Our recommendation: Springboro voters...

Our recommendation: Springboro voters should say 'yes' the first time to school levies

There are 31879 comments on the Dayton Daily News story from Feb 5, 2008, titled Our recommendation: Springboro voters should say 'yes' the first time to school levies. In it, Dayton Daily News reports that:

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Worth Repeating

Piqua, OH

#27056 Aug 30, 2013
truth to power wrote:
<quoted text>
Are you a parent of a Springboro student? This evening take a moment to page through your child's history or social studies textbook. You'll see where exactly where liberals have already placed "crazy" in our childrens curriculum.
"We have now sunk to a depth at which restatement of the obvious is the first duty of intelligent men."
- George Orwell
Shouldn't our school district leaders/elected officials
be leading our students in the direction of OUT with status quo "bottom line" princiPALs?
Doug Wiedeman

Cleveland, OH

#27057 Aug 30, 2013
Listen Up wrote:
<quoted text>
Fortunately, I am private citizen with free speech rights to express an opinion, without having every word "codified."
I could never educate myself to the level of "interrogation" of board members as occurs in our school board meetings, arguing mindlessly over whether or not the words "shall" or "will"
are "codified."
Trouble for you is you can't, the words you seek do not exist in the Declaration of Independence, Constitution, or any subsequent amendments.

No law has been passed codifying those words, "separation of church and state".

cod·i·fy (kd-f, kd-)
tr.v. cod·i·fied, cod·i·fy·ing, cod·i·fies
1. To reduce to a code: codify laws.
2. To arrange or systematize.

While the board seems to be interrogated by the public on a routine basis, I am yet to observe the board interrogating anyone.

Perhaps we should query Mr. Malone or Mr Stuckey on the degrading of our high school's curriculum for the good of the children. Although Mr. Malone and Mr. Stuckey's educational peers can find
NO RESEARCH or DATA to substantiate that premise.

How again is that good for children to teach them less than they are capable of learning?
No Turning Back

Piqua, OH

#27058 Aug 30, 2013
SAY NO TO CRAZY wrote:
<quoted text>
Actually, I have a few reasons why we should change directions: creationism, League of the South, Liberty Institute, Glenn Beck, and David Barton... Where is STRENGTHENING the curriculum in all of the ideas brought up by the current board that I listed?
The way many of us see it, our school district is heading in the direction of continuing success. We are all influenced by the negatives that flow freely through the social media and news media; please check out this website for exciting news of great things happening in our schools and community.

In the direction of opportunity ...
by David Petroni “A pessimist sees the difficulty in every opportunity;an optimist sees the opportunity in every difficulty.”--Winston Churchill When we combine common sense spending with the strong performance of our schools, we can offer opportunities for everyone--our students, teachers, families and our community. The 2013 campaign for school board has begun, and some candidates are calling for a nostalgic turn back to “the way it was.” The status quo says they want to go in a different direction. Here is a reminder of our past:• Instead of facing our challenges, they seemingly would retreat back in time.• Instead of looking for opportunities to improve and innovate, they chose the way they always operated – raise fees, cut busing, reduce support staff, and increase class size to leverage parents.• Instead of reallocating resources in response to a changing financial environment, they chose not to buy books, technology, buses, or to make needed capital improvements. This summer a worker fell 20 feet (blessedly survived with only a broken elbow) while fixing the Clearcreek Elementary roof because the roof decking had been neglected for so long. If regular maintenance is performed, how much less might this repair have cost?We see the status quo woefully ill equipped to meet the challenges that our school district faces.Visit our websitehttp://educatespringbor o.org
BORO ALUMNI

