - SCHOOLNET PROFESS. DEVELOPMEN 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 459 - OHIO READS: 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 460 - SUMMER INTERVENTION: 0.00 0.00 0.00 0.00 0 . 00 0.00 0.00 0 . 00

TOTAL FOR Fund 461 - VOCATIONAL EDUC. ENHANCEMENTS 3.94 0.00 0.00 0.00 0.00 3.94 0.00 3.94

TOTAL FOR Fund 494 - POVERTY AID: 0.00 0.00 0.00 0.00 0.00 0.00 0. 00 0.00

TOTAL FOR Fund 499 - MISCELLANEOUS STATE GRANT FUN 29,538 .77 2,624.48 20,025.10 2,714.05 25,075.67 24,488.20 361.32 24,126 . 88

TOTAL FOR Fund 504 - EDUCATION JOBS FUND: 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 506 - RACE TO THE TOP: 25,849.94 0.00 135,649.35 3,887.34 147,941.49 13,557.80 1,276.79 12' 281. 01

Date: 05/01/2013 FINDLAY CITY SCHOOLS Page: 3 Time: 3:02 pm Financial Report by Fund (FINSUM)

FYTD MTD FYTD Current Current Unencumbered Begin Balance MTD Receipts Receipts Expenditures Expenditures Fund Balance Encumbrances Fund Balance

TOTAL FOR Fund 516 - IDEA PART B GRANTS: 140,875.20 138,415.93 1,033,535.66 128,821.49 1,177,063.65 2 , 652.79- 44,727.21 47,380.00-

TOTAL FOR Fund 524 - VOC ED: CARL D. PERKINS - 198 18,219.26 0.00 135,409.59 21,592.92 168, 152. 50 14,523.65- 29,667.36 44,191.01-

TOTAL FOR Fund 532 - FISCAL STAB ILIZATION FUND: 0 . 00 0 . 00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 533 - TITLE II D - TECHNOLOGY: 904.76 0 . 00 4,055.27 0.00 4,960.03 0.00 0 .00 0.00

TOTAL FOR Fund 536 - TITLE I SCHOOL IMPROVEMENT A: 12,158.10 0 .00 209,922.55 4,342. 58 221,187.39 893.26 6,994.84 6,101.58-

TOTAL FOR Fund 537 - TITLE I SCHOOL IMPROVEMENT G: 0.00 0.00 0.00 0.00 0.00 0.00 0 . 00 0.00

TOTAL FOR Fund 542 - NUTRITION EDUCATION/TRAIN PGM 310 .60 0.00 310.60- 0.00 0.00 0 . 00 0.00 0.00

TOTAL FOR Fund 551 - LIMITED ENGLISH PROFICIENCY: 0.00 1,777 .50 23,123.35 0.00 23,123.35 0.00 0.00 0.00

TOTAL FOR Fund 572 - TITLE I DISADVANTAGED CHILDRE 128,221.96 162,955.33 899,122.87 122,206.38 1,049,704.80 22,359 . 97- 196,250.76 218,610.73 -

TOTAL FOR Fund 573 - TITLE V INNOVATIVE EDUC PGM: 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 584 - DRUG FREE SCHOOL GRANT FUND: 0.00 0 . 00 0.00 0.00 0.00 0.00 0.00 0.00

TOTAL FOR Fund 587 - IDEA PRESCHOOL-HANDICAPPED: 257.00 0.00 19,882.16 197.59 20,114 . 15 25.01 0.00 25 . 01

TOTAL FOR Fund 588: 0.00 0.00 0.00 0.00 0.00 0.00 0 . 00 0.00

TOTAL FOR Fund 590 - IMPROVING TEACHER QUALITY: 0.00 25,872.45 207,355.11 19,821. 66 203,812.25 3,542 . 86 0.00 3 , 542.86

TOTAL FOR Fund 599 - MISCELLANEOUS FED. GRANT FUND 0 . 00 0.00 0 . 00 0.00 0.00 0.00 0.00 0.00

GRAND TOTALS: 54,705,770 . 07 5,649,929.18 67,710,464.67 6,451,006.53 87, 504,544.62 34, 911,690 . 12 9,691,686.59 25,220,003.53

Date: 5/01/13 F I N A N C I A L R E V E N U E R E P 0 R T Processing Month: April 2013

FINDLAY CITY SCHOOLS

Fnd Rcpt Sec Subjct OPU Description

001 1111 0000 000000 000 REAL ESTATE TAX 001 1122 0000 000000 000 PERSONAL PROPERTY TAX 001 1211 0000 000000 000 TUITION - PARENTS - REGULAR 001 1221 0000 000000 000 TUITION - OTHER DISTRICTS - REGULAR 001 1221 0006 000000 000 JVSO SB14 SF-14 001 1222 0000 000000 000 TUITION - PARENTS - SUMMER SCHOOL 001 1222 0000 000000 201 TUITION - PARENTS - BAND SUMMER SCHOOL 001 1223 0000 000000 000 TUITION - OTHER DISTRICTS - SPECIAL ED 001 1224 0000 000000 000 TUITION - OTHER DISTRICTS - VOCATIONAL 001 1227 0000 000000 000 FOUNDATION - OPEN ENROLLMENT 001 1410 0000 000000 000 INTEREST ON INVESTMENTS 001 1710 oooo 000000 000 old 001 1740 0000 000000 302 PARKING FEES - FHS 001 1810 0000 000000 000 RENTAL SCHOOL PROPERTY 001 1820 0000 000000 000 GIFTS & DONATIONS 001 1820 0001 000000 000 DONATIONS - WEIGHTROOM PLEDGES (CLOSED 001 1820 0002 000000 000 DONATIONS - DONNELL CAPITAL PROJECTS 001 1832 0000 000000 000 CONTRACTED SERVICES-HCESC 001 1833 0001 000000 302 WORKSHOP - CUSTOMER PROJECTS 001 1880 0000 000000 000 TIF REFUNDS OR P.I. L.O.T. 001 1890 0000 000000 000 MISC. REVENUE & FINES 001 1890 0000 000000 246 JACOBS BREAK IN NOV. 2010 001 1890 0001 000000 000 CHASE COMMISSION XCHASE 001 1933 0000 000000 000 SALE AND LOSS OF ASSETS [SM1-02.060] 001 3110 0000 000000 000 SCHOOL FOUNDATION - UNRESTRICTED AID 001 3110 0002 000000 000 SPECIAL EDUCATION ALLOWANCE 001 3110 0005 000000 000 TRANSPORTATION ALLOWANCE 001 3110 0006 000000 000 DPIA ALLOWANCE 001 3110 0008 000000 000 OTHER ADJUSTMENTS (VOC & SPEC. ED) 001 3110 0009 000000 000 PARITY AID 001 3110 2006 000000 000 LG. GROUP INTERVENTION(INCLUDES CHARGE 001 3130 0000 000000 000 ROLLBACK & HOMESTEAD EXEMPTION B4 APRI 001 3131 0000 000000 000 10% AND 2.5% ROLLBACK 001 3132 0000 000000 000 HOMESTEAD EXEMPTIONS 001 3133 0000 000000 000 $10,000 PERSONAL PROPERTY TAX EXEMPTIO 001 3134 0000 000000 000 ELECTRIC DEREGULATION PROP TAX REPLACE 001 3135 0000 000000 000 TANGIBLE PERSONAL PROPERTY TAX LOSS 001 3139 0000 000000 000 OTHER PROPERTY TAX ALLOCATIONS 001 3190 0000 000000 000 CASINO REVENUE 001 3190 0002 000000 000 SUMMER SCHOOL OPERATION EXTEND REIMBUR 001 3190 0003 000000 000 FIXED RATE ADJUSTMENT FOUNDATION (SB3 001 3190 0006 000000 000 TUITION FROM OTHER DISTRICTS 001 3210 0000 000000 000 STATE REIM SUMMER SCHOOL [SM1-1.04] 001 3219 0000 000000 000 SPEC ED REIMBURSEMENT - FOUNDATION 001 3219 0004 000000 000 VOCATIONAL ALLOWANCE

FYTD Receivable

24,923,746.00 30,000.00

.00 80,000.00

.00 45,000.00

.00 441,000.00 199,000.00

1,350,000.00 350,000.00

.00 11,000.00 35,000.00 5,000.00

.00

.00

.00

.00 100,000.00 215,000.00

.00 5,000. 00 3,300.00

15,800,000.00 .00

690,000.00 .00

1,200,000.00 .00 .00 .00

2,200,000.00 700,000.00

.00

.00 4,242,000.00

.00

.00

.00

.00

.00

.00 10,000.00

300,000 .0 0

FYTD Actual

Receipts

24,671,028.01 .00 .00

74,126 .65 .00

18,225.00 .00

481,311.40 39,865 .41

847,099 . 60 309,791.03

. 00 6,210 .90

15,083.90 2,402.20

. 00

.00

.00

.00 177,191 .14 286,556.98

.00 2,827 .27

92' 771 . 75 14' 402' 641. 76

.0 0 76,970.92

.00 928,111.29

.00

.00

. 00 2,017,248.01

910,012 .79 .00 . 00

2, 116,171.01 .00

113' 393 . 50 .00 .00 .00 . 00 .00 .00

MTD Actual

Receipts

.00

.00

.00

.00

.00 18 ,205.00

.00 461,082.95

.00 74,545.06 15,904.77

.00 180.00

.00

.00

.00

.00

.00

.00

. 00 108,642.55

.00

.00 49,505.00

1,547,106.91 .00

10, 079.65 .00

98,839.13 .00 .00 .00

1,098,698.20 356,127.79

.00

.00

.00

.00

.00

.00

.00

.00

.00

.00

.00

Page: (REVSEL)

FYTD Balance Receivable

252 ,717 .99 30,000.00

.00 5,873.35

.00 26,775.00

.00 40' 311.4 0-

159,134.59 502,900.40 40,208.97

.00 4,789.10

19,916.10 2,597.80

.00

.00

.00

.00 77,191.14-71,556.98-

.00 2,172.73

89,471.75-1 , 397,358.24

.00 613,029.08

.00 271,888.71

.00

.00

.00 182,751.99 210 ,012. 79-

.00

.00 2,125 , 828.99

.00 113 ,393. 50-

.00

.00

.00

.00 10,000.00

300,000.00

1

Pet. Rcvd

99.0% 0.0% 0.0%

92.7% 0.0%

40.5% 0.0%

109. 1% 20.0% 62.7% 88.5%

0.0% 56.5% 43.1% 48.0%

0.0% 0.0% 0.0% 0.0%

177.2% 133.3%

0.0% 56. 5%

2811. 3% 91.2%

0.0% 11.2%

0.0% 77.3%

0.0% 0.0% 0.0 %

91.7% 130. 0%

0.0% 0.0 %

49.9% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Date: 5/01/13 F I N A N C I A L R E V E N U E R E P 0 R T Page: 2 Processing Month: April 2013 (REVSEL)

FINDLAY CITY SCHOOLS

FYTD MTD FYTD Actual Actual FYTD Balance Pet.

Fnd Rcpt Sec Subjct OPU Description Receivable Receipts Receipts Receivable Rcvd

001 4120 1994 190000 000 FEDERAL MEDICAID (CAFS) [SM1-1. 06) 150,000.00 92,230.33 .00 57,769 . 67 61.5% 001 4130 0000 000000 000 e - Rate Revenue (formerly fund 588) 20,000.00 . 00 .00 20,000 . 00 0.0% 001 4139 0000 000000 000 STUDENT INTERVENTION SERVICES .00 . 00 .00 .00 0 . 0% 001 5100 0000 000000 000 TRANSFER INTO GENERAL FUND . 00 .00 .00 .00 0 .0% 001 5220 0000 000000 000 RETURN ADV FROM FY08 $2,156,705.50+FYO .00 .00 . 00 .00 0 . 0% 001 5300 0000 000000 000 REFUND OF PRIOR YR EXPEND [SM1-02. 060] 45,000.00 205 , 781 .34 34.00 160,781.34 - 457 . 3% 00 1 5300 0000 000000 253 REFUND OF PRIOR YEAR EXPENDITURE .00 .00 .00 .00 0 . 0% 001 5300 0000 000000 302 REFUND OF PRIOR YEAR EXPENDITURE .00 .00 . 00 . 00 0 .0% 001 5300 0001 000000 201 REFUND OF PRIOR YEAR EXPENDITURE .00 .00 .00 . 00 0.0% 001 5300 0057 000000 302 REFUND OF PRIOR YEAR EXPENDITURE .00 . 00 .00 . 00 0 . 0%

** Fund 001 Sec 0057 Totals 53,150,046.00 47,887 , 052.19 3,838,951.01 5,262 , 993 . 81 90.1%

001 1410 9145 000000 000 MS FLOWER FUND .00 .00 .00 . 00 0 . 0%

** Fund 001 Sec 9145 Totals . 00 .00 . 00 .00 0.0%

001 3212 9194 000000 000 STATE BUS [SM1 - 1. 04) .0 0 .00 .00 .00 0.0% 001 5100 9194 000000 000 TRANSFERS IN .00 .00 . 00 .00 0.0% 001 5210 9194 000000 000 ADVANCES IN .00 .00 .00 .00 0.0%

** Fund 001 Sec 9194 Totals .00 .00 .00 .00 0.0%

001 1890 9195 000000 000 BWC REFUND .00 .00 .00 . 00 0.0%

** Fund 001 Sec 9195 Totals .00 .00 .00 .00 0.0%

002 1111 9091 000000 000 ASBESTOS LOAN REAL PROP (AFTER TPP PHA .00 .00 .00 .00 0.0% 002 1122 9091 000000 000 ASBESTOS LOAN DM0090 - PERS . PROP. TAX .00 .00 .00 . 00 0 .0% 002 1410 9091 000000 000 ASBESTOS LOAN DAM INTEREST .00 .00 . 00 . 00 0 .0%

** Fund 002 Sec 9091 Totals . 00 .00 .00 . 00 0 .0%

002 1111 9093 000000 000 ASBESTOS LOAN REAL PROP (AFTER TPP PHA .00 .00 .00 .00 0.0% 002 1122 9093 000000 000 ASBESTOS LOAN DR0087 - PERS. PROP. TAX .00 .00 . 00 .00 0.0% 002 1410 9093 000000 000 ASBESTOS LOAN DR- INTEREST .00 .00 .00 .00 0 .0%

** Fund 002 Sec 9093 Tota ls .00 .00 .00 .00 0 .0%

002 1111 9095 000000 000 ASBESTOS LOAN REAL PROPERTY EX0114 .00 . 00 .00 . 00 0 .0% 002 1122 909 5 000000 000 ASBESTOS LOAN EX0114 - PERS. PROP. TAX 30,698.00 21,596.98 . 00 9,101.02 70.4% 002 1410 9095 000000 000 ASBESTOS LOAN EX-INTERST . 00 .00 .00 .00 0.0%

** Fund 002 Sec 9095 Totals 30,698.00 21 ,596.98 .00 9,101.02 70.4%

Date: 5/01/13 F I N A N C I A L R E V E N U E R E P 0 R T Process ing Month: Apri l 2013

