Arts On Line Update 06.11.2012

129th Ohio General Assembly: The Ohio House and Senate will hold committee hearings and sessions this week to complete work on some major bills that lawmakers were unable to finish before the Memorial Day recess.

Most action will take place in the House and Senate education committees, which are working on two bills, SB316 (Lehner) Mid Biennial Review — Education and HB525 (Amstutz/Williams) and SB335 (Lehner/Turner) the Cleveland Plan. Substitute bills and or amendments are expected to be considered by the committees this week on these bills. The House Education Committee, chaired by Representative Stebelton, will meet on Tuesday, June 12, 2012 at 9:00 AM in hearing room 313. The Senate Education Committee, chaired by Senator Lehner, will meet on Tuesday, June 12, 2012 at 10:30 AM in the South Hearing Room. In addition to SB335 the Senate Education Committee will also receive testimony on HB377 (Duffey/Stinziano) Student Members of Trustees, Voting Powers, and SB15 (Turner) Education Performance Standards for Dropout Recovery Programs.

The Ohio House informally approved SB316 on May 24, 2012 after making several changes in the Senate passed version of the bill regarding the third-grade reading guarantee, the Local Report Card — state accountability system, teacher evaluations, gifted education, etc.  Over the past two weeks House and Senate lawmakers have been working to resolve issues between the House and Senate versions of the bill, and are expected to introduce another substitute bill that both House and Senate Republicans can support.

The House Education Committee is also expected to approve an amended version of HB525 the Cleveland Plan, which, once approved by the full House, will be heard in the Senate Education Committee, which has been holding hearings on a companion bill, SB335 (Lehner/Turner). Changes for HB525 were announced by House Speaker Batchelder a few weeks ago and address the proposed Transformation Alliance’s role in approving charter school partners and how local tax dollars are shared with partnering community schools. The full Senate is expected to take action on HB525 by the end of this week.

FYI: HB386 (Blessing) Casino Tax Revenues for Education: The House and Senate approved on May 24, 2012 HB386 (Blessing) which makes changes to the law regarding video lottery terminals, casino gaming, and horse racing, and how tax revenue from casinos will be distributed to schools. The bill was sent to Governor Kasich on May 31, 2012, but the Governor has not signed the bill into law as yet.

The constitutional amendment that was approved by Ohio voters in November 2009 (Issue 3) and authorizes Ohio’s casinos, directs that K-12 public schools in Ohio receive 34 percent of taxes on gross casino revenue. Schools are expected to start receiving this revenue from the Ohio Department of Taxation in January 2013.

School districts and political subdivisions will also be affected as a result of the casinos, because horse racing tracks in Grove City and Toledo are expected to move to other cities (Youngstown and Dayton) to avoid competition from the casinos. Schools and communities will lose or gain real property tax revenue when horse racing tracks relocate from one community to another.

The bill does the following:

  • Establishes the Racetrack Facility Community Economic Redevelopment Fund and appropriates $12 million to re-purpose or demolish horse-racing facilities or reinvest in the area that loses a race track.
  • Provides additional funds to municipal corporations and townships through the Casino Operator Settlement Fund to be used for infrastructure or capital improvements and through the Racetrack Relocation Fund.
  • Directs the Tax Commissioner to provide payments of casino tax revenue for counties, municipal corporations and school districts.

Each county will receive a proportional share of the Gross Casino Revenue County School Fund twice yearly beginning in 2013 based on the number of students in the county enrolled in school districts, joint vocational school districts, certain STEM schools, community schools, college preparatory boarding schools, and programs for preschool children with disabilities. Requires the Department of Education to report to the Department of Taxation twice yearly student enrollment in public schools and preschool programs.

More information about the bill is available.

2012 Edition of Diplomas Count Released: Education Week and Editorial Project in Education (EPE) Research Center released on June 7, 2012 the 2012 edition of “Diplomas Count-Trailing Behind, Moving Forward: Latino Students in U.S. Schools”. The report tracks graduation patterns and policies for all 50 states and the District of Columbia for 2009, the most recent year for which data is available. It also includes additional information about the challenges facing Latino Students and identifies promising strategies from several school districts that are improving graduation rates.