Maineville, OH

#27059 Aug 31, 2013
No Turning Back wrote:
<quoted text>
The way many of us see it, our school district is heading in the direction of continuing success. We are all influenced by the negatives that flow freely through the social media and news media; please check out this website for exciting news of great things happening in our schools and community.
In the direction of opportunity ...
by David Petroni “A pessimist sees the difficulty in every opportunity;an optimist sees the opportunity in every difficulty.”--Winston Churchill When we combine common sense spending with the strong performance of our schools, we can offer opportunities for everyone--our students, teachers, families and our community. The 2013 campaign for school board has begun, and some candidates are calling for a nostalgic turn back to “the way it was.” The status quo says they want to go in a different direction. Here is a reminder of our past:• Instead of facing our challenges, they seemingly would retreat back in time.• Instead of looking for opportunities to improve and innovate, they chose the way they always operated – raise fees, cut busing, reduce support staff, and increase class size to leverage parents.• Instead of reallocating resources in response to a changing financial environment, they chose not to buy books, technology, buses, or to make needed capital improvements. This summer a worker fell 20 feet (blessedly survived with only a broken elbow) while fixing the Clearcreek Elementary roof because the roof decking had been neglected for so long. If regular maintenance is performed, how much less might this repair have cost?We see the status quo woefully ill equipped to meet the challenges that our school district faces.Visit our websitehttp://educatespringbor o.org
You didn't address the question.
Doug Wiedeman

Cleveland, OH

#27060 Aug 31, 2013
BORO ALUMNI wrote:
<quoted text>
You didn't address the question.
The strengthening of our curriculum will begin when we throw away Mr. Malone's and the union's proud assertions that PROFICIENT is good enough for our children.

Mr. Petroni addressed that subject at the August 8th board meeting when he asked that we establish a higher level of accomplishment in Springboro rather than celebrating the artificially low level the state demands today.

I attended those board meetings earlier in the year when each school principal would present the state of affairs in their school. Invariably the talk moved towards how good we were doing in meeting the state standards and how many children we had at the PROFICIENT level. Each time this was mentioned the place erupted in cheers and clapping from the teachers and union supporters present.

I have a difficult time believing that each of these teachers and administrators did not know what it took me about 15 minutes to figure out, PROFICIENT equals FAILURE.

Let's look at the Class of 2017 as an example

Class of 2017

From 5th grade through 8th grade

2009-2010 Ohio Achievement Assessment Math test results

5th Grade 2009-2010 Ohio Achievement Assessment Tests Results.
.
Math .......52 possible points on the test
.
.
State Rating System and distribution of students for the 5th grade
.
Limited..........30 Students
Limited.......... 24% was the Average score for this group
Limited..........definition--0 -16 correct answers =(0-31% correct)
.
Basic..........42 Students
Basic ..........38% was the Average score for this group
Basic..........definition--17 - 22 correct answers =(33-42% correct)
.
Proficient........109 Students
Proficient........48% was the Average score for this group
Proficient.........definition- -23-31 correct answers =(44-60% correct)
.
Accelerated.....62 Students
Accelerated.....66% was the Average score for this group
Accelerated.....definition--31 -36 correct answers =(62-69% correct)
.
Advanced........173 Students
Advanced........80% was the Average score for this group
Advanced........definition--37 -52 correct answers =(71-100% correct)
.
Applying Mr. Malone's same grading system used for assigning percentages to grades earned in the college credit program (PSEO)
.
F.....Below 62.99% correct answers.......199 Students
Percentage of Students.....48% receiving F
D..... 63%- 74.99% correct answers......74 Students
Percentage of Students.....18% receiving D
C......75%- 84.99% correct answers........92 Students
Percentage of Students.....22% receiving C
B..... 85%- 92.99% correct answers........39 Students
Percentage of Students.....9% receiving B
A..... 93% correct answers and above.....12 Students
Percentage of Students....3% receiving A