FINDLAY CITY SCHOOLS

Fnd Rcpt Sec Subjct OPU Description

002 1111 9123 000000 000 2010 BONDS REAL PROPERTY PROCEEDS 002 1880 9123 000000 000 BOND SHARE OF T.I.F. OR P.I.L. O.T 002 3131 9123 000000 000 10% & 2.5% ROLLBACKS 002 3132 9123 000000 000 HOMESTEAD EXEMPTIONS 002 4110 9123 000000 000 PART OF 35% INTEREST SUBSIDY FROM FEDS

** Fund 002 Sec 9123 Totals

003 5100 0000 000000 000 TRANSFER IN FROM 001 TO ZERO OUT THIS 003 5300 0000 000000 000 REFUND OF PRIOR YEAR EXPENDITURES

** Fund 003 Sec 0000 Totals

003 1111 9030 000000 000 P . I. REAL ESTATE TAX 003 1122 9030 000000 000 P.I. PERSONAL PROPERTY TAX 003 1410 9030 000000 000 PERMANENT IMPROVEMENT - INTEREST 00 3 1820 9030 000000 000 PERMANENT IMPROVEMENT - DONATIONS 00 3 1880 9030 000000 000 PI SHARE OF T.I.F. OR P.I.L.O.T 003 1940 9030 000000 000 PERMANENT IMPROVEMENT - SALE OF NOTES 003 3131 903 0 000000 000 10% & 2.5% ROLLBACK FOR PI LEVY 003 3132 9030 000000 000 HOMESTEAD REIMBURSEMENT FOR PI LEVY 003 3133 9030 000000 000 REIMBURSEMENT OF 10K PERSONAL PROP EXE 003 5100 9030 000000 000 TRANSFERS IN 00 3 5210 9030 000000 000 ADVANCES IN -- FROM GENERAL FUND 00 3 5300 9030 000000 000 REFUND OF PRIOR YEARS EXPENDITURES

** Fund 003 Sec 9030 Totals

003 1410 9031 000000 000 PERMANENT IMPROVEMENT - INTEREST 00 3 1820 9031 000000 000 PERMANENT IMPROVEMENT - DONATIONS 003 1931 9031 000000 000 SALE OF JUNE 2012 AUCTIONED MILLSTREAM 003 1940 9031 000000 000 PERMANENT IMPROVEMENT - SALE OF NOTES 003 4110 903 1 000000 000 PORTION OF BABS 35% SUBSIDY USED FOR P 003 5100 9031 000000 000 TRANSFERS IN 003 5210 9031 000000 000 ADVANCES IN -- FROM GENERAL FUND 003 5300 9031 000000 000 REFUND OF PRIOR YEARS EXPENDITURES

** Fund 003 Sec 9031 Totals

00 3 1410 9039 000000 000 CENTRAL AUDITORIUM - INTEREST 003 1810 9039 000000 000 CENTRAL AUDITORIUM - RENTAL INCOME 003 1820 9039 000000 000 CENTRAL AUDITORIUM - DONATIONS

** Fund 003 Sec 9039 Totals

FYTD Receivable

3,184,048.00 .00 .00 .00

662,1 80.00

3,846 ,228 .00

. 00

.00

.00

1,700 ,000.0 0 . 00

19,000. 00 . 00

7,982.00 .00

200 ,000.0 0 5,000 . 00

. 00

. 00

. 00

.00

1,931, 982. 00

.00

. 00

.00

. 00 340 , 000.00

. 00

. 00

.00

340,000 . 00

200.00 4,800.00

. 00

5,000 . 00

FYTD Actual

Receipts

2,863, 875.08 16,084. 02

292,015.60 96,018.28

280,000.00

3,547,992.98

.00

.00

.00

1,703,982.80 864.02

12,603 . 32 100,000.00

9,552.50 .00

173,818. 94 57, 153 . 69

.00

.00

.00

.00

2,057,975.27

7,259.77 .00

65,000.00 .00

222,820.50 .00 .00 .00

295, 080.27

224.25 3,685.00

.00

3,909.25

MTD Actual

Receipts

.00

.00 145,647.08

47,191.23 .00

1 92,838.31

. 00

.00

.00

. 00

.00

.00

.00

.00

.00 86,694.82 28,089.98

.00

.00

.00

. 00

114,784.80

.00

.00

.00

.00

.00

.0 0

.00

.00

. 00

.00

.00

.00

.00

Page: (REVSEL)

FYTD Balance Receivable

320,172 . 92 16,084.02-

292,015 . 60 -96,018 .2 8 -

382,180 . 00

298,235.02

. 00

. 00

.00

3 ,982.80 -864.02-

6,396 . 68 100,000 . 00 -

1,570 .50-.00

26, 1 81. 06 52 ,153 . 69-

.0 0

. 00

. 00

.00

3

Pet. Rcvd

89 . 9% 0 . 0% 0 . 0% 0.0%

42.3%

92.2%

0.0% 0 . 0%

0.0%

100.2% 0.0%

66.3% 0.0%

119.7% 0.0%

86.9% 1143.1%

0.0% 0.0% 0 .0% 0.0%

125,993 . 27- 106.5%

7,259.77 -.00

65,000 . 00-.00

117, 179. 50 . 00 .00 . 00

44,919 . 73

0 . 0% 0.0% 0 .0% 0.0%

65.5% 0.0% 0 .0% 0 . 0%

86.8%

24.25- 112.1% 1 ,1 15.00 76.8%

. 00 0.0%

1,090 .75 78.2%

Date: 5/01/13 F I N A N C I A L R E V E N U E R E P 0 R T Page: 4 Processing Month: Apri l 2013 (REVSEL)

FINDLAY CITY SCHOOLS

FYTD MTD FYTD Actual Actual FYTD Balance Pet.

Fnd Rcpt Sec Subjct OPU Description Receivable Receipts Receipts Receivable Rcvd

004 1940 904 0 000000 000 HB 264 ENERGY CONSERVATION LOAN PROCEE .00 .00 .00 .00 0.0%

** Fund 004 Sec 9040 Totals .00 .00 .00 .00 0.0%

004 1410 9123 000000 000 INTEREST ON BOND PROCEEDS LFI PORTION 10,000.00 19,696 . 66 .00 9,696.66- 197.0% 004 1911 9123 000000 000 PREMIUM OF 2/4/10 SALE OF BONDS .00 .00 .00 .00 0.0% 004 1921 9123 000000 000 FEB 4, 2010 SALE OF BONDS .00 .00 .00 .00 0.0%

** Fund 004 Sec 9123 Totals 10 ,000.0 0 19,696.66 .00 9,696.66- 197.0%

004 1410 9789 000000 000 INTEREST ON BOND PROCEEDS OUTSIDE PROJ .00 .00 .00 .00 0.0% 004 5100 9789 000000 000 TRANSFER IN FROM 004 -9123 .00 .00 .00 .00 0.0%

** Fund 004 Sec 9789 Totals .00 . 00 .00 .00 0.0%

006 1410 9060 000000 000 FOOD SERVICE - INTEREST 5,000.00 1,410.75 .00 3 ,589. 25 28.2% 006 1511 9060 000000 000 FOOD SERVICE - BREAKFAST 11,000.00 10,766.33 1,322.57 233.67 97.9% 006 1 512 9060 0000 0 0 000 FOOD SERVICE - LUNCHES 420,000.00 299,324.58 35,578.74 120' 675.42 71.3% 006 1522 9060 000000 000 FOOD SERVICE - ADULT LUNCHES 20,000.00 16,257.45 1,888.80 3 ,742.55 81. 3% 006 1559 9060 000000 000 FOOD SERVICE - SPECIAL FUNCTIONS 80,000.00 70,867.63 22,233.11 9 ,132.37 88.6% 006 1 590 9060 000000 000 FOOD SERVICE - ALA CARTE AND MILK 150,000.00 70,378.67 11' 022.04 79,621.33 4 6.9% 006 1890 9060 000000 000 FOOD SERVICE - MISC. PMTS 1,000.00 1,200.00 .0 0 200.00- 120.0% 006 3213 9060 000000 000 FOOD SERVICE - STATE SUBSIDY 30,000.00 30,700.67 .00 700.67- 102. 3% 006 3213 9060 000000 001 FOOD SERVICE - STATE BREAKFAST SUBSITY 1,000.00 .00 .00 1,000.00 0.0% 006 4120 9060 000000 000 FOOD SERVICE - FEDERAL SUBSIDY 1,100,000.00 675,963.97 74,842.88 424,036.03 61.5% 006 4120 9060 000000 001 FOOD SERVICE - FEDERAL BREAKFAST SUBSI 180,000.00 117,788 . 37 13,604.66 62 , 211.63 65.4% 006 5210 9060 000000 000 FOOD SERVICE - ADVANCES IN .00 . 00 .00 . 00 0.0% 006 5300 9060 000000 000 REFUND OF PRIOR YEAR EXPENDI TURES 102,000.00 .00 .00 102,000 . 00 0.0%

** Fund 006 Sec 9060 Totals 2,100,000. 00 1 ,294,658.42 160 ,492.80 805,341.58 61.7%

Grand Total All Funds 61,413,954.00 55,127,962.02 4307 ,066 .92 6,285,991.98 89.8%

Date: 5/01/13 M A N A G E M E N T A P P R 0 P R I A T I 0 N Processing Month: April 2013

FINDLAY CITY SCHOOLS

R E P 0 R T

Func Account Description

Fund: 001 /0000 Obj: 100

001/0000 100 1100 REGULAR INSTRUCTION - SALARY 1200 SPECIAL INSTRUCTION - SALARY 1300 VOCATIONAL INSTRUCTION - SALARY 1900 GENERAL OTHER INSTRUCTION PERSONAL SE 2100 PUPIL SUPPORT SERVICES - SALARY 2200 STAFF SUPPORT SERVICES - SALARY 2400 ADMINISTRATIVE - SALARY 2500 FISCAL SERVICES - SALARY 2700 OPERATION & MAINT - SALARY 2800 TRANSPORTATION SERVICES - SALARY 2900 INFORMATIONAL SERVICES - SALARY 4100 ACADEMIC & SUBJECT - SALARY 4500 SPORTS - SALARY 4600 SCHOOL & PUBLIC - SALARY

Fund 001/0000 Obj 100 Totals

001/0000 200 1100 REGULAR INSTRUCTION - FRINGE BENEFITS 1200 SPECIAL INSTRUCTION - FRINGE BENEFITS 1300 VOCATIONAL INSTRUCTION - FRINGE BENEF 1900 GENERAL OTHER INSTRUCTION EMPLOYEES R 2100 PUPIL SUPPORT SERVICES - FRINGE BENEF 2200 STAFF SUPPORT SERVICES - FRINGE BENEF 2400 ADMINISTRATIVE - FRINGE BENEFITS 2500 FISCAL SERVICES - FRINGE BENEFITS 2700 OPERATION & MAINT - FRINGE BENEFITS 2800 TRANSPORTATION SERVICES - FRINGE BENE 2900 INFORMATIONAL SERVICES - FRINGE BENEF 4100 ACADEMIC & SUBJECT - FRINGE BENEFITS 4500 SPORTS - FRINGE BENEFITS 4600 SCHOOL & PUBLIC - FRINGE BENEFITS

Fund 001/0000 Obj 200 Totals

001/0000 400 1100 REGULAR INSTRUCTION - PURCHASED SERVI 1200 SPECIAL INSTRUCTI ON - PURCHASED SERVI 1300 VOCATIONAL INSTRUCTION - PURCHASED SE 1900 OTHER INSTRUCTION - PURCHASED SERVICE 2100 PUPIL SUPPORT SERVICES - PURCHASED SE 2200 STAFF SUPPORT SERVICES - PURCHASED SE 2300 BD OF EDUCATION - PURCHASED SERVICES 2400 ADM I NISTRATIVE - PURCHASED SERVICES 2500 FISCAL SERVICES - PURCHASED SERVICES 2700 OPERATION & MAINT - PURCHASED SERVICE 2800 TRANSPORTATION SERVICES - PURCHASED S 2900 INFORMATIONAL SERVICES - PURCHASED SE 4500 SPORTS - PURCHASED SERVICES

FYTD Appropriation

14,319,745.20 4,046,831.58 1,460,000.00

110,000.00 1,602,000.00 1,934,500 .00 2,370,000.00

350,000.00 1,985,000.00 1,046,740 . 00

27,000.00 112,000.00 532 , 000.00

63,000.00

29,958,816.78

4,707,316.20 1 ,250,016.55

503,000.00 20,000.00

527,500.00 904,475.00

1,041,000.00 173,000.00

1,042,880.98 457,000 . 00 14,600.00 20,350.00

110,124.56 10,400.00

10,781,663 .29

1,125,414.91 351,969 . 70 229,125.82

5 , 136,244.00 238,280.03 269,199.12 106,763. 45 313,694 . 13

92,776 . 63 2,209,160 . 13

235,696 . 32 28,000.00

7,500.00

MTD Expended

1, 179,639.40 308,026.32 119,404 .63

9,180.56 120,039.14 176,195.87 189,251.26 27,854 .02

158,366.35 78,804.07 1,936.54 4,013.86

42,196.66 .00

2,414 ,908.68

431,471.43 109,367.90

43,021.02 2,021.70

39,273.17 62,067.23 83,459.5 2 13,890.49 73,302.91 39,637 . 12

1 , 003 .85 636 . 65

8,442.00 .00

907,594.99

172,924.48 47,212.68 19,064.52

697 ,907 . 50 14,603. 12 1,915 .46 5,787 . 90

22,477.15 9,732.18

147,57 7 .32 11' 328. 82

50.00 461.77

FYTD Expended

12,078 , 773.22 3,041,678.66 1,183,594.79

89,138.25 1,184,994.74 1,547,562.17 1,939,123.34

287' 063.71 1,570,257.22

849,155.13 19 ,336 .64 68,742. 2 7

422,665.19 32 ,507.82

24,3 14,593.15

4,130,303.61 1,046,226.59

405,939.01 18 ,578. 67

380 , 926.95 610 , 744.44 865,628.09 146,203.49 789,637.31 403,513.54

10,352.38 10,367.57 80,932.47 5,446.34

8,904,800.46

790,850.81 177,239.70 192,086.99

4,338,671.74 161,388.68 221,540.46

54,586.62 252 ,04 6.93

92,714.08 1,709 , 920.52

115,485.00 5 ,263.00 4,508.69

Current Encumbered

.00

.00

.00

.00

.00 889.52

.00

.00

.00

.00

.00

.00

.00

.00

889.52

147,363.64 29,864.60 15,191.52

. 00 3,541.2 2 3,305.20

14,087.53 3,733.78

18,028.74 983.39

.00

.00 1,674 . 85

.00

237,774.47

378,649.06 136,452.92

51,850.09 80,375.06 64,615.89 9,226.82

44,621.49 73,031.92 8,757.69

1,010,702 .26 63,400.54

50 . 00 4,987.91

Page: 1 (APPOBJSEL)

Unencumbered Balance

2,240,971.98 1,005,152.92

276,405.21 20 ,861.75

417,005.26 386,048.31 430,876.66

62,936.29 414,742.78 197,584.87

7,663.36 43,257.73

109,334.81 30,492.18

5,643,334.11

429,648.95 173,925.36

81,869.47 1,421.33

143,031.83 290,425 .3 6 161,284 .3 8

23,062 . 73 235,214.93 52,503.07 4,247.62 9,982.43

27,517 . 24 4,953.6 6

1,639,088.36

44,084.96-38,277.08 14,811.26 -

717,197.20 12,275.46 38,431.84 7,555 . 34

11,384.72 -8,695.14-

511,462.65-56,810.78 22,687 . 00

1,996.60-

FYTD %-Exp

84.4% 75.2% 81.1% 81. 0% 74.0% 80.0% 81.8% 82.0% 79.1% 81.1% 71.6% 61.4% 79.4% 51.6%