According to the report, the nation’s graduation rate at 73.4 percent has increased for the past two years, and is the highest since the late 1970s. The graduation rate for Latino students has also increased 5.5 percent to a high of 63 percent.

However, 1.1 million students in the Class of 2009 still failed to earn diplomas, and a drop in the graduation rate was recorded for Asian-American and Native American students. The graduation rates for white students remained the same (78.8 percent). The national graduation rate for African-American students was 58.7 percent. On average 70 percent of male students and 76 percent of female students graduated in 2009.

Forty-four states posted gains in graduation rates for 2009. Ten states, Alabama, Arizona, Delaware, Florida, Georgia, New Jersey, New York, South Carolina, Tennessee, and Texas, increased their graduation rates by double-digits. States with the highest graduation rates (over 80 percent) are Iowa, Minnesota, New Jersey, North Dakota, Pennsylvania, and Wisconsin. The District of Columbia, Nevada, and New Mexico reported lower graduation rates of less than 60 percent. Detroit had the lowest rate of 42.4 percent and Montgomery County in Maryland had the highest rate of 87.6 percent.

The report also includes graduation briefs for the 50 states and the District of Columbia, interactive tools, and EdWeek Maps, an online database that includes graduation information for every school system in the nation.

According to the report, the graduation rate for Ohio for 2009 was 76.4 percent, higher than the national average. White students graduated at a much higher rate (83.2 percent) than African-American students (51.3 percent) and Latino students (50.5 percent).

The report calculates the graduation rate using the Cumulative Promotion Index (CPI), which captures students who meet three grade to grade promotions (9 to 10; 10 to 11; and 11 to 12), and students who earn a standard high school diploma in grade 12. The CPI differs from the Federal Four-Year Adjusted Cohort Graduation Rate, which states and the District of Columbia are now required to use to determine graduation rates.

Read the report.

State Board of Education to Meet: The State Board of Education, Debe Terhar president, will meet on June 11 and 12, 2012 at the Ohio School for the Deaf, 500 Morse Road in Columbus, Ohio.

MONDAY, June 11, 2012

The Board will hold a 119 Hearing on Rules 3301-51-08, Parentally Placed Nonpublic School Children at 8:30 AM.

The Executive Committee, chaired by Debe Terhar, will meet at 9:00 AM. The Committee will discuss the July Retreat and the goals of the State Board.

The Achievement, Capacity, and Select Urban committees will meet at 9:30 AM.

The Achievement Committee, chaired by Angela Thi Bennett, will discuss the following:

  • Proposed legislative recommendations for operating standards for internet-based community schools
  • An update on revisions to the Early Learning Standards
  • Proposed changes to the assessment rules.

The Capacity Committee, chaired by Tom Gunlock, will discuss the following:

  • College-Preparatory Boarding Schools
  • SEED contract
  • Dropout Prevention and Recovery School Performance Measures
  • New Expenditure Standards Required by HB153
  • An update on the Ohio Teacher Evaluation System Pilot Program
  • HB116 and updates to the Anti-Harassment, Intimidation and Bullying (HIB) Model Policy

The Select Committee on Urban Education, chaired by Joe Farmer, will discuss possible policy and legislative recommendations to improve urban district performance and close the achievement gap among groups of students.

The full Board will then convene at 11:15 AM to recognize Middle Schools to Watch and national Green Ribbon Schools. The 2012 Ohio Schools to Watch include Coventry Middle School in Coventry Local Schools (Summit County), Dodge Intermediate School in Twinsburg City Schools (Summit County), and Kings Junior High School in Kings Local School District (Warren County).

Ohio’s Green Ribbon Schools include Loveland High School in Loveland City School District (Hamilton County), and North Adams Elementary in the Ohio Valley School District (Adams County).

Following lunch at 1:00 PM the full board will participate in a policy discussion about the Fine Arts and World Language Standards and the Standards for Financial Literacy and Entrepreneurship and Business Education Standards.

