School Districts to Receive Additional Funds: Governor Kasich and Steve Buehrer, director of the Ohio Bureau of Workers Compensation (BWC), announced last week that Ohio schools and local governments will receive a $112.8 million rebate from the BWC as part of a reform plan. Schools would receive $42.5 million; cities $37 million; counties $16.5 million; and townships $7.6 million.
Legislation Supports Columbus Education Commission Recommendations: The Columbus Education Commission, chaired by Eric Fingerhut, issued recommendations on April 30, 2013 regarding the future of the Columbus City Schools.
To implement the recommendations Representatives Tracy Maxwell Heard (D- Columbus) and Cheryl L. Grossman (R-Grove City) introduced on May 16, 2013 HB167 Community Schools. The bill would place two issues on the ballot to create the position of an independent auditor for the Columbus school district and levy additional millage for the Columbus City Schools. The bill would also grant the school board the authority to identify and share tax revenue with certain high performing charter schools, and authorize the mayor of Columbus to sponsor community schools. The bill is available.
Sequestration Update: Education Week news blogger Alyson Klein reported on May 10, 2013 that the U.S. Department of Education is facing $2.5 billion in sequestration cuts. The cuts will affect Title 1, special education, and career/technical education, and other programs as well as salaries, travel, contracts, etc. The U.S. DOE is not going to furlough workers, however. Reductions will be made in programs, future competitive grants, new hires, salaries, travel, contracts, conferences, etc.
According to the article, the reductions will not change maintenance of effort rules, supplement/not supplant rules, or required set-aside funds for programs such as the Individuals with Disabilities Education Act.
The article is available.
Insiders Predict the Future of National Education Policies: Whiteboard Advisors released on May 14, 2013 the results of a survey about federal education policy issues and likely outcomes. The survey was conducted with education “insiders”, including current and former White House and U.S. Department of Education leaders; current and former Congressional staff; state education leaders and former governors; and leaders of major education organizations and think tanks.
The May 2013 survey included the following survey results about the future of national education policies:
- 87 percent of insiders predict that the Elementary and Secondary Education Act will not be reauthorized until at least 2015.
- The disapproval rate for President Obama’s administration continues to rise from 54 percent in March 2013 to 67 percent in May 2013.
- Most believe that the Higher Education Act will not be reauthorized prior to 2015.
- 78 percent of insiders say that PARCC is on the “wrong track”. 74 percent say that the Smarter Balanced Approach is on the wrong track.
- Most insiders see support for the Common Core State Standards unchanged among stakeholders. However, between November 2012 and May 2013 there was a slight drop in support among local educators, Congress, the Administration, and state education officials.
- 69 percent of insiders believe that there will be over 10 states in the PARCC testing consortia by 2015 and 58 percent believe that there will be over 10 states in the Smarter Balanced consortia by 2015.
- 63 percent of insiders think that states will call for some sort of moratorium on the Common Core State Standards.
- Insiders believe that the recent science standards could cause problems for the standards movement, because the standards include evolution and climate change.
The survey is entitled “Tracking Measures, Growing Headwinds for Common Core, and Prospects for Administration Policy Proposals” by Whiteboard Advisors, May 2013.
This Week at the Statehouse: The Ohio House and Senate will hold hearings and sessions this week.
Tuesday, May 21, 2013
The Senate Ways and Means Committee, chaired by Senator Schaffer, will meet on May 21, 2013 at 2:30 PM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget regarding tax issues.
The House Education Committee, chaired by Representative Stebelton, will meet on May 21, 2013 at 5:00 PM in hearing room 313. The committee will receive testimony on HB167 (Heard/Grossman) Community Schools, which would authorize the Columbus City Schools to levy property taxes and share the revenue with partnering community schools.
Wednesday, May 22, 2013
The Senate Ways and Means Committee, chaired by Senator Schaffer, will meet on May 22, 2013 at 10:00 AM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget regarding tax issues.
The Senate Finance Committee, chaired by Senator Oelslager, will meet on May 22, 2013 at 2:00 PM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget.
Thursday, May 23, 2013
The Senate Finance Committee, chaired by Senator Oelslager, will meet on May 23, 2013 at 9:00 AM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget.
