130th Ohio General Assembly: The Ohio House and Senate will hold hearings and sessions this week.
The Senate Finance Committee, chaired by Senator Oelslager will meet on Tuesday, February 18, 2014 at 2:30 PM in the Senate Finance Hearing Room. The committee will receive testimony on SB231 (Gardner/Hite) School Property Sales Proceeds, which would permit the distribution of proceeds from the sale of school district real property.
The Senate Education Committee, chaired by Senator Lehner, will meet on February 19, 2014 at 4:00 PM in the South Hearing Room.
The committee will receive testimony on the following bills:
- HB171 (McClain/Patmon) Released Time Courses-Religious Instruction
- HB193 (Brenner) High School Diploma Requirements
- HB342 (Brenner/Driehaus) Straight A Program Changes
- HB111 (Duffey/Stinziano) State Universities-Student Board Members
- SB96 (LaRose) High School Social Studies Curriculum Requires One Unit of World History
The House Education Committee, chaired by Representative Stebelton, will meet on February 19, 2014 at 5:00 PM in hearing room 313. The committee will receive testimony on the following bills:
- HB241 (Hagan) School Employees-Sexual Conduct
- HB290 (Stebelton) School Premises Liability
- HB334 (Hayes/Hottinger) Student Expulsion
- HB367 (Driehaus/Sprague) Opioid Abuse Prevention Instruction in School Health Curriculum
- SB69 (Beagle) Course and Program Sharing Network
Ohio Representative Loses Chairmanship: House Speaker William Batchelder removed on February 13, 2014 Representative Peter Beck (R-Mason) from the chairmanship of the House Ways and Means Committee. Representative Beck was indicted in July 2013 by Hamilton County Prosecutor Joe Deters for allegedly engaging in security fraud activities as the chief financial officer of the firm Christopher Technologies LLS. Attorney General Mike DeWine and Hamilton County Prosecutor Joe Deters filed additional charges against Representative Beck last week. Speaker Batchelder has also requested that Representative Beck resign from the House.
Audit of Charter School Sponsors Announced: The Columbus Dispatch reported on February 13, 2014 that State Auditor David Yost was auditing three charter school sponsors after some of the charter schools that they sponsored abruptly closed. The sponsors being investigated include the St. Aloysius Orphanage in Cincinnati, the North Central Ohio Educational Service Center, based in Marion and Tiffin, and the Warren County Educational Service Center. Other charter school sponsors could be added to the audits. Auditor Yost also said that he will review the process that the Ohio Department of Education uses to approve charter school contracts, and compare those processes with best practices used in other states.
See “Yost Examining Three Charter School Sponsors” by Bill Bush, Columbus Dispatch, February 13, 2014.
Testing Window Extended: Superintendent of Public Instruction Dr. Richard Ross announced on February 11, 2014 that schools/districts would have an additional week (to May 16, 2014) to complete the administration of the Ohio Achievement Assessments in grades 3-8. The extension was granted because so many schools/districts have been closed due to the weather, and students have lost valuable time for instruction. The extension does not apply to the administration of the Ohio Graduation Test (OGT), and does not affect when the results of the assessments must be reported to the General Assembly, which is June 15, 2014. The Ohio Department of Education is requesting the General Assembly change the law to extend that reporting deadline to June 22, 2014. Reporting the results of the third grade reading assessment will be a priority, because of requirements of Third Grade Reading Guarantee.
New Yorkers File School Funding Lawsuit: The New York Times reports that an advocacy group called New Yorkers for Students’ Educational Rights filed a lawsuit in the New York State Supreme Court in Manhattan on February 11, 2014. The lawsuit alleges that New York State has failed to fulfill its responsibility, as outlined in a 2007 plan, to offer students a “sound basic education”. The plaintiffs are asking for $1.6 billion in immediate relief for school districts.