At 2:00 PM the Board will receive updates from the Executive, Achievement, Capacity, and Select Urban committees, and then convene into executive session. The Ohio State School for the Blind and Ohio School for the Deaf Governance Task Force and the Policy and Procedures Task Force will meet following the executive session.

The Board will then adjourn for the evening.

TUESDAY, June 12, 2012

The Legislative and Budget Committee, chaired by C. Todd Jones, will meet at 8:00 AM and discuss special education; the Mid-Biennium Budget Review bills; and receive legislative updates on pending legislation.

At 9:00 AM the full Board will receive a presentation regarding the Superintendent’s proposed FY14-15 budget.

The Board will reconvene its business meeting at 10:45 AM. The Board will receive reports from several committees, public participation on agenda items, the report of the Superintendent of Public Instruction, and take action on the resolutions included below.

The Board will then discuss old business, new business, and miscellaneous business, and receive public participation on non-agenda items at 1:00 PM, and adjourn.

Resolutions To Be Considered by the State Board of Education on June 12, 2012:

#4 Approve a Resolution of Intent to Amend Rule 3301-24-05 of the Administrative Code Entitled Licensure.

#5 Approve a Resolution Regarding Public Participation at the July 2012 State Board of Education Business Meeting in July 2012.

#6 Approve a Resolution of Intent to Consider the Proposed Transfer of School District Territory from the Coventry Local School District, Summit County, to the Barberton City School District, Summit County, Pursuant to Section 3311.24 of the Ohio Revised Code.

#7 Approve a Resolution of Intent to Consider the Proposed Transfer of School District Territory from the Fairborn City School District, Greene County, to the Huber Heights City School District, Montgomery County, Pursuant to Section 3311.24 of the Ohio Revised Code.

#8 Approve a Resolution of Intent to Consider the Proposed Transfer of School District Territory from the Highland Local School District, Medina County, to the Medina City School District, Medina County, Pursuant to Section 3311.24 of the Ohio Revised Code.

#9 Approve a Resolution of Intent to Consider the Proposed Transfer of School District Territory from the Northwestern Local School District, Wayne County, to the Norwayne Local School District, Wayne County, Pursuant to Section 3311.24 of the Ohio Revised Code.

#10 Approve a Resolution of Intent to Consider the Proposed Transfer of School District Territory from the Toledo City School District, Lucas County, to the Ottawa Hills City School District, Lucas County, Pursuant to Section 3311.24 of the Ohio Revised Code.

#14 Approve a Resolution to Adopt Academic Content Standards for the Fine Arts and World Languages.

#15 Approve a Resolution to Adopt Academic Content Standards in Financial Literacy, Entrepreneurship and Non Career Technical Business.

#16 Approve a Resolution of Appointment to the Educator Standards Board.

#17 Approve a Resolution Regarding the Report and Recommendations of the Hearing Officer in the Matter of the Arts Academy West Community School Full-Time Equivalency Review Appeal. The recommendation states that the State Board of Education shall order the calculation of a final figure of overpayment, and that upon the finalization of this figure, that the ODE take such measures as are necessary to collect the overpayment (estimated to be over $118,000,000) from the Arts Academy West Community School.

#18 Approve a Resolution to Accept the Recommendation of the Hearing Officer and to Revoke the Registration of Rays of Hope as an Autism Scholarship Provider, Pursuant to Section 3310.41 of the Ohio Revised Code and Rule 3301-103-06(E) of the Ohio Administrative Code. The registration is being revoked based on information learned during an on-site investigation that the school failed to have a licensed or certified staff person providing oversight to the staff or managing progress toward meeting the IEP goals of students between September 2, 2010 and May 5, 2011; failed to document the amount of time students were served; failed to provide an appropriate fee schedule for the services provided; and failed to comply with Ohio statutes, rules, and guidelines.

View the State Board of Education’s schedule.

Comprehensive Teacher Evaluation System Outlined: The Stanford Center for Opportunity Policy in Education, with support from the Ford Foundation and the Sandler Foundation, released in May 2012 a report entitled “Creating a Comprehensive System for Evaluating and Supporting Effective Teaching” by Linda Darling-Hammond with assistance of Channa Cook, Ann Jaquith, and Madlene Hamilton.

