675 W Plane St
Bethel, Ohio 45106
ph. 513.734.2271
fax 513.734.4792
Check out the High School art class Rain Barrel project!

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Bethel-Tate named in the top 100 High Schools in Ohio bUS News and World Report


In 1993 the State of Ohio started providing supplemental state payments to low-wealth districts in an attempt to equalize disparities in per-pupil spending among districts.  These additional monies were called Equity aid (or the low wealth aid). Equity funds were phased out by Fiscal Year 2005.

These state-funded unrestricted Equity dollars were placed into restricted special revenue 499 funds in the late 90's and early 2000's.  In 2004 the remaining total of these funds equaled $819,867.65.  On May 17, 2004 the Board of Education took action to restrict these monies leaving them in the 499 fund to be "used for any purpose permissible for the general fund at such time when the general fund does not have adequate funds."  To date, these monies have remained untouched.

 Next month the Board of Education will take action to more adequately reflect the existence of these funds by moving them into the General Fund with possibly all or a portion of these monies continuing to have some type of restriction.  Restricted funds are funds that are to be used only in a specific way or for a specific purpose.  If you have any questions or concerns about these monies please contact your Board of Education.


Special Announcements

  • Board Meetings
     
    Finance Committee Meeting
    May 15, 2013
    6:30 p.m.
    Bethel-Tate High School
     
    Regular Monthly Meeting
    May 20, 2013
    7:00 p.m.
    Bethel-Tate Middle School
    (moved from Bick Primary)
     
    Safety Committee Meeting
    May 29, 2013
    7:00 p.m.
    Bethel-Tate High School
    Posted May 8, 2013, 8:50 AM by Linda Mathes
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District Updates

  • Superintendent's Message

    We are saddened by the events in Connecticut.  It is important for our district and all of our schools to continue to provide a safe learning environment for all students and staff.  I want to assure you that our staff will be diligent.  Our safety and security procedures continue to be followed with a heightened awareness.  We continue our ongoing partnership with local law enforcement.  The Administrative staff will meet on Monday to clarify and discuss questions about the concerns from Friday and to assure that our procedures remain current with optimal effectiveness.

    It is always difficult to know what to say regarding a tragedy like Sandy Hook.  Keeping it simple is often the best course of action.  We offer these concise yet wise thoughts about what to say to children –
    HELPING CHILDREN COPE WITH TRAGIC LOSS
    by Robert Evans, Ed.D.,
    psychologist and school consultant

    Tragic loss of any kind, including large, dramatic events reverberates throughout a school and a community. Like everyone else, parents and teachers feel shock and disbelief, followed by immediate concern about those who have been hurt and killed--and then by concern about impact on their own children and students. All of us who are raising or working with children worry about helping them understand how such a thing could happen, especially when we ourselves cannot always make sense of it. We worry about saying too much or too little, about not having enough information, about saying the wrong thing. Though there is no perfect solution, there are five guidelines that can often make a positive difference in talking with children.


    •      It is helpful not to over-assume what the tragedy means to children. They react differently depending on their age, their closeness to the situation, their own personalities, what they hear and are told, and their family's pattern of communication. Some may be deeply moved, others less so. Some may have many questions, others fewer. Not all will be intensely affected. Showing little reaction does not automatically mean a student is hiding or denying his or her feelings.


    •      Young people are remarkably resilient. They may become quite upset, but given a chance to express what they feel, they usually resume their normal lives--and often do so more rapidly than we adults. Tragic deaths can actually hit adults harder than they do teenagers or young children. Most young people do not benefit from extensive, probing adult-led questioning about their reactions. They do profit from simple, direct information and from adults being available to respond to their questions and to listen.


    •      If you receive difficult questions from children it can be useful to understand these before answering them. Often a request for information is spurred not only by curiosity, but by a feeling. Usually, the child already has some idea about this. We may be more helpful if, rather than plunging into an immediate answer, we learn what motivates the question. This is particularly true if the question is a difficult one. Parents can say, "What made you think of that?" or "Can you tell me what you were thinking about?" Also, it can be good to ask "What ideas do you have?" Once you know the meaning of the question, it is easier to answer effectively.


    •      There may be questions we cannot answer, which can make us feel inadequate. But children and teenagers are typically more comforted by straight talk than by false assurances. Rather than to invent a response, it can be much more helpful to say, "I don't know," or, "I'll try to find out."


    •      Coping with a tragedy is not primarily a matter of technique, not something best handled by a "strategy" that deviates sharply from a family's or a school's familiar patterns of communication. The routines of school, for example, are all by themselves a source of comforting continuity and assurance. Parents and teachers both will rarely go wrong by relying on what is most basic between them and children--caring and connection. At these times, even if everyone feels deeply upset, your presence--your simply being with them, their knowing that you are available--will be reassuring.



    Posted Dec 17, 2012, 8:37 AM by Linda Mathes
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