The House Education Committee, chaired by Representative Stebelton, will meet on May 23, 2013 at 5:00 PM in hearing room 313. The committee will receive testimony on the following bills:
- HB158 (Brenner/Patmon) Nonrefundable Tax Credits/Non-public Schools: This bill would authorize a nonrefundable tax credits for donations to nonprofit entities providing scholarships to low-income students enrolling in nonpublic schools.
- HB167 (Heard/Grossman) Community Schools, which would authorize the Columbus City Schools to levy property taxes and share the revenue with partnering community schools.
More Changes to the Third Grade Reading Guarantee: The Ohio House approved on May 15, 2013 by a vote of 98 to 0 changes to SB21 (Lehner) the Third Grade Reading Guarantee, which was enacted by the 129th General Assembly in SB316 and amended later in HB555.
SB21 addresses many concerns raised by educators after the law was approved last year, including a provision that severely limits the number of teachers who would be qualified in Ohio to provide intervention services to students who are not reading on grade level.
The House Education Committee also amended the bill to include changes in law regarding the college preparatory boarding school, which is set to be established as the SEED School in Cincinnati.
The bill will now return to the Ohio Senate for concurrence.
The following is a summary of the provisions included in SB21 regarding the Third Grade Reading Guarantee:
- Requires that the Ohio Department of Education (ODE) determine the “equivalent level of achievement” on the third grade reading assessment for students to move on to the fourth grade, unless a student is exempt from taking the assessment.
- Exempts students with significant cognitive disabilities or other disabilities, as determined by the ODE, on a case by case basis, rather than in general, from the annual diagnostic assessments.
- Exempts limited English proficient students who have been enrolled in United States schools for less than three years (instead of two years as under current law) and who have had less than three years (instead of two years as under current law) of instruction in an English as a second language program.
- Replaces the requirement that reading teachers must have been actively engaged in the reading instruction of students for the previous three years with a provision that requires reading teachers to have one year teaching experience, (with some qualifications), and must be rated “most effective” in reading for the previous two years; or rated “above expected value-added” for the previous two years based on assessments of student growth determined by the ODE; or holds an educator license for grades P-3 or 4-9 on or after July 1, 2017.
- Permits a teacher who qualifies under the bill who is not a student’s “teacher of record” to provide that student with reading guarantee services.
- Permits a teacher who does not have one year of teaching experience or a qualification listed in R.C. 3313.608(H)(1)(a) to (f) but who holds an alternative credential, or who has successfully completed training that is based on principles of scientifically research-based reading instruction, either of which is approved by the Department, to provide a student, who enters third grade prior to July 1, 2016, with reading guarantee services.
- Makes changes to the waiver from the third-grade reading guarantee teacher qualification criteria, including the addition of a staffing plan.
- Requires the State Board of Education to adopt reading competencies with which all reading educator licenses, alternative credentials and training, and reading endorsement programs eventually must be aligned.
- Requires the ODE not later than March 31, 2014, to conduct and submit a study of diagnostic assessments to the State Board, the Governor, and the General Assembly.
- Requires the ODE to designate one or more staff members to provide guidance and assistance to districts and schools in regard to the third-grade guarantee and reading instruction and achievement.
- Requires school districts and community schools that fail to meet a specified level of achievement on reading-related measures, as reported on the past two consecutive report cards, to implement a reading achievement improvement plan. Failing schools are defined as those that receive a grade of “D” or “F” on the K-3 literacy progress measure for the previous two years, and have less than 60 percent of students taking the third grade language arts assessment attain a score of proficient.
- Requires the ODE to annually collect, analyze, and publish data about reading achievement in schools, and to report to the Governor, the General Assembly, and the State Board of Education the progress of public school students and of districts and community schools in regard to reading achievement.
- Beginning on July 1, 2017, requires all new applicants seeking an educator license for either grades pre-kindergarten through three or grades four through nine, to pass an examination aligned with reading competencies adopted by the State Board.
- Not later than July 1, 2016, requires the Chancellor of the Board of Regents to revise the requirements for reading endorsement programs offered by institutions of higher education to align with reading competencies adopted by the State Board.
- Adds speech-language pathologists licensed by the Board of Speech Language Pathology and Audiology, and by the State Board of Education for “professional pupil services” to the list of educators approved for reading guarantee interventions.
The following are provisions related to the College-Preparatory Boarding School:
- Requires a project agreement between the School Facilities Commission (SFC) and a college-preparatory boarding school to specify that if a boarding school ceases operations the classroom facilities may be used for an alternative public purpose, including primary, secondary, vocational, or higher education services.