The report outlines a comprehensive system for support and professional learning for teachers at critical milestones in a teaching career continuum: pre-service teacher education, initial licensure, tenure, and professional license. The report distinguishes between “teacher quality”, those personal traits, skills, and understandings that a teacher brings to teaching, and “teaching quality”, which, in addition to teacher quality, includes curriculum, assessment, content, and teaching conditions. Policy makers must recognize the importance of both aspects of quality if teaching is to become more effective.

The report identifies the following criteria for a teacher evaluation system:

  • Teacher evaluation should be based on professional teaching standards and should be sophisticated enough to assess teaching quality across the continuum of development from novice to expert teacher.
  • Evaluations should include multi-faceted evidence of teacher practice, student learning, and professional contributions that are considered in an integrated fashion, in relation to one another and to the teaching context. Any assessments used to make judgments about students’ progress should be appropriate for the specific curriculum and students the teacher teaches.
  • Evaluators should be knowledgeable about instruction and well trained in the evaluation system, including the process of how to give productive feedback and how to support ongoing learning for teachers. As often as possible, and always at critical decision-making junctures (e.g., tenure or renewal), the evaluation team should include experts in the specific teaching field.
  • Evaluation should be accompanied by useful feedback, and connected to professional development opportunities that are relevant to teachers’ goals and needs, including both formal learning opportunities and peer collaboration, observation, and coaching.
  • The evaluation system should value and encourage teacher collaboration, both in the standards and criteria that are used to assess teachers’ work, and in the way results are used to shape professional learning opportunities.
  • Expert teachers should be part of the assistance and review process for new teachers and for teachers needing extra assistance. They can provide the additional subject-specific expertise and person-power needed to ensure that intensive and effective assistance is offered and that decisions about tenure and continuation are well grounded.
  • Panels of teachers and administrators should oversee the evaluation process to ensure that it is thorough and of high quality, as well as fair and reliable. Such panels have been shown to facilitate more timely and well-grounded personnel decisions that avoid grievances and litigation. Teachers and school leaders should be involved in developing, implementing, and monitoring the system to ensure that it reflects good teaching, that it operates effectively, that it is tied to useful learning opportunities for teachers, and that it produces valid results.

The report supports including student learning measures in teacher evaluations, but notes the limitations of using value added results to measure teacher effectiveness. The problems with using value added data include the instability of value-added results for teachers from year to year; the effect of teaching different types of students, those from low-income families or new English learners, on teacher value added results; and the effects of non-school factors on student learning gains.

According to the report, “The limitations of value-added analysis do not mean that districts cannot include evidence of student learning in the evaluation process. Some districts use a variety of other measures of student learning in evaluations of teaching, such as evidence drawn from classroom assessments and documentation like the Developmental Reading Assessment; pre- and post-test measures of student learning in specific courses or curriculum areas (developed by individual teachers, departments, school faculty, or district faculty or staff); evidence of student accomplishments in relation to teaching activities, such as student science investigations, research papers, or art projects. Some districts use evidence from teachers’ careful documentation of the learning of a set of diverse students over time, like that included in NBPTS portfolios.”

The report is available.

Louisiana Shifts More Public Money to Private Schools: According to a Reuters article published on June 1, 2012, Louisiana has passed legislation that will shift more money from public schools to privately run schools through a new statewide voucher program. (“Louisiana’s Bold Bid to Privatize Schools” by Stephanie Simon, Reuters, June 1, 2012.) The legislation is called “Louisiana Believes” and was proposed by Louisiana Governor Bobby Jindal.

The vouchers will be available this year for students in families with an income less than $57,625 a year for a family of four and who attend a school in which 25 percent of students test below grade level. Approximately 380,000 students in Louisiana will qualify for the voucher, or more than half of the 700,000 students in the state. In 2013 all students will be able to receive state support of up to $1,300 to pay for tutoring, apprenticeships, or special classes not available in their schools.