87.7% 83.7% 80.7% 92.9% 72.2% 67.5% 83.2% 84.5% 75.7% 88.3% 70.9% 50.9% 73.5% 52.4%

70.3% 50.4% 83.8% 84.5% 67.7% 82.3% 51.1% 80.3% 99.9% 77. 4% 49.0% 18 . 8% 60.1%

Date: 5/01/13 M A N A G E M E N T A P P R 0 P R I A T I 0 N Processing Month: April 20 13

FINDLAY CITY SCHOOLS

R E P 0 R T

Func Account Description

Fund: 001/0000 Obj: 400

4600 SCHOOL & PUBLIC - PURCHASED SERVICES 5300 ARCHITECT SERVICES - PURCHASED SERVIC

Fund 001/0000 Obj 400 Totals

001/0000 500 1100 REGULAR INSTRUCTION - SUPPLIES 1200 SPECIAL INSTRUCTION - SUPPLIES 1300 VOCATIONAL INSTRUCTION - SUPPLIES 1900 GENERAL OTHER INSTRUCTION SUPPLY/MATE 2100 PUPIL SUPPORT SERVICES - SUPPLIES 2200 STAFF SUPPORT SERVICES - SUPPLIES 2300 BD OF EDUCATION - SUPPLIES 2400 ADMINISTRATIVE - SUPPLIES 2500 FISCAL SERVICES - SUPPLIES 2700 OPERATION & MAINT - SUPPLIES 2800 TRANSPORTATION SERVICES - SUPPLIES 2900 INFORMATIONAL SERVICES - SUPPLIES

Fund 001/0000 Obj 500 Totals

001/0000 600 1100 REGULAR INSTRUCTION - CAPITAL OUTLAY 1200 SPECIAL INSTRUCTION - CAPITAL OUTLAY 1300 VOCATIONAL INSTRUCTION - CAPITAL OUTL 2200 STAFF SUPPORT SERVICES - CAPITAL OUTL 2400 ADMINISTRATIVE - CAPITAL OUTLAY 2500 FISCAL SERVICES - CAPITAL OUTLAY 2700 OPERATION & MAINT - CAPITAL OUTLAY 2800 TRANSPORTATION SERVICES - CAPITAL OUT

Fund 001/0000 Obj 600 Totals

001/0000 800 2300 BD OF EDUCATION - MISC OBJECTS 2400 ADMINISTRATIVE - MISC OBJECTS 2500 FISCAL SERVICES - MISC OBJECTS 2700 OPERATION & MAINT - MISC OBJECTS 2800 TRANSPORTATION SERVICES - MISC OBJECT 4100 ACADEMIC & SUBJECT - MISC OBJECTS

Fund 001/0000 Obj 800 Totals

001/0000 900 7200 TRANSFERS TO OTHER FUNDS 7400 ADVANCES TO OTHER FUNDS 7500 REFUND OF PRIOR YEARS RECEIPTS

Fund 001/0000 Obj 900 Totals

FYTD Appropriation

6,000.00 26,377.10

10,376,201.34

1,067,012.78 38,811.43

107,823.95 10,000.00 43,600.00 27,550.55

500.00 65,618.51

7,859.65 577,357.83 490,575.83

3,500.00

2,440,210.53

299,609.91 12,000.00

111,238.02 9,316.00 8,200.00 5,000.00

184,844.44 .00

630,208.37

90,000.00 500.00

900,000.00 30,000.00 1,000.00

27,892.20

1,049,392 .20

85,000.00 290,000.00 24,500.00

399,500.00

MTD Expended

384.81 .00

1,151,427.71

13,238.55 6,346.74

17,298 .87 .00

190.16 4,431.54

.00 868.89 167.61

24,072.69 41,771.42

128.23

108,514.70

.00

.00 6,904.52

.00

.00

. 00 73,898.50

.00

80,803.02

24,656.68 . 00

28,966.95 550.00

.00 198.08

54 ,3 71.71

.00

.00

.00

.00

FYTD Expended

5,096.66 3,331.99

8,124,731.87

508,724 .52 27,058.38

106,239.10 .00

41,278.88 19,432.03

.00 23' 791.07 3,935.87

279,197.01 392,485.54

128.23

1,402,270.63

45,070.42 824.39

84' 965.71 2,715.10

.00

.00 147,738.71

23,033.50

304,347 . 83

63' 891.50 .00

779,490.36 3,415.50

665.00 15,455. 09

862,917.45

75,000.00 . 00

22,563.10

97,563.10

Current Encumbered

1 ,155.00 16,914.26

1,944,790.91

123,427.68 2,313.25

18,968.58 485.65 386.30

1,994.71 372.50

15,314.08 2,303.48

326,487.24 144,450.25

.00

636,503.72

9,047.03 .00

2,527.00 5,100.00

.00

.00 37,059.44

.00

53,733.47

150 . 00 .00 .00

950.00 985.00

.00

2,085.00

.00

.00

.00

.00

Page: 2 (APPOBJSEL)

Unencumbered Balance

251.66-6,130.85

306,678.56

434,860.58 9,439 .80

17,383.73-9,514.35 1,934.82 6,123.81

127.50 26,513.3 6

1,620 . 30 28,326.42 -46,359.96-

3,371.77

401,436.18

245,492.46 11,175 . 61 23,745.31

1,500.90 8,200.00 5,000.00

46 .29 23,033.50-

272,127 . 07

25,958.50 500.00

120,509 .64 25,634.50

650.00 -12,437.11

184,389.75

10,000.00 290,000.00

1,936.90

301,936.90

FYTD %Exp

84.9% 12.6%

47.7% 69.7% 98.5%

0.0% 94.7% 70.5%

0.0% 36.3% 50.1% 48.4% 80.0% 3. 7%

15.0% 6.9%

76.4% 29.1%

0 .0% 0.0%

79.9% 0.0%

71.0% 0.0%

86.6% 11.4% 66.5% 55.4%

88.2% 0.0%

92.1%

Date: 5/01/13 M A N A G E M E N T A P P R 0 P R I A T I 0 N Processing Month: April 2013

FINDLAY CITY SCHOOLS

R E P 0 R T

Func Account Description

Fund: 001/0000 Obj: 900

** Fund 001 Sec 0000 Totals

002 /9095 810 6100 ASBESTOS LOAN EX0114 - PRINCIPAL PAYM

Fund 002/9095 Obj 810 Totals

** Fund 002 Sec 9095 Totals

610 0 BOND RETIRE REPAYMENT OF DEBT REDEMPT

Fund 002/9123 Obj 810 Totals

002/9123 820 6100 BOND RETIRE REPAYMENT OF DEBT I NTERES

Fund 002/9123 Obj 820 Totals

** Fund 002 Sec 9123 Totals

003/9030 400 5200 PERMANENT IMPROVEMENT - PURCHASED SER 5300 PERMANENT I MPROVEMENT - PURCHASED SER

Fund 003/9030 Obj 400 Totals

003/9030 500 1100 PERM IMPROVE REG INSTRUCTION SUPPLY/M 2700 PERM IMPROVE OPERATION/MAINT OF PLANT

Fund 003/9030 Obj 500 Totals

003/9030 600 1100 PERMANENT IMPROVEMENT - CAPITAL OUTLA 2100 PERM IMPROVE SUPPORT SERV-PUPILS CAP! 2700 PERM IMPROVE OPERATION/MAINT OF PLANT 4500 PERM IMPROVE SPORT ORIENTED ACTIVITY 5200 PERM IMPROVE SITE IMPROVEMENT CAPITAL

Fund 003/9030 Obj 600 Total s

003/9030 900 7200 PERM IMPROVE TRANSFER OTHER USES OF F

Fund 003/9030 Obj 900 Totals

FYTD Appropriation

55,635,992 . 51

30,698.00

30,698 . 00

30,698.00

1,130,000.00

1,130,000.00

2,863,373.00

2,863,373.00

3,993,373.00

38,059 . 40 400,000 . 00

438,059.40

50,000 . 00 1,684,744.14

1,734,744.14

672,857 . 86 241,900.00 50,000 . 00 15,000.00

1,311,440 . 88

2,291,198 . 74

324,021 . 00

324,021.00

MTD Expended

4,717,620.81

.00

.00

.00

.00

.00

.00

.00

.00

.00

.00

.00

.00 27,273.03

27,273.03

315.57 .00 .00 .00

21,000.00

21, 315 . 57

.00

.00

FYTD Expended

44,011,224.49

30,697.75

30,697 . 75

30,697.75

1,130 ,000.00

1,130,000.00

1,436 , 630.00

1 , 436,630.00

2,566,630.00

24,700.00 1,368.25

26,068.25

.00 107,206.21

1 07,206. 21

433,463.04 191,900.00

.00 13,325.00

1,483,362.80

2,122,050.84

.00

.00

Current Encumbered

2,875,777.09

.00

.00

.00

.00

.00

.00

.00

.00

.00

. 00

.00

. 00 111,023.00

111,023.00

3,261.86 .0 0 . 00 .00

974,564.77

977 ,826.63

.00

.00

Page: 3 (APPOBJSEL)

Unencumbered Balance

8,748,990.93

.2 5

.25

.25

.00

. 00

1, 426,743.00

1,426,743.00

1,426,743.00

13,359.40 398,631.75

411' 991.15

50,000 .00 1,466,514 . 93

1,516,514.93

236,132 . 96 50,000 . 00 50,000.00 1,675.00

1,146,486.69 -

808,678 . 73-

324' 021. 00

324,021 . 00

FYTD %Exp

100.0%

100 . 0%

50.2%

64.9% 0.3%

0.0% 6.4%

64.4% 79.3%

0.0% 88.8%

113.1%

0.0%

Date: 5/01/13 M A N A G E M E N T A P P R 0 P R I A T I 0 N Processing Month: April 2013

FINDLAY CITY SCHOOLS

R E P 0 R T

Func Account Description

Fund: 003/9030 Obj: 900

** Fund 003 Sec 9030 Totals

00 3/9031 400 5200 PERMANENT IMPROVEMENT - PURCHASED SER

Fund 003/9031 Obj 400 Totals

003/9031 600 1100 PERMANENT IMPROVEMENT - CAPITAL OUTLA 5200 PERM IMPROVE SITE I MPROVEMENT CAPITAL

Fund 003/9031 Obj 600 Totals

** Fund 003 Sec 9031 Totals

003/9039 400 2700 CENTRAL AUDITORIUM - PURCHASED SERVIC

Fund 003/9039 Obj 400 Totals

003/9039 600 5300 CENTRAL AUDITORIUM - CAPITAL OUTLAY

Fund 003/9039 Obj 600 Totals

** Fund 003 Sec 9039 Totals

004/9123 400 2700 BUILDING OPERATION/MAINT OF PLANT PUR 5300 BUILDING ARCHITECT/ENGINEERING PURCHA 5500 BUILDING BLDG ACQUISITION/CONSTRUCT P

Fund 004/9123 Obj 400 Totals

004/9123 500 2700 BUILDING OPERATION/MAINT OF PLANT SUP 2900 BUILDING SUPPORT SERV/CENTRAL SUPPLY/

Fund 004/9123 Obj 500 Totals

004/9123 600 2100 BUILDING SUPPORT SERV-PUPILS CAPITAL 5200 BUILDING SITE IMPROVEMENT CAPITAL OUT 5500 BUILDING BLDG ACQUISITION/CONSTRUCT C

Fund 004/9123 Obj 600 Totals

FYTD Appropriation

4,788,023.28

65,073.68

65,073.68

100,000.00 700,000.00

800,000.00

865,073 . 68

8,000.00

8,000.00

3,000.00

3,000.00

11,000.00

42,334.00 604,043.00 5 25 , 729.25

1,172,106.25

.00 3,266.00

3,266.00

408,601.38 200,000.00

2,369,422.41

2,978,023.79

MTD Expended

48,588.60

13,462 .99

13,462.99

.00

.00

.00

13,462.99

.00

.00

.00

.00

.00

.00 17,710.36

7,103.79

24,814.15

.00 572.00-

572.00 -

.00 :oo .00

. 00

FYTD Expended

2,255,325.30

146,033 . 15

146,033 .15

.00

.00

.0 0

146,033 . 15

. 00

.00

.00

. 00

. 00

3,000 . 00 155,588.96 262,821.66

42 1 ,410.62

93.02 768.00

861 . 02

59,905.35 .00

1,442,689 .11

1,502,594.46

Current Encumbered

1,088,849.63

71' 183. 54

71, 183.54

.00

.00

. 00

71,183.54

5,500.00

5,500.00

5,000.00

5,000.00

10,500.00

4,713.20 292,989.59

14,207.59

311,910 .38

.00

.00

.00

198,807.85 .00

123,006.56

321,814.41

Page: 4 (APPOBJSEL)

Unencumbered Balance

1,443,848.35

152, 143.01 -

152,143.01-

100,000 . 00 700,000.00

800,000.00

647,856.99

2,500.00

2,500.00

2,000.00 -

2,000.00 -

500.00

34,620.80 155,464.45 248,700.00

438,785.25

93.02-2,498.00

2,404.98

149,888 .18 200,000.00 803,726.74

1,153,614.92

FYTD %Exp

224.4%

0.0% 0.0%

0.0%

0 .0%

7.1% 25.8% 50.0%

0.0% 23.5%

14.7% 0.0%

60.9%

Date: 5/01/13 M A N A G E M E N T A P P R 0 P R I A T I 0 N Processing Month: April 2013

FINDLAY CITY SCHOOLS

R E P 0 R T

FYTD MTD FYTD Current Func Account Description Appropriation Expended Expended Encumber ed

Fund: 004/9123 Obj: 600

** Fund 00 4 Sec 9123 Total s 4, 153,396.04 24,242.15 1,924,866.10 633,724 . 79

004/9789 400 5300 BUI LDING ARCHITECT/ENGINEERING PURCHA .00 11,629.58 93,755.10 20,842 .43

Fund 004/ 978 9 Obj 400 Tota ls .00 11,629.58 93,755.10 20, 842.43

004/9789 500 2900 BUILDING SUPPORT SERV/CENTRAL SUPPLY/ . 00 572.00 572.00 .00

Fund 004/978 9 Obj 500 Totals .00 572.00 572.00 .00

004/9789 600 2100 BUILDING SUPPORT SERV-PUPILS CAPITAL .00 49, 762 . 44 82,683 .44 4, 2 00.00 2700 BUILDING OPERATION/MAINT OF PLANT CAP .00 .00 42,012.80 . 00 5200 BUILDING SITE IMPROVEMENT CAPITAL OUT .00 .00 . 0 0 901 ,090.0 0 5500 BUILDING BLDG ACQUISITION/CONSTRUCT C .00 .00 . 00 271,000 . 00

