Expression of Sympathy: The Ohio Alliance for Arts Education expresses sympathy to the family of George Gund III, who passed away on January 15, 2013. He will be remembered for his service as a trustee of the George Gund Foundation for 44 years, and his enthusiastic support for the arts, including the founding of the Cleveland Cinemateque, and as a trustee of the Cleveland International Film Festival, the Cleveland Museum of Art, and the Cleveland Orchestra. He also will be remembered for his support for the creation of the Rock and Roll Hall of Fame and Museum in Cleveland.
130th Ohio General Assembly: The Ohio House is scheduled to meet on January 23, 2013 at 1:00 PM.
Senate Democrats Present Priorities: Senate Democratic Leader Eric Kearney presented his caucus’ legislative goals and a preview of the legislation that Senate Democrats will introduce this session at a news conference on January 15, 2013. Topping the Democrats’ goals is job creation, which Democrats expect to accomplish by expanding small business opportunities, revitalizing communities, cleaning up blighted properties, and creating pathways to employment.
Also on the list are initiatives to support families; promote public safety; and provide educational opportunities for all Ohioans.
Senate Democrats will introduce legislation this session to address gun violence; election reform to increase voter access to the polls; summer nutrition programs for students; and family stability.
Under education the Democrats want to reform Ohio’s unconstitutional school funding system by reducing the reliance on local property taxes. Senator Tom Sawyer is expected to introduce a bill that will address the distribution of state funds for schools through a constitutional amendment that would require the State to identify the components of a thorough and efficient education program.
The priorities are available.
Senate Committees on a Rotating Schedule: The Senate released a new rotating committee schedule for this session. The Finance Committee will meet at 2:30 PM the first and third Tuesdays of the month (Schedule A), while the Education Committee will meet at 10:15 AM the second and forth Wednesdays of the month. (Schedule B). The rotating schedule will reduce conflicts and provide Senators more opportunities to attend committee meetings. More information about the schedules of other Senate committees is available.
Update on the Attendance Investigation: According to Gongwer News Service – Ohio, the Ohio Auditor of State’s office will release by the end of January 2013 a report about its investigation of school district attendance report irregularities. Two preliminary reports that included a review of the attendance records of approximately 181 schools were released in October 2012 and November 2012. This next report will include a review of over 100 schools that have been identified through a statistical model developed by The Ohio State University. The model looks at certain data, such as attendance and trends in test results, to identify possible instances in which students were removed from a school district’s attendance data without lawful reason. The story is available.
EdChoice Eligibility: The Ohio Department of Education released last week a preliminary list of 213 schools that have been identified as “persistently low performing”, which is defined as rated in academic emergency or academic watch for at least two of the last three school years. The schools are located in 28 out of 612 school districts. Students attending these schools are eligible for the EdChoice scholarship program, which provides students with a voucher to attend eligible private schools. The EdChoice Scholarship program was expanded through 129-HB153 to allow up to 60,000 students to participate each year, but last year 17,000 students applied for the program. To participate in the program, eligible students must be accepted by the private school. The vouchers range from $4,250 per year for students in grades K-8 and up to $5,000 for high school students. The list of persistently low performing schools is available.
Casino Revenue Won’t Solve School Funding: The Ohio School Boards Association, the Buckeye Association of School Administrators, and the Ohio Association of School Business Officials released on January 18, 2013 the results of a survey of 364 school district treasurers. According to the survey, 77.5 percent of treasurers reported that casino revenue payments will make-up less than one percent of their budgets in 2013. The survey also found that 28 percent of school districts in FY12 and 30.5 percent in FY13 lost between $501,000 – $1 million in state revenue over the last biennium. Most school districts in FY12 (48.4 percent) and FY13 (47 percent) reported losing $0-$500,000 in state revenue.
The press release is available.
The survey results are available.
Florida Teachers Challenge Merit-Pay in the Courts: The SunSentinel reports on January 17, 2013 that the Florida Education Association presented arguments before the Leon County Circuit Court challenging the constitutionality of a 2011 Florida law that bases teacher evaluations and pay on student test scores in Brandt Robinson, et. al. vs. Gerard Robinson, as Florida Commissioner of Education, et. al. (“Teachers go after merit-pay law in court” by Kathleen Haughney, SunSentinel, January 17, 2013.)
According to the teachers union, the new law violates the Florida Constitution, because it requires boards of education to unilaterally set-up a new salary schedule that ignores collective bargaining. The new schedule bases teacher salary increases and employment decisions on teacher evaluations, which include student test scores results. The lawsuit was filed in September 2011. The article is available.
Education Grants: GetEdFunding is a new website that provides a searchable database of available education-funding opportunities for education technology and curriculum programs. The site, which is updated daily, offers information about 750 active grants and awards.