In 5th grade Class of 2017 we find

PASSING 75% or better - 34%

FAILING 74% and below - 66%
Doug Wiedeman

Cleveland, OH

#27061 Aug 31, 2013
Class of 2017

2010-2011 Ohio Achievement Assessment Math test results

6th Grade 2010-2011 Ohio Achievement Assessment Tests Results.
.
Math .......50 possible points on the test
.
.
State Rating System and distribution of students for the 6th grade
.
Limited..........14 Students
Limited.......... 23% was the Average score for this group
Limited..........definition--0 -14 correct answers =(0-28% correct)
.
Basic..........13 Students
Basic ..........35% was the Average score for this group
Basic..........definition--15 - 19 correct answers =(30-38% correct)
.
Proficient........83 Students
Proficient........50% was the Average score for this group
Proficient.........definition- -20-28 correct answers =(40-56% correct)
.
Accelerated.....76 Students
Accelerated.....62% was the Average score for this group
Accelerated.....definition--29 -33 correct answers =(58-66% correct)
.
Advanced........181 Students
Advanced........79% was the Average score for this group
Advanced........definition--34 -50 correct answers =(68-100% correct)
.
Applying Mr. Malone's same grading system used for assigning percentages to grades earned in the college credit program (PSEO)
.
F.....Below 62.99% correct answers.......156 Students
Percentage of Students.....43% receiving F
D..... 63%- 74.99% correct answers......97 Students
Percentage of Students.....16% receiving D
C......75%- 84.99% correct answers........76 Students
Percentage of Students.....20% receiving C
B..... 85%- 92.99% correct answers........32 Students
Percentage of Students.....9% receiving B
A..... 93% correct answers and above.....6 Students
Percentage of Students....2% receiving A

In 6th grade Class of 2017 we find

PASSING 75% or better - 31%

FAILING 74% and below - 59%
Doug Wiedeman

Cleveland, OH

#27062 Aug 31, 2013
Class of 2017

2011-2012 Ohio Achievement Assessment Math test results

7th Grade 2011-2012 Ohio Achievement Assessment Tests Results.
.
Math .......50 possible points on the test
.
.
State Rating System and distribution of students for the 7th grade
.
Limited..........8 Students
Limited.......... 17% was the Average score for this group
Limited..........definition--0 -9 correct answers =(0-18% correct)
.
Basic..........33 Students
Basic ..........26% was the Average score for this group
Basic..........definition--10 - 15 correct answers =(20-30% correct)
.
Proficient........137 Students
Proficient........48% was the Average score for this group
Proficient.........definition- -16-29 correct answers =(32-58% correct)
.
Accelerated.....104 Students
Accelerated.....66% was the Average score for this group
Accelerated.....definition--30 -36 correct answers =(60-72% correct)
.
Advanced........108 Students
Advanced........83% was the Average score for this group
Advanced........definition--37 -50 correct answers =(74-100% correct)
.
Applying Mr. Malone's same grading system used for assigning percentages to grades earned in the college credit program (PSEO)
.
F.....Below 62.99% correct answers.......211 Students
Percentage of Students.....54% receiving F
D..... 63%- 74.99% correct answers......79 Students
Percentage of Students.....20% receiving D
C......75%- 84.99% correct answers........56 Students
Percentage of Students.....14% receiving C
B..... 85%- 92.99% correct answers........36 Students
Percentage of Students.....9% receiving B
A..... 93% correct answers and above.....9 Students
Percentage of Students....2% receiving A

In 7th grade Class of 2017 we find

PASSING 75% or better - 26%

FAILING 74% and below - 74%
Doug Wiedeman

Cleveland, OH

#27063 Aug 31, 2013
Class of 2017

2012-2013 Ohio Achievement Assessment Math test results

8th Grade 2012-2013 Ohio Achievement Assessment Tests Results.
.
Math .......46 possible points on the test
.
.
State Rating System and distribution of students for the 8th grade
.
Limited..........8 Students
Limited.......... 19% was the Average score for this group
Limited..........definition--0 -10 correct answers =(0-20% correct)
.
Basic..........29 Students
Basic ..........29% was the Average score for this group
Basic..........definition--11 - 15 correct answers =(22-33% correct)
.
Proficient........119 Students
Proficient........48% was the Average score for this group
Proficient.........definition- -16-27 correct answers =(35-59% correct)
.
Accelerated.....146 Students
Accelerated.....70% was the Average score for this group
Accelerated.....definition--28 -36 correct answers =(61-78% correct)
.
Advanced........93 Students
Advanced........87% was the Average score for this group
Advanced........definition--37 -50 correct answers =(80-100% correct)
.
Applying Mr. Malone's same grading system used for assigning percentages to grades earned in the college credit program (PSEO)
.
F.....Below 62.99% correct answers.......173 Students
Percentage of Students.....46% receiving F
D..... 63%- 74.99% correct answers......90 Students
Percentage of Students.....23% receiving D
C......75%- 84.99% correct answers........56 Students
Percentage of Students.....14% receiving C
B..... 85%- 92.99% correct answers........46 Students
Percentage of Students.....12% receiving B
A..... 93% correct answers and above.....21 Students
Percentage of Students....5% receiving A

In 8th grade Class of 2017 we find

PASSING 75% or better - 31%

FAILING 74% and below - 69%
Yay proficiency

Girard, OH

#27064 Aug 31, 2013
If the teachers can wildly erupt in cheers for "proficiency" during board meetings maybe its because they are fine teaching to the crappy government standards. That in itself is shameful.
Excuse Me

Piqua, OH

#27065 Aug 31, 2013
BORO ALUMNI wrote:
<quoted text>
You didn't address the question.
No Question About It... Children's First Budgeting Works!