The lawsuit, New Yorkers for Students’ Educational Rights (NYSER) v. the State of New York, is being led by Michael A. Rebell. In 2006 the New York Court of Appeals ruled that New York State had to increase funding for New York City Schools in the decision Campaign for Fiscal Equity (CFE) v. the State of New York, also led by Michael A. Rebell. Although the State promised a $7 billion increase over four years, after the recession hit the additional funds were never allocated.
See “Suit Will Seek State Money Promised to Schools in 2007” by Al Baker, The New York Times, February 10, 2014.
U.S. Lawmakers Sign-on to Anti-Common Core Resolutions: Alyson Klein reports for Education Week that several Congressmen are supporting recently introduced resolutions in opposition to requiring states to adopt the Common Core State Standards. Senator Lindsay Graham (R-South Carolina) is sponsoring a resolution which is supported by eight Senators, including Senator Ted Cruz of Texas and Senator Mike Enzi of Wyoming. The resolution generally affirms that education is a state issue; that the Secretary of Education shall not coerce states into adopting education standards; and that adopting standards shall not be a requirement for receiving a competitive grant through the U.S Department of Education.
Representative Jeff Duncan (R-South Carolina) introduced a similar resolution in the U.S. House. That resolution is being supported by 40 lawmakers. Representative Phil Gingrey (R-Georgia) and Senator Pat Roberts of Kansas have also introduced legislation in opposition to the Common Core State Standards.
See “Spate of GOP Bills Take Aim at Common Core” by Alyson Klein, Education Week, February 13, 2014.
Neighbor States Taking Different Paths: The New Jersey Star-Ledger reported on February 12, 2014 that the New Jersey State Board of Education had voted to reaffirm their support for the Common Core State Standards. Some parents in New Jersey and the New Jersey Education Association had requested that implementation of the standards and assessments aligned to the Common Core State Standards be delayed.
See “N.J. education board reaffirms support for common core” by Peggy McGlone New Jersey Star Ledger.
The New York State Board of Regents agreed on February 11, 2014 to delay the full implementation of the standards for five years. The delay would affect the graduation requirements for students. The Regents tabled until April a provision affecting teacher evaluations. In that provision teachers identified as ineffective would have been able to use the “troubled rollout” of the standards as a defense against getting fired.
See “Regents drop bid to delay Common Core Teacher Evaluations” by Aaron Short, New York Post, February 12, 2014.
Legislative Update: Ohio lawmakers are considering a number of education bills, some of which might be included in other bills to facilitate passage. Governor Kasich is also expected to introduce a Mid Biennium Review Budget that will include K-12 education provisions. More information on the governor’s plans will be available after he presents the State of the State Address on February 24, 2014 in Medina, OH. The following are some of the education bills before the Ohio House and Senate:
- HB416 (Burkley/Hill) Calamity Days: Last week House lawmakers informally passed HB416 (Burkley/Hill) Calamity Days, a fast-tracked bill to allow school districts to add an extra four calamity days after using five calamity days and replacement days. According to the Buckeye Association of School Administrators about 400 school district have already cancelled over seven school days this winter. After the bill raced through the House Education Committee, lawmakers had second thoughts about the lost instructional time and the cost of paying teachers not to work, and decided to look for additional ways for schools to make-up instructional time. The House is expected to resume action on the bill this week.
- SB273 (Gardner) Graduating Seniors-Make-Up Days: SB273 clarifies that high school seniors can graduate on schedule even though some schools/districts might need to add extra days at the end of the school year to make-up for the instructional time lost due to the weather-related school closures. The bill also exempts seniors from attending make-up days that are scheduled after graduation. SB273 could be added to HB416 Calamity Days, once it is in the Ohio Senate or HB342 (Brenner/Driehaus) Straight A Fund/Educational Service Centers.