The site is available.
Failure is Not an Option Reviewed: The National Education Policy Center (NEPC) released on January 15, 2013 a review of the report Failure is Not an Option: How Principals, Teachers, Students, and Parents From Ohio’s High-Achieving, High-Poverty Schools Explain their Success by Carolin Hagelskamp and Christopher DiStasi, and published by Public Agenda in December 2012. The NEPC review was prepared by Professor Mark Paige, the University of Massachusetts-Dartmouth and UMASS Law.
Failure is Not An Option profiles nine Ohio schools with sustained student success in spite of high poverty rates, and identifies 11 attributes and practices that the authors believe are factors in the success of the schools. The report also offers six recommendations to help other schools achieve and sustain similar success. The conclusions of the study of the nine schools is based mostly on interviews and focus groups with principals, teachers, parents, and students.
In his review of Failure is Not an Option, Professor Paige raises questions about the standards of research used; the “generic nature” of the recommendations; the internal inconsistencies which undercut the report’s recommendations; the failure of the authors to connect the results of the report to previous research about best practices; and the validity of the study’s findings.
According to the review, “…the study’s central claim—that the “key attributes” appear with “remarkable consistency” across the featured schools—is not substantiated. The report appears to randomly and inconsistently choose quotations from its profiled schools.”
The report also “sends conflicting messages with respect to the transferability of its recommendations.” In one section of the report the authors assert that they have identified the most important attributes that will lead to success, yet in another section they say that the recommendations are not “necessarily generalizable”, and that there are many paths to school success.
Professor Paige’s review also observes that the criteria used to select the schools profiled in the report are not clear. The authors selected six schools identified by the Ohio Department of Education as “Schools of Promise” for two years and one additional year as a criteria for being included in the study. But, Professor Paige notes that there were actually 30 schools that met the criteria. In addition, three school not identified as “Schools of Promise” were included in the study, because they showed “remarkable improvements in student performance.” And, although “high poverty” was a criteria, four of the nine schools selected for the study had poverty rates near the state average of 45.1 percent.
The validity of the report is also challenged, because it does not address the “outside factors” that could contribute to student success. Professor Paige offers the research of David Berliner, who has identified six “out-of-school” factors that play a powerful role in closing achievement gaps. The report does confirm that in some schools the staff purchased clothes, shoes, etc. to meet the basic needs of students, but the authors do not pursue these outside school factors and how they could contribute to student achievement.
According to Professor Paige, “Addressing out-of-school factors is primary and fundamental to resolving, education inequality.”
“By embracing “no excuses” (“Failure is not an option”) rhetoric and approaches, this report misleads policy makers and the public into thinking that a set of generic recommendations and attributes will overcome deeply-rooted social problems of poverty and inequality.”
Mark Paige’s review is available.
Failure is Not an Option by Carolin Hagelskamp and Christopher DiStasi is available.
Are Graduation Rates Rising?: Richard Murnane, Thompson Professor of Education and Society at the Harvard Graduate School of Education and Research Associate at the National Bureau of Economic Research, recently published a working paper that describes several patterns of U.S. graduation rates over the period 1970 – 2010. The patterns include a period of stagnation over the last three decades of the twentieth century; significant race-, income-, and gender-based gaps; and significant increases in graduation rates over the first decade of the twenty-first century, especially among African Americans and Hispanics.
The author proposes that even though a high school diploma means higher wages, increases in academic standards and the increasing availability of the GED credential might explain a period when the rate of high school graduation was stagnant during the 1990s.
Even though high school graduation rates have increased recently, the report states that “there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century.”
An abstract of the paper entitled U.S. High School Graduation Rates, Patterns and Explanations. National Bureau of Economic Research, January 2013, is available.
What will the New CCSS Assessments Measure? UCLA’s National Center for Research on Evaluation, Standards, and Student Testing (CRESST) released last week a report examining the extent to which assessments developed by the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC) to assess student learning of the Common Core State Standards will likely measure and support goals for deeper learning. (On the Road to Assessing Deeper Learning: The Status of Smarter Balanced and PARCC Assessment Consortia by Joan Herman & Robert Linn, January, 2013 CRESST/University of California, Los Angeles.)
The report summarizes the assessment development process used by Smarter Balanced and PARCC and their plans for system development and validation; provides an initial evaluation of the status of deeper learning represented in both consortia’s plans; and describes the similarities and differences in how the consortia are making decisions.
According to this report, summative assessments developed by PARCC and Smarter Balanced are likely to “…represent important goals for deeper learning, particularly those related to mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving. At the same time, the report points to the technical, fiscal, and political challenges that the consortia face in bringing their plans to fruition.”