Why waste time "questioning" Mr. Malone about what he thinks of the board's direction?

Keep in mind that this is a rhetorical question and does not require Mr. Malone's status quo rebuttal..... that taxpayers money should not be spend on physical needs of our students (including safe and comfortable classrooms and eleven very much needed school buses) but that the boasrd should put the RE-emphasis on using taxpayers money for union employees' salary/benefits packages increases, leaving our kids unmet needs behind the union first best financial interest.

Why not join the school superintendent in celebration of Welcome Back to our new school year of adventure in education? Please check the school website for this warm and inspiring message to our school community and our community of taxpaying homeowners. Working together we have a win-win situation for all -- no question at all about the amazing accomplishments and financial success of our elected officials agenda of "reforming budgets and levy alternatives." Our school board president, Kelly Kohls, has educated Springboro voters that a quality classroom education doesn't take more money - it takes accountability.
Point Counter Point

Piqua, OH

#27066 Aug 31, 2013
Doug Wiedeman wrote:
<quoted text>
Trouble for you is you can't, the words you seek do not exist in the Declaration of Independence, Constitution, or any subsequent amendments.
No law has been passed codifying those words, "separation of church and state".
cod·i·fy (kd-f, kd-)
tr.v. cod·i·fied, cod·i·fy·ing, cod·i·fies
1. To reduce to a code: codify laws.
2. To arrange or systematize.
While the board seems to be interrogated by the public on a routine basis, I am yet to observe the board interrogating anyone.
Perhaps we should query Mr. Malone or Mr Stuckey on the degrading of our high school's curriculum for the good of the children. Although Mr. Malone and Mr. Stuckey's educational peers can find
NO RESEARCH or DATA to substantiate that premise.
How again is that good for children to teach them less than they are capable of learning?
In the fair and balanced way of presenting "both sides"

perhaps the board should exercise their rights as elected officials in the board room by bringing recommendations in the best interests of educating all students to their highest potential of academic success; and follow their own agenda, instead of stirring up conflict over controversial issues,
and then backing down when the collective political opposition gets on step ahead in the big union business of bullying.

How again is that good for children to teach them that in Springboro schools whatever agenda is insanely popular always WINS?
Ask Ron Malone

Piqua, OH

#27067 Aug 31, 2013
Ohio Education Association Encourages Teachers to Indoctrinate Ohio’s Kids
Is it true that:
The Ohio Education Association (OEA) however, believes:

Teachers should carry their protest and advocacy into classrooms all over Ohio. The OEA also believes teachers should not only be members of a labor union, but also should indoctrinate our children on unionism.

As the OEA dictates to teachers in their monthly newsletter:

“It’s essential that they not only be teachers unionists but teachers of unionism. We need to create a generation of students who support teachers and the movements of teachers for their rights.” How about they focus on just teaching our kids the core skills they will need in math, reading, writing, and science?

How about they leave their political ideology and unionism out of the classroom? As the National Assessment of Educational Progress results show, more than half of America’s 8th graders fail basic civics tests. Clearly, our teachers have enough to do already.

The worst part of this indoctrinating dictate is that it involves a captive audience that lacks the knowledge and power to challenge what they are being brainwashed to believe. The OEA does not even attempt to be responsible about its desire to create a Union Youth –they encourage teachers to aim this message at children as young as the 4th grade.

The OEA approvingly recommends a website that “aims to inform children (grades 4-7) on current news and world events from a progressive perspective and to inspire a passion for social justice and learning.

This “progressive” website for 10 year olds contains links on the main page titled “Bush Wanted Abroad” and Global Warming Causes Snow.” The “Bush Wanted Abroad” article consists of this reporting gem:….. former George W. Bush canceled a trip to
Switzerland to avoid being arrested for human rights abuses. Bush admitted to allowing the torture of prisoners held by the United States. This is a violation of international law. There are now several countries in which Bush may be arrested if he enters them”
Nice objective “news” for a 10 year old to read, right???