- HB193 (Brenner) High School Diploma Requirements: The Senate Education Committee scheduled last week, but did not hear, HB193 (Brenner) High School Diplomas, which passed the House on January 22, 2014 by a vote of 90 to 1. The bill revamps the required assessments that students need to pass in order to graduate. The graduation tests proposed in the bill differ from those approved in November by the State Board of Education, and the Ohio Department of Education has informed lawmakers that some provisions will be impractical to implement.
- HB342 (Brenner/Driehaus) Straight A Fund/Educational Service Centers: Also in the Senate Education Committee is HB342, which would modify the requirements of the Straight A grant program to permit education service centers to partner or lead a grant application. The bill could be amended next week to include a delay in the administration of student assessments and a delay in reporting results. Dr. Richard Ross, Superintendent of Public Instruction, announced on February 11, 2014 that schools and districts could delay administering the Ohio Achievement Assessments to give students more instructional time, which has been lost due to weather-related school closures. But, the General Assembly would need to change current law to extend the deadline, now June 15, 2014, for reporting the results of the assessments to the General Assembly.
- HB228 (Brenner) School Funding: The House Education Committee accepted on February 12, 2014 a substitute version of HB228 School Funding. The bill would change the current cap on the amount of state funds school districts receive so that school districts with increased enrollment above a specific level would receive additional state aid. It also establishes a minimum per student amount of state aid of $1000.
- SB229 (Gardner) Teacher Evaluations: SB229 was approved by the Ohio Senate on December 4, 2013 and is being considered by the House Education Committee. SB299 would change the Ohio Teacher Evaluation System in a few ways. It would require boards of education to evaluate a teacher every year, but would give boards of education more flexibility when evaluating teachers rated “accomplished”. It also permits boards of education to base up to 35 percent of a teacher’s evaluation on value added results rather than 50 percent, which is in current law. The bill also allows boards of education to attribute another 15 percent of a teacher’s evaluation to another student growth measure.
- SB231 (Gardner/Hite) School Property: SB231 is being considered by the Senate Finance Committee, chaired by Senator Oelslager. The bill would provide boards of education more flexibility regarding the use of the proceeds from the sale of school district real property.
- HB107 (Baker) High School Internships: This bill was approved by the Ohio House on November 20, 2013, and is now being considered by the Senate Finance Committee, chaired by Senator Oelslager. The bill would create a grant program for businesses that employ high school students in career exploration internships.
State Board of Education: The State Board of Education, Debe Terhar president, met on February 10 & 11, 2014 at the Ohio Department of Education Conference Center, 25 South Front Street, Columbus, OH. Board members welcomed Rebecca Vasquez-Skillings to her first meeting of the State Board. Ms. Vasquez-Skillings was appointed by Governor Kasich last month to complete the term of Angela Thi Bennett, who resigned from the board last year. Ms. Vasquez-Skillings is Vice President for Business Affairs at Otterbein University.
Among the topics addressed at the February 2014 State Board meeting were changes in the selection process for the Ohio Teacher of the Year; revising Operating Standards; report card indicators for gifted education programs; the Third Grade Reading Guarantee grant program; the proposed consolidation of the Berkshire/Newbury school districts, and support for cursive writing.
New Selection Process for Ohio’s Teacher of the Year Award: The State Board gave its approval for a new process to select the Ohio Teacher of the Year, Ohio’s premier teaching award. After several years of declining nominations, the new process is expected to “yield a more robust and diverse candidate pool.” The new process will engage the eleven elected members of the State Board of Education to identify a “Territory Lead” from their district to coordinate and oversee the process for selecting the territory’s candidate for the Ohio Teacher of the Year. The candidates selected from each of the territories will be reviewed by a twenty-member Selection Committee, which will include a representative from each territory, the State Board of Education member or a designee from the territory, and appointees by the Ohio Department of Education representing various stakeholder organizations. The Selection Committee will meet in August of each year to review the nominations, and announce the Ohio Teacher of the Year in September.