The following technical, fiscal, and political challenges were identified:
- Using several days to assess student performance tasks. Some of the Chief State School Officers in the Smarter Balanced Governing States questioned Smarter Balanced’s initial plans to assess performance tasks over several days, because of time demands and the cost burdens of scoring. Smarter Balanced now plans to reduce the time requirements for its summative assessments.
- Tight budgets. Some states in both consortia might opt to cut or omit the performance tasks to save money.
- Comparability of scores. Offering extended performance tasks will challenge the comparability of scores from one year to the next, and compromise the ability of states to monitor trends and evaluate performance. “Responding to the challenge may well require innovation in performance task design, scoring, and equating methods.”
- Technical challenges. Both consortia are estimating summative testing costs at $20 per student for both subject areas. “In the absence of promised breakthroughs, the costs will escalate, there will be enormous demands on teachers and/or others for human scoring, and the feasibility of timely assessment results may be compromised.”
- Turnaround. Both consortia have promised end-of-year results. Meeting these expectations will require innovation in scoring services.
- Assessing students with special needs. Both consortia are working to make the assessments accessible to students with disabilities and English language learners through technological accommodations. But, accommodations raise questions about the validity and comparability of the accommodated and non accommodated versions of the test.
- Technological barriers. There is a concern that technologically manipulated assessments might add barriers for some students, particularly those with less facility with technology or English language learners.
- Increased intellectual rigor (DOK level). The initial results of the new assessments might “shock” the public. The public will need to be prepared for some drop in school accountability ratings as a result of the more rigorous exams.
- Resources for transition. Teachers will need support to change instructional practices to implement the new Common Core State Standards. The resources available for transition “…will make a tremendous difference in how well the new assessments are accepted and/or whether there is additional pushback to them.”
- Focus on the major learning goals. Teachers must focus on the broad competencies that students need for college and career readiness rather than the assessment targets for each grade.
- Transparency and validation. The computer adaptive testing used by the Smarter Balanced consortium essentially individualizes test items for every student, making it difficult to see how well deeper learning is represented for every student overall. A more complete analysis of PARCC is not possible until its plans are made public.
The report is available.
State Board of Education: The State Board of Education, Debe Terhar president, met on January 14 & 15, 2013 at the Ohio School for the Deaf, 500 Morse Road, Columbus, OH.
On Monday, January 14, 2013 newly elected, re-elected, and appointed members of the State Board of Education participated in a swearing-in ceremony conducted by Justice Sharon Kennedy, Ohio Supreme Court.
The State Board includes eleven members who are elected through nonpartisan races, and eight members appointed by the governor with the consent of the Ohio Senate.
The State Board for 2013-14 includes five incumbents and two new members elected on November 6, 2012; two members re-appointed and two members newly appointed by Governor Kasich; and seven members who are continuing their terms on the board. Governor Kasich must also make another appointment to fill an open seat, formerly held by Stanley Jackson.
2013-14 State Board of Education
District 1: Ann Jacobs (Lima) RE-ELECTED
District 2: Kathleen A. McGervey (Avon) Term ends December 31, 2014
District 3: Jeffrey Mims (Dayton) Term ends December 31, 2014
District 4: Debe Terhar (Cincinnati) Term ends December 31, 2014
District 5: Bryan Williams (Fairlawn) RE-ELECTED.
District 6: Michael Collins (Westerville) RE-ELECTED.
District 7: Sarah Fowler (Rock Creek) NEWLY ELECTED
District 8: Deborah Cain (Uniontown) Term ends December 31, 2014
District 9: Stephanie Dodd (Hebron) NEWLY ELECTED
District 10: Jeff Hardin (Milford) RE-ELECTED
District 11: Mary Rose Oakar (Cleveland) RE-ELECTED
Appointed At-Large Members
Angel Thi Bennett (East Cleveland) – RE-APPOINTED
Tess Elshoff (New Knoxville) Term ends on December 31, 2014
Joe Farmer (Baltimore) Term ends on December 31, 2014
Tom Gunlock (Centerville) Term ends on December 31, 2014
C. Todd Jones (New Albany) – RE-APPOINTED
Darryl D. Mehaffie – NEWLY APPOINTED
Dr. Mark A. Smith – NEWLY APPOINTED
During the State Board’s biennial reorganization meeting members re-elected Debe Terhar president and Tom Gunlock vice president. President Terhar announced some changes in committee assignments, and the creation of an Accountability Committee, chaired by Tom Gunlock and Bryan Williams, to oversee the implementation of provisions included in HB555 (Stebelton/Butler) regarding Ohio’s new school report card system. The following are the new committee assignments:
Tom Gunlock (chair)
Bryan Williams (chair)
Mark A. Smith
The Appointments Committee
Joe Farmer (chair)
Deborah Cain (vice-chair)
The Achievement Committee
C. Todd Jones (chair)
Joe Farmer (vice-chair)
The Capacity Committee
Tom Gunlock (chair)
Bryan Williams (vice-chair)
The Executive Committee
Debe Terhar (chair)
Tom Gunlock (vice-chair)
C. Todd Jones
The Legislative & Budget Committee
Bryan Williams (chair)
C. Todd Jones (vice-chair)
Rose Mary Oakar
The Urban Education Committee
Angel-Thi Bennett (chair)
Rose Mary Oakar
Mark A. Smith
President Debe Terhar also announced that the State Board would hold future meetings starting in March 2013 at the renovated joint offices of the Ohio Department of Education and the Ohio Board of Regents at 25 South Front Street in Columbus. The Ohio Board of Regents has completed its move into the ODE building, and as a result of renovations connected with the move, there is now a conference center in the basement to hold State Board meetings. The Executive Committee also adopted a calendar of meeting dates for 2013, and moved the annual retreat from June to July.