Fund 004/9789 Obj 600 Totals . 00 4 9,762.44 124,696.24 1 , 176,290.00

** Fund 00 4 Sec 9789 Totals .00 61 ,964.02 219,023.34 1,197,132.43

006/9060 100 3100 FOOD SERVICES - SALARY 719,820 . 0 0 65,022.62 565, 4 39.86 .00

Fund 006/9060 Obj 100 Totals 719,820.00 65,022.62 565 , 439.86 .00

0 0 6/9060 200 3100 FOOD SERVICES - FRINGE BENEFITS 230,54 7 .00 18,392.31 171,384.95 3,804.36

Fund 006/9060 Obj 200 Tota ls 230 , 547 . 00 18, 392.3 1 171,384 .95 3,804 .36

006/9060 400 3100 FOOD SERVICES - PURCHASED SERVICES 49,730.29 1 ,206.14 26,153.41 20,769.82

Fund 006/9060 Ob j 400 Totals 49,730.29 1, 206 .14 26 , 153.41 20 ,769 .82

006/9060 500 3100 FOOD SERVICES - SUPPLIES 856,997 . 54 71,299.90 649,629.49 206,590.49

Fund 006/9060 Obj 500 Totals 856,997 . 54 71,299.90 649,629.49 206 , 590.49

006/9060 600 3100 FOOD SERVICE FOOD SERV OPERATION CAPI 10,614.00 .00 .00 .00

Fund 006/9060 Obj 600 Totals 10' 614 0 00 .00 .00 .00

006/9060 800

Page: 5 (APPOBJSEL)

Unencumbered FYTD Balance %Exp

1,594,805.15

114,597.53- 0.0%

114,597.53-

572 . 00- 0.0%

572.00-

86,883.44- 0 . 0% 42,012.8 0 - 0.0%

901,090 . 00- 0. 0% 271,000.00- 0.0%

1,300,986.24-

1,416,155.77-

154,380.14 78.6%

154,380.14

55,357.69 74.3%

55,357.69

2,807.06 52.6%

2,807 . 06

777 . 56 75.8%

777 . 56

10,614.00 0.0%

10,614.00

Date: 5/01/13 M A N A G E M E N T A P P R 0 P R I A T I 0 N Processing Month: April 2013

FINDLAY CITY SCHOOLS

R E P 0 R T

FYTD MTD FYTD Current Func Account Description Appropriation Expended Expended Encumbered

Fund: 006/9060 Obj: 800

3100 FOOD SERVICES - MISC OBJECTS 7,546.40 .00 3,730.60 3,112 .40

Fund 006/9060 Obj BOO Totals 7,546.40 .00 3,730.60 3,112.40

006/9060 900 7500 FOOD SERVICES - REFUND OF PRIOR YEARS 312,978.00 .00 .00 .00

Fund 006 /90 60 Obj 900 Totals 312,978.00 .00 .00 .00

** Fund 00 6 Sec 9060 Totals 2,188,233.23 155,920.97 1,416,338.31 234,277 . 07

Grand Total All Funds 71,665,789.74 5,021,799 . 54 52,570,138.44 6,111,444.55

Page: 6 (APPOBJSEL)

Unencumbered Balance

703.40

703.40

312,978.00

312,978.00

537,617.85

12,984,206.75

FYTD %Exp

49.4%

0.0%

WHEREAS, Governor Kasich’s biennial budget (HB 59) proposes to expand the EdChoice Scholarship Program through two new options that will significantly increase the number of publicly-funded vouchers for students to attend private or parochial schools; and WHEREAS, one of the programs provides private or parochial school tuition vouchers to any entering kindergarten student of a family with a household income less than 200 percent of the federal poverty level, to be used at the parent’s choice of participating private or parochial school; and WHEREAS, the following year, such vouchers would be expanded to include students in both kindergarten and first grade, totaling $25 million over the biennium; and WHEREAS, such vouchers would be granted without regard to the academic Performance, the time, talents, energy and experience of Findlay City Schools staff or quality of the public school that the student is assigned to attend; and WHEREAS, the second voucher expansion proposed by the Governor in HB 59 expands eligibility for the EdChoice voucher program to Kindergarten through 3rd grade students enrolled in buildings that received a (D) or (F) in the new K-3 Literacy component of the New Report Card in 2 of the 3 most recent report cards; and WHEREAS, the operation of the proposed programs would effectively reduce funds from the already financially beleaguered local public school districts which continue to erode, resulting in fewer resources for the education of remaining students; NOW THEREFORE BE IT, AND IT IS HEREBY RESOLVED, that the Findlay City Board of Education does hereby express its opposition to these provisions in HB 59; and BE IT FURTHER RESOLVED that the Findlay City Board of Education expresses its opposition to any legislation that seeks to transfer public dollars to support private education; and BE IT FURTHER RESOLVED that the Treasurer be directed to include this resolution in the minutes of the Board of Education and that copies of the resolution be forwarded to the Governor and members of the Ohio General Assembly.

_____________________________ _____________________________ Dr. Dean Wittwer, Superintendent Michael Barnhart, Treasurer

_____________________________ _____________________________ Mr. Pochard, Board President Dr. Siebenaler Wilson, Board Vice President

_____________________________ _____________________________ Mrs. Dysinger, Board Member Mrs. Lockard, Board Member _____________________________ Mrs. Robertson, Board Member

I

Findlay City School District Hancock County

Five Year Forecast for Fiscal Years 2010 through 2017

Actual Fiscal Year Fiscal Year

2010 2011

Revenues 1.010 General PropertyTax(Real Estate) $23,741 ,953 $24,606,689

1.020 Tangible Personal Property Tax 227,729 68,631 1.030 lncomeTax 1.035 Unrestric1ed Grants-in-Aid (all3100's e><eept 31 30) 17,809,352 17,737,685

1.040 Restricted Grants-In-Aid (3200's) 323,326 320.471

1.045 Resrlcted Federal Grants-in-Aid- SFSFIEd Jobs 1,122,641 1,400,997

1.050 PropertyTax;AJiocation (3130) 9,341,681 9,175,091

1.060 .AJI Other Revenues 3,087,995 2,881,245

1.070 Total Revenues 55,654,677 56,190,809

Other Financing Sources 2.040 Operating Transfers--In 1,802

2.050 Advances-In 121,840

2.060 J'JI Other Financing Sources 53,320 40.213

2.070 Total Other Financing Sovrces 176.962 40,213

2.080 Total Revenues and Other Financing Sources 55,831,639 56,231 ,022

Expend~ures

3.010 Personnel Services 31,729,494 31,241,442

3.020 Employees' Retirementllnsurance Benefits 12.381,884 12,811.584

3.030 Purchased Se!"loices 7,653,434 8.685,552

3.040 Supplies and Materials 2,176,103 1,743,759

3.050 Capital OuUay 427,722 649,142

3.060 lntergowmmental OebtSel'\ice:

4.010 Princlpai-;AJI (His torical Only) 4.020 Principai·Notes 108,061 100,314

4.050 Principai-HB 264 Loans 4.060 Interest and Fiscal Charges 4.300 Other Objects 955,956 953.203

4.500 Total Expenditures 55,432,654 56,184,996

Other Anancing Uses 5.010 Operating Transfers-Out 76,182 84,000

5.020 .Advances·Out 5.030 AJI Other Financing Uses 5.040 Total Other Financing Uses 76,182 84,000

5.050 Total Expenditures end Other Financing Uses 55,508,836 56,268,996

6.010 Excess of Revenues and Other Financing Sources over (under) Expenditures and Other Financing Uses 322.803 37 974·

7.010 Cash Balance July 1 - Excluding Proposed Renewal/Replacement and New Lelies 10,347,551 10,670,354

7.020 Cash Balance June 30 10,670,354 10,632.380

8.010 Estimated Encumbrances June 30 984,615 1,421,857

Reservation of Fund Balance 9.010 Textbooks and Instructional Materials 9.020 Capital Improvements 9.030 Budget Reser..e 9.070 Bus Purchases 9.080 Subtotal

10.010 Fund Balance June 30 for Certification of Appropriation 9,685, 739 9,210,523

Revenue from Replacement/Renewal Levies 11.010 Income Tax · Renewal

11.020 Property Tax - Renewal or Replacement

11.300 Cumulatiw Balance of Reptscement/Renewal Le...;es

12.010 Fund Balance June 30 for Certification of Contracts. Salary Schedules and Other Obligations 9.685,739 9,210,523

Revenue from New Levies 13.010 Income Tax • New 13.020 PropertyTax - New

13.030 Cumulati..e Balance of New Levies 14.010 ReYenue from Future State Advancements 15.010 Unreserved Fund Balance June 30 9,685. 739 9,210,523

ADM Forecasts 20.010 Kindergarten· October Count 20.015 Grades 1-12- October Count

State Fiscal Stabilization Funds included within lines 3 01 through 3 05 above

21.010 Personnel Ser.Oces SFSF/Ed Jobs 21.020 Emplojees Retirement/Insurance Benefits SFSF/Ed Jobs 21.030 Purchas ed Ser.Oces SFSF 21.040 Supplies and Materials SFSF 21.050 Capital OuHaySFSF 21 .060 Total Expenditures - SFSF!Ed Jobs

792,736 245,442 84.461

1122,641

927,634 279,089 141,101

1.347.823

~orecasted Fiscal Year A-erage Fiscal Year Fiscal Year Fiscal Year

2012 Change 2013 2014 2015

$24,530,395 1.7% $24,661,928 $24,785,238 $22,530,101 -84.9% 25,000 20,000

18,148,198 1.0% 18,190,000 19,232,722 20,338,007 322.267 -0.2% 310,000 310,000 310,000 906,404 -5.3%

8,1 57.633 -6.4% 7,142,000 7,142,000 7,142,000 2,716,787 -6.2% 2,593.000 2,543,000 2,493,000

54,781 ,684 -0.8% 52,896,928 54,037.980 52,833,108

550.000 0.0% 225,000 225,000 69,745 24.4% 50,300 4,300 4.300

619,745 681 .9% 50,300 229.300 229.300 55,401 ,429 ·0.4% 52.947,228 54,267,260 53,062,408

29,992,366 -2.8% 29,753.274 29,791,714 30,149,2 14 12,079.584 -1.1% 10,860,984 11,463,439 12,143,797 9,157.234 9.5% 9,657.234 10.112,856 10,250,191 1,778,054 -9.0% 1,939,054 1,914,054 1,889,054

358.073 3.5% 500,000 475,000 450,000

72.402 -17.5% 30,698

972,071 0.8% 960,000 990,000 1,000,000 54,409 784 ·0.9% 53,721,225 54,747,062 55,882,257

447,822 221.7% 85.000 85,000 85,000 o.o•;. 225.000 225,000 225,000

2,500 2,500 2,500 447,822 2217% 312,500 312,500 312,500

54,857,606 -0.6% 54,033,725 55,059,562 56. 194,757

543,823 710.2% 1,086 497- 792 302· 3 132,34'l-

10,632,380 1.4% 11,176,203 10,089.706 9,297,404

11,176,203 2 .4% 10,089,706 9,297,404 6,165,055

1,021,184 8.1% 1,200,000 1,200.000 1,200,000

10,1 55,019 2 .7o/. 8,889.706 8,097,404 4,965,055

2.379,063

2,379,063

10,155,019 2.7% 8,889.706 8,097,404 7,344,118

10,155,019 2.7°/. 8,889, 706 8,097,404 7,344, 118

450 445 440 5001 4950 4900

725.892 233,685

959,577

RATIOS & ANALYSIS FY2013 FY2014 FY2015

True Days Cash· NO Renewals= lme 10 010 I (line 5 050 I 365 d. 64 days 60 days 68 days 60 days 54 days 32 days True Days Cash• wiRENEWALS=Iine 15.010 I Oine 5.050 1365 c 64 days 60 days 68 days 60 days 54 days 48 days Target 15.010 balance to equal 40 days cash• 6,083,160 6,166,465 6,011 ,792 5,921,504 6,033,925 6,158,330 Amount o~er (shott) of goal of 40 days true cash· 3,602,579 3,044,058 4,143,227 2,968,202 2,063,479 1,185,788 Salary & Benefit Cosls I Total Costs (Target Range<= 80-83%) 79.47% 78.29% 76.69% 75.16% 74.93% 75.26% Salary & Benefit Costs I Total Rev. {Targel Range <= 80-83%) 79.01% 78.34% 75.94% 76.71% 76.02% 76.28% Salary & Benefit Costs I Total Rev. + Unresf"ld Bal (Target<=75% 67.33% 67.32% 84.18% 65.68% 66.15% 67.36%

•r11e Government Finance Officers Association recommends a minimum of 60 days (see ~MNN.gfoa. orglindex.php?option=com_content&task=view&id=1450)

Fiscal Year 2016

$20,275,584 15,000

20,338,007 310,000

6,123,000 2.443,000

49,504,591

225,000 4,300

229,300 49,733.891

30,511 ,005 12,848,129 10,762,701

1.864,054 425,000

1,010,000 57,420,889

85,000 225,000

2,500 312,500

57,733,389

7 999 49e

6,165,055

11834 4113-

1,200,000

3.034 443-

4,758,126

7,137,189

4,102.746

4,102.748

435 4850

FY2016

-19 days 26 days

6,326,947 (2.224,201)

75.10% 7g.57% 74.00%

Fiscal Year 2017

$20.400,752 10,000

20,338,007 310,000

5,104,000 2,393,000

48,555,759

225,000 4,300

229.300 48,785,059

30,877,137 13,572,189 11,300,836

1,839,054 400,000

1,020,000 59,009,216

85,000 225,000

2,500 312,500

59,321 ,716

10.536.657 -

1,834,443-

12,371, .101 -

1,200,000

'3.57' 101

4,758,126

11.895,315

1.675.786-

1,675, 786

430 4800

FY2017

-84 days -10 days 6,501,010 (8,176,796)

74.93% 83 02'/ 85.70%

See accompanying summary of signlficantforecastassumptions and accounting pc Includes: General fund, Emergencylell)'fund, PBAfund, Textbook fund, Fiscal Slabilization fund & any portion o!OebtSer.Oce fund relaled to General fund debt

PRINlED: 5/1012013 FOR BOARD APPROVAL: 5/1312013

FINDLAY CITY SCHOOLS FORECAST ASSUMPTIONS- May 13,2013

REVENUES:

1.010-1.020 Property Tax - Property tax revenues are based on historical growth patterns, including scheduled updates and reappraisals. District voters passed a 5-year 5.9 mill replacement levy in November 2008 (TY2009-2013) with collection starting calendar year 2010 and ending calendar year 2014. A countywide reappraisal occurred in 2010 on which collections began in calendar year 2011 . The District's property values are in decline. Any additional tax revenue collections are due to new growth, expired tax abatements and increased delinquency collections.

The District renewed a 4.9 mill operating levy for 5 years on the March 2012 ballot (TY2012-2016) with collection continuing calendar year 2013 and ending calendar year 2017. An expiring 5.9 mill levy will need to be renewed or replaced by the voters by the end of calendar year 2014 in order to continue collections in 2015.

The tangible personal property tax estimates are based on historical collection levels and recent changes in the state tax laws. Tangible personal property includes furniture & fixtures, machinery & equipment, and inventory. Effective tax year 2006, the tangible personal property tax began a four-year phase out and reimbursement for the schools was promised as is noted below in line 1.050.

The tangible personal property tax was replaced by the new commercial activity tax (CAT), which is being phased in over a five-year period. Once fully phased in, the CAT will be a 0.26% tax on any business' gross receipts in excess of $1 million. Businesses with gross receipts between $150,000 and $1 million will pay a minimum of $150, while businesses with receipts of less than $150,000 will not be subject to the CAT.