Operating Standards Committee: The Operating Standards Committee, chaired by Ron Rudduck, met on February 10, 2014. The committee discussed draft Rule 3301-35-04 Student and Other Stakeholder Focus and draft Rule 3301-35-05 Faculty Focus.
Sarah Fowler asked if the word “districtwide” could be removed from Rule 3301-35-04 Student and Other Stakeholder Focus so that it was clear that schools within a district could implement a curriculum that differed from the district curriculum. The committee agreed to remove the word “districtwide”.
Regarding another issue, Mary Rose Oakar suggested that the ODE provide more guidance for collecting and maintaining student records, especially for students who are very mobile. Sharon Jennings, ODE’s Deputy Chief Legal Counsel, said that the EMIS guide, which is being revised, will include more details and clarity about attendance and student records as a result of the investigations by the State Auditor of attendance report irregularities in some school districts. There will be some notation in the operating standards to direct users to additional information or references about attendance, student records, etc.
Stephanie Dodd and Mike Collins also requested that the operating standards include additional references to other resources and references.
Sarah Fowler also asked about the definition of “guided” in the statement requiring that school districts be “guided by” the state standards when developing school curriculum. Sharon Jennings explained that school districts are not required to adopt the state standards, and thus the word “guided” is used instead of “required, or shall”. However, school districts understand that students will be required to take state assessments that are based on the state standards.
The committee also received information about the proposed changes to Rule 3301-35-05 Faculty Focus. In keeping with the goals of the committee, the ODE revision eliminated references to the Ohio Revised Code, which results in a much shorter and sometimes choppy version of the rule.
Mike Collins recommended that a reference be included in rule to indicate where districts are required to report the data that they collect. He has noticed several provisions directing school districts to collect information, but is not sure about where the districts report the information. John Richard, Associate State Superintendent of Public Instruction, explained that reporting requirements are included in Rule 3301-35-07, which the committee has not reviewed as yet.
Stephanie Dodd requested that language regarding discrimination based on “age, color, ancestry, national origin, race, gender, religion, disability, or veteran status” be restored to Rule 3301-35-05. She was concerned that without this language in the Ohio Administrative Code, the ODE would not be able to take action against a school that could be discriminating based on age, race, etc. P.R. Casey, ODE Chief Legal Counsel, explained, however, that the ODE would probably not investigate a school district under those circumstances, and did not think the provision needed to remain in the rule, because it was already in the Ohio Revised Code.
The committee agreed to meet again on February 19, 2014 to review some of the web-based technology ideas that ODE staff is developing to link Operating Standards to the Ohio Revised Code and other resources.
Third Grade Reading Grants: The State Board of Education received on February 10, 2014 an update from three school districts that have received grants through the Early Literacy and Reading Readiness Program to implement strategies to improve reading and meet the requirements of the Third Grade Reading Guarantee. Presenting to the board were representatives from the Mechanicsburg Exempted Village School District, Cleveland Heights-University Heights School District, and Lancaster City Schools.
The districts explained their strategies for helping students learn to read, and provided information about how many students are participating in their reading programs. The strategies include linking with community resources; helping parents become better advocates for reading; extending the school day for reading instruction; focusing on instruction in phonics and phonemic awareness; extending the time during the school day for reading; professional development for teachers, including scripted lessons; reducing the teacher pupil ratio at some grade levels; and small group instruction.
One of the issues that districts have already identified as a challenge is the effect of student mobility on grade-level reading achievement. Students in some Lancaster schools, for example, move several times a year, which disrupts their learning. The districts reported that their overall concern is finding qualified reading teachers, with the appropriate reading endorsement, master’s degree, or other credentials, to provide instruction for students identified as not proficient in reading.
Report Card Indicator for Gifted Education: The Accountability Committee, chaired by Tom Gunlock, met on February 11, 2014 to review a new proposal for the gifted indicator and receive comments from the Ohio Association for Gifted Children (OAGC). Throughout the conversation it was noted that Ohio is the first state to develop accountability indicators for gifted education, and there are many challenges in doing so.