The Achievement Committee, chaired by C. Todd Jones, adopted an amended Resolution to approve an ODE Policy on Positive Behavior Intervention and Supports, and Restraint and Seclusion and a Resolution of Intent to Enact Rule 3301-35-15 of the Administrative Code Entitled Standards Concerning the Implementation of Positive Behavior Intervention Supports and the Use of Restraint and Seclusion. The State Board will adopt the resolution regarding the rule in April 2013. During the discussion about the rule and policy, some Board members expressed the concern that community schools are not required to comply with this policy or rule.
The committee also received an update about the Ohio Performance Assessment Pilot Project. This program, funded through Race to the Top, is piloting performance-based assessments in elementary and high schools, and defining the nature and implementation of the tasks to be used as a statewide test instrument.
The Capacity Committee, chaired by Tom Gunlock, had four items on their agenda:
Rules 3301-102-01 to -07, Community School Sponsorship Rules
The Committee discussed some additional changes to the rules, which will be presented to the committee again in February. The Community School Sponsorship rules are being reviewed as part of the five-year rule review process. The rules describe the application process and approval procedures for parties interested in becoming sponsors of new start-up community schools; sponsorship agreements between the Department and an approved sponsor; sponsorship obligations of all sponsors of conversion and new start-up community schools; the Department’s oversight of all sponsors; revocation of sponsors; and payment processes for community schools. The revisions have been available for public comment and have been reviewed by the Lt. Governor’s Common Sense Initiative (CSI) office.
Rules 3301-24-19 to -22, Alternative Resident Educator License Rules
The Committee voted to recommend to the full State Board the approval of the proposed rules as presented. Several changes have been made to the alternative resident educator licenses to align the rules with HB 153 (ORC 3319.26). Those changes include increasing from grades 4-12 to grades K-12 the grade bands for the designated subjects alternative license; adding the option to complete a summer training institute approved by the Chancellor of the Ohio Board of Regents to meet the pre-service teacher training requirement for the alternative licensure, instead of the existing Intensive Pedagogical Training Institute; adding the option to complete a professional development program approved by the Chancellor in lieu of 12 additional semester hours of professional education college coursework in the principles and practices of teaching; and removing the requirement for applicants for alternative licensure to have completed a major in the subject area to be taught. The committee included the recommendations of the Educator Standards Board to add a 3 semester hour reading coursework requirement to alternative licenses for grades K-12 designated subjects and for grades P-12 world languages.
SEED School of Cincinnati
Jessica Voltolini, ODE Assistant Legal Counsel, provided an update on the current status of issues related to the SEED School of Cincinnati. Department legal staff is scheduled to meet with SEED representatives next week to discuss SEED’s proposed revisions to the Operator Contract.
Teacher Evaluation Framework for State Agencies
A standards-based framework for evaluating teachers employed in state agencies will be presented to the State Board in April 2013. The Educator Standards Board is currently working on the framework. The State Board must adopt this framework on or before June 30, 2013. State agencies that employ teachers are required to adopt an education policy aligned to the framework at the expiration of any collective bargaining agreement. The existing collective bargaining agreement covering state agency employed teachers is due to expire on June 30, 2015.
The Committee on Urban Education, chaired by Angela Thi-Bennett, received two presentations. Dr. Christopher Woodlard, ODE Director from the Office of Policy and Research, and Dr. Matthew Cohen, ODE Chief Research Officer, presented information about value added data, and Dr. Stephanie Siddens, Director from the Office of Early Learning & School Readiness, and Barbara Weinberg, Assistant Director of the Office of Early Learning and School Readiness, presented information about early childhood education.
The Legislative and Budget Committee, chaired by Bryan Williams, received a year-end legislative update and discussed a proposal for the State Board to adopt a federal platform for the reauthorization of the federal Individuals with Disabilities Education Act (IDEA).