Resource links for teachers include a link to “Radical Math.” As evident from the page below, the Radical Math website thinks that teaching math should be overtly political and teachers should include propaganda about social justice into math lessons. So, the days of trains leaving Chicago traveling 65 miles per hour are over. Our kids apparently will now do math problems about the death penalty, global warming, enhanced interrogation techniques, and the greedy rich.

The OEA needs to keep its left-wing views outside of the classroom and its hands off our kids’ curriculum. This type of indoctrination isn’t a surprise coming from a group with a leader who once boldly admitted it was more concerned with getting more power than the best interest of our kids.-

The bottom line is that Ron Malone, David Stuckey, and Charles Anderson have their guiding principles to gain control of the board and Re-Define the Role of a School Board Member AND Re-Emphasis the value of union first financial interest, leaving our kids with only the left-overs. How does that promote School-Community unity, Mr. Malone?
confused

Dayton, OH

#27068 Aug 31, 2013
So, with Kelly not running for school board...is there anyone worth voting for that has the "tax payers" in mind, and not the school levy loving freaks ?
motorvoter

Cincinnati, OH

#27069 Aug 31, 2013
Does anyone know the scope of the popularity of these phony Constitution classes on Tuesday nights? Apparently they're being taught by someone named Ricki Pepin, who apparently has no law degree or teaching degree or any other discernible qualification.

And it's worse than that. She also peddles religious snake oil. If you send her $30, she'll tell you how to prevent almost all diseases through a Biblical diet. She wants everyone to go back to a time when life expectancy was far lower. And anyone who thinks that diet will cure you should look at the case of Steve Jobs. Despite apparently having no medical qualifications, she thinks she's an expert in this are as well.

At 1:00 of the following video, she expressly rejects the germ theory of disease:
www.youtube.com/watch...

This is the person that the current majority of the Board wants to educate your children regarding the U.S. Constitution.

This just gets more bizarre as time goes on.
motorvoter

Cincinnati, OH

#27070 Aug 31, 2013
Apparently, the people that Kelly Kohls, David Petroni and Jim Rigano want to teach your children about the Founding Fathers, in addition to promoting pseudo-history and Southern separatism, believe (or at least push) the theory that 911 was an inside job - yep that Bush and Cheney and other members of a secret cabal wired the Twin Towers with explosives. This is just the silliest conspiracy theory, and simply disgusting

visibility911.libsyn.com/2006/06

archive.theamericanview.com/index.php...

If Ricki Pepin was trained by the Institute on the Constitution to teach American history (which seems to involve simply having purchased some materials), it appears that her own education would have included material supporting the view that a secret cabal of Americans destroyed the Twin Towers:

fauxcapitalist.com/2012/06/11/purchased-an-in...

To those who are attending her classes - please inquire regarding her opinion as to this disgusting pseudo-science, pseudo-history explanation for a very painful event in American history.

And do Kohls, Petroni and Rigano believe that 911 was an inside job, and do they wish to teach this to children?
Doug Wiedeman

Cleveland, OH

#27071 Aug 31, 2013
motorvoter wrote:
Apparently, the people that Kelly Kohls, David Petroni and Jim Rigano want to teach your children about the Founding Fathers, in addition to promoting pseudo-history and Southern separatism, believe (or at least push) the theory that 911 was an inside job - yep that Bush and Cheney and other members of a secret cabal wired the Twin Towers with explosives. This is just the silliest conspiracy theory, and simply disgusting
visibility911.libsyn.com/2006/06
archive.theamericanview.com/index.php...
If Ricki Pepin was trained by the Institute on the Constitution to teach American history (which seems to involve simply having purchased some materials), it appears that her own education would have included material supporting the view that a secret cabal of Americans destroyed the Twin Towers:
fauxcapitalist.com/2012/06/11/purchased-an-in...
To those who are attending her classes - please inquire regarding her opinion as to this disgusting pseudo-science, pseudo-history explanation for a very painful event in American history.
And do Kohls, Petroni and Rigano believe that 911 was an inside job, and do they wish to teach this to children?
Who exactly are they hiring to teach in our school system to teach this?

