House Committee Reports Bill: The Ohio House Education Committee, chaired by Representative Stebelton, reported out on May 1, 2013, HB14 (Pelanda) School Records/Abused Neglected Dependent Child. This bill would require boards of education to release the grades, credits, official transcripts, and other school documents about students who are alleged to be abused, neglected, or dependent, if ordered by a juvenile court judge, or are students that have been adjudicated as abused, neglected, or dependent.
Senate Approves the Ohio Family Stability Commission: The Ohio Senate approved on April 30, 2013 SB19 (Tavares/Manning) to create the Ohio Family Stability Commission in the Ohio Department of Job and Family Services. The commission would convene experts to recommend ways to help stabilize families in order to reduce problems associated with “broken homes”, such as poverty, substance abuse, higher rates of teen pregnancy, domestic violence, health problems and more.
New State Web Site Available to Follow the Development of Rules: The Joint Committee on Agency Rule Review (JACARR) announced last week that it is sponsoring a web site called RuleWatch, which will help the public keep track of the development and approval of rules and regulations, which are part of Ohio Administrative Code. The web site provides subscribers with email alerts when new information is available about a rule or a public hearing on a rule. The web site is available.
Postpone Using New Assessment Results: An article in the New York Times on April 30, 2013 reports that American Federation of Teachers president, Randi Weingarten, is urging states to postpone for at least a year using the results of new student assessments to evaluate teachers and promote students. According to the article, teachers need more time to master the curriculum and review test materials based on the new Common Core State Standards (CCSS). New York State has already administered assessments aligned with the CCSS, but other states are not scheduled to implement the new assessments until the 2014-15 school year.
“Union Chief Recommends Delay in Use of Test Scores” by Javier C. Hernandez, The New York Times, April 30, 2013.
Technical Failures Plague Online Assessments: A May 3, 2013 article in Education Week describes some of the disruptions that some schools in Kentucky, Indiana, Minnesota, and Oklahoma have experienced while implementing online assessments. The technical troubles, including slow loading test questions; connection failures in the middle of answering questions; inability to log onto the tests; and even a system crash, have raised more concerns about whether testing companies and schools are ready to require students to take assessments online, including assessments based on the Common Core State Standards (CCSS) starting in 2014-15. In addition to the fact that many student assessments will be invalidated because of the disruptions, school officials have reported that the technical difficulties have raised the anxiety level of students, some of whom were taking high-stakes tests online to meet graduation requirements. The disruptions have affected the confidence of teachers, administrators, and education department officials in online assessments, and have affected the students personally.
According to the article, officials from the testing companies providing the online exams are sure that the “kinks” can be worked-out before the common core assessments are launched.
“States’ Online Testing Problems Raise Common-Core Concerns” by Michelle R. Davis, Education Week, May 3, 2013.
This Week at the Statehouse: The Ohio House and Senate will hold hearings and sessions this week.
Tuesday, May 7, 2013
The House Select Committee on the 98th District Election, chaired by Representative Matt Huffman, will meet at 10:00 AM in Hearing Room 121. The committee will vote on recommendations to resolve the contested 98th District election between State Representative Al Landis (R), who was declared the winner, and former Representative Josh O’Farrell (D). The recommendations will be submitted to the Ohio House for consideration.
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, will meet at 11:00 AM in the South Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget from representatives of the Ohio Coalition of Rural and Appalachian Schools; the Ohio Coalition for Equity and Adequacy; the Fordham Institute, and the Ohio 8.
Wednesday, May 8, 2013
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, will meet at 10:00 AM in the South Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget, regarding early childhood education.
The House Education Committee, chaired by Representative Gerald Stebelton, will meet at 5:00 PM in hearing room 121. The committee will receive testimony on three bills:
- HB127 (Adams) Career-Technical Education and Skilled Workforce Development Month. This bill would designate the month of March as “Career-Technical Education and Skilled Workforce Development Month.”
- HB32 (Hayes/Patmon) Minimum School Year. This bill would establish a minimum school year for school districts, STEM schools, and chartered nonpublic schools based on hours, rather than days, of instruction.
- HB111 (Duffey/Stinziano) State Universities-Student Board Members. This bill would grant student members of the boards of trustees of state universities and the Northeast Ohio Medical University authority to attend executive sessions.
Thursday, May 9, 2013
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, will meet at 9:00 AM in the South Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget from the public.