Kelly Weir, Executive Director of Legislative Services and Budgetary Planning, and Jennifer Hogue, State Legislative Liaison for the Ohio Department of Education, reviewed legislation affecting education and approved during the lame duck session of the 129th General Assembly.
One of the provisions of HB 280 (Dovilla/Bera) provided $3.2 million from lottery profits in additional funding for some school districts on the guarantee to reimburse them for students who had never attended a public school, but were now participating in the Jon Peterson Scholarship Program for Students with Disabilities. Students participating in the program are counted for funding purposes in their resident school districts’ enrollment, and then funds are transferred for those students from the school district of residence to entities educating the student. Board members asked how the additional $3.2 million will be distributed. Ms. Weir stated that discussions about allocating the funds were just starting, and that she would update the Board in the future.
Jeremy Marks, Federal Legislative Liaison for the Ohio Department of Education, Susan Zake, Director Office of Exceptional Children, and Tom Lather, Assistant Director, Office of Exceptional Children, reviewed the purpose of developing a platform to make recommendations for the reauthorization of the federal Individuals with Disabilities Education Act (IDEA). IDEA was last reauthorized in 2004. The platform will include Ohio specific and State Board endorsed recommendations for the reauthorization of IDEA, and will be shared with Ohio’s Congressional delegation and stakeholder organizations.
Report of the Acting Superintendent of Public Instruction
Michael Sawyers, Acting Superintendent of Public Instruction, provided the Board an update about the following items:
New ODE Staff: Acting Superintendent Sawyers announced that Tina Thomas Manning had joined the Ohio Department of Education as an Associate Superintendent for the Division of Accountability and Quality Schools; Jason Rafeld as chief of staff; and John Richard would be joining the ODE in February 2013 as Senior Executive Director in the Center for Accountability and Continuous Improvement.
Safety Plans: The Ohio Department of Education and the Attorney General’s Office are working together to inform schools about the resources available to improve safety. Acting Superintendent Sawyers emphasized the role that the community should play in helping schools become better prepared to avert the recent school tragedies that have taken place in Ohio and Connecticut. There are less than 40 schools, mostly community schools, that have not submitted a required school safety plan to the ODE.
Cross Agency Teams: The Ohio Board of Regents has completed its move into the ODE building at 25 South Front Street, Columbus. Cross Agency Teams have been developed to better coordinate and communicate educational policies for the preK-20 education system. Cross agency teams have been formed to examine teacher quality, transitioning from the Praxis to the Pearson teacher licensure exams, and college and career readiness.
The teacher quality team, for example, is looking at ways to improve the standards for students entering teacher preparation programs. There is significant variance in the requirements for students entering Ohio’s 51 teacher preparation programs, and the ODE and BOR are working to align the requirements among the programs.
The cross agency team for college and career readiness is developing a request for proposals to develop an nationally standardized college and career readiness assessment, which will be administered to 10th grade students in 2014, although the ODE would like to administer the assessment in the fall of 2013. The team is also looking at online and blended learning.
Third Grade Reading Guarantee Grants. Over 200 schools applied for the Third Grade Reading Guarantee Grants. The General Assembly put aside $13 million from the lottery profit fund for schools to implement the program through a competitive grant process. The applications are being reviewed now, and the awards will be available in April 2013.
Kelly Weir, Executive Director of Legislative Services and Budgetary Planning, presented to the State Board information about HB555 (Stebelton-Butler), which was passed by the General Assembly and signed into law on December 20, 2012. The law becomes effective on March 22, 2013.
According to the presentation, there are three primary components of the law: the A-F report card for schools/districts; a separate report card for dropout recovery schools; and a rating system for community school sponsors.
The law also makes changes in the Third Grade Reading Guarantee, teacher evaluations, and more. For example, by August 31, 2013, the State Board must submit to General Assembly recommendations for a comprehensive statewide plan to intervene directly in and improve the performance of persistently poor performing schools and school districts.
The following are some highlights of the main provisions of the law:
Dropout Recovery Report Card: This report card will be issued in lieu of the A-F report card for the 75 or so community schools in which the majority of students are in dropout recovery programs.
The report card for dropout recovery schools will include three ratings: exceeds standards, meets standards, and does not meet standards. The report cards will include three measures in 2013: graduation rate (4 year cohort up to 8 year cohort phased-in); high school assessment percentage; annual measurable objectives (AMOs); and for the 2015 report card, a nationally norm-referenced assessment for the reading and/or math progress measure.
The new report card will be implemented over several years. In August 2013 the report card will be issued without the ratings. In August 2014 there will ratings for each individual measure except for the reading/math progress measure, and student outcome data will be reported. In August 2015 and annually thereafter, a report card will be issued with individual performance measures rated, and also an overall performance rating for the composite measures. The ODE shall also include student outcome data which shall not be included in the calculation of the overall performance rating.