Prior to 2004, taxpayers with less than $10,000 in personal property filed a tax return, even though they would not owe any taxes. The state would use the form to reimburse school districts for personal property tax revenues that were not collected based on the filings. The District used to receive 300K for this but now receives $0.

The amounts in 1.010 and 1.020 do not anticipate the automatic passage of replacement or renewal levies. That means that when a levy is scheduled to expire, the estimated property tax revenue has a corresponding decline (e.g. FY15). Although new levies may be proposed during this time period, no new levies are included in these amounts. Revenues from anticipated replacement/renewal levies are on line 11.020.

1..030 Income Tax -The District has no income tax collections.

1.035-1.040 Grants-in-Aid -To begin the 2009-2010 school year, Governor Strickland and the General Assembly adopted a completely new methodology of calculating funding levels for Ohio's school districts. While Findlay saw no additional funding due to caps and amounts yet to be phased in, it must be acknowledged that this method addressed many aspects of school funding such as building population, pupil teacher ratios, all-day kindergarten, local poverty levels, and local college attainment; none of which were taken into account in the former formula. For FY1 0 Findlay was guaranteed 99% of FY09 state funding and saw a slight reduction in FY11. Governor Kasich and the 2011 General Assembly removed this method for FY12 & FY13. Simulations show that Findlay will see slight gains here although those gains are offset by losses

from the acceleration of the TPP reimbursement phase-out. A new funding formula was initially proposed by the Governor which was very favorable to Findlay, but the House has countered a less favorable proposal and it remains to be seen what Findlay's FY14 and FY15 state funding will be. This forecast assumes the House's version for FY14 & FY15 and remains flat in FY16 & FY17. Per AOS bulletin 2012-08 casino revenue is reflected in line 1.035 (113K in FY13).

1.045 State Fiscal Stabilization Fund (SFSF) - The 2009 American Reinvestment & Recovery Act included money to be distributed by the State. The State used that money to help fill its gap in formula funding available to school districts. In Findlay's case it was $1,122,641 in FY1 0, which when added to other state funding gets us at 99% of the FY09 funding state funding level. This money is tracked in fund #532 and is within this forecast. It replaces funding that was previously provided by the State and is built into the biennial state budget. There are no restrictions on this funding at the local level. The amount for FY11 was $1,400,997. This funding disappeared in FY12 where the Feds & State had hoped that the economy would bounce back by then so that the State could resume past levels of funding, but that did not happen. The $906,404 in FY12 was one-time EdJobs federal funding that was used to retain jobs.

1.050 Property Tax Allocation - Property tax allocation revenues are based on historical growth patterns, including scheduled updates and reappraisals. Passage of a 5-year 4.9 mill renewal levy in March 2012 (TY2012-2016) with collection starting calendar year 2013 and ending calendar year 2017 has been built into the projection.

The amounts in 1.010 and 1.020 do not anticipate the automatic passage of a replacement or renewal levy. That means that when a levy is scheduled to expire, the estimated property tax revenue has a corresponding decline (e.g. FY15). Although new levies may be proposed during this time period, no new levies are included in these amounts. Revenues from anticipated replacement/renewal levies are in line 11.020.

Effective tax year 2006, the tangible personal property tax began a four-year phase out. School districts were promised full replacement of this lost tax over the next few years via the school funding formula and direct payments from the State (excluding the inventory taxes that were already scheduled to be eliminated and the first half-mill on bond and emergency levies). In Findlay's case, the direct payments from the State were to be phased out over six (6) years from 2012 through 2017 with a $1 million reduction each year and are part of line 1.050. That phase out is scheduled to halt in FY14 per the current biennial budget, but this forecast anticipates the phase out will be reinstituted for FY16 in the following biennial budget given the past legislature's original intent.

1.060 All Other Revenues- FY2013-2017 anticipate lower investment income due to dismal rates and a declining cash balance. However, the biggest concern is the continual decline of our incoming open enrollment reflected in this line, and increased outgoing open enrollment reflected in line 3.03.

2.010 Proceeds from Sale of Notes· The District does not anticipate any sale of notes.

2.050 Advances-In - Revenues received by a fund as a result of a transfer or advance from another fund in anticipation of future revenue. These are monies that were advanced out in previous year(s) and returned back to general fund. Line 2.050 should match the previous year's line 5.020.

EXPENDITURES:

3.010 Personnel Services- The amounts for salaries and benefits are based on existing negotiated agreements. No base salary increases have been assumed for fiscal years beyond FY13. Personnel services are projected at 1.2% increases for FY13 and each year beyond to cover experience and education changes. FY07 went down 30-35 certified positions from FY2006 and 12-15 classified positions through a combination of non­renewals, reductions-in-force (RIF's) and attrition. FY09 reflects a gain of 6 teaching positions primarily due to the implementation of all day every day kindergarten throughout the district. Substitute costs of $650,000 were moved to purchased services beginning in FY08 for the Renhill contract. FY1 0 includes reductions of 13 positions through a combination of attrition and RIFs, while FY11 includes reductions of 14.5 positions through attrition and 0.5 through RIF. FY12 reflects nearly 40 fewer positions (20.6 instructional, 6.5 administrative/central office, and 12.5 classified). Some are possible as a result of the middle school transition while many others were necessary due to declining enrollment. FY13 reflects 2 more transitional reductions along with 6 other reductions, while FY14 completes the personnel reductions from the new buildings with 8 fewer positions. It is the district's goal to continue to reduce positions if it makes sense in certain situations such as declining enrollment or lack of interest in a particular course. FY1 0 & 11 had 280K of special ed salaries removed which were covered by federal stimulus funds. Those salaries were paid by the general fund again in FY12.

3.020 Employees' Retirement/Insurance Benefits - Line 3.020 reflects FY1 0 general fund health care costs of $6.7 million (medical, prescription, dental and vision) and $7.0 million in FY11 . FY2013 based on June 2012 total renewal quote of $6.5 million from Anthem, and 1 0.0%, 9.5%, 9.0%, and 8.5% increases respectively in the next four years. Line 3.020 also includes approximately $178,000 for professional dues reimbursements, $67,000 for tuition reimbursements, and $90,000 for STRS/SERS 14% contributions for Renhill employees. The remaining benefits (e.g. retirement, Medicare, workers compensation, and unemployment) in line 3.020 are based on 16% of salaries in line 3.010. Line 3.020 also reflects a larger employee share of 20% in mid-FY12 which will be recovered by higher employee premiums and/or higher deductibles depending on which plan the employee chooses. Starting in FY12 spouses were required to move off of the FCS plan if their employer provided affordable coverage.

3.030-3.040 Purchased Service and Supplies and Materials - Purchased services, which include contracted substitutes, utilities, repairs, leases, and tuition payments, are forecast to increase by an overall 5.5% in FY13. FY14 supplies will decrease 25K as typical general fund projects will need to be picked up by the PI fund. FY14-FY17 reflects 5% inflation less savings from expiring leases (TLB building in FY14 and freshman wing lease in FY15).

3.050 Capital Outlay - FY13 and beyond presumes fewer general fund district projects than in the past.

4.020 Principal Notes - The District had one remaining interest free asbestos loan from the United States Environmental Protection Agency. Tax revenues posted in the Debt Service Fund cover the scheduled loan payments. The remaining requirement to amortize asbestos loan debt outstanding as of 6/30/12 was $30,698 in 2013 which is now completely paid.

4.300 Other Objects - This line is based on historical patterns and county auditor fees, which increase as collections increase.

5.010 Operating Transfer-Out -$75,000 per year is transferred to fund 432 to cover EMIS costs (extra 50K in FY12 due to severance for retiring EMIS person). Another $10,000 is budgeted for miscellaneous transfers.

5.020 Advances-Out - Advances are transactions, which withdraw money from one fund to another, in anticipation of future revenue. For the fiscal years 2013-2017, the District anticipates a need to annually advance funds to the Food Service Fund, 006-9060, in the amount of $50,000; the Permanent Improvement fund, 003-9030, in the amount of $90,000 and to miscellaneous state and federal funds in the amount of $150,000 to cover cash flow needs. No advances were made out in FY12.

RESERVATION OF FUND BALANCE: 9.010 Textbooks and Instructional Materials - The District meets the annual spending requirement for SB345 set-asides. If the District spends monies in the textbook and instructional material set-aside in excess of the required amount for that year, the Board may deduct the excess amount of money from the required deposit in future fiscal years. This requirement was repealed by HB 30 in 2011.

9.020 Capital Improvements · The district budget meets the annual spending requirement for SB345 set-asides. If the District spends monies in the Capital Improvements set-aside in excess of the required amount for that year, the Board may NOT deduct the excess amount of money from the required deposit in future fiscal years.

9.070 Bus Purchases • The District annually spends the allocations provided in these funds. While such subsidies used to be received every year, there is no expectation that such subsidies will be received in the future based on the current state budget.

11.020 Property Tax Renewal - The District will ask the voters to renew or replace a 5-year 5.9 mill levy that previously passed in November 2008 (TY2009-2013) with collection starting calendar year 2010 and ending calendar year 2014. It will need voter approval by the end of calendar year 2014.

FLOOD NOTES: Hancock County sustained major flood damage from large rainfalls at the end of August 2007. The Findlay City Schools had 8 properties that were affected: Central, Washington, Lincoln, Wilson Vance, Northview, and Findlay High School, as well as the Transportation garage and offices, and the softball shed at FHS. Repair and restoration and mitigation will exceed $3.5 million. The bulk of the damage (over $3.3 million) occurred at Central Middle School where the district's central offices and records were located in the basement. On August 27, 2007, the Board appropriated $1.8 million for immediate needs to help clean up and replace what was damaged in the flood. The District qualifies for public assistance from FEMA. FEMA covered 75% of the costs, while the State covered about 12.5% and the District covered the remainder.

archHecfure

planning

empowering people to turn vision into reality

design May 7, 2013

RCM architects

613 south main street findlay, ohio 45840

419-424-9790 419-424-3653 fax

www.rcmarchitects.com

Findlay City Schools Board of Education 1219 W Main Cross St., Suite 101 Findlay, Ohio 45840

RE: Proposed Visitor Entrance Donnell Stadium

Dear Board,

We received bids on April 30, 2013 for the above referenced project. One (1) bid was received for the General Construction work. The cost estimate for this work was $85,000.00.

The low bid for this work was submitted by Schimmoeller Construction, Kalida, Ohio for $79,500.00 which is below the estimated cost. Their bid was submitted with all required documents including the Bid Guarantee and Contract Bond. We have reviewed their Statement of Qualifications and find it acceptable. They have performed two other projects for RCM in the recent past and there has been no problem.

We recommend that the Board award a contract to Schimmoeller Construction for this work as soon as possible since this construction must be completed by August 5, 2013. Attached is a bid tabulation of the bid for your reference.

Please advise if you have any questions or need additional information regarding this bid.

Senior Architect

cc: Dennis McPheron, Facilities Manager FCS Mike Barnhart, Treasurer, FCS Dean Wittwer, Superintendent, FCS

~30Ai~D Of EOUCAJ!0!\1 HNDI .. AY CITY SCI·lOOLS

ESSENTIAL COMMUNICATIONS (Course #24)

Course of Study

Findlay City Schools 2013

TABLE OF CONTENTS

1. Findlay City Schools Mission & Beliefs 2. Essential Communications Curriculum Map (semester) 3. Essential Communications Course of Study

ESSENTIAL COMMUNICATIONS Writing Team

Debbie Benson Andy Cantrell

TEXTBOOK: Speech;_ Glencoe (publishers); McCutcheon, Schaffer, Wycoff (authors); 2005 Edition; TEACHER ISBN: 0-07 -861619-0; STUDENT ISBN: 0-07 -861618-2; Cost: $60.00

:Mission Statement

Tfie mission of tfie J'inafay City Scfioo{s, a comnzunity yartnerslijp committee( to eaucationa{ exce{{ence, is to insti{{ in eacfi stuaent tfie know{eage, ski{{s ana virtues necessary to be {ije{ong {earners wfio recognize their unique ta{ents ana yuryose ana use tfiem in _pursuit of tfieir areams ana for service to a g{oba{ society.

Tfiis is accomyfisfiec( tfirougfi a _passion for know{eage, aiscovery ana vision sfiarea by stuaents, famifies, staff ana community.

'BeCieft Our be fiefs form tfie etfiica{ founaation of tfie J'ina{ay City Scfioofs. We befieve .. ..

• every _person fias wortfi • every indlviaua[ can [earn • fami[y is .tfie most imyortant inf[uence on tfie aeve[oyment of _persona[ va[ues. • attituae is a cfioice ana a[ways affects _performance • motivation ana effort are necessary to achieve fu[[ _potentia[ • fionesty ana integrity are essentia[ for bui[dlng trust. • yeoy[e are resyonsibfe for tfie cfioices tliey make. • _performance is dlrect[y re[atea to exyectations. • eaucatea citizens are essentia[ for tfie surviva[ of tfie aemocratic _process. • _persona[ ju[fi[[ment requires tfie nurturing of mind; boay ana syirit. • every indlviaua[ fias a mora[ ana etfiica[ obfigation to contribute to tlie we[f-being of society. • eaucation is a resyonsibifity sfiarea by stuaents, fami[y, staff ana community. • tfie entire community benefits by investing its time, resources ana effort in eaucationa[ exce[[ence. • a consistent _practice of sfiarecf morafs ana etfiics is essentia[ for our community to tfirive.

 

   

         FRENCH  I            (Course  #182)  

 

 Findlay  City  Schools    

 

Table  of  Contents  1. Findlay  City  Schools  Mission  and  Beliefs  2. Curriculum  Map  3. Communication  Benchmark  and  Indicators  4. Culture  Benchmark  and  Indicators  

 

 

 

French  I  Writing  Team  Alyssa  Kuebeck  Lisa  Snook  

Richard  Steiner    

 

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society.

This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools.

every person has worth every individual can learn family is the most important influence on the development of personal values. attitude is a choice and always affects performance motivation and effort are necessary to achieve full potential honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.

Curriculum  Map  Everything  through  unit  4-­‐2  must  be  covered.  Starred  items  (*)  beyond  unit  4-­‐2  must  be  taught  as  well.  