- Specifies that the agreement stipulate that if the school ceases operations due to a failure to comply with its contract with the State Board of Education or a default on a mortgage or leasehold, the state facility assistance funds must be returned to SFC, unless, within 24 months after ceasing operations, the school is used for an alternative public purpose as described above.
- Specifies that no officer or trustee of a college-preparatory boarding school or member of its board of trustees incurs any personal liability by virtue of entering into any contract on behalf of the boarding school.
- Specifies that a college-preparatory boarding school must be established as a public benefit corporation.
Update from the ODE
Student Growth Measures: The Ohio Department of Education reports that updated answers to questions about student growth measures are posted on the ODE website. The new information includes a description of the changes House Bill 555 made to how valued-added data might be used in the student growth measures portion of Ohio’s teacher evaluation system.
The new teacher evaluation system allows for multiple means of determining student growth. Local administrators and teachers are creating student learning objectives to measure student progress for subjects in which value-added data and approved vendor assessments are not an option – such as in the arts.
The ODE website about Student Growth Measures and Student Learning Objectives is available.
Senate Education Subcommittee Wraps Up Testimony: The Senate Finance Committee, Subcommittee on Education, chaired by Senator Gardner, received last week more testimony from parents, teachers, superintendents, treasurers, and representatives of education organizations regarding the education provisions included in Am. Sub. HB59 (Amstutz) Biennial Budget. The subcommittee is expected to report its recommendation next week to the Senate Finance Committee, chaired by Senator Oelslager. A substitute bill might be ready by May 23, 2013.
Last week a majority of superintendents and treasurers again asked the subcommittee to amend the bill to address many concerns, including the following:
- Remove the requirement that school districts take a monthly pupil count included in the House version of HB59. Witnesses said that this provision is impractical to implement and would lead to significant planning problems. Currently school districts take one count of all students in October, but it takes on average three months to verify the results.
- Remove the expanded voucher programs from HB59.
- Determine an adequate formula amount. Witnesses testified that the House version of HB59 establishes a foundation formula, which is positive, but the formula amount is not adequate and is not based on meeting the educational needs of students.
- Adjust the six percent cap so that school districts can benefit from the formula. Many school districts believe that the cap is too high and prevents them from making-up funds lost when the state eliminated the tangible personal property tax and the reimbursements for the revenue lost.
- Restore original language and funding for the Straight A Fund.
- Support the House version of HB59 regarding gifted education. According to Sally Roberts, former president of the Ohio Association for Gifted Children, the House version, supports the return to units that link gifted funding to services for students identified as gifted; requires that qualified staff oversee gifted service models and delivery; implements accountability for academic growth of gifted students that is meaningful; and holds districts accountable for achievement results and ensures financial transparency regarding how gifted funds are spent serving gifted children.
- Support the House version of HB59, which restores funding for gifted education to educational service centers.
The following additional concerns surfaced in testimony last week:
- Maintain Historical Data: Ernie Strawser, Treasurer/CFO of the Norwood City Schools, requested that while the ODE revamps its data parameters for EMIS, it should maintain its historical data and continue to collect and report it for up to five years, until the new data system is operational.
- Students Voting: Stuart McIntyre, Ohio Student Association, and Gary Daniels of the ACLU of Ohio, requested that the provision in the House version of HB59 regarding where students choose to vote be removed from the bill. The provision requires universities and colleges to charge students in-state tuition if they vote from their college/university address, thus creating a disincentive for colleges/universities to affirm students’ on campus addresses.
- Correct Changes to PSEO: Anne Flick, a licensed gifted intervention specialist, and Alena Flick, a student at Mother of Mercy High School, requested that the Senate change a provision in HB59 that restricts post secondary enrollment options courses (PSEO) to those included in the Ohio Transfer Module (OTM) and the Transfer Assurance Guides (TAGS). The courses included in OTM and TAGS, however, are foundational courses usually at the 100-200 college level, and exclude higher level courses that some high school students could successfully pass.
- Child Care: Robert Davis, representing AFSCME Ohio Council 8, which includes 2000 in-home Type A and Type B publicly funded child care providers, presented recommendations to support more stable and quality environments for Ohio’s young children. He asked that HB59 be amended to reflect these recommendations:
- Increase the state payments to subsidize childcare providers. The current rate is 26 percent of private rates in the state.