The Constitutional Modernization Commission, co-chaired by Speaker Bill Batchelder and Representative Vernon Sykes, will meet at 2:00 PM at the Thomas Moyer Judicial Center in Room 101. Committees of the Commission will also meet in the morning to organize. Information about the committee meetings is available.
The 32-member commission is charged with recommending updates for the Ohio Constitution, and has formed the following committees to organize its work: Bill of Rights & Voting Rights; Legislative Branch; Education, Public Institutions & Miscellaneous; Executive Branch; Judicial Branch; Local Government; Finance, Taxation & Economic Development; and Constitutional Revisions.
Senate Hearings Continue on HB59: The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, received on May 1 and 2, 2013 testimonies from representatives of statewide education organizations and the Ohio Arts Council regarding Am. Sub. HB59 (Amstutz), the Biennial Budget. The following are highlights of the testimonies, which are available on the Ohio Senate Finance Committee, Subcommittee on Education web site under “Documents”
The Ohio Education Association: Melissa Clark, Russ Harris, Matt Dotson, and Robert Davis, representing the Ohio Education Association, presented testimony on Am. Sub. HB59. They recognized that the House has made some positive changes in HB59 as introduced, but stressed that the changes in the school funding formula still do not represent what it costs to provide an adequate education, and the proposed budget fails to restore $1.8 billion in reductions to school districts made in the last budget cycle.
The OEA supports the House changes in the bill regarding catastrophic special education funding, but recommends that the fund should include more money; the removal of the school psychologist ratio and the expansion of the parent trigger expansion provisions from the bill; and revisions to school operating standards, among other changes.
The OEA identified the following additional concerns:
- Reducing state aid to schools through a 6 percent cap. In FY14 the cap reduces state aid to schools by $900 million and does not allow over half of the school districts to benefit from the formula.
- Reducing the income tax by seven percent across the board, while public schools have had to seek $1.3 billion in new local operating levies in the past two years. As a result schools have increased reliance on local property taxes.
- Expanding private school scholarships based on household income when there is little evidence that vouchers improve academic achievement.
- Basing the minimum time for school districts to operate on hours rather than days.
- Increasing in HB555 the percent of teacher evaluations based on the value added component. The value-added component of the student growth measure in teacher evaluations should be reduced to between 25-35 percent. According to the testimony, “….value-added data was not designed to be valid and reliable for use as such a major basis for high-stakes decisions about schools, students or teachers, including decisions about teacher evaluation.”
- Eliminating the single salary schedule.
- Using the Straight A Fund to support fiscal efficiencies rather than improved student learning.
- Allowing an academic distress commission to take over a school district in instances where there is data fraud.
Ohio Federation of Teachers: Melissa Cropper, President of the OFT, along with Legislative Director Darold Johnson, listed as primary concerns the failure of the Executive and House versions of HB59 to adequately fund schools and reduce reliance on local property taxes; using a formula amount from 2009 ($5732); early childhood education; the third grade reading intervention; student transportation; catastrophic special education funding; the elimination of the minimum salary schedule; basing the minimum time for school districts to operate on hours rather than days; the purpose of the Straight A Fund; and the funding formula for charter schools.
The OFT also opposes the expansion of the private scholarship programs, which, according to the testimony, have not proven that they improve student achievement for disadvantaged children. According to 2010 report from the Black Alliance for Educational Options, “…Ohio test scores of voucher students generally lagged behind those of students attending the public schools the voucher students would have attended.”
Some of the changes that the OFT recommends for Am. Sub. HB59 include mandating that a school week be a minimum of five days even if there is a shift to minimum hours rather than days for schools to operate; expanding access for children to high quality pre-school programs; reviewing the school funding formula for charter schools and its impact on traditional school districts; and appointing a teacher representative on the advisory board for the Straight A Fund.
Ohio Arts Council: Julie Henahan, Executive Director for the Ohio Arts Council, thanked the Legislature for increasing funding for the OAC. She said that investment of public dollars in the Ohio Arts Council “…pays big returns for the state while advancing the Governor’s priorities of creating a climate of economic competitiveness, encouraging job growth and retention, practicing fiscal constraint, and improving services for our constituents and the citizens of Ohio.”