Unit   Lesson   Topic   Page  1   1   Bonjour!           15         17       Les  signes  orthographiques   17       Les  nombres  de  0  à  10   17         19       Français,  française   20       Les  nombres  de  10  à  20   21       Les  lettres  muettes   21       Bonjour!  Comment  vas-­‐tu?   23-­‐24       Les  nombres  de  20  à  60   25       Les  consonnes  finales   25  1   2   Famille  et  copains         Qui  est-­‐ce?;  les  personnes   27       Un  garçon,  une  fille   28       Les  nombres  de  60  à  79   29       La  liaison   29         31       Le  garçon,  la  fille   32       Les  nombres  de  80  à  1000   33       La  voyelle  nasale     33,  37       La  famille   35       Mon  cousin,  ma  cousine   36       Quel  âge  as-­‐tu?   37  2   3   Bon  appétit!           45  

    Un  sandwich,  une  pizza   46         47       Tu  as     49         51       -­‐moi   53       La  consonne  <<r>>   55  2   4   De  jour  en  jour         Les  heures   56         58       Les  jours  de  la  semaine   61       Les  mois  de     62       Le  temps;  les  saisons   65  3   5   Mes  activités         Préférences   74       Souhaits   77       Invitations   78  3   6   Une  invitation         Le  verbe  être  et  les  pronoms  sujets   84       Où?   85       Les  questions  à  résponse  affirmative  ou  négative   86,  87       La  négation   88       Mots  útiles  (à,  de,  etc.)   89       La  voyelle  /a/   89  3   7   Une  boum         Les  verbes  en   er:  le  singulier   94       Les  verbes  en   er   95       Les  verbes  en   er:  le  pluriel   96       Le  présent  des  verbes  en   er:  affirmatif,  négatif   98       Mots  útiles  (viene,  mal,  etc.)   100       Verbe  +infinitif   101  

    Les  voyelles  /i/  et  /u/   101  3   8   Un  concert  de  musique  africaine           106       Expressions  interrogatives   106       Les  expressions  interrogatives  acec  que     108       -­‐ce  que?   109       Le  verbe  faire   110       Expressions  avec  faire   110         111       La  voyelle  /y/   111  4   9   Les  personnes  et  les  objets         La  description  des  personnes   138       Les  objets   140       Les  affaires  personnelles   142       Ma  chambre   144       Mon  ordinateur   147  4   10   Vive  la  différence!         Le  verbe  avoir   152       Expressions  avec  avoir   152       Les  noms  et  les  articles:  masculin  et  féminin   153       Les  noms  et  les  articles:  le  pluriel   154         156         158         159       Les  articles  <<le>>  et  <<les>>   159  4   11   Le  copain  de  Mireille         Les  adjectifs:  masculin  et  féminin   164       La  description   165       Les  adjectifs:  le  pluriel   166       Les  adjectifs  de  nationalité   167  

    La  place  des  adjectifs   168       Les  consonnes  finales   169  4   12   Les  couleurs   174       La  place  des  adjectifs  avant  le  nom   175       Les  adjectifs  qui  précèdent  le  nom   175         177         178       Opinions   178       Les  lettres  <<ch>>   179    

Textbook:  Discovering  French  Today:  French  I;    Valette,  Jean-­‐Paul,  Valette,  Rebecca  M.  (authors);  Holt  McDougal  (Houghton  Mifflin  Harcourt)  publishers;  Copyright  2013;    ISBN:  9780547871561;  Cost:  $78.50  

Workbook:   It  is  expected  that  www.conjuguemos.com  and  www.classzone.com  be  used  in  correlation  with  book  exercises  to  practice  

the  required  grammar  and  vocabulary  for  French  I.   It  is  expected  that  reading  and  listening  activities  be  used  out  of  the  workbook  to  support  language  acquisition.  

 

 

 

 

 

 

 

 

 

By  the  end  of  French  I,  students  should  know  the  following  verbs:  

accepter   couper   éteindre   perdre   terminer  acheter   courir   étudier   permettre   tomber  aller   croire   expliquer   pleuvoir   tousser  annuler   cublier   faire   poser   traduire  apporter/emmene   danser   faire  du  mal/blesser   pouvoir   travailler  attendre   demander   fermer   prendre   trouver  avoir   dépenser   fumer   prêter   vendre  avoir  besoin   dessiner   jouer   regarder   vivre  avoir  du  succès   dire   laver   remplir   voir  boire   donner   lire   réparer   voler  casser   dormir   manger   répondre   vouloir/désirer  changer   écouter   nager   s'asseoir   voyager  chanter   écrire   organiser   savoir/partir    commencer   écrire  á  la  machine   ouvrir   se  mettre  debout  comprendre   enseigner   parler   se  plaindre  compter   envoyer   payer   se  réveiller  conduire   épeler?   peigner   signer  contenir   essayer   penser   s'inquiéter    

 

 

 

 COMMUNICATION  STANDARD    Communication:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.    

A. Interpretive  Communication  (Reading,  Listening/Viewing)   Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  

They  understand  and  interpret  authentic  texts  ranging  from  articles  in  

and  classical  literary  texts.   Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  

Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

 B. Interpersonal  Communication  (Speaking/Signing,  Listening/Viewing,  Reading  and  

Writing)    

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  

Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

 C. Presentational  Communication  (Speaking/Signing  and  Writing)  

  Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  

Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  

Learners  use  their  understanding  of  culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

       

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

1. Derive  meaning  from  messages  and  texts  using  listening,  reading  and  viewing  strategies.  

 

a. Focus  on  the  overall  meaning  of  the  message  or  text  to  avoid  stumbling  on  unknown  words  and  expressions.  

38,  138-­‐139,  191  

b. Understand  new  words,  phrases,  sentences  or  the  main  idea  with  the  help  of  visuals  and  graphics  that  accompany  texts.  

40-­‐41,  148,  186,  187,  204-­‐205,  226-­‐227,  316,  416-­‐417  

c. Make  use  of  print  and  digital  resources  to  understand   116-­‐117,  184-­‐185,  238-­‐239,  298-­‐299,  352-­‐

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  the  meaning  of  new  words  and  expressions.   353,  410-­‐411  

d. Gain  and  utilize  knowledge  of  word  families/characters  and  cognates  to  figure  out  the  meaning  of  new  words  and  expressions.  

             107,  122,  243,  357  

e. Use  knowledge  of  the  situation,  the  purpose  of  communication  or  context  cues  to  understand  messages.  

99,  121,  191,  303  

f. Interpret  gestures,  intonation  and  tone  to  comprehend  verbal  and  nonverbal  messages.  

 

 

 

 

 

82,  104,  150,  162,  172,  202,  204-­‐205,  216-­‐217,  226-­‐227,  264,  266-­‐267,  284-­‐285,  386-­‐387  

 

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References    

2. Identify  how  authentic  sources  convey  viewpoints  and  use  authentic  sources  critically.  

 

a. Identify  authentic  sources  and  evaluate  their  suitability  for  specific  tasks.  

105,  119,  241,  300,  301,  415  

b. Explain  the  viewpoint  of  an  authentic  source  by  determining  who  produced  the  text,  when,  why  and  for  whom.  

 188,  356  

c. Examine  topics,  events  or  viewpoints  as  they  are   119,  245,  300,  415  

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  presented  in  different  authentic  sources  and  compare  how  those  sources  treat  the  same  topic,  event  or  viewpoint.  

d. Use  information  and  viewpoints  from  authentic  sources  to  inform  or  enhance  a  conversation,  presentation  or  expression  of  creativity.  

105,  240,  355,  356  

3. Comprehend  and  interpret  information  in  authentic  messages  and  informational  texts.  

 

a. Follow  multistep  instructions,  directions  and  requests.   68,  133,  141,  199,  202,  203,  368,  373  

b. Answer  questions  about  authentic  messages  and  informational  texts.  

118-­‐119,  127,  130,  188,  244,  253,  303,  349,  356-­‐357,  412,  414  

c. Identify,  sequence  and  classify  people,  places,  things  or  events  based  on  descriptions  with  some  detail.  

99,  148,  150,  162,  204-­‐205,  216-­‐217,  226-­‐227,  264,  316,  355  

d. Identify  and  use  the  essential  elements  of  written   120-­‐121,  188,  189,  204-­‐205,  216-­‐217,  226-­‐227,  244,  250-­‐251,  

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  informational  texts  to  summarize  and  relate  the  main  idea  and  relevant  details.  

304-­‐305,  340-­‐341,  354-­‐355  

e. Examine  essential  elements  of  written  informational  texts  to  differentiate  the  main  idea  and  basic  relevant  details  from  extraneous  information.  

 

131,  217,  240,  245,  285,  300-­‐301,  305,  355,  412  

f. Draw  conclusions  and  make  inferences  based  on  the  ideas  and  details  derived  from  authentic  messages  and  informational  texts.  

119,  241,  249,  356,  358-­‐359,  413  

g. Use  information  from  authentic  sources  to  solve  problems,  complete  multistep  tasks  or  reinforce  concepts  across  the  curriculum.  

N/A  

4. Comprehend  and  interpret  information  about  the  main  idea  and  relevant  details  in  authentic  literary  texts.  

 

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

a. Answer  a  range  of  questions,  from  simple  to  detailed,  about  literary  texts.  

242  

b. Sequence  events  in  literary  texts  and  analyze  that  sequence  to  understand  how  each  event  led  to  the  next.  

N/A  

c. Provide  descriptions  of  characters  and  settings  that  include  some  details.  

N/A  

d. Predict  the  outcomes  of  literary  texts  and  provide  a  basic  rationale  for  those  predictions.  

N/A  

e. Demonstrate  comprehension  of  literary  texts  through  the  creation  of  artistic  and/or  technology-­‐enhanced  representations.  

N/A  

f. Demonstrate  understanding  about  aspects  of  literary  pieces  by  participating  in  moderated  discussions,  journaling  and/or  creating  artistic  or  expressive  

243,  245  

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  representations.  

 

 

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  

1. Negotiate  meaning  using  requests,  clarifications  and  conversation  strategies.  

 

a. Use  a  range  of  common  expressions  to  make   46,  47,  51,  55,  66,  67,  141,  232,  368,  

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  requests  and  seek  clarification.   394,  395  

b. Ask  and  answer  a  range  of  questions  to  seek  or  clarify  information.  

107,  108,  109,  111,  112,  113,  263,  264,  271,  274,  275  

c. Paraphrase,  elaborate  or  use  circumlocution  to  clarify  meaning  and  ambiguities.  

38,  67,  102,  161,  181,  224,  264,  274,  283,  317,  372,  406  

d. Observe  or  use  nonverbal  clues  to  help  clarify  meaning.  

13,  23,  38,  39  

e. Use  a  range  of  conversation  strategies  to  steer  interactions.  

 

 

39,  80,  113,  170,  214,  234,  265,  275,  294,  328,  373  

2. Interact  with  others  using  culturally  appropriate  language  and  gestures  on  familiar  and  some  unfamiliar  topics.  

 

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  

a. Engage  in  greetings,  introductions  and  leave-­‐taking.   16,  17,  20,  21,  24,  38,  39,  79,  80,  123,  214,  224,  225  

b. Ask  questions  and  provide  answers  on  a  range  of  topics.  

36,  39,  76,  80,  81,  91,  149,  159,  161,  181,  209,  406  

c. Give  and  follow  sequences  of  basic  multistep  instructions,  directions  or  requests  to  engage  in  a  variety  of  social,  educational,  cultural  and  job-­‐related  tasks  and  activities.  

141,  199,  202,  203,  292,  368,  390,  391,  394,  395,  401  

d. Share  descriptions  of  people,  places,  things  and  events.  

 

 

139,  149,  165,  168,  171,  181,  196,  235,  283  

e. Initiate,  participate  in  and  conclude  conversations,  interviews  and  debates  on  a  limited  range  of  personal,  general  knowledge,  academic,  

38,  39,  80,  81,  102,  113,  170,  214,  224,  234,  328  

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  interdisciplinary  and  job-­‐related  topics  and  issues.  

f. Use  language  to  acquire  a  variety  of  goods,  services  or  information.  

46,  47,  51,  54,  55,  66,  67,  141,  155,  198,  199,  202,  203,  232,  

264,  265,  368,  371,  372,  380,  381,  390,  391,  395  

g. Provide  information  or  services  using  knowledge  of  the  target  language  and  culture.  

39,  66,  80,  91,  113,  118,  161,  171,  181,  203,  214,  215,  234,  265,  

275,  283,  295,  317,  328,  338,  348,  372,  373,  384,  395,  406  

h. Collaborate  to  accomplish  tasks  or  to  propose  solutions  to  problems  affecting  local  and  global  communities.  

 

357,  368  

3.  Express  preferences,  feelings,  emotions  and  opinions  about  familiar  and  some  unfamiliar  topics.  

 

a. Express  a  range  of  feelings  and  emotions  in  reaction   25,  80,  100,  186,  270,  289,  320  

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  to  an  announcement,  a  surprise  or  an  event.  

b. Ask  and  answer  questions  about  feelings,  emotions  and  preferences.  

24,  25,  38,  46,  78,  80,  87,  88,  100,  101,  123,  158,  186,  209,  270,  

282,  283,  289,  320,  335  

c. Exchange,  compare  and  support  preferences  and  opinions  about  personal,  academic,  professional  and  contemporary  or  historical  topics.  

81,  103,  113,  119,  123,  161,  163,  181,  183,  237,  243,  249,  264,  

265,  282,  283,  372  

d. Advise  peers,  family  members  or  co-­‐workers  on  problems,  concerns  or  personal  matters  and  adjust  advice,  if  necessary,  based  on  emotional  response  and/or  counterargument.  

289,  293,  294,  295,  391,  393,  401  

 

 

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

1. Convey  meaning  using  writing  processes  and  presentation  strategies.  

 

a. Plan  a  range  of  texts  and  presentations  by  brainstorming  ideas  and  choosing  vocabulary,  phrases  and  sentence  patterns.  

38,  66,  67,  80,  81,  103,  113,  115,  203,  225,  235,  237,  265,  295,  297,  316,  317,  329,  339,  349,  351,  372,  385,  395,  407,  409  

b. Organize  thoughts  and  choose  resources.   41,  81,  91,  103,  115,  119,  181,  235,  237,  241,  245,  283,  295,  297,  300,  305,  349,  351,  385,  415  

c. Produce  initial  drafts/presentations  while  keeping  audience,  context  and  purpose  in  mind.  

39,  41,  81,  103,  115,  123,  237,  297,  305,  329,  349,  351,  385,  409  

d. Revise  and  edit  texts/presentations  using  tools  that  promote  reflection  on  meaning,  form  and  mechanics.  

9,  41,  81,  103,  115,  123,  237,  297,  305,  329,  349,  351,  385,  409  

e. Produce  final  drafts/presentations  with  aesthetic  appeal  using  tools  that  help  to  convey  meaning.  

39,  41,  81,  103,  115,  123,  237,  297,  305,  329,  349,  351,  385,  409  

f. Rehearse  presentations  using  a  range  of  delivery  strategies.  

39,  67,  69,  80,  171,  245,  305,  349,  351,  395,  409  

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

2. Present  information,  concepts  and  viewpoints  on  familiar  and  some  unfamiliar  topics  from  across  disciplines.  

 

a. Create  and  present  lists  and  classifications.   39,  91,  103,  115,  149,  161,  183,  202,  215,  235,  283,  295,  397,  316,  373,  412,  413  

b. Tell  a  personal  story  or  anecdote  that  relates  some  details.  

81,  103,  113,  115,  123,  130,  149,  161,  171,  181,  183,  191,  235,  237,  245,  283,  351,  356,  357,  407  

c. Describe  people,  places  or  things  in  some  detail  to  educate  or  entertain  others.  

103,  113,  115,  149,  151,  171,  181,  183,  235,  237,  265,  283,  296,  351,  395,  407,  409  

d. Publicize  an  event,  program  or  recent  success  by  providing  relevant  details.                                                                                                                                        

253  

e. Advocate  for  and  against  the  purchase  or  sale  of  products  and/or  services  to  a  variety  of  audiences.    

188,  301  

f. Motivate  others  to  meet  or  exceed  personal  or  shared  goals.  

292,  401  

g. Propose  solutions  to  a  range  of  issues  or  problems.   N/A  

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

h. Advise  others  about  options,  ideas,  plans  or  perspectives  using  a  range  of  simple  to  somewhat  more  complex  language.  

