Arts On Line Education Update 10.07.2013

The Ohio Alliance for Arts Education is participating in the Greater Columbus Arts Council’s new crowdfunding platform, is an online cultural marketplace designed to connect donors with projects they are passionate about. Specifically, the site allows cultural organizations to post and promote projects in need of funding and invites donors to contribute directly to the projects that are most intriguing to them.

By developing a giving platform specifically devoted to supporting arts and cultural consumers can become donors and help the organizations they love turn their needs into a reality. With tools and resources for both donors and cultural organizations, makes posting, donating, and promoting projects convenient and engaging. Through July 2013, the platform is being utilized in 18 cities and has raised over $3.1 million in aggregate funds across 1,400 projects.

Find more information at 

Ohio News:

130th Ohio General Assembly: The Ohio Senate has scheduled a session this week on October 8, 2013. Committees of the House and Senate will also hold hearings this week, including the House Education Committee, chaired by Representative Stebelton. 

Statehouse Security Increases: New security measures are being phased-in at the Statehouse in Columbus. The north entrance is now closed. The other entrances, the west, east, south, and sliding doors to the underground parking garage, are open, but Statehouse visitors with bags, backpacks, and purses might be searched. Additional cameras have also been added.

November 5, 2013 Election News: According to the Secretary of State’s web site, there will be 1,677 local issues on the November 5, 2013 election. That includes 195 school issues, local tax issues, 308 liquor option questions, income tax questions, initiative and referendum questions, and more. This is how the school issues break-down: 10 bond issues; 19 combined issues; 138 tax levies; one miscellaneous issue. The Secretary of State’s web site is available

National news

Effects of the Government Shutdown: The U.S. Department of Education (U.S. DOE) released a Contingency Plan on September 27, 2013 outlining the legal requirements governing a federal government shutdown. According to this plan, 90 percent of U.S. DOE staff are furloughed. Functions that will continue are those that are supported by permanent or multi-year appropriations, or are “excepted” from the shutdown, such as “…functions related to the discharge of the duties of Presidentially appointed, Senate confirmed individuals; those employees charged with the protection of life and property; and, as appropriate, the obligation, payment, and support of student financial aid as well as other authorized payments and obligations.”

Authorized obligations include the $22 billion in advance appropriations for formula grants to states under Titles I and II of ESEA, IDEA Part B State Grants, and Career and Technical Education. Approximately 20 programs using mandatory or multi-year funding will continue to operate, including Pell Grants and Federal District Student Loans. There are also three programs (Race to the Top, Investing in Innovation, and Promise Neighborhoods) that have funds that are available through December 31, 2013, and must be obligated by that date. No new grant applications will be processed, however.

At least 10 Presidential employees, including Secretary of Education Arne Duncan, and limited staff to support their work, will also continue to work.

Law enforcement personnel, determined by the Office of Inspector General, will work on an as-needed basis to protect life or property.

More information about the Contingency Plan is available.

This Week at the Statehouse

House Finance and Appropriations Committee: The House Finance and Appropriations Committee, chaired by Representative Amstutz, will meet on Tuesday, October 8, 2013 at 2:00 PM in Hearing Room 313. The committee will consider HB85 (Terhar) Homestead Exemption, which would enhance the homestead exemption for military veterans who are 100 percent disabled from a service-connected disability.

Senate Finance: The Senate Finance Committee, chaired by Senator Oelslager, will meet on Tuesday, October 8, 2013 at 2:30 PM in the Senate Finance Hearing Room. The committee will consider the following bills:

  • SB69 (Beagle) Course and Program Sharing Network: Establishes the Course and Program Sharing Network and makes an appropriation 
  • SB72 (Tavares) Trio Programs: Makes an appropriation for the provision of state matching funds for the federal TRIO programs at Ohio institutions of higher education for FY 2014 and FY 2015
  • SB15 (Sawyer) Education Funding: Prescribes a system and timeline for the General Assembly to deliberate and determine the components and cost of a high quality public primary and secondary education. 

House Education Committee: The House Education Committee, chaired by Representative Stebelton, will meet on Wednesday, October 9, 2013 at 3:00 PM in Hearing Room 313. The committee will consider the following bills:

  • HB113 (Antonio/Henne) High School Physical education: Specifies that school districts and chartered nonpublic schools may excuse from high school physical education students who participate in a school-sponsored athletic club
  • HB216 (Patterson) School Indebtedness: Forgives a school district’s indebtedness to the Solvency Assistance Fund upon its voluntary consolidation with another district if specified conditions are satisfied
  • HB237 (Thompson) Common Core Initiative: Invalidates the State Board of Education’s adoption of the Common Core State Standards and participation in the Partnership for Assessment of Readiness for College and Careers (PARCC), and prohibits the use of certain data about students and teachers.