Ohio’s creative industries, including for profit and non profit organizations, employ 198,000 individuals; contribute $24 billion to Ohio’s economy; and generate nearly $2.4 billion in federal, state, and local tax revenues annually. OAC grants and private dollars together are supporting arts-driven initiatives throughout Ohio, and these arts initiatives in turn support local businesses, restaurants, and neighborhood revitalization. The OAC awarded $6.7 million in state and federal funds to 531 organizations, schools, and individuals in FY12, and $7.9 million has already been awarded to 506 recipients in FY13. These awards have contributed to an economic Renaissance in Ohio, especially in Ohio’s cities, and have supported public/private partnerships that have been formed to support the arts and improve the quality of life of Ohioans.
According to the testimony, current state per capita spending on the arts in Ohio is $0.83 per year, making Ohio 18th among states in funding for the arts. OAC grants also require a 1:1 match, which means that grant recipients leverage new sources of income to match every state dollar spent on the arts.
The arts are also vital in efforts to improve education and workforce training so that students have the skills and knowledge for the jobs of the future. According to Director Henahan, “A strong background in the arts helps students develop the necessary skills for becoming the innovators, problem solvers and collaborators the world needs. And research continues to show that involvement in the arts elevates academic performance1, deters delinquency and increases college-readiness.” The OAC awarded just over $1 million in Arts Learning grants to Ohio schools and organizations that fund artist residencies, arts education programming, and the annual Poetry Out Loud competition. These events and activities provided more than 515,000 arts experiences to Ohioans of all ages, including nearly 329,000 young people.
The OAC has also been able to secure additional support for Ohio’s arts organizations and programs from the National Endowment for the Arts.
Ohio Citizens for the Arts: Former State Representative Tim Greenwood, immediate past president of the Ohio Citizens for the Arts, also testified on Am. Sub. HB59 (Amstutz) Biennial Budget. He requested that the Senate increase state General Revenue Funds for the OAC by $1.502 million to reach $22.4 million over the biennium, which will bring the OAC budget back to FY08-09 levels.
According to the testimony, funding for the arts is about jobs and education. State support for the arts creates entrepreneurship, catalyzes new ventures, and creates a vibrant market for the import and export of state cultural goods. The creative industries in Ohio annually contribute more than $23.6 billion in Ohio’s economy, support 197,743 jobs, generate $2.4 billion in tax revenue, and generate more than $8 billion in employee wages.
The arts also play an important role in the education of young Ohioans. “The knowledge, skills, attitudes, and behaviors students acquire from studying the arts has been identified as the skills needed to be successful in the global economy.”
Ohio Educational Service Center Association: Craig Burford, Executive Director of the Ohio Educational Service Center Association, thanked lawmakers in the House for making changes in Am. Sub. HB59 that restored the state operating subsidy to educational services centers (ESCs) to $43.5 million in FY14 and $40 million in FY15, and removed provisions that would have changed the mission and governance structure of ESCs.
He requested that lawmakers amend the bill and establish the $37/student funding level in permanent law; restore the $6.50 client-district contribution; restore language allowing ESCs to apply for Local Government Innovation Funds; and guarantee that ESCs receive the same level of funding for preschool special education as in FY13.
Ohio Association for Gifted Children: Ann Sheldon, Executive Director, Ohio Association for Gifted Children, testified that the “…OAGC believes that Ohio’s gifted children will be best served by the gifted funding component as passed by the Ohio House.” The proposed unit funding system in Am. Sub. HB59 will provide a more “stable and predictable source of funding for gifted services and ensures accountability for the funds expended.” The unit model will also rebuild the gifted infrastructure which has been badly damaged over the past five years. The OAGC also supports the following provisions in the bill:
- A cost study for gifted education also included in the House version of HB59.
- The changes made in the House regarding subgroup accountability, but the OAGC believes more revisions are necessary to strengthen accountability measures for gifted students.
- The changes made in the House regarding operating standards.
- The College Credit Plus program, with some changes, created in the Executive version of HB59 to unify payments and access to PSEO and other dual enrollment programs.
The OAGC also made the following requests:
- Ensure that the unit funding method for gifted units at educational service centers is consistent with the method used for districts.
- Strengthen the accountability provisions for the performance of gifted students. This amendment could be based on the work of other states that use a variety of methods to ensure that districts are accountable for services to gifted students while allowing for local control in the design of those services.
- Allow any higher level coursework under PSEO, dual enrollment, or the College Credit Plus to count for college credit.
- Require that all college courses taught on a high school campus be taught by instructors with the proper credentials to ensure that high school students receive credit.
- Provide that no high school student be required to pay for college coursework, textbooks and materials under any dual credit program.