N/A  

i. Create  and  present  a  basic  opening  statement  and  closing  argument  in  support  of  or  against  an  issue  of  shared  concern.    

N/A  

j. Synthesize  basic  and  somewhat  detailed  interdisciplinary  information  and  content  to  create  and  present  reports,  presentations  and/or  projects.  

 

 

 

 

 

 

 

105,  151,  245,  305,  356  

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

3. Present  a  range  of  literary,  creative  and  artistic  endeavors  to  audiences  near  or  far.  

 

a. Recite  or  retell  authentic  stories,  folktales,  legends,  poems  and  rhymes  using  appropriate  gestures.  

69  

b. Dramatize  or  perform  authentic  songs,  dances,  skits,  plays,  monologues  or  scenes  from  literature  using  appropriate  gestures.  

38,  39,  66,  67,  69,  79,  80,  243,  245,  395  

c. Play  music  or  produce  an  art/craft  of  the  target  culture  and  share  information  about  it  with  others.  

69,  105,  245,  416-­‐417    

d. Write  and  perform  an  original  rhyme,  story,  poem,  song,  skit,  dance,  cartoon,  monologue  or  play.  

38,  39,  66,  67,  79,  80,  105,  243,  245,  395  

e. Use  visuals  and  sound  to  enhance  a  range  of  basic  to  more  elaborate  performances.  

 

N/A  

 

 CULTURES  STANDARD  

 Cultures:  Gain  and  use  knowledge  and  understanding  of  other  cultures.    

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).    

  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.    

  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.    

  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  

  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

 

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

1. Analyze  and  describe  relationships  among  products,  practices  and  perspectives  and  compare  them  across  cultures.  

 

a. Recognize,  identify,  imitate,  describe,  investigate  and  demonstrate  patterns  of  behavior.  

13,  45,  79,  83,  93,  119,  121,  163,    285,  289,  331,  341,  412,  414  

b. Identify,  examine  and  demonstrate  how  people  meet  their  basic  needs  in  different  ways.  

45,  49,  79,  163,  266,  362-­‐363,  375  

c. Identify,  examine  and  compare  products,  practices  and  perspectives  of  the  U.S.  and  target  cultures.  

36,  40-­‐41,  45,  49,  72,  93,  105,  136,  163,  227,  256,  284,  300,  309,  357  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

d. Identify,  compare  and  show  factors  that  affect  the  availability  and  affordability  of  products  and  services  across  cultures.    

79,  151,  189,  245,  266,  387  

e. Identify,  investigate  and  describe  institutions,  contemporary  and  historical  figures,  contributions  and  time  periods  of  the  target  culture(s).  

15,  20,  54,  105,  126,  196,  245,  249,  250,  256,  266,  357,  387  

f. Recognize  and  identify  instances  of  when  languages  and  cultures  have  interacted  with,  influenced  or  changed  each  other  over  time  and  share  with  others.  

 

15,  75,  186,  187,  223,  243,  291,  321  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

g. Identify  and  compare  variations  in  products,  practices  and  perspectives  among  and  within  target  language  communities.  

9,  31,  40-­‐41,  105,  123,  151,  242,  305,  356,  357,  358-­‐359  

h. Identify  cultural  perspectives  as  they  are  portrayed  in  the  media  and  other  sources  and  share  them  with  others.  

118-­‐119,  240,  241  

i. Solve  and  complete  a  range  of  problems  and  tasks  while  taking  into  consideration  diverse  cultural  perspectives.  

N/A  

j. Identify  global  competency  skills,  relate  them  to  possible  career  pathways  and  demonstrate  how  having  global  competency  skills  enables  people  to  build  collaborative  relationships  with  others.    

2-­‐3  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

k. Develop  global  competency  skills  for  use  in  college,  career  and  beyond  by  engaging  in  collaborative  activities  online  and/or  in  person  with  members  of  diverse  communities  at  home  and  in  the  target  culture(s).  

 

69,  198,  243,  245,  288,  305,  315  

2. Experience  the  target  language  and  culture(s)  and  share  information  and  personal  reactions  with  others.  

 

a. Attend,  view  or  participate  in  a  variety  of  cross-­‐cultural  activities  and  target  culture  events.  

68,  69,  105,  243,  416-­‐417  

b. Experience  and  react  to  a  range  of  expressive  products.   105,  245  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

c. Identify,  examine,  describe,  and  create  replicas  of  important  objects,  images  and  symbols.  

6,  40-­‐41,  151,  242-­‐243,  373  

d. Use  authentic  digital  and  print  media.   105,  119,  188,  241,  245,  300,  301,  356,  415  

e. Identify,  classify,  investigate  and  experience  target  community  organizations  and  their  resources.  

198,  288,  315  

f. Interact  and  collaborate  with  target  language  speakers  around  a  variety  of  interests.  

 

TE:  122,  131A,  191  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

g. Identify  and  use  appropriate  levels  of  formality  or  informality  when  interacting  with  members  of  the  target  culture(s).  

TE:  122,  123,  133A,  191  

h. Develop  an  understanding  that  people  in  other  cultures  might  view  aspects  of  U.S.  mainstream  culture  differently  than  the  majority  of  U.S.  residents  view  them.  

79,  83,  93,  119,  121,  163,  173,  285,  341  

 

   

 

 

   

         SPANISH  I            (Course  #183)  

 

 Findlay  City  Schools    

 

Table  of  Contents  1. Findlay  City  Schools  Mission  and  Beliefs  2. Curriculum  Map  3. Communication  Benchmark  and  Indicators  4. Culture  Benchmark  and  Indicators  

 

 

 

Spanish  I  Writing  Team  Alyssa  Kuebeck  Lisa  Snook  

Richard  Steiner    

 

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society.

This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools.

every person has worth every individual can learn family is the most important influence on the development of personal values. attitude is a choice and always affects performance motivation and effort are necessary to achieve full potential honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.

Curriculum  Map  Everything  through  unit  4-­‐2  must  be  covered.  Starred  items  (*)  beyond  unit  4-­‐2  must  be  taught  as  well.  

Unit   Lesson   Topic   Page  -­‐   Preliminar   ¡Hola!    

    Hola,  ¿qué  tal?   2-­‐3       Tú  vs.  Ud.   5,  9       ¡Mucho  gusto!   6-­‐7       El  abecedario   10       ¿De  dónde  eres?   12-­‐13       Mi  número  de  teléfono     16       Numbers  0-­‐10   16       Los  días  de  la  semana   18       ¿Qué  tiempo  hace?   20       En  la  clase   22-­‐23  1     Un  rato  con  los  amigos       1   ¿Qué  te  gusta  hacer?   32-­‐33       Subject  pronouns   37       Forms  of     37         42       Me/te/le/nos/les  +  gusta  +  infinitive   42     2   Mis  amigos  y  yo   56-­‐57       Definite  and  indefinite  articles   61       Noun-­‐adjective  agreement     66       Making  a  singular  noun  plural   66  2     ¡Vamos  a  la  escuela!       1   Somos  estudiantes   86-­‐87       Numbers  11-­‐100   87       Telling  time   90         91       Tener  +  que  +  infinitive   91       Present  tense   ar  verbs   96     2   En  la  escuela   110-­‐11  

      115       Estar  +  adjective   115       Estar  +  preposition  +  location   115       De  +  el  =  del   115         120       Ir  +  a  +  location   120       Ir  +  a  +  infinitive   120  3     Comer  en  familia       1   Mi  comida  favorite   140-­‐141       Me/te/le/nos/les  gusta  +  infinitive   145       Me/te/le/nos/les  gusta  +  singular  noun   145       Me/te/le/nos/les  gustan  +  plural  noun   145       Present  tense   ir  verbs   150       Present  tense   er  verbs   150         152       Interrogatives   159     2   En  mi  familia   164-­‐165       Date   165       Numbers  200-­‐1,000,000   165       Possession:  object/thing  being  owned  +  de  +  owner   166       Possession:  possessive  adjectives   169       Comparatives   174  4     En  el  centro       1   ¡Vamos  de  compras!   194-­‐195       Seasons   195       E-­‐>IE  stem-­‐changing  verbs   199       Direct  object  pronouns   204     2   ¿Qué  hacemos  esta  noche?   218-­‐219         220       O-­‐>UE  stem-­‐changing  verbs   223       U-­‐>UE  stem-­‐changing  verbs  (ex    jugar)   223       E-­‐>I  stem-­‐changing  verbs   228  5     ¡Bienvenidos  a  nuestra  casa!    

  1   *Ser  vs.  estar   253     2   *More  irregular  verbs   277  6     Mantener  un  cuerpo  sano       2   *Preterite  regular   ar  verbs   331  7     ¡Una  semana  fenomenal!       1   *Preterite  regular   er  and   ir  verbs   361  

  Textbook:  ¡Avancemos!:  Spanish  I;  Gahala,  Hamilton  Carlin,  Heining-­‐Boynton,  Otheguy,  Rupert  Mondloch,  (authors);  

Houghton  Mifflin  Harcourt  Publishing  Company  (publishers);  Copyright  2013;  ISBN:  9780547871912;  Cost:  $80.50   Workbook:   It  is  expected  that  www.conjuguemos.com  and  www.classzone.com  be  used  in  correlation  with  book  exercises  to  practice  

the  required  grammar  and  vocabulary  for  Spanish  I.   It  is  expected  that  reading  and  listening  activities  be  used  out  of  the  workbook  to  support  language  acquisition.  

                                 

 

By  the  end  of  Spanish  I,  students  should  know  the  meanings  of  and  how  to  conjugate  the  following  verbs  in  the  

 

Regular  -­‐AR  Infinitives  (-­‐o,  -­‐as,  -­‐a,  -­‐amos,  -­‐an)  aceptar=   andar=   indicar=   cantar=   descansar=  alquilar=   comprar=   contestar=   entrar=   preparar=  acabar=   estudiar=   dedicar=   usar=   pelear=  buscar=   hablar=   educar=   llegar=   trabajar=  disfrutar=   escuchar=   nadar=   lavar=   tocar=  dibujar=   gritar=   enseñar=   llevar=   tomar=  caminar=   mirar=   necesitar=   montar=   viajar=  cambiar=   practicar=   sacar=   pasar=    cocinar=   aplicar=   pagar=   pasear=    bailar=   comunicar=   regresar=   terminar=    Regular  -­‐ER  Infinitives  (-­‐o,  -­‐es,  -­‐e,  -­‐emos,  -­‐en)  aprender=   comprender=   comer=   deber=   vender=  leer=   correr=   beber=   romper=    Regular  -­‐IR  Infinitives  (-­‐o,  -­‐es,  -­‐e,  -­‐imos,  -­‐en)  abrir=   compartir=   discutir=   vivir=   recibir=  escribir=   decidir=        Irregulars  estar=   ir=   saber=   jugar=   ser=  dar=   tener=   ver=      Stem-­‐Changers  (boot  verbs)  E-­‐IE  cerrar=   empezar=   entender=   querer=   pensar=  perder=   preferir=        

O-­‐UE  almorzar=   dormir=   costar=   encontrar=   mover=  poder=   volver=        E-­‐I  decir=   pedir=   servir=   seguir=    -­‐GO  Verbs  decir=   hacer=   poner=   salir=   tener=  traer=   venir=          

 

 

 

 

 

 

 

 

 

 

 

 COMMUNICATION  STANDARD    Communication:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.    

A. Interpretive  Communication  (Reading,  Listening/Viewing)   Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  

They  understand  and  interpret  authentic  texts  ranging  from  articles  in  

and  classical  literary  texts.   Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  

Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

 B. Interpersonal  Communication  (Speaking/Signing,  Listening/Viewing,  Reading  and  

Writing)    

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  

Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

 C. Presentational  Communication  (Speaking/Signing  and  Writing)  

  Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  

Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  

Learners  use  their  understanding  of  culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

   

     

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

1. Derive  meaning  from  messages  and  texts  using  listening,  reading  and  viewing  strategies.  

 

a. Focus  on  the  overall  meaning  of  the  message  or  text  to  avoid  stumbling  on  unknown  words  and  expressions.  

71,  60,  90,  101,  104,  125,  147,  155,  179,  189,  233  

b. Understand  new  words,  phrases,  sentences  or  the  main  idea  with  the  help  of  visuals  and  graphics  that  accompany  texts.  

48-­‐49,  102-­‐103,  156-­‐157    

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

c. Make  use  of  print  and  digital  resources  to  understand  the  meaning  of  new  words  and  expressions.  

32-­‐34,  56-­‐58,  86-­‐87,  110-­‐112,  140-­‐142,  164-­‐166,  194-­‐196,  218-­‐220  

d. Gain  and  utilize  knowledge  of  word  families/characters  and  cognates  to  figure  out  the  meaning  of  new  words  and  expressions.  

 45,  99,  172  

e. Use  knowledge  of  the  situation,  the  purpose  of  communication  or  context  cues  to  understand  messages.  

64,  99,  153,  180-­‐181  

f. Interpret  gestures,  intonation  and  tone  to  comprehend  verbal  and  nonverbal  messages.  

 

35,  40,  45,  59,  64,  69,  89,  94,  99,  113,  118,  123,  143,  148,  153,  172,  177,  197,  202,  221,  226,  231  

 

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

2. Identify  how  authentic  sources  convey  viewpoints  and  use  authentic  sources  critically.  

 

a. Identify  authentic  sources  and  evaluate  their  suitability  for  specific  tasks.  

50,  74,  104,  128,  158,  182,  212,  236  

b. Explain  the  viewpoint  of  an  authentic  source  by  determining  who  produced  the  text,  when,  why  and  for  whom.  

 

78,  132,  186  

c. Examine  topics,  events  or  viewpoints  as  they  are  presented  in  different  authentic  sources  and  compare  how  those  sources  treat  the  same  topic,  event  or  viewpoint.  

78-­‐79,  132-­‐133,  186-­‐187  

d. Use  information  and  viewpoints  from  authentic  sources  to  inform  or  enhance  a  conversation,  presentation  or  expression  of  creativity.  

50,  74,  78,  104,  128,  132,  158,  182,  186,  212,  236  

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

3. Comprehend  and  interpret  information  in  authentic  messages  and  informational  texts.  

 

a. Follow  multistep  instructions,  directions  and  requests.   22-­‐23  

b. Answer  questions  about  authentic  messages  and  informational  texts.  

49,  73,  103,  127,  157,  181,  235  

 

c. Identify,  sequence  and  classify  people,  places,  things  or  events  based  on  descriptions  with  some  detail.  

40,  69,  118,  143,  153,  207,  226,  231  

d. Identify  and  use  the  essential  elements  of  written  informational  texts  to  summarize  and  relate  the  main  idea  and  relevant  details.  

40,  45,  59,  72-­‐73,  94,  148,  177,  180-­‐181,  197,  234-­‐235  

e. Examine  essential  elements  of  written  informational  texts  to  differentiate  the  main  idea  and  basic  relevant  details  from  extraneous  information.  

 

48-­‐49,  72-­‐73,  102-­‐103,  126-­‐127,  156-­‐157,  180-­‐181,  234-­‐235  

 

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

f. Draw  conclusions  and  make  inferences  based  on  the  ideas  and  details  derived  from  authentic  messages  and  informational  texts.  