- Change the current definition of full-time childcare, which is between 25-60 hours per week. Full time should max out at 40 hours per week, with any hours over 40 reimbursed at an enhanced rate. The current system forces child care providers to offer up to 60 hours of care per week, which is burdensome, and means that providers are overworked.
- Provide more flexibility for Type B family care providers to run their businesses.
- Allow Type B providers who qualify to participation in the revamped quality child care ratings system — Step Up to Quality.
- Provide intermediate disciplinary procedures for rule violations so that providers do not lose their license for any infraction.
- Cost of GED Exams: Robert Davis and Todd Dygert presented testimony on behalf of the Ohio Education Association, State Council of Professional Educators, who are employed by the Department of Rehabilitation and Corrections, the Department of Youth services, the Ohio School for the Blind, the Ohio School for the Deaf, and the State Library.
The testimony addressed a number of education issues affecting prison populations, including the expected increase in the cost of the GED exam from $40 to $120. Currently the GED exam is paid for by the DRC or the DYS, but the increase in the cost is not reflected in their HB59 budgets. According to the testimony, “OEA/SCOPE recommends a review of funding sources for GED examinations to ensure that the significant cost increase does not cause undue delay or a reduction in opportunities for a student-inmate to take and pass the GED exam as soon as they are ready.”
State Board of Education Meets
The State Board of Education, Debe Terhar president, met on May 13 and 14, 2013 at the Ohio Department of Education Conference Center, 25 South Front Street in Columbus, OH.
The State Board received a presentation about the new report card for career-technical schools; an update about the state report card for other schools; and held a panel discussion about school safety with representatives from state agencies and schools.
The State Board also held a Chapter 119 hearing on the following rules, but no one from the public presented testimony.
• Rules 3301-28-01 to 3301-28-06, Local Report Card Measures
• Recision of Rules 3301-58-01 to 3301-58-03, Value-Added Progress Dimension
• Rule 3301-52-01, Appropriate Uses of Early Childhood Education Screening and Assessment Information
• Rules 3301-102-01 to -07, Community Schools Sponsor Rules
• Rule 3301-102-08, Sponsor Compliance
• Rule 3301-102-10, Drop out Recovery-School Performance Measures
Update on the Career Tech Education (CTE) School Report Card: On May 14, 2013 the State Board approved the components and measures for the state’s new Career Technical Education School report card. Kathy Shibley, ODE Senior Executive Director, Student Services and Educational Options, and Emily Passias, ODE Data Manager, Office of Career-Technical Education, explained to the State Board on May 13, 2013 the components and measures included on the new career tech report card, which will be issued by the Ohio Department of Education (ODE) starting in August/September 2013.
According to the presenters, Ohio law requires that all high school students have an opportunity to prepare for technical education careers. There are 91 career technical education planning districts in Ohio. Forty nine of these planning districts are led by Joint Vocational School Districts and include 556 school districts. The other 42 planning districts are either single districts, such as a city school district, or a group of districts that have formed a compact to provide career technical education.
Lawmakers and the governor approved in the last legislative session two bills, SB316 and HB555, that directed the State Board of Education to develop and approve the components and measures to grade career technical education schools. The laws also require that the new career technical education report card be developed in collaboration with several statewide organizations.
Over the past several months the Ohio Department of Education developed the components and measures that will acknowledge high performing career technical education schools in collaboration with the Ohio Association of Career and Technical Schools, the Ohio Association of Career Technical Superintendents, the Ohio Association for Career Technical Education, the Ohio Board of Regents, and the Governor’s Office of Workforce Transformation.
Currently all states that are funded through the federal Carl D. Perkins Vocational and Technical Education Act are required to collect and report data evaluating student results through the federally mandated Perkins Performance Report. However, Ohio is the only state that has gone beyond that report to develop a separate report card for career technical education schools.
The proposed Career-Tech Education Report Card includes the following five components and measures:
- Achievement: Measures include the proportion of students passing a Technical Skill Assessment and the passage rate of students in reading and math on state assessments. CTE schools will be graded on student achievement in reading and math on state assessments.
- Graduation: Measures include the four and five year cohort graduation rates of students who have a concentration in career tech education, which means that a secondary student is enrolled in the second half of an CTE workforce development program. The CTE school will be graded on the two graduation rates.