- Designate a certain percentage of the proposed Straight A Fund be used to support projects that would benefit gifted children in Ohio, including regional gifted opportunities and other providers for gifted education services.
- Eliminate current law that allows administrators to serve as gifted coordinators.
OSBA, BASA, OASBO: Representatives from the Ohio School Boards Association, the Buckeye Association of School Administrators, and the Ohio Association of School Business Officials presented joint testimony on Am. Sub. HB59. They addressed issues concerning transportation, teacher evaluation, vouchers, charter schools, and preschool for children with special needs.
Transportation: Barbara Shaner from the Ohio Association of School Business Officials listed the following concerns regarding state policies and funding for transportation included in Am. Sub. HB59,
- State funding for transportation has been flat-funded for the past four years.
- Several important provisions in law regarding the transportation of students have been removed, including components recognizing the transportation of high school students, transporting students within a mile of schools, and transporting non-public, charter, and stem school students.
- Funding for transportation in the school funding formula means that some districts on the guarantee or gain cap might not receive state funds for transportation, even though the cost for transportation is increasing.
- Supplemental transportation funding should also be allocated outside of the guarantee and above the gain cap.
Ms. Shaner requested that the Senate reinstate all of the components of the original formula for the transportation; increase the appropriation for transportation; and fund transportation outside of the guarantee and above the 6 percent gain cap.
She also maintained that the House changes for parent reimbursement in lieu of a school district transporting students to school is unworkable and would drain resources away from school districts. Am. Sub. HB59 gives any parent the right to request payment in lieu of transportation for reasons not related to the district’s ability to provide services; increases the reimbursement rate (the statewide average would increase to $803 per student from the current level of $233 per student); and deducts the amount from the district of residence. Currently the state pays the amount in lieu of transportation for 23,000 families receiving the transportation reimbursement. Providing the increased reimbursement rate for these families and those families who would also apply for the reimbursement, and paying for it through a deductions from school district state aid, would increase costs to school districts by $13 million.
Am. Sub. HB59 also prohibits school districts from using public transportation to transport students in grades K-5. Many school districts have been using public transportation to transport students for years. Removing this option would mean that school districts would be required to purchase additional buses and drivers, and it could affect federal funding for public transportation services based on ridership.
Ms. Shaner also noted that Ohio’s school districts need state support for purchasing school buses. The average age of a school bus in Ohio is more than ten years.
Teacher Evaluations: Tom Ash from the Buckeye Association of School Administrators described the amount of time that would be required for principals to meet the current requirements for evaluating teachers through the Ohio Teacher Evaluation System (OTES). According to his calculation, the current teacher evaluation process would consume 40 percent of a principal’s time during the school year.
He requested the following changes be made regarding teacher evaluations:
- Allow school districts to adopt policies which would permit teachers evaluated as accomplished to be evaluated once every two years and to be observed once during that time (if other conditions are met); •Reduce the number of evaluations from two to one for all teachers who have successfully completed the resident educator requirements;
- Continue two evaluations per year for all resident educators, and provide a second evaluation for any other teacher who requests a second evaluation.
- Allow the school administrator to determine who will evaluate the teacher. (There is currently an option that allows the teacher to select from a list of district-approved evaluators.)
- Remove the requirement that the evaluator (administrator) must be re-calibrated online every year.
- Identify standardized measures of student achievement for teachers of courses that are not part of the courses for which value added data are available.
Vouchers, Charter Schools, Preschool Special Ed: Damon Asbury from the Ohio School Boards Association requested that the expansion of voucher programs (the EdChoice Scholarship and the Third Grade Guarantee Scholarship) be removed from HB59 and that the state pay the full cost of the Jon Peterson scholarship for any student who has not spent at least one year in grades K-12 in a traditional public schools. He also requested that funding for charter schools be reviewed, because Am. Sub. HB59 provides charter schools with the full formula amount per student and weighted amounts, which are deducted from the state aid of the school district of residence, even if the school district is subject to the state aid gain cap, and doesn’t receive additional state funding.
He also explained that the proposed per pupil formula for funding preschool special education attempts to cover more eligible students, but does not provide sufficient funds, and assumes that all of these children are in school for a half day. The additional amount needed to fund the program is estimated to be $28.7 million.
According to the testimony, all entities that receive funding for preschool special education should be guaranteed the same amount of state funding as in FY13, and preschool special education programs should “….continue to be funded on a unit basis with an additional 447 units added, or, as an alternative, be funded on a unit basis in FY14, and transition to a per pupil basis in FY15.”