What text books are we going to be using for this program?

Do you have a record of the purchase orders for all of this?

The answer to all of the above questions, are no one, there is not one, and there is no purchase order.

PHONY arguments by those who wish to skirt real issues in our schools created my Mr. Malone.

According to the Warren County Educational Services Center audit of our high school program of studies for the High Schools That Work group we joined to help us enhance our school, Mr. Malone chose to forgo the advice of his professional peers in regards to his high school.

Who were the ultimate victims of Mr. Malone's conscious ignoring?

The children he was charged with protecting and educating.

The report from 2010 made the necessary recommendations, yet two years later in 2012 little to nothing had been done in those areas. Not my words, but those of the Mr. Malone's professional education peers.

Page 6
https://docs.google.com/file/d/0Bxs0_xA64y_He...

Page 7
https://docs.google.com/file/d/0Bxs0_xA64y_Hc...

Who is dumbing down the curriculum at the high school?

Mr. Malone was the one providing the leadership that was going in the wrong direction.
truth to power

Girard, OH

#27072 Aug 31, 2013
motorvoter wrote:
<quoted text>
- Please provide an example. Otherwise, you just sound like another paranoid person brainwashed by your favorite radio and television hosts.
This book was SHS's 2013 summer reading assignment for AP history students.

'The Peoples History of the United States' by Howard Zinn
http://www.aft.org/pdfs/americaneducator/wint...

hmmm...where to start?...I'll just hit a couple low-lights and let you suffer through the rest.

Zinn depicts the Pilgrims as ruthlessly out to destroy indian settlements. Zinn believes it is United States taxpayers obligation to rebuild infrastructure in foreign war-torn nations, even in nations in which America had zero involvement in the warfare. A lot of the book is legitimate history. However certain other parts of it cleverly hidden are carefully crafted and well calculated segments of social liberalist fish wrapping.
get a clue

Girard, OH

#27073 Aug 31, 2013
confused wrote:
So, with Kelly not running for school board...is there anyone worth voting for that has the "tax payers" in mind, and not the school levy loving freaks ?
Yes.
Ask Ron Malone

Piqua, OH

#27074 Aug 31, 2013
QUESTION: Mr. Malone, Why did you dumb down the curriculum at the high school?

ANSWWER: There are a large number of unknown factors right now...Offering a wide variety of courses and experiences might spark different interests in students that could help them in college and beyond. There needs to be a re-emphasis on the value of the educator...
I have major concern with decisions being made out there .. Education today seems to be narrowing its focus to emphasize CORE courses.... math, science, language arts.. I don't know...we'll see what happens.....The bottom line is that we are running to gain control of the board ....
Just Asking

Piqua, OH

#27075 Aug 31, 2013
motorvoter wrote:
Apparently, the people that Kelly Kohls, David Petroni and Jim Rigano want to teach your children about the Founding Fathers, in addition to promoting pseudo-history and Southern separatism, believe (or at least push) the theory that 911 was an inside job - yep that Bush and Cheney and other members of a secret cabal wired the Twin Towers with explosives. This is just the silliest conspiracy theory, and simply disgusting
visibility911.libsyn.com/2006/06
archive.theamericanview.com/index.php...
If Ricki Pepin was trained by the Institute on the Constitution to teach American history (which seems to involve simply having purchased some materials), it appears that her own education would have included material supporting the view that a secret cabal of Americans destroyed the Twin Towers:
fauxcapitalist.com/2012/06/11/purchased-an-in...
To those who are attending her classes - please inquire regarding her opinion as to this disgusting pseudo-science, pseudo-history explanation for a very painful event in American history.
And do Kohls, Petroni and Rigano believe that 911 was an inside job, and do they wish to teach this to children?
What credentials do you have to be on this blog pushing others to interrogate other citizens (who voluntarily chose this class --no summer reading requirement) as to what the instructor is thinking or teaching? Are you one of the "which one of you is lying" group of Boro Alumni?

Shouldn't we be asking Principal Ron why he led our high school students to violate student policy/bylaws in their March 2012 rebellion against school board authority? Shouldn't all hired school employees act as professional educators (both in and out of school) and be a perfect role model of good citizenship for ALL students and community members?

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