In January 2014 the committee received information about a framework proposed by the Ohio Department of Education (ODE) and a framework proposed by gifted stakeholders for the gifted indicator. In response to that discussion, the Ohio Association for Gifted Children (OAGC) and ODE staff met to develop a proposal. Matt Cohen, ODE’s Chief Research Officer, presented a revised ODE proposal for a gifted indicator based on those conversations.
The proposed indicator would be calculated for districts that have a gifted value added grade and a gifted performance index score, and would include the following measures:
- Student Performance Measures: These include the gifted value added measure; a new gifted achievement measure; and future measures as available, such as ACT scores.
- District/School Input Measures: These include the percent of enrolled students identified as gifted by grade bands, such as K-3; 4-8; and 9-12, and the percentage of enrolled students who receive gifted services by grade bands. Schools/districts could receive up to 30 points based on the percentage of students identified and served by grade level bands.
The State Board would need to set minimum thresholds for the gifted-value added measure, the gifted achievement measure, and the minimum number of points for the District/School Input Measures.
Ann Sheldon, executive director of the Ohio Coalition for Gifted Children, and Dr. Colleen Boyle, a member of the OAGC’s executive committee and supervisor for gifted students for the Columbus City Schools, offered several ways to improve the ODE’s proposal for measuring gifted education.
They pointed out that the purpose of the gifted performance indicator is to fully inform parents and the public about the educational programs and opportunities for gifted students provided by schools and districts, and the level of achievement of gifted students in those programs. Currently 200 out of 613 school districts do not provide any services for gifted students, and about 100 districts serve less than 15 percent of gifted students. There are no real repercussions for districts that are not identifying or serving gifted students.
There is also no cohesive definition for “gifted services”, which makes it difficult to develop an indicator for gifted services. Some districts report enrichment opportunities, such as field trips, as a gifted service, while other districts provide gifted students instruction from a gifted specialist.
They noted that the revised ODE model presented by Dr. Cohen includes several improvements. It eliminates the confusing single opportunity index and replaces it with a point system; incorporates the grade bands; and requires that effort and result in achievement must be present for an indicator to be met.
They also identified the following concerns:
- The Ohio Achievement Assessment (OAA) and Ohio Graduation Test (OGT), which are administered in grades 4-8 and grade 10, are not sufficient to use to base a measure for gifted education. The tests are not administered at all grade levels, the cut scores for each performance level are low, and the tests don’t measure above grade level achievement. There is not enough stretch at each achievement level to provide information about the performance of gifted students. In addition, there is no measure for students identified as gifted in the non-test areas.
- The OAGC does not support the use of the gifted performance differential approach proposed by the ODE.
- The Performance Index (PI) indicator for gifted on the report card is not a good measure of gifted performance. The performance index has a 120 point ceiling which 319 school districts are within five points of reaching.
- The percentage of identified gifted students served, which was removed from the previous draft, should be restored.
- The revised gifted achievement measure doesn’t correlate with the value added measure and the School/District Input Measures.
To address some of the issues, the OAGC recommended the following:
- The Performance Index for gifted education could be replaced by an alternative measure that uses Ohio’s existing assessments, such as normal curve equivalent scores (NCEs) for gifted students on the OAAs. The mean NCE for gifted students or another benchmark, such as at or above the 90th percentile, could become a benchmark without a comparison to the general population.
- Changes should be made in the proposed School/District Input Measures to better recognize identification and services at all grade levels.
- Selected measures from the gifted education dashboard, which the ODE was developing, could also be used as the basis for developing indicators for gifted education programs. The State Board could, for example, determine an indicator and benchmark for each of the components of the proposed dashboard and establish an overall benchmark for meeting the selected dashboard indicators.
As an alternative, a point system, similar to the one proposed by the ODE for the Schools/District Input Measure, could be developed that weighted measures of higher priority.