To implement the law the State Board is required to adopt rules for the graduation rate, the high school assessment passage rate, and the AMOs by June 30, 2013, which means that the rules must be developed by May 2013. By December 31, 2014 the State Board must establish the benchmarks for the reading and math progress measure and, if determined by the State Board, an national standardized assessment. The Ohio Department of Education is also required to gather and analyze data from each dropout prevention and recovery school in consultation with stakeholders, and identify one or more states that have established, or are in the process of establishing, similar academic performance rating systems for dropout prevention and recovery programs, and consult with the departments of education of those states. Colorado has been working on dropout recovery programs for several years, and was suggested as a state to consult.
The ODE is also required to post on its website the ratings and relevant performance data for each community school, and provide a copy of the ratings and data to the governing authorities of community schools.
Community School Sponsor Ratings
The State Board is required to develop a rating system for community school sponsors, which will go into effect after January 1, 2015, based on three measures: academic performance of students on state assessments; quality practices developed by a national association of community school organizations; and compliance with state and federal laws and rules.
Community school sponsors will be rated exemplary, effective, ineffective, or emerging (applicable to sponsors within the first two years of sponsorship). Currently community school sponsors rated at the bottom 20 percent of sponsors on the ranking scale are not allowed to sponsor additional community schools.
To implement this part of the HB555, ODE must prescribe quality practices for community school sponsors and develop an instrument to measure these practices by March 31, 2013. The State Board must also adopt the “compliance with standards” rules by July 1, 2013.
Third Grade Reading Guarantee
HB555 includes more options for teachers to demonstrate their ability to provide reading instruction when a student is identified reading below grade level, and aligns the strategies that teachers must provide students who are retained and those who are on reading improvement monitoring plans (RIMPS). Currently, there are two sets of teacher credentials required based on the types of students served.
Changes have also been made to the teacher evaluation process. HB555 provides that certain statutory deadlines regarding teacher evaluations and timelines for non renewal notices prevail over any conflicting provisions of a collective bargaining agreement entered into on or after the effective date of the bill; exempts instructors of adult education from performance evaluation requirements for public school teachers; and exempts substitute teachers and instructors of adult education from teacher evaluations conducted by state agencies that employ teachers.
The most significant change in the law regarding teacher evaluations pertains to the way in which the value-added progress dimension for student academic growth must be used to evaluate teachers. Within the current framework adopted by the State Board of Education, up to 50 percent of a teacher’s evaluation is based on the student academic growth, and the other 50 percent on teacher performance. HB555 now requires the part of the teacher evaluation framework based on student growth to reflect the proportion of a teacher’s schedule for which value added data is available. The State Board will need to update the teacher evaluation framework to reflect this change.
K-12 Report Card
HB555 replaces the current academic performance rating system for school districts, individual buildings of districts, community schools, STEM schools, and college-preparatory boarding schools with a phased-in letter grade system in which districts and schools are assigned grades of “A,” “B,” “C,” “D,” or “F” based on various performance measures.
The new accountability system was originally included in the request Ohio submitted to the U.S. Department of Education (U.S. DOE) seeking a waiver from compliance with certain provisions of the Elementary and Secondary Education Act, also known as No Child Left Behind. The waiver was granted by the U.S. DOE contingent upon the development of the A-F accountability system for schools. The waiver request must be re-submitted to the U.S. Department of Education by June 30, 2013.
The new report card measures will be grouped under the following components: Achievement, Progress, Graduation Rate, K-3 Literacy Progress, Gap Closing (AYP alternative), and Prepared for Success (formerly College-and Career-Ready).
Achievement Component: The Achievement component includes two measures: the Performance Index and the Performance Indicators, which will be graded starting in August 2013. A grade for the overall component will be calculated starting in 2015 and 2016.
The Performance Indicators include all of the tested items on Ohio’s 24 state assessments, while the Performance Index measures how well students do on the assessments, and assigns a weight for students achieving limited, basic, proficient, accelerated, and advanced on state exams. Students who are accelerated or advanced in a grade or subject area will have their test scores adjusted, so that the student gets credit for achieving at a higher level.
Progress Component: The Progress component includes five measures: value-added (overall), value-added for gifted, value-added for students with disabilities, value-added for the lowest performing quintile of students statewide, and High School Progress. With the exception of the high school progress measure, these measures will be graded starting in August 2013, and a grade for the overall component will be calculated, but not graded, on the 2015 and 2016 report card. The high school progress measure will not be graded until August 2016.
Graduation Component: The graduation component includes two measures: a four year cohort and a five year cohort graduation rate. Both items will be graded starting in 2013. A grade for the overall component will be calculated, but not graded, for the 2015 and 2016 report cards.