State Board of Education to Meet: The State Board of Education, Debe Terhar president, will meet on October 7 and 8, 2013 at the Ohio Department of Education, 25 S. Front Street, in Columbus.

The Board’s agenda this month includes meetings of the Graduation Requirements, Capacity, Achievement, Urban Education, Executive, Accountability, and newly formed Operating Standards committees.

The Graduation Requirements Committee, chaired by C. Todd Jones, will receive an update from ODE staff about new graduation requirements aligned to college and career readiness benchmarks and reflecting end of course exam results.

The Achievement Committee, chaired by C. Todd Jones, will discuss proposed amendments to Rule 3301-51-15, Operating Standards for Identifying and Serving Gifted Students. (Please note: A resolution for an intent to adopt this item was removed from the board’s business meeting agenda.)

A new committee, the Operating Standards Committee, chaired by Ronald Rudduck, will meet at 2:30 PM on October 7, 2013, and discuss a proposed timeline for completing their work. The committee includes Darryl Mehaffie-vice chair, Bryan Williams, Debe Terhar, Stephanie Dodd, Sarah Fowler, and Mike Collins.

The Accountability Committee, chaired by Tom Gunlock, will receive an update on the K-3 Literacy measure and an introduction to the Prepared for Success component and measures.

On Tuesday, October 8, 2013, the Legislative and Budget Committee, chaired by Bryan Williams will discuss ODE and State Board implementation of recent legislation and state and federal legislative activities.

The board will receive an update from Superintendent Richard A. Ross about the Third Grade Reading Guarantee and the Straight A Fund during the board’s business meeting, which will begin at 9:15 AM. During its business meeting, the board will consider the following resolutions:

#5 Approve a Resolution of Intent to Amend Rule 3301-8-01 of the Administrative Code entitled Payment of Debt Charges under the State Credit Enhancement Program. (VOLUME 2, PAGE 16)
#6 Approve a Resolution of Intent to Amend Rule 3301-24-04 of the Administrative Code Entitled Teacher Residency. (VOLUME 2, PAGE 22)
#7 Approve a Resolution of Intent to Amend Rule 3301-26-01 of the Administrative Code Entitled Examinations for Educator Licensure. (VOLUME 2, PAGE 27)
Approve a Resolution of Intent to Amend Rule 3301-51-15 of the Administrative Code Entitled Operating Standards for Identifying and Serving Gifted Students (VOLUME 2, PAGE 32).
#9 Approve a Resolution of Intent to Rescind Rule 3301-71-01 of the Administrative Code Entitled Poverty-Based Assistance. (VOLUME 2, PAGE 58)
#17 Approve a Resolution to Amend Rule 3301-13-02 of the Administrative Code Entitled administering Required State Assessments at the Designated Grades (VOLUME 3, PAGE 198)
#18 Approve a Resolution to Amend Rule 3301-57-01 of the Administrative Code Entitled Rules for Administering the Child Abuse Detection In-Service Training Program (VOLUME 3, PAGE 211)
#19 Approve a Resolution to Appoint A Member of the State Library Board. (VOLUME 4, PAGE 19)

Information about the State Board meeting is available.

School District Officials Discuss Budgets: An article in the Toledo Blade describes a panel discussion about the status of school funding and the negative effects of state mandates and policies on the Sylvania, Perrysburg, Washington Local, and Springfield Local school districts. The panel was hosted by the Northwest Ohio Friends of Public Education, and was held at Southview High School in Sylvania, Ohio. Panel participants included school treasurers and superintendents.

According to the presenters, the budgets of their school districts have been negatively affected by several state policies, including vouchers, charter schools, unfunded state mandates, such as the Third Grade Reading Guarantee, and changes in the tax code. Decreases in state revenue have caused cut-backs in staff and increases in class size.

According to their web site, the Northwest Ohio Friends of Public Education is “… a citizen-driven, non-partisan movement to inform and engage Northwest Ohioans, at the community level, to support and strengthen public schools.” The web site is available.

The article is “Shrinking School Budgets Reviewed” by Natalie Trusso Cafarello, Toledo Blade, October 2, 2013.