The OAGC proposes that the gifted dashboard include the following elements:
- Screening, Identification, and Service: Information about the percent of students by grade band, area (Superior Cognitive Ability/Specific Academic and Creative Thinking/Visual Performing Arts), and demographics that are being screened, identified, and served should be reported.
- Value Added: The OAGC believes that value added is one of the strongest measures, and would like to expand the use of value added for gifted students for high school, when available.
- Achievement: Some of the information regarding student achievement that could be reported include the percent of superior cognitive and/or specific academic identified students scoring at or above the 90th NCE on state assessments by grade level, or a benchmark for mean NCE of this group by grade level; the percent of students participating and receiving college credit for Advanced Placement; the mean ACT/SAT composite scores, when available; the percent of superior cognitive and/or specific academic students earning an Honors Diploma; etc.
- Accelerated: The percentage of gifted students academically accelerated, including early entrance and early graduation, by grade level bands K-3, 4-8, 9-12 should also be reported. The ODE will need to develop a standardized definition of “acceleration” due to the confusion in the field about how to code students who are in advanced courses, such as 8th grade Algebra, or compacted courses, such as completing 3 years of math in 2 years. Other accelerated measures could be the percentage of gifted middle school students earning high school credit and the percent of gifted high school students earning college credit.
- Gifted Services, Staffing, and Funding: Measures about the level of gifted services, staffing, and funding should be included on the dashboard. The public and stakeholders should be able to see how state and local resources are allocated and what results are achieved, so that better decisions about allocating resources can be made.
- Gifted Audits: The results of recent gifted service audits should also be reported.
After the OAGC presentation State Board member Mike Collins asked how long it would take for the ODE and OAGC to work out a compromise on the gifted indicator. ODE Assistant Superintendent Tina Thomas-Manning responded by saying that the presentation was the ODE’s recommendation after conversations with the OAGC.
There were also questions about the definition of gifted services, the definition of NCEs, and a concern expressed by Ron Rudduck that the State Board is setting measures and indicators for gifted education when 200 districts are not even serving gifted students.
Matt Cohen was then asked by Chairman Gunlock to respond to the OAGC’s presentation and recommendations. Dr. Cohen said that the OAGC’s presentation reflected the discussions that the ODE had with the OAGC, and that he appreciated that. He said that some of the concerns that the OAGC has, including the lack of value added measures for high school, lack of data for small districts, and the lack of test scores at certain grade levels, are also shared by the ODE. According to Dr. Cohen the OAA and the OGT are reliable tests for their purpose, and consistent for all students. He disagreed that there is a ceiling effect on the OAA, and said that districts do have room to improve. Regarding using NCEs, he explained that there is confidence in using the current performance levels (limited, basic, proficient, accelerated, and advanced) for accountability purposes, because the levels are “statically meaningful”. There would need to be “a lot of confidence that something is much better” to move to using NCEs, and he believed that doing so was “just another complication” that is “unnecessary.”
Board members Debe Terhar and Mike Collins said that knowing the percent of identified gifted students being served was important and should be included as a measure, but Matt Cohen explained that adding it back into the calculation would not change the results of the indicator.
Mary Rose Oakar also asked about the overlap between the work of the Accountability Committee, which is developing indicators for gifted services, and the Achievement Committee, which narrowly approved revised gifted operating standards in November 2013. She suggested that since both committees are addressing issues regarding gifted services they should meet together. Mr. Gunlock replied that he thought the committees are working on different issues.
Committee chairman Tom Gunlock ended the meeting by saying that he needed some time to consider the information provided by the ODE and OAGC before the committee could move forward with an indicator for gifted education.
In other business, the committee received an update from Joni Hoffmann, ODE’s Director of the Office of Community Schools, about the proposed indicators on the state’s dropout recovery report card. The committee will be asked in March 2014 to approve two items: an RFP to select a test and develop a growth measure for dropout recovery schools, and approve overall designations for indicators on the report cards for dropout recovery schools. She reported that 15,000 plus students are currently enrolled in dropout recovery schools, and parents will use the information on the report cards to be able to select the best schools for their children.