- Prepared for Success: Measures include the proportion of students who earned credit in dual enrollment courses, AP courses, post secondary enrollment options (PSEO), and career tech education courses offering articulated credit with institutions of higher education. The results will only be reported, not graded.
- Post Program Outcomes. Two measures are included:
- Industry Credentials, which is the proportion of students who have earned industry certificate or credential within six months after leaving secondary education.
- Post-Program Placement, which is the proportion of students who were enrolled in postsecondary education or advanced training, in the military service, or employed six months after leaving secondary education.
- CTE Schools will be graded on the Post-Program Placement measure.
- Career-tech providers are currently required under the federal Carl D. Perkins Act to follow-up with students 6 months after they have graduated, and determine if the students are earning industry credentials, enrolled in post secondary education, have joined the military, or are employed. Last year 94 percent of graduating students were contacted after six months and participated in this survey.
- Collective Federal Accountability Results: These are additional measures included in the federal Perkins Performance Report. Some of the measures are already being graded, such as academic attainment in reading and math, graduation, and post-program placement. The other measures that will not be graded include technical skill attainment, nontraditional participation, and nontraditional completion.
Information about the CTE report card is available.
Committee Reports: The following are reports from the State Board of Education’s Capacity, Achievement, Urban Schools, Accountability, and Legislative and Budget committees:
Capacity Committee: The Capacity Committee, chaired by Tom Gunlock, reviewed on May 13, 2013 the new scores for educator assessments; the SEED School contract; the career-technical education report card; and the investigation of the Medina City Schools/Medina County ESC.
Score Setting Recommendations for Educators: The committee voted to approve the passing scores for the new assessments for educators developed by Pearson, with an exception of one assessment, and stated that the scores be reviewed by the Achievement Committee in April 2014. Individuals who want to qualify for a teaching license in Ohio will be required to pass these assessments starting in September 2013. The new tests will replace the current Praxis II content area and pedagogy exams.
Seed School of Cincinnati: The committee reviewed the proposed amendments to the operator contract and board of trustee bylaws for the SEED School of Cincinnati. The committee will hold a special meeting on May 29, 2013 in Columbus to consider the operator contract for the SEED School of Cincinnati. The State Board will consider the contract at their meeting in June 2013.
ESC/Medina Schools: The committee received information about an investigation being conducted by the State Auditor regarding the withholding of excess funds of the Medina City Schools by the Medina County Educational Service Center.
Urban Education Committee: The Urban Education Committee, chaired by Angela Thi Bennett, discussed recommendations for a comprehensive statewide plan to intervene directly in, and improve the performance of, persistently poor performing schools and school districts in compliance with HB555. The committee is working with Deb Tully from the Ohio Federation of Teachers, Randy Flora from the Ohio Education Association, and community schools to convene focus groups of teachers to discuss feedback about the recommendations.
The committee expressed its concern about the negative framework that is being used to discuss school performance, and discussed using an appreciative inquiry approach to identify the strengths and collaborative opportunities of these schools, the State Board, and the ODE, rather than the deficits. The committee will present its findings to the State Board in June 2013.
Achievement Committee: The Achievement Committee, chaired by C. Todd Jones, considered five topics: career connections, gifted education rules, alternative assessments, a NASBE grant, and college and career readiness.
Career Connections: The committee reviewed a draft of career connections learning strategies developed jointly by the Governor’s Office of Workforce Transformation, the Board of Regents, and the ODE. The strategies are required by 129-SB316 to be embedded in the model curricula so that students have opportunities to connect their education with future careers. ODE staff has worked with regional working groups consisting of teachers, curriculum experts, and school counselors to develop the strategies that infuse career-based learning experiences with academic content. The committee will review a final draft and adopt it in June 2013.
Update NASBE Grant: The State Board received a grant of $15,000 from the National Association of State Boards of Education (NASBE) in 2012 to develop a model wellness policy with a nutrition focus; a model physical activity policy; and recommendations regarding the adoption of health education guidance and policy. ODE is partnering with the Ohio Department of Health and Adolescent Health to form the Health Advisory Council, which is working on this grant.
Gifted Education Rules: The rules for gifted education, 3301-51-15, were approved by the State Board of Education in 2008 and are due for review based on the five year review cycle. The rules address the identification, placement, written education plans, continuum of services, coordinators, funding, and accountability for gifted education.