Study Examines How Minority Students Succeed: The University of Pennsylvania, Graduate School of Education’s Center for the Study of Race and Equity in Education, released on September 30, 2013 a new study about how African American and Latino males succeed in urban high schools. The study is entitled the New York City Black and Latino Male High School Achievement Study, and was conducted by a research team led by Dr. Shaun Harper, Director, Center for the Study of Race and Equity in Education, University of Pennsylvania. The study was funded by the Open Society Foundations Campaign for Black Male Achievement.

The report released in September is the first publication about the study, but other reports are expected. Researchers interviewed 415 high school juniors and seniors enrolled in 40 New York City Public Schools and 90 undergraduate students, who were enrolled at 44 colleges and universities, to determine how African-American and Latino male students managed to succeed in school (maintained a B average), “,,,,,developed college aspirations, became college-ready, and navigated their ways to higher education.”

The researchers found the following factors contributed to the success of the students:

  • their families valued education
  • their parents and families consistently had high expectations for them
  • their reputations as serious students “exempted” them from gang recruitment
  • they valued the positive aspects of their community/extended family and culture
  • they had a desire to transcend poverty, and believed that school was a way out of poverty
  • they used the school for after-school study and other activities, and as a place of refuge and escape from negative influences
  • they had meaningful relationships with caring teachers and other adults in their schools. These individuals fostered innovative college-going cultures and respectful educational environments.

Researchers also found the following results for undergraduate students who participated in the study:

  • students felt that they were not prepared for the amount of work required and the need to manage time and assignments
  • students who commuted or had jobs off campus expressed more challenges
  • students reported that they were less engaged in clubs and activities on campus than in high school
  • students reported that they were unable to establish relationships with professors or administrators 
  • the students said that college professors did not reach-out to help struggling students
  • most student financed college through Pell Grants, TAP, EOP, and SEEK program funds; student loans; and jobs. Forty percent of students had scholarships, but most received just one-time awards.

The report makes a number of practical recommendations for parents and families, communities, urban educators, school counselors, and college faculty, built on the results of this research. For example, the study recommends that parents make sure that students attend school daily and keep-up with homework; that school counselors ensure that qualified students apply for available scholarships; that more students who are qualified consider a four-year college rather than a community college; and that colleges build a more supportive environment for students from families with little college experience.

The report is entitled “Succeeding in the City: A Report from the New York City Black and Latino Male High School Achievement Study” by S. R. Harper & Associates. Philadelphia: University of Pennsylvania. Center for the Study of Race and Equity in Education, 2014, and is available.

Meeting Higher Expectations: Andreas Schleicher writes that more countries in the world are improving educational attainment and economic prosperity, so improving national education standards are no longer a benchmark for success. Andreas Schleicher is the deputy director for education and skills and a special adviser on education policy to the secretary-general at the Organisation for Economic Co-Operation and Development (OECD).

He suggests using international comparisons of how students apply knowledge and skills to solve problems, such as through the Program for International Student Assessment (PISA), to identify ways for schools to better prepare students in the global economy.

According to the article, citizens in the top education systems in the world value education more than consumption; believe that education is an investment; and believe that all children can achieve. The top schools use differentiated instruction to meet the needs of students and have clear and ambitious standards for achievement. The top systems carefully select teaching candidates, prepare them well, provide ongoing support and training, allow teachers to work together to frame good practices, and provide career pathways for teachers to grow.

The article is entitled, “National Standards Are No Longer Enough: International Perspectives on Education Reform Group” by Andreas Schleicher, October 1, 2013, and is available.

Bills Introduced

HB285 (Becker/Lynch) Public Employee Retirement Pension: Provides that an individual retiring on or after the effective date of this act from one of the state’s public retirement systems and is re-employed as a public employee, will not receive the pension portion of the retirement allowance for the period of employment.

The following bill was referred to the Senate Education Committee:

  • SB195 (Tavares) School Enrollment-Adjudicated Child. With respect to enrollment in a school district of a child who is alleged or adjudicated an abused, neglected, or dependent child.


Students Produce a CD and Learn Lots More: An article by Jesse Opoien in The Capital Times (Madison, Wisconsin) describes a program that helps students compose and record their own music and lyrics in the Crestwood Elementary School, Madison Metropolitan School District.

According to the article, art teacher and musician Luke Bassuener, along with music teacher Shawn McMahon, began working with students to develop rap songs to help them learn math facts. Due to the success of the rap songs, students started working on their own songs before school and during lunch. The teachers recorded the songs on their laptops, and created a CD entitled “All I Hear is Crickets”.

