More than just an honor roll, the National Honor Society recognizes students who have demonstrated excellence in the areas of scholarship, service, leadership and character...
National Honor Society
More than just an honor roll, the National Honor Society recognizes students who have demonstrated excellence in the areas of scholarship, service, leadership and character. On Oct. 12, the outstanding juniors and seniors were inducted into the Kenston High School National Honor Society.
They are Sophia Alandt, Mariam Arshad, Jackson Beclay, Brooke Davidson, Evan Glontz, Emerson Greene, Alexa Hebert, Ava Intelisano, Amy Jarmolowicz, Tyler Jones, Colette LaSalvia, Tegan Lewis, Lisa Markoff, Devan McCabe, Kyle McMahan, Emily Phillips, Hope Pinette, Hadleigh Schmittel, Aly Stefancin, Samantha Sunderhaft, Sean Tobin, Sophie Voudris, Martin Weber, Olivia White, Charlotte Witmer-Rich and Maya Zoretich.
KHS Students of the Month
Kenston High School Students of the Month for October recognized for their respect were ninth-graders Mustafa Arshad and Savannah Devlin, 10th-graders Bria Devlin and Campbell Schmoldt, 11th-graders Brooke Davidson and Madelyn Rees and 12th-graders Parker Munday and Alexis Damiano.
Five-Year Forecast
At the Sept. 19 board meeting, the Kenston Board of Education approved the five-year forecast and related assumptions for the general fund, which is both a short-term and long-term projection of the district’s finances. Treasurer Paul J. Pestello annually submits the forecast and assumptions to the Ohio Department of Education by Nov. 30 and May 31. A revised five-year forecast may be submitted anytime during the year if, and when, substantial changes occur that affect the projections. The five-year forecast is a “snapshot” in time and is only as accurate as the information that was available at the time it was prepared. Utilizing historical trends and realistic assumptions, the five-year forecast is prepared utilizing conservative estimates of revenue and liberal estimates of expenditures.
Based on the 2022 forecast, assumptions and Board Policy 6210, it is projected that the board would need to consider asking voters for additional operating and/or permanent improvement funds within the next two years.
Please contact Paul J. Pestello, treasurer, with any questions. Past forecasts and assumptions are posted on the district’s Finance page at kenstonlocal.org.
Kenston PBIS Recognized
As a component of its PEAK initiative, Kenston, as a district, and three of the Kenston Schools – including Timmons Elementary School (Gold), Kenston High School (Silver) and Kenston Middle School (Bronze) – applied and have been formally recognized by the Ohio Department of Education for their efforts in creating caring school communities with an emphasis on positive behavior among students.
Under the law, HB 318, districts and schools are required to create a Positive Behavioral Interventions and Supports (PBIS) framework to promote positive relationships among students and staff and create a respectful culture for all students.
PBIS is a framework that guides school teams in selecting, integrating and implementing evidence-based practices for improving academic, social and behavior outcomes for all students. PBIS activities can prevent bullying and improve classroom management practices.
The PBIS process emphasizes four integrated elements: data for decision making, evidence-based interventions and practices that support varying student needs, systems that efficiently and effectively support the implementation of these practices and continual progress monitoring to ensure outcomes are met.
PBIS is not a curriculum or a one-day training. Instead, PBIS is a systems change process that requires ongoing commitment in order to create effective systems for teaching and addressing behavior and social-emotional skills.
When schools demonstrate that their efforts extend beyond legal compliance, they are invited to apply for state PBIS recognition. The award process includes an application with supporting evidence and an on-site visit. PBIS recognition is divided into three tiers of support for students. Tier 1 represents universal social-emotional support for all students; Tier 2 represents improving some students’ specific skill deficits; Tier 3 represents more intensive interventions, using formal assessments to determine a student’s needs and develop a specialized plan.