The following revisions have been proposed:
- require two whole grade screenings for gifted identification
- require a district to employ a gifted coordinator when providing gifted services
- specify that the Standards apply regardless of funding
The committee will receive an update in July 2013, and consider adoption of the rules in December 2013.
Amendment to Rule 3301-13-02, Alternate Assessments of Cognitive Abilities: The committee received an overview of the rule, which is being revised. So far the revisions include taking out specific times for the assessment to be administered, and adding references to other rules. The committee will consider an intent to adopt in June, with final adoption in November, 2013.
College and Career Readiness: The committee provided feedback to the ODE regarding the definition of college and career ready. The committee considered a definition that college and career ready means that high school graduates have the necessary knowledge and skills to qualify for and succeed in entry level credit bearing college level courses, and postsecondary job training and/or education for a chosen career.
Legislative and Budget Committee: The Legislative and Budget Committee, chaired by Bryan Williams, received a presentation Kelly Weir, Executive Director, and Emily Gephart, Assistant Director. Office of Legislative Services and Budgetary Planning, regarding Am. Sub. HB59 (Amstutz) Biennial Budget.
The committee reviewed the changes between the Executive and the House versions of the budget bill and also discussed the status of the amendments that the Ohio Department of Education had requested. The House version did address seven of ten amendments requested by the ODE, but some of the changes still need to be clarified. The requested amendments which are not included in the House version are multiple age grouping in Montessori schools; consolidating waivers; and some technical amendments regarding 129-HB555. The ODE is also requesting that funds be restored to the Teacher/Principal Evaluation Preparation line item and the Straight A grant program.
Accountability Committee: The Accountability Committee, chaired by Tom Gunlock, received an update from Tina Thomas-Manning, ODE Associate Superintendent Division of Accountability and Quality Schools, about the report card components and measures. She requested that the committee establish the measures that will be included on the 2012-13 report card so that ODE staff can prepare for its release in August 2013. Other measures for future report cards could be vetted later. The committee postponed a discussion about the K-3 literacy measure until May 29, 2013.
Update on the Local Report Card Design: Chris Woolard, Interim Director of Accountability, and Michael Carmack, Director of the Office of Enterprise Applications, presented information to the State Board about Ohio’s new interactive-web-based local report card for schools and districts. The latest mock-up reflects some of the changes recommended by focus groups of parents regarding the amount and types of information that should be provided on the report cards.
The new report card will be phased in over several years and eventually (in 2015) schools and districts will receive an overall grade of A, B, C, D, or F. The overall grade will be based on several measures, which will be combined into six broad categories, called components. The components are Achievement, Progress, Gap Closing, Graduation Rate, K-3 Literacy, and Prepared for Success. Report cards will be available for a school, a district, a career-technical educational school, or a dropout recovery school.
According to the presentation, parents in the focus groups liked the fact that resources about the school/district were centralized on the front page of the report card web site, although some felt that the text was too technical. The ODE design team working on the report card is making adjustments to simplify text and enable more information through click-on tabs. There will also be a printable version of the report card.
The final 2013 design of the new report card must be complete in about two weeks, so that the new report card can be ready for August. The State Board is scheduled to approve an intent to adopt the report card in July.
Public Participation on Non-agenda Items: Rob and Katie Porter addressed the State Board during the business meeting regarding the education of their child attending the Ohio School for the Deaf. They are disappointed with the quality of the Kindergarten program; the quality of the process for developing the individual education plan for their son; and especially the lack of safety for their son, who was bullied and hurt by another student. They requested that the State Board monitor the safety of the school and work to revise laws to require that a local board of education be established to manage the Ohio School for the Deaf and the Ohio School for the Blind. The schools also needs more resources to support the teachers.
Recommendations of the Superintendent of Public Instruction for May 2013.
The State Board approve the following resolutions at the May 14, 2013 meeting:
#1.5 Approved a Resolution to place Rule 3301-102-08 in re-filed status. JCARR identified a potential conflict regarding the implementation of the rule and related statutes.
#8 Approved a Resolution to adopt Rule 3301-102-09 of the Administrative Code entitled Approving Applications for New Internet-or Computer-Based Community Schools. (Volume 3, Page 164)
#9 Approved a Resolution of Appointment to the Educator Standards Board. (Volume 4, Page 4). The State Board appointed three and reappointed eight members: Cynthia Lombardo, Jennifer Denny, Dustin Miller, Karie McCrate, Danielle Sheritt, Karen Carney, Amy Poole, Jeffry Cooney, Sandra Orth, Venezuela Robinson, and Kathy Goins.