K-3 Literacy Progress: The K-3 Literacy Progress component includes one measure: the Third Grade Guarantee Progress, which is a percentage of students who are not on track to read by the third grade. The measure will be graded on the 2014 – 2016 report card. A grade for the overall component will be calculated, but not graded, in 2015 – 2016.
Gap Closing: The Gap Closing (AYP alternative) component includes one measure: annual measurable objectives (AMOs), which will be graded starting in 2013. A grade for the overall component will be calculated, but not graded, in 2015 and 2016.
Annual measurable objectives replace adequate yearly progress (AYP), which measured student proficiency in reading and math, and set as a goal that all students would be proficient in math and reading by 2014.
As this goal became more and more impractical to achieve, Ohio proposed in its ESEA waiver application a new measure, annual measurable objectives. AMOs measure how well schools/districts are closing the achievement gap among groups of students, such as students with disabilities, students who are learning English, students who are economically disadvantaged in the areas of math, reading, and graduation rate, and all students.
Prepared for Success: This component includes seven measures of student participation and/or scores in the following areas: college admission test; honors diplomas; dual enrollment; Advanced Placement; International Baccalaureate; industrial credentials; and college and career ready.
The measures in this component will not be graded, but just reported, starting in 2014. An overall component grade will be calculated in 2015 and 2016.
The College and Career Ready Assessment measure will be “reported only” starting in August 2014, and could be included in the Prepared for Success component grade starting in 2015, if the State Board makes that determination.
Safe Harbor Provision: HB555 also requires the State Board of Education by March 31, 2013 to make recommendations to the General Assembly to create a one-year safe harbor for districts and schools for the first year that the PARCC assessments are administered. The recommendation must include a method to exempt districts, buildings, community schools, STEM schools, and college preparatory boarding schools that have a decline in performance index score from sanctions and penalties based on report card ratings.
Public Participation on Agenda Items
Sarah Clark from the Ohio School Boards Association addressed the State Board during public participation on agenda items regarding the Restraint and Seclusion policy and rules. According to the presentation, OSBA has participated in the development of the policy and rules, and appreciates that changes have been made to address their concerns. However, OSBA still questions the timeline for implementing the rule, and believes that school districts need more time for adopting a policy and training staff. OSBA also believes that the policy and rules should apply to all schools, including community schools.
State Board Action
The State Board of Education at the January 2013 meeting took the following actions regarding the Report and Recommendations of the Acting Superintendent of Public Instruction
#3 Approved a Resolution of Intent to Amend Rule 3301-24-08 of the Administrative Code entitled Professional or Associate License Renewal.
#4 Approved a Resolution of Intent to Amend Rules 3301-24-19 to -22 of the Administrative Code regarding Alternative Resident Educator Licenses.
#5 Approved a Resolution of Intent to Amend Rule 3301-35-15 of the Administrative Code concerning the implementation of Positive Behavior Intervention Supports and the Use of Restraint and Seclusion.
#6 Approved a Resolution of Intent to Confirm the Tuslaw Local School District’s Determination of Impractical to Transport certain students attending Heritage Christian School, Canton, OH.
#7 Approved a Resolution to confirm and approve the Recommendation of the Hearing Officer to approve the 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.
#16 Approved a Resolution to Amend Rules 3301-13-01, -02, -05, AND -06 and to Rescind Rule 3301-13-08 of the Administrative Code regarding statewide assessments.
#17 Amended and approved the Resolution to Approve ODE Policy on Positive Behavior Intervention and Supports, and Restraint and Seclusion. The Achievement Committee amended the policy, and then the State Board amended the resolution again to state that the records referred to in the policy are subject to the Federal Family Educational Rights and Privacy Act (FERPA). President Terhar referred to the Legislative and Budget Committee for consideration the concerns raised about the fact that the policy does not apply to community schools.
C. Todd Jones explained that the State Board will restructure its Board meetings starting in March 2013, and add time to the agenda to conduct a panel discussion on a variety of topics on Monday afternoons. The first topic that will be considered at the March 2013 meeting is school safety.
What is the role of the arts in STEM? Lauren Williams describes in District Administration efforts to add the arts to science, technology, engineering, and math (STEM) initiatives to create STEAM programs that add opportunities for students to become more creative, expressive, and innovative. (“Should STEM Become STEAM? by Lauren Williams, District Administration, January 14, 2013.)
In 2011 Representative James Langevin, working with the Rhode Island School of Design (RISD), introduced U.S. House Resolution 319, which would have added art and design into federal STEM programs. Although the resolution did not pass, advocates for STEAM intend to introduce the resolution again in the 113th Congress.