Private schools must register with the state to qualify to receive the voucher payment. According to the article, 120 schools are currently registered, including some small Bible schools. The Louisiana Department of Education announced that it would be visiting more private schools over the summer to assess their capacity.

Students using the voucher will have to take state tests starting next year. The private schools must report the results to parents and the aggregated results to the state, but there is no formal consequence for schools that report poor results. The state superintendent is required to develop an accountability system by August 1, 2012.

Louisiana allocates about $3,5 billion a year for education. The voucher amount (which can cover tuition and fees) can’t exceed the sum that the state would spend educating a child in public schools, which is $8,800 a year.

Read the article.

Bills Introduced

  • SB353 (Schaffer) Schools Occupational and Physical Therapists Workloads: Requires the Department of Education to solicit from school districts and educational service centers regular studies of the time spent by occupational and physical therapists on certain activities and to use the studies to determine appropriate workloads.


Report Shows How the Arts Support the Economy: Americans for the Arts released on June 8, 2012 “Arts & Economic Prosperity IV”, a comprehensive study that documents how the nonprofit arts and culture industry strengthen our nation’s economy. According to Robert L. Lynch, President and CEO for Americans for the Arts, “The findings from Arts & Economic Prosperity IV send a clear and welcome message: leaders who care about community and economic vitality can feel good about choosing to invest in the arts.”

“Arts & Economic Prosperity IV” includes economic impact findings in 2010 for 9,721 nonprofit arts and cultural organizations in 182 communities and regions representing all 50 states and the District of Columbia. The study uses four economic measures to define economic impact: full-time equivalent jobs, resident household income, and revenue to local and state government. The study does not include the for-profit arts and entertainment sector, such as Broadway or the motion picture industry.

The report also includes how the arts industry fared during the most recent recession in 2010, and reports that in spite of the recession. “…the arts industry continued to produce new and exciting work-performances and exhibitions and festivals that entertain, inspire, and draw audiences. So as the economy rebounds in the coming years, the arts are well poised for growth.”

According to the report the arts and culture industry continue to serve as an economic engine, by generating $135.2 billion dollars of economic activity, including $61.1 billion in spending by nonprofit arts and culture organizations and $74.1 billion in spending by their audiences.

This economic activity had a significant impact on the nation’s economy, turning a combined $4 billion allocation for the arts into 4.1 million full-time jobs, and generating $22.3 billion in revenue to local, state, and federal governments every year.

The report notes that during the recent recession (2010) expenditures for the arts fell to $61.1 billion, which is three percent behind their 2005 levels. The biggest effect of the recession was on audience spending. The average event-related expenditure per person in addition to the cost of admission fell from $27.79 per person per event in 2005 to $24.60 in 2010.

As the economy rebounds, the arts are well situated for growth. According to the press release, “Arts & Economic Prosperity IV demonstrates that America’s nonprofit arts industry is not only resilient in times of economic uncertainty, but is also a key component to the nation’s economic recovery and future prosperity. This study shows that the nonprofit arts and culture industry is an economic driver in communities-an industry that supports jobs, generates government revenue, and is the cornerstone of tourism. The arts mean business!”

Read the report.

About OAAE

Since our founding in 1974, by Dr. Dick Shoup and Jerry Tollifson, our mission has always been to ensure the arts are an integral part of the education of every Ohioan. Working at the local, state, and federal levels through the efforts of a highly qualified and elected Board of Directors, our members, and a professional staff we have four primary areas of focus: building collaborations, professional development, advocacy, and capacity building. The OAAE is funded in part for its day-to-day operation by the Ohio Arts Council. This support makes it possible for the OAAE to operate its office in Columbus and to work statewide to ensure the arts are an integral part of the education of every Ohioan. Support for arts education projects comes from the Ohio Arts Council, Ohio Music Education Association, Ohio Art Education Association, Ohio Educational Theatre Association, VSA Ohio, and OhioDance. The Community Arts Education programs of Central Ohio are financially assisted by the Franklin County Board of Commissioners and the Greater Columbus Arts Council. We gratefully acknowledge and appreciate the financial support received from each of these outstanding agencies and organizations.
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