#10 Approved a Resolution to adopt the Ohio Teacher Evaluation System (OTES) Framework for Teachers Employed by State Agencies. (Volume 4, Page 137)
#11 Approved a Resolution to approve a final list of states with teacher licensing standards that are inadequate to ensure that a person who was most recently licensed and taught in that state is qualified for a professional license in Ohio pursuant to Ohio Revised Code Section 3319.228.(Volume 4, Page 141) The states identified with inadequate teacher licensing standards are Alaska, Montana, North Dakota, and Wyoming.
#12 Approved a Resolution approving a Report Card for Career-Technical Planning Districts, including Joint Vocational School Districts, as Referenced in R.C. 3302.033, for the 2012/2013 School Year. (Volume 4, Page 143.) Emergency consideration was granted.
#13 Approved a Resolution to confirm the Clyde-Green Springs Exempted Village School District Board of Education’s Determination of Impractical Transportation of Certain Students Attending Immaculate Conception School in Bellevue, Huron County, OH (Volume 4, Page 145).
#14 Approved a Motion to cancel the July retreat and hold a regular committee meeting. Emergency consideration was granted.
Under new business State Board member Stephanie Dodd notified the Board that she would ask the State Board at the June 2013 meeting to consider two changes in Administrative Rules.
The first change affects Rule 3301-35-05. She proposes that sexual orientation be added to the list of protected classes under section A. According to Ms. Dodd’s remarks, this rule change would provide the same level of protection afforded to state employees under Governor Kasich’s Executive Order of 2011.
The second change is proposed for Rule 3301-35-12 sections a-b. The language would be amended to allow religious organizations to make determinations of hiring that are consistent with their religious views.
President Terhar assigned the proposed rule changes to the Capacity Committee for consideration.
SB127 (Jordan) Property Tax Reduction-Home Schooled Children: Creates a property tax and a manufactured home tax reduction for parents of home schooled children equal to the taxes levied by the school district on the homestead of the parent.
HB167 (Heard/Grossman) Community Schools: Authorizes school districts with an average daily membership greater than 60,000 and located in a city with a population greater than 700,000 to levy property taxes, the revenue from which may be shared with partnering community schools.
New Resource to Support Arts Education: The Arts Education Partnership (AEP), Sandra Ruppert Director, released on May 13, 2013 a research bulletin entitled Preparing Students for the Next America: The Benefits of an Arts Education.
According to the press release, “The bulletin offers an evidenced-based snapshot of how the arts support achievement in school, bolster skills demanded of a 21st century workforce, and enrich the lives of young people and communities. It draws upon the vast body of research in AEP’s new ArtsEdSearch.org, while reinforcing the relevancy to the Common Core State Standards for English Language Arts and Mathematics.”
The bulletin provides research-based evidence to support the following qualities that students gain through an education in the arts:
- The arts prepare students for success in school
- Boost literacy and English Language Arts skills
- Advance math achievement
- Engage students in school and motivate them to learn
- Develop critical thinking
- Improve school culture
- The arts prepare students for success in work
- Equip students to be creative
- Strengthen problem solving abilities
- Build collaboration and communication skills
- Increase capacity for leadership
- The arts prepare students for success in life and engage meaningfully in their communities
- Strengthen perseverance
- Facilitate cross-cultural understandings
- Build community and support civic engagement
- Foster a creative community
The Arts Education Partnership, a division of the Council of Chief State School Officers, is dedicated to securing a high quality arts education for every young person in America. A national coalition of more than 100 education, arts, cultural, government, business, and philanthropic organizations, AEP was created in 1995 by the National Endowment for the Arts and the U.S. Department of Education and is administered by the Council of Chief State School Officers and the National Assembly of State Arts Agencies.
The research bulletin is available.
Some Good News for Arts Education: Even though school districts in Ohio are cutting funding for arts education because of budget deficits (see Funding Cuts for the Arts below), there is good news nationally about increased funding and support for arts education programs in other states.
The Chicago Tribune reported on May 17, 2013 that the Chicago Public Schools (CPS) will receive another $500,000 from Mayor Rahm Emanuel to support the CPS Arts Education Plan. The plan will ensure that weekly arts classes are available in elementary grades taught by a certified arts teacher. The additional money brings the total funding for this plan to $1 million.