However, some STEM advocates believe that the creative processes that are used by successful scientists are similar to those used by artists. The author notes that Doug Haller, STEM consultant and education blogger, argues that “…while encouraging art and design in STEM is important, it is already represented in well-implemented K12 programs.”
The author includes in this article the following web sites that support STEAM education:
- STEAM Education, http://www.steamedu.com
- STEAM-Manifesto, http://www.steammanifesto.com
- STEAM Through Education, http://www.steamthrougheducation.com
- STEAM Not STEM, http://www.steam-notstem.com
- Rhode Island School of Design, STEM to STEAM, http://www.stemtosteam.or
The article is available.
ASCD Conference will Feature a STEAM Session: Linda Nathan, Mark Lonergan, and Ramiro Gonzalez will present a session at the ASCD Conference and Exhibit Show in Chicago on March 18, 2013 entitled “STEAM (Science, Technology, Engineering, Arts, and Mathematics) at Boston Arts Academy.”
The presenters recently provided a preview of the session, entitled STEAMing Up Education, and described how adding the arts to STEM education at the Boston Arts Academy (BAA) provided students with “diverse experiences, creative problem-solving skills, teamwork skills, and the ability to communicate all of this to others to succeed in the working world.”
The authors found, for example, that, “The work done in art classes is often much more collaborative. This requires students to struggle together and build upon each other’s strengths and challenges. Persistence, energy, and the willingness to take risks are noticeable in these classrooms, and the focus is always on improvement and collaborating to do one’s best. The role of critique is paramount. Listening and exchanging ideas is also crucial.”
The session will also describe how integrating STEAM in a classroom requires making adjustments in the daily lessons; creating entirely new courses; and creating multiple modes of assessments. STEAM educators, who approach the content as artists, engineers, and designers, focus less on the final answer and give more attention to the process. They also bring into the classroom outside experts to work with students. The authors note, “This means that we create time in our STEAM courses for students to take risks and think creatively and give them chances to learn from their mistakes.”
The authors write, “With STEAM, we take one step closer to ensuring that our students exit our doors not only with a diploma, but with a set of skills that will help them shape the future.”
The preview is available.
ASCD Issue Focuses on the Arts: The January 17, 2013 issue of ASCD Express focuses on the arts as an “essential part of the whole child education”. The issue offers several articles that provide strategies for infusing and preserving arts education during these “tough economic times”, and an article about how the arts intersect with the Common Core State Standards.
The issue includes the following articles and a video:
- Learn from the Experts: Arts-Integration Lesson Plans That Work by Willona M. Sloan
- Creating Rigorous Arts Lessons Across the Content Areas: Tips for Collaboration by Jane Remer
- The Arts Make a Difference by Nick Rabkin and Robin Redmond
- Arts with the Brain in Mind E-Book
- 21st Century Skills DVD
- Teaching Through the Prism of Arts Integration: Teach with O’Keefe (video)
- Common Core Quick-Start: How the Arts Intersect with the Common Core State Standards (column) by Kristen Miller
- Field Notes: Turn Your Classroom into an Inquiry-Based Design Studio (column) by Anne Hayden Stevens
- Leader Links: Fair is Not Equal — A Differentiated Approach for Supporting Behavioral Growth in the Classroom by David Snyder
The issue is available.
Internships Available: The DeVos Institute at the Kennedy Center offers competitive internships for aspiring arts managers to gain critical hands-on experience in many areas of performing arts management. Applicants must be currently enrolled juniors or seniors in undergraduate programs, Master’s candidates, or have completed a degree within the past two years. The deadline for application to the Summer Program (June 3 – August 9, 2013) is March 15, 2013.
The DeVos Institute interns develop valuable relationships in the industry by training with Kennedy Center Staff within departments aligned with their interests. Interns also gain a broad understanding of the performing arts industry by participating in weekly seminars and activities, attending Kennedy Center performances and events, and connecting with a vast network of DeVos Institute alumni. Alumni have gone on to organizations such as The Atlanta Symphony, The National Endowment for the Humanities, The New York Philharmonic, The Orpheus Chamber Orchestra, the offices of Renée Fleming, and The Wolf Trap Foundation for the Performing Arts.
The DeVos Institute internships are full-time (40 hours per week) or part-time (20-30 hours per week) unpaid opportunities that are intended to complement a student’s current program of study or other employment. Interns may receive, complimentary tickets to Kennedy Center performances during the internship and/or academic credit for either their college or university upon request. Please note, the Kennedy Center is not an accredited institution; therefore college credit must be granted by the Intern’s current college or university.
The DeVos Institute Summer Internships are offered in the following departments: Advertising, Marketing, Arts Education, Development, DeVos Institute of Arts Management, Institutional Affairs, Information Technology, National Symphony Orchestra Administration, Press, Programming, Production, Volunteer Management, and Washington National Opera.
Apply to the program.