Ohio’s Public Schools Are Downsizing: Policy Matters Ohio released on April 29, 2013 the results of a survey that shows that since 2011 a majority of Ohio school districts have cut or frozen salaries and benefits, laid off staff, eliminated courses, and cut back materials and supplies to reduce their budgets. The survey also found that fiscal distress occurred within all district types (rural, suburban, urban, etc.)
As a result of the budget cuts school district have increased class sizes, reduced course offerings, and increased pay-to-play requirements. “Schools have fewer teachers, materials, textbooks and equipment, and less funding for ancillary activities like arts, team sports and other extracurricular activities.”
The survey was conducted in October 2012 and was completed by 261 school districts (43 percent), from 82 counties, enrolling 646,358 (40 percent) of students.
According to the survey Ohio’s schools face ongoing fiscal challenges as a result of historic cuts and the loss of federal stimulus dollars. In the 2012-13 school year 59.2 percent of responding school districts reported shortfalls and cuts in their budgets. Sixty-two percent of responding schools also projected shortfalls and cuts for the 2013-14 school year.
And, the amount of the budget shortfalls is growing. For the current school year, nearly 38 percent of districts reported shortfalls up to 5 percent. Another 15 percent of responding school districts expect a budget shortfall between 5 and 10 percent. Less than one third of districts reported a budget shortfall of up to five percent in 2011-12.
To reduce costs in 2012-13 responding school districts reported that they had to reduce or freeze compensation (84 percent); reduce staff (82 percent); reduce course offerings (23 percent); reduce extracurricular offerings (22 percent); and cut materials, supplies, textbooks, etc. (57 percent).
The authors believe that a long-term investment in education remains the best way to build opportunities for Ohioans and create an economy that works for everyone. But, they add, the proposals included in the Executive and House versions of the budget (Am. Sub. HB59-Amstutz) would “….keep school foundation funding nearly flat over a 10-year period, another indicator that Ohio falls short of the commitment needed to adequately fund it’s K-12 system.”
They recommend that policy makers, currently working on Ohio’s next budget, develop a more predictable school funding system.
The report about the survey results is entitled, “Ohio shrinks its schools. State cuts lead to larger class sizes, fewer course offerings” by Piet van Lier and Wendy Patton, Policy Matters Ohio, April 2013.
Competency Based Education…. What is It? One of the provisions included in Am. Sub. HB59 (Amstutz) the proposed Biennial Budget, is the requirement that,
“The state board shall base any standards governing the promotion of students or requirements for graduation on the ability of students, at any grade level, to earn credits or advance upon demonstration of mastery of knowledge and skills through competency-based learning models. Credits of grade level advancement shall not require a minimum number of days or hours in a classroom.”
Just in time to get a better understanding about competency-based education, KnowledgeWorks issued on April 25, 2013 the first in a series of policy briefs about competency-based education, entitled Competency Education Series: Policy Brief One, An Emerging Federal Role for Competency Education by Lillian Pace, Senior Director of National Policy at KnowledgeWorks.
The brief describes competency based education as a learning model that puts students and their educational needs first; emphasizes mastery of deeper learning objectives and workforce skills; and replaces time-based structures for learning with flexible learning environments, so that students can demonstrate mastery at their own pace. In addition to content standards, students must master workforce and social and emotional skills.
According to the brief there is a growing national movement in support of competency based education aligned with preparing students to be college and career ready. Some schools are already implementing emerging competency based education strategies, such as blended learning, personalized instruction, credit flexibility, and grading systems that reflect mastery of academic content and skills. States that are leading in the development of competency-based education systems are New Hampshire, Maine, and Oregon, but at least 40 states have one or more districts implementing competency-based education, and 39 states have enacted seat-time waivers.
Ohio is among the states that is implementing more competency-based education strategies, according to the brief. Ohio has implemented credit flexibility and has joined the Council of Chief State School Officers Innovation Lab Network to identify new designs that further student centered learning and the conditions to help these innovations thrive.
The brief also identifies components of the federal accountability system under the Elementary and Secondary Education Act and the Race to the Top Grant Program that might impede implementing competency based education models. These and other federal initiatives, states the author, require students to be assessed annually at a prescribed time and manner, rather than when the student is ready to demonstrate competency. These initiatives also require schools to be rated annually on measures that don’t represent the depth of learning in competency-based education.