State Board Business Meeting February 11, 2014
Report of the Superintendent: In the report to the board Superintendent of Public Instruction Richard Ross discussed state efforts to improve literacy and the importance of Third Grade Reading Guarantee; efforts to prevent students from dropping out of school; calamity days; and how more districts are adopting policies to use blizzard bags.
Superintendent Ross also announced that the testing window for the Ohio’s Achievement Assessments will be extended from three to four weeks. The results of the assessments must be reported by June 15, 2014, and the ODE is requesting the legislature to extend the reporting date also. There will be no changes for the administration of the Ohio Graduation Tests.
Cursive Writing: State Board member Tess Elshoff presented information about the importance of cursive handwriting as background information for a proposed resolution that she later asked the State Board to approve. The resolution recommends that all school districts support cursive writing in their curriculum.
According to the research presented, hand writing skills are essential for the development of literacy skills in young children. Hand writing helps children build memory, develop fine motor skills, and wires the developing brain for overall literacy skills. The Common Core State Standards do not address handwriting in the standards, and so several states are considering adding it back into the literacy standards.
Berkshire and Newbury Consolidation: Tom Gunlock reported that the Capacity Committee will hold a public hearing regarding the consolidation of the Berkshire and Newbury local school districts on February 18, 2014 at 5:00 PM at the Clark Commons Kent State University in Burton, OH. The hearing will last until public comment has ended, and public comment will be kept open for two weeks following the hearing.
The State Board of Education received a presentation on January 13, 2014 regarding the proposed consolidation of the Berkshire and Newbury local school districts in Geauga County. The last time that school districts in Ohio consolidated was in 1988.
According to the Ohio Revised Code there are several ways for school districts to consolidate. The provision that the two school districts have selected to follow, Section 3311.37 ORC, requires the State Board to conduct a study of the proposed merger and adopt a resolution recommending the consolidation. The resolution needs to be adopted by June 2014, so that the two school districts can place the consolidation issue on the November 2014 ballot for local voters to decide. The General Assembly also has to adopt a concurrent resolution recommending the consolidation.
Public Participation on Public and Non-Agenda Items: Eric Price from the Exchange Club of Dayton announced that the Exchange is holding a statewide convention about citizenship near Dayton on May 31, 2014. He invited someone from the State Board/ODE to attend the conference and explain Ohio’s plans for promoting citizenship education.
State Board President Debe Terhar recognized Kelly Weir for her years of service at the Ohio Department of Education. Ms. Weir is leaving her ODE position as Executive Director of Legislative Services and Budgetary Planning.
The board took the following actions during their business meeting on February 11, 2014:
#3 Approved a Resolution of Intent to Rescind Rule 3301-24-10 of the Administrative Code Regarding the Alternative Educator License (VOLUME 2, PAGE 8)
#4 Approved a Resolution of Intent to Amend Rule 3301-46-01 of the Administrative Code Entitled Establishing Provisions for Granting Exceptions From Statutory Provisions and Rules as Necessary to Implement Innovative Education Pilot Programs (VOLUME 2, PAGE 12).
#5 Approved a Resolution of Intent to Amend Rule 3301-51-01 of the Administrative Code and to Rescind and Adopt Rule 3301-51-01 of the Administrative Code Entitled Operating Standards for Ohio Educational Agencies Serving Children with Disabilities (VOLUME 2, PAGE 15)
#18 Approved a Motion as amended Regarding the 2014-2015 State Board Meeting Dates (VOLUME 4, PAGE 4) to change the November date back to November 10-11, 2014.
#19 Approved a Resolution to Appoint John Richard as Assistant State Superintendent of Public Instruction
#20 Approved a Resolution to Approve a Waiver Request from the Columbus City Schools.