“CPS gets $1 million for arts education” May 17, 2013 by Heather Gillers, Chicago Tribune reporter.
The West Seattle Herald reported on May 14, 2013 that Mayor Mike McGinn of Seattle will invest $500,000 to ensure that every student in the Central Pathways of the Seattle Public Schools receive a minimum of two hours per week of arts education programming and support to purchase instruments and other arts supplies for classrooms.
According to the press release, “This investment will allow us to deepen our existing partnership with Seattle Public Schools to improve access to arts education for all students in our community,” McGinn said. “Arts education has been consistently shown to improve educational outcomes, increase attendance rates and decrease discipline rates.”
“Mayor McGinn joins with SPS to invest in arts education”, West Seattle Herald 05/14/2013,
The PRNewswire-USNewswire reported on May 18, 2013 that a ceremony was recently held celebrating the opening of a new facility for the Los Angeles County High School for the Arts. The renown high school was established in 1985, but has shared facilities with the Cal State LA campus. The new $31 million state of the art facility provides classroom and performance spaces to support the arts curricula for all students.
According to the article, the new building will serve, “…..as a beacon of hope for the future of arts education in our public schools,” said Arturo Delgado, Superintendent of the Los Angeles County Office of Educations, which operates the school in partnership with Cal State L.A.”
“Los Angeles County High School for the Arts Cuts Ribbon on $31 Million Facility” P.R. Newswire, May 18, 2013.
Funding Cuts for the Arts: The following information about cuts in funding for the arts is compiled from testimony on HB59 (Amstutz) Biennial Budget, presented to the House and Senate Finance Committees in March and May 2013:
Tom Gibbs, Superintendent of the Fort Frye and Warren Local School Districts in Washington County, presenting testimony to the Senate Finance Committee, Senate Education Subcommittee chaired by Senator Gardner on May 7, 2013:
“The effects to students in our district have been increased class sizes, at times with 30 students or more in elementary classrooms, decreased time in art and physical education for elementary students, decreased elective opportunities for middle and high school aged students, decreased Advance Placement offerings, decreased intervention services, decreased extra-curricular offerings, and decreased busing service.” More information is available.
Cindy J. Rhonemus, Treasurer/CFO Trimble Local School District, presenting testimony to the Senate Finance Committee, Senate Education Subcommittee chaired by Senator Gardner on May 14, 2013:
“Since 2001 our district has cut 32 positions and therefore programs/opportunities for our students. Because of those positions cut, we no longer have a single librarian in the district; we have lost our high school music position; not one counselor at our elementary/middle school; no consumer sciences at either the high school or middle school; we eliminated our Occupational Work Adjustment classes; we no longer offer accounting at our high school; nine regular education teachers and four special education teachers have been eliminated; nine classified/exempt staff have been reduced; and most recently we eliminated our elementary principal.” More information is available.
Mike Hebenthal, Superintendent of Centerburg Local School District in Knox County, presenting testimony to the Senate Finance Committee, Senate Education Subcommittee chaired by Senator Gardner on May 14, 2013:
“We have one foreign language teacher in grades K-12, one art teacher in grades 6-12.”
“We have no luxuries in our district. I would argue that art, physical education, and music are a basic right of students in American education even though these courses are considered optional in the Ohio School Operating standard. The next round of cuts will be discontinuing one or all of these programs.”
Superintendent Hebenthal went on to explain that he served in the Air Force and was stationed in the Republic of Kyrgyzstan, where he worked in a nearby school. During the last week of school the students prepared a presentation.
He stated, “During one of the songs they rolled out a sign that they had created which had written in English “let the sun shine always.” You see they didn’t have much in that school but they did have music and art. The United States is still the richest county in the world but today in Ohio many small rural schools are debating if we can maintain music and art. I know we are in a new economic reality but I can’t settle in my heart that we are going to ask students in poorer districts to go without these opportunities.” More information is available.
Mario Basora, Superintendent of Yellow Springs School, presenting testimony to the House Finance Committee, Subcommittee on Education, chaired by Representative Hayes, on March 13, 2013:
“The losses in state dollars have had a crippling effect on student learning for us. We had to reduce our music staff by 33% and high school/middle school social studies by 25%, cut our gifted services in half, and removed several aide positions for our elementary students. Because we recently passed a new 7.4 mill levy, we will do our best to resist further cuts…for now.” More information is available.