The 19-track CD includes songs about “love, loss, avoiding bullies, instructions for making maple syrup, lunchroom protocol, math, grammar and Madison geography” and composed by the students.

The article states that the students have not had the opportunity to collaborate on projects before, and have found the process of working together with other students to write music and lyrics to be rewarding. The teachers also believe that the students are improving their literacy skills, problem solving skills, and are exploring their creativity.

The project has helped integrate the arts with other disciplines; provided opportunities for students to work with students in other grade levels; and helped to break-down compartmentalization of learning. The art on the album, for example, was created by second and third-grade students, while most of the songs have been written by fourth and fifth grade students.

More recordings are planned.

The article is “Crestwood Elementary knows how to rock and rap” by Jessie Opoien, The Capital Times, September 30, 2013.

Update on Revision of National Arts Standards: The National Coalition for Core Arts Standards (NCCAS) released on September 30, 2013 a draft of the high school standards for public review and comment.

The NCCAS includes representatives from nine organizations: Americans for the Arts, the American Alliance for Theatre and Education (AATE), the Arts Education Partnership (AEP), the Educational Theatre Association (EdTA), The College Board, the National Association for Music Education (formerly MENC), the National Art Education Association (NAEA), the National Dance Education Organization (NDEO), the State Education Agency for Directors of Arts Education (SEADAE), and the National Coalition for Core Arts Standards Media Arts Committee.

The NCCAS is revising the 1994 National Voluntary Arts Standards in music, drama/theatre, and visual art; the 2005 standards in dance; and developing standards for media arts, which includes forms of moving images and digital graphics as well as virtual, interactive/computational art making and game design. South Carolina and Minnesota are the only states that currently have standards for media arts.

The writing teams working on the standards consist of 10-12 members, who were selected in December 2011 from over one hundred applicants for each of the arts disciplines.

This is the second opportunity for the public to review the draft standards. The first opportunity was available in July 2013, when 21,000 arts educators and advocates reviewed the draft standards for the arts for grades preK-8. As a result of that review, the writing teams came back in August and agreed to change the standards to reflect the public comments. The writing teams are developing a glossary of terms for the standards; are reviewing the format to make sure that it is reader friendly; are making the web-based standards searchable; and are creating a tagging system to identify performance standards that meet the definition of the artistic process “connecting” for music and visual arts, in addition to dance, media arts, and theatre.

The revised standards for the arts focus on students achieving artistic literacy. The conceptual framework for arts learning includes the following components:

  • Philosophical Foundations and Lifelong Goals for arts education 
  • Artistic Processes: Creating (applies to all disciplines); Performing (applies to dance, music, theatre), Presenting (applies to visual art), and Producing (applies to media arts); Responding (applies to all disciplines); Connecting (stand alone for dance, media arts, and theatre, and embedded for music and visual art.)
  • Process Components
  • Anchor Standards
  • Enduring Understandings
  • Essential Questions
  • Grade Level Performance Standards: The standards are available for each grade and for grade bands of PreK, 1,2; grades 3,4,5; grades 6,7,8, and High School.
  • The High School performance standards are organized into proficient, accomplished, and advanced. It is recommended that high school students who are performing at the advanced level qualify for honors recognition and college credit.
  • Model Cornerstone Assessments are included at grades 2, 5, 8, and at the proficient, accomplished, and advanced levels for high school. The Model Cornerstone Assessments will include bench marked student work.

A survey to respond to the draft high school standards is available. The review of the draft closes on October 21, 2013. A Review Forum is available on the NCCAS website to answer questions at any time, and there is a 30 minute video that provides an overview of the standards development process and the conceptual framework for the standards.

The writing teams are now writing the model cornerstone assessments. The feedback on the standards from the surveys will be shared with the writing teams in November and December, with a final public review available in early January 2014.

Performing Artist Fee Subsidy

The creative workforce is vibrant and provides multiple opportunities to enrich the community. This grant program encourages non-profit, non-arts/culture organizations to engage local performing artists to enhance their event, enrich their programming or impact the work environment in a meaningful way.

The Performing Artists grant program is funded by the city of Columbus. Views expressed by the program and its grant recipients do not necessarily represent those of the city of Columbus.

Read the Section 9: Performing Artist Fee Subsidy for complete information about this program, support materials and application and review criteria.

More information is available


About OAAE

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