#21 Approved a Resolution to Support Instruction in Cursive Writing in the Curriculum.
- HB428 (Anielski) JVS Boards of Education-Terms: Revises the law regarding terms of office of members of certain joint vocational school district boards of education.
- HB441 (Winburn/Fedor) School District Policies/Violent Behavior: Regarding school district policies and reports on violent, disruptive, or inappropriate behavior.
- HB443 (Strahorn) School District Policies/Violent Behavior: Regarding school district policies and reports on violent, disruptive, or inappropriate behavior.
- HB446 (Rogers) Student Safety Act: Requires the State Board of Education to adopt rules prescribing standards for safety enhancements to new public and nonpublic school facilities, and requires the Ohio School Facilities Commission to revise its construction and design standards to comply with the State Board’s standards.
- HB447 (Lynch) Consolidated School Districts-Loans: Permits a school district, resulting from the consolidation of two or more school districts that meet specified conditions, to receive a loan from the Ohio School Facilities Commission for the construction of a new facility to support the consolidated district.
Phase II of the Arts and Autism in Ohio Research Initiative: VSA Ohio (VSAO) has issued a Request for Proposals to complete Phase II of the Arts and Autism in Ohio Research Initiative of the Ohio Arts Council. Phase II of the project includes collecting information from Ohioans about their perceptions, needs, and ideas for how the Ohio Arts Council (OAC) can better support people living with the Autism Spectrum Disorder (ASD). A particular emphasis shall be placed on collecting information from geographic areas beyond the three major urban centers in Ohio, and from a broad range of constituents.
The Ohio Arts Council (OAC) commissioned VSA Ohio (VSAO) to complete Phase I of the project in the fall of 2012. VSAO used three primary data collection methods: an online survey, focus groups, and a review of the literature. Research yielded rich information, themes, and ideas to continue moving the Initiative further. However, due to the limits to the data, additional information is needed.
The primary responsibilities of the project include:
- Utilize the Arts & Autism in Ohio Initiative Phase I Report, provided by VSA Ohio upon selection, to assist with project design and implementation.
- Identify and articulate the appropriate research methodologies for gathering data aimed at answering the research question.
- Identify, articulate, and implement the methodology by which the data will be collected.
- Identify strengths, weaknesses, opportunities, and threats to the research question.
- Identify costs and benefits unanticipated by the Ohio Arts Council and VSA Ohio.
Deliverables include, but are not be limited to, a final report including an introduction that includes background, history, and context, methodology, results, analysis, and conclusions.
The deadline for submitting proposals is Friday, March 7, 2014 at 5:00pm. The award recipient will be notified on March 12, 2014. The project completion date is May 23, 2014.
Questions about the RFP can be directed to Erin Hoppe, Executive Director, VSA Ohio, 77 South Front Street, 2nd. Floor or email@example.com or 614.241.5325.
Opportunities for Young Musicians: The Yamaha Young Performing Artists Program (YYPA) recognizes outstanding young musicians from the world of classical, jazz, and contemporary music through a competition. Applicants must be 18-22 years old at the time of entry, and must be nominated by a university or private teacher, conductor, director, professional performer, music dealer, or community music leader.
YYPA Finalists are invited to perform at the Music for All Summer Symposium held in late June; receive a recording and photos of the live performance; and participate in workshops designed to launch a professional music career. Finalists also will enjoy many of the privileges of a Yamaha Artist, including services and communication with Yamaha’s Artist Relations department.
Deadline to submit an application is March 31, 2014.
NEA Chair Nominated: President Obama announced last week the nomination of Dr. Jane Chu to be chair of the National Endowment for the Arts (NEA). Currently Dr. Chu is Chief Executive Officer of the Kauffman Center of Kansas City, MO and has been an advocate for artists and arts education in Kansas City. The previous chair, Rocco Landesman resigned in November 2012. The nomination must be approved by the U.S. Senate.