50,  74,  104,  128,  158,  182,  212,  236  

g. Use  information  from  authentic  sources  to  solve  problems,  complete  multistep  tasks  or  reinforce  concepts  across  the  curriculum.  

Internet,  media  resources  

4. Comprehend  and  interpret  information  about  the  main  idea  and  relevant  details  in  authentic  literary  texts.  

 

a. Answer  a  range  of  questions,  from  simple  to  detailed,  about  literary  texts.  

210-­‐211  

b. Sequence  events  in  literary  texts  and  analyze  that  sequence  to  understand  how  each  event  led  to  the  next.  

210-­‐211  

c. Provide  descriptions  of  characters  and  settings  that  include  some  details.  

94,  118,  143,  207,  231  

INTERPRETIVE  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  comprehend  the  main  idea  and  relevant  details  in  a  variety  of  age-­‐appropriate  live,  written  and  recorded  messages;  personal  anecdotes;  and  narratives  in  the  language.  They  understand  and  interpret  authentic  

classical  literary  texts.    Learners  derive  meaning  through  the  use  of  listening,  viewing  and  reading  strategies.  Learners  reinforce  and  expand  their  knowledge  across  disciplines  as  they  acquire  information  and  distinctive  viewpoints  directly  through  authentic  print,  non-­‐print  and  digital  language  and  culture  sources.  

9-­‐12   Page  References  

d. Predict  the  outcomes  of  literary  texts  and  provide  a  basic  rationale  for  those  predictions.  

167  

e. Demonstrate  comprehension  of  literary  texts  through  the  creation  of  artistic  and/or  technology-­‐enhanced  representations.  

210-­‐211  

f. Demonstrate  understanding  about  aspects  of  literary  pieces  by  participating  in  moderated  discussions,  journaling  and/or  creating  artistic  or  expressive  representations.  

211  

 

 

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  

1. Negotiate  meaning  using  requests,  clarifications  and  conversation  strategies.  

 

a. Use  a  range  of  common  expressions  to  make  requests  and  seek  clarification.  

22,  23  

b. Ask  and  answer  a  range  of  questions  to  seek  or  clarify  information.  

39,  41,  63,  65,  81,  118,  127,  152,  173,  198,  208,  220,  220,  222  

c. Paraphrase,  elaborate  or  use  circumlocution  to  clarify  meaning  and  ambiguities.  

46,  100,  124,  154,  178,  208,  232  

d. Observe  or  use  nonverbal  clues  to  help  clarify  meaning.  

30,  40,  45,  59,  64,  69,  80,  89,  94,  99,  113,  118,  123,  134,  135,  143,  148,  153,  167,  172,  177,  188,  197,  202,  207,  221,  226,  231,  232  

e. Use  a  range  of  conversation  strategies  to  steer  interactions.  

 

 

46,  80,  100,  124,  134,  135,  154,  178,  188,  208,  232  

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  

2. Interact  with  others  using  culturally  appropriate  language  and  gestures  on  familiar  and  some  unfamiliar  topics.  

 

a. Engage  in  greetings,  introductions  and  leave-­‐taking.   4,  5,  8,  9,  11  

b. Ask  questions  and  provide  answers  on  a  range  of  topics.  

39,  41,  63,  65,  81,  118,  127,  152,  173,  198,  208,  220,  220,  222  

c. Give  and  follow  sequences  of  basic  multistep  instructions,  directions  or  requests  to  engage  in  a  variety  of  social,  educational,  cultural  and  job-­‐related  tasks  and  activities.  

22,  23  

d. Share  descriptions  of  people,  places,  things  and  events.  

70,  98,  144,  178  

e. Initiate,  participate  in  and  conclude  conversations,  interviews  and  debates  on  a  limited  range  of  personal,  general  knowledge,  academic,  interdisciplinary  and  job-­‐related  topics  and  issues.  

34,  36,  39,  41,  43,  46,  60,  63,  65,  70,  80,  81  88,  98,  100,  112,  117,  118,  119,  127,  135  144,  147,  149,  152,  154,  168,  171,  173,  178,  188,  189,  198,  201,  203,  206,  208,  220,  222,  225,  232  

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  

f. Use  language  to  acquire  a  variety  of  goods,  services  or  information.  

39,  41,  63,  65,  81,  118,  124,  127,  149,  152,  154,  173,  189,  198,  208,  220,  220,  222  

g. Provide  information  or  services  using  knowledge  of  the  target  language  and  culture.  

80,  134,  135,  188,  232  

h. Collaborate  to  accomplish  tasks  or  to  propose  solutions  to  problems  affecting  local  and  global  communities.  

 

80-­‐81,  134-­‐135,  188-­‐189  

3.  Express  preferences,  feelings,  emotions  and  opinions  about  familiar  and  some  unfamiliar  topics.  

 

a. Express  a  range  of  feelings  and  emotions  in  reaction  to  an  announcement,  a  surprise  or  an  event.  

34,  36,  43,  117,  118,  119,  147  

b. Ask  and  answer  questions  about  feelings,  emotions  and  preferences.  

43,73,127,  201,  203,  206,  211  

INTERPERSONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  initiate  and  sustain  meaningful  spoken,  written  and  signed  communication  by  providing  and  obtaining  information,  expressing  feelings  and  emotions,  and  exchanging  opinions  in  culturally  appropriate  ways.  Learners  actively  negotiate  meaning  across  languages  and  cultures  to  ensure  that  their  messages  are  understood  and  that  they  can  understand  others.  

9-­‐12   Page  References  

c. Exchange,  compare  and  support  preferences  and  opinions  about  personal,  academic,  professional  and  contemporary  or  historical  topics.  

80,  81,  134,  135,  188,  189  

 

 

 

 

 

 

 

 

 

 

 

 

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

1. Convey  meaning  using  writing  processes  and  presentation  strategies.  

 

a. Plan  a  range  of  texts  and  presentations  by  brainstorming  ideas  and  choosing  vocabulary,  phrases  and  sentence  patterns.  

71,  101,  125,  135,  155,  179,  209,  233  

b. Organize  thoughts  and  choose  resources.   50,  71,  101,  104,  125,  155,  158,  179,  209,  212,  233  

c. Produce  initial  drafts/presentations  while  keeping  audience,  context  and  purpose  in  mind.  

71,  101,  125,  155,  179,  209,  233  

d. Revise  and  edit  texts/presentations  using  tools  that  promote  reflection  on  meaning,  form  and  mechanics.  

71,  101,  125,  155,  179,  209,  233  

e. Produce  final  drafts/presentations  with  aesthetic  appeal  using  tools  that  help  to  convey  meaning.  

50,  104,  135,  158,  212  

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

f. Rehearse  presentations  using  a  range  of  delivery  strategies.  

 

80,  81,  134,  135,  188,  189  

2. Present  information,  concepts  and  viewpoints  on  familiar  and  some  unfamiliar  topics  from  across  disciplines.  

 

a. Create  and  present  lists  and  classifications.   19,  48,  72  102,  126,  156,  180,  234  

b. Tell  a  personal  story  or  anecdote  that  relates  some  details.  

44,  98,  125  

c. Describe  people,  places  or  things  in  some  detail  to  educate  or  entertain  others.  

71,  98,  149,  179  

d. Publicize  an  event,  program  or  recent  success  by  providing  relevant  details.                                                                                                                                        

N/A  

e. Advocate  for  and  against  the  purchase  or  sale  of  products  and/or  services  to  a  variety  of  audiences.    

N/A  

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

f. Motivate  others  to  meet  or  exceed  personal  or  shared  goals.  

N/A  

g. Propose  solutions  to  a  range  of  issues  or  problems.   154  

h. Advise  others  about  options,  ideas,  plans  or  perspectives  using  a  range  of  simple  to  somewhat  more  complex  language.  

N/A  

i. Create  and  present  a  basic  opening  statement  and  closing  argument  in  support  of  or  against  an  issue  of  shared  concern.    

154,  233  

j. Synthesize  basic  and  somewhat  detailed  interdisciplinary  information  and  content  to  create  and  present  reports,  presentations  and/or  projects.  

50,  74,  80,  81,  104,  128,  134,  135,  158,  182,  188,  189,  212,  236  

3. Present  a  range  of  literary,  creative  and  artistic  endeavors  to  audiences  near  or  far.  

 

a. Recite  or  retell  authentic  stories,  folktales,  legends,  poems  and  rhymes  using  appropriate  gestures.  

N/A  

PRESENTATIONAL  COMMUNICATION:  Communicate  in  languages  other  than  English,  both  in  person  and  via  technology.  

Learners  present  information,  concepts,  ideas  and  viewpoints  on  a  variety  of  topics  to  audiences  of  listeners,  readers  or  viewers  for  varied  purposes.  Learners  demonstrate  linguistic  and  cultural  competence  through  academic  endeavors,  creative  undertakings  and  artistic  expression.  Learners  use  their  understanding  of  

culture  to  convey  messages  in  a  manner  that  facilitates  interpretation  by  others  where  no  direct  opportunity  for  the  active  negotiation  of  meaning  exists.  

9-­‐12   Page  References  

b. Dramatize  or  perform  authentic  songs,  dances,  skits,  plays,  monologues  or  scenes  from  literature  using  appropriate  gestures.  

100,  124  

c. Play  music  or  produce  an  art/craft  of  the  target  culture  and  share  information  about  it  with  others.  

128,  182,  236  

d. Write  and  perform  an  original  rhyme,  story,  poem,  song,  skit,  dance,  cartoon,  monologue  or  play.  

80,  134,  135,  188,  232  

e. Use  visuals  and  sound  to  enhance  a  range  of  basic  to  more  elaborate  performances.  

 

128,  182  

 

 CULTURES  STANDARD  

 Cultures:  Gain  and  use  knowledge  and  understanding  of  other  cultures.    

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).    

  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.    

  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.    

  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  

  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

 

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

1. Analyze  and  describe  relationships  among  products,  practices  and  perspectives  and  compare  them  across  cultures.  

 

a. Recognize,  identify,  imitate,  describe,  investigate  and  demonstrate  patterns  of  behavior.  

49,  73,  78,  80,  103,  127,  132,  134,  135,  157,  181,  186,  188,  211,  232,  235  

b. Identify,  examine  and  demonstrate  how  people  meet  their  basic  needs  in  different  ways.  

49,  73,  78,  103,  127,  132,  157,  181,  186,  211,  235  

c. Identify,  examine  and  compare  products,  practices  and  perspectives  of  the  U.S.  and  target  cultures.  

28,  41,  44,  48,  92,  97,  102,  116,  122,  126,  128,  132-­‐133,  138,  146,  152,  156,  170,  176,  180,  182,  186-­‐187,  190,  203,  206,  210,  225,  230,  234,  236  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

d. Identify,  compare  and  show  factors  that  affect  the  availability  and  affordability  of  products  and  services  across  cultures.    

28-­‐29,  82-­‐83,  136-­‐137,  190-­‐191,  225  

e. Identify,  investigate  and  describe  institutions,  contemporary  and  historical  figures,  contributions  and  time  periods  of  the  target  culture(s).  

C4,  C8,  C16-­‐C17,  C21,  9,  23,  28-­‐29,  30-­‐31,  41,  50,  54-­‐55,  68,  72,  82-­‐83,  92,97,  102-­‐103,  104,  108,  116,  136-­‐137,  170,  190-­‐191,  210-­‐211,  212,  230    

f. Recognize  and  identify  instances  of  when  languages  and  cultures  have  interacted  with,  influenced  or  changed  each  other  over  time  and  share  with  others.  

C4,  C6,  C20,  C24-­‐C25,  28-­‐29,  50,  82-­‐83,  116,  136-­‐137,  170,  190-­‐191,  212,  230  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

g. Identify  and  compare  variations  in  products,  practices  and  perspectives  among  and  within  target  language  communities.  

C2-­‐C25,  28-­‐29,  79,  82-­‐83,  133,  136-­‐137,  187,  190-­‐191  

h. Identify  cultural  perspectives  as  they  are  portrayed  in  the  media  and  other  sources  and  share  them  with  others.  

C2-­‐C25,  62-­‐63,  90-­‐91,  96-­‐97,  124-­‐125,  152-­‐153,158-­‐159,  186-­‐187,  214-­‐215,  220-­‐221  

i. Solve  and  complete  a  range  of  problems  and  tasks  while  taking  into  consideration  diverse  cultural  perspectives.  

N/A  

j. Identify  global  competency  skills,  relate  them  to  possible  career  pathways  and  demonstrate  how  having  global  competency  skills  enables  people  to  build  collaborative  relationships  with  others.    

47,  50,  74,  104,  128,  154,  158,  182,  212,  236  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

k. Develop  global  competency  skills  for  use  in  college,  career  and  beyond  by  engaging  in  collaborative  activities  online  and/or  in  person  with  members  of  diverse  communities  at  home  and  in  the  target  culture(s).  

47,  50,  74,  104,  128,  154,  158,  182,  212,  236  

2. Experience  the  target  language  and  culture(s)  and  share  information  and  personal  reactions  with  others.  

 

a. Attend,  view  or  participate  in  a  variety  of  cross-­‐cultural  activities  and  target  culture  events.  

C2-­‐C25,  50,  74,  104,  128,  158,  182,  212,  236  

b. Experience  and  react  to  a  range  of  expressive  products.   C2,  C3,  C18,  C25,  44,  97,  128,  210-­‐211,  212,  230,  236  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

c. Identify,  examine,  describe,  and  create  replicas  of  important  objects,  images  and  symbols.  

128,  182,  236  

d. Use  authentic  digital  and  print  media.   48-­‐49,  60,  72-­‐73,  79,  90,  101,  102-­‐103,  104,  125,  126-­‐127,  133,  147,  155,  156-­‐157,  179,  180-­‐181,187,  189,  233,  234-­‐235  

e. Identify,  classify,  investigate  and  experience  target  community  organizations  and  their  resources.  

74,  128,  182,  236  

f. Interact  and  collaborate  with  target  language  speakers  around  a  variety  of  interests.  

80,  81,  134,  135,  188,  189  

CULTURES  STANDARD:  Gain  and  use  knowledge  and  understanding  of  other  cultures.  

Through  the  target  language,  students  examine  the  relationship  among  the  products,  practices  and  perspectives  of  the  target  culture(s).  Students  enhance  their  understanding  by  making  cultural  comparisons  and  developing  cultural  insights.  The  examination  of  products  and  practices  in  relation  to  shared  cultural  perspectives  enables  learners  to  understand  authentic  cultural  contexts  and  use  acceptable  language  and  behavior  in  those  contexts.  As  they  become  globally  competent  citizens,  students  learn  that  language  and  culture  are  inextricably  linked.  As  they  participate  in  multilingual  communities  and  various  cultures  at  home  and  around  the  world,  both  in  person  and  via  technology,  they  come  to  understand  and  abide  by  the  constraints  and  freedoms  afforded  to  individuals  in  the  target  culture(s)  and  their  own.  

 

9-­‐12   Page  References  

g. Identify  and  use  appropriate  levels  of  formality  or  informality  when  interacting  with  members  of  the  target  culture(s).  

2,  3,  4,  5,  8,  9,  16  

h. Develop  an  understanding  that  people  in  other  cultures  might  view  aspects  of  U.S.  mainstream  culture  differently  than  the  majority  of  U.S.  residents  view  them.  

C2-­‐25,  78-­‐79,  132-­‐133,  186-­‐187