The author notes that KnowledgeWorks will be issuing future policy briefs based on the findings of further research to determine a proper federal role for advancing competency-based education based on the following questions:
- What are the key elements of a student-centered accountability system that emphasizes mastery of college and career competencies over time-based approaches and policies?
- As more states and districts adopt competency approaches, how can the federal government ensure all students have access to a valid and robust assessment system that provides immediate feedback on student performance and guides targeted instruction to ensure mastery of college and career competencies?
- As the rise of competency education begins to erode the traditional boundary between the K-12 and postsecondary education systems, how should the federal role change to ensure college and career success for all students?
The brief is available.
HB151 (Roegner) Right to Work Private Employers. This bill would prohibit any requirement that employees of private employers join or pay dues to any employee organization and would establish civil and criminal penalties against employers who violate that prohibition.
HB152 (Maag) Right to Work Public Employees: This bill would remove any requirement under the Public Employees Collective Bargaining Law that public employees join or pay dues to any employee organization.
HJR5 (Maag/Roegner) Right to Work: This resolution proposing to enact Section 22 of Article I of the Constitution of the State of Ohio to prohibit employees from being forced to participate in a labor organization as a condition of employment.
Westerville Student Places 4th in Regional 1 Semifinals of the National Poetry Out Loud: Congratulations to Taribo Osuobeni a senior at Westerville Central High School in Westerville, who placed 4th in the Region 1 Semifinals in the National Poetry Out Loud Championship held on April 29, 2013 in Washington D.C.
Osuobeni won the Ohio Poetry Out Loud Championship, sponsored by the Ohio Arts Council, on March 16, 2013 with his recitations of On Quitting, by Edgar Allen Guest, No Coward Soul is Mine, by Emily Bronte, and The Craftsman, by Marcus B. Christian. As the winner of the state finals, Osuobeni received a $300 prize and his school received $500 for the purchase of poetry books. More than 6,000 students from 56 schools around Ohio participated in Poetry Out Loud competitions this year.
The 2013 winner of the National Poetry Out Loud Championship, announced on April 30, 2013, is Langston Ward from Washington. Blessed Sheriff from Maryland won second place, and Denise Burns from Oklahoma won third place.
As a Region 1 4th-place winner Osuobeni received an honorable mention award of $1000 and $500 for his school library for the purchase of poetry books.
Vote for the Best Shoe Design: The Vans Custom Culture Art Competition, in partnership with Americans for the Arts, provides high school students with the opportunity to use their creativity to design shoes based on themes, and compete with schools throughout the country for prizes.
The 2013 Vans Custom Culture Art Competition was launched on January 2, 2013. Public and private high schools were invited to submit designs for four pairs of blank canvas Vans shoes around four themes: Action Sports, Music, Art, and Local Flavor. The first 1,500 schools that submitted designs for the competition were evaluated by Vans staff, which narrowed the competition to the top 50 schools and designs in five regions: California, Northwest, Northeast, Southwest, and Southeast.
The public is invited to vote for their favorite designs in each of the five regions from April 22–May 2013! The top five schools as determined by online voting will be notified on May 14, 2013, and provided with a travel budget to fly to New York City for the finals later this summer. The winning school will receive $50,000 for its art program!
Vote for the top school design.
Vans Custom Culture supports Americans for the Arts and its Arts Education Navigator, a series of e-books designed to equip arts education supporters with the knowledge, statistics, and case-making skills to effectively communicate with decision-makers about the value of arts education. Information about the Navigator series is available.
Crayola Accepting Grant Applications: The 2013 Crayola Champion Creatively Alive Children program, in partnership with the National Association of Elementary School Principals (NAESP), provides grants for innovative, creative leadership team building within elementary schools. Each grant-winning school (up to 20 grants awarded) receives $2,500 and Crayola products valued at $1,000.
Schools whose principals are members of the National Association of Elementary School Principals (NAESP) are eligible to apply for the program. To get started schools are advised to form a collaborative team to plan innovative ways of infusing creativity throughout the school. Applications for the programs are available.
Application are due by June 21, 2013. Early Bird applications, submitted before midnight on Monday, June 10, 2013, will receive a Crayola product Classpack(R). The grants will be awarded in October 2013.
This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education. The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities. The distribution of this information is made possible through the generous support of the Ohio Music Education Association, Ohio Art Education Association, Ohio Educational Theatre Association, OhioDance, and the Ohio Alliance for Arts Education.