Arts On Line Education Update 03.10.2014

Ohio News

130th Ohio General Assembly: The Ohio House and Senate will be back in action this week.

The House and Senate Conference Committee on HB416 (Burkley/Paulding) Calamity Days will meet on Tuesday, March 11, 2014 at 11:30 AM to work out the number of calamity days schools will gain this year.

The House Finance and Appropriations Committee, chaired by Representative Amstutuz, will meet on March 11, 2014 at 1:30 PM in room 313 and continue hearings on HB85 (Terhar/Gonzales) Homestead Exemption for military veterans who are 100 percent disabled from a service-connected disability.

The House Education Committee, chaired by Representative Stebelton, will meet on March 12, 2014 at 9:30 AM in room 121. The committee will receive testimony on the following bills:

  • HB447 (Lynch) Consolidated School Districts-Loans
  • HB449 (Gonzales) Higher Education-Residency Status
  • HB290 (Stebelton) School Premises Liability
  • HB343 (Stebelton) Educational Programs-Non High School Graduates
  • HB393 (Baker/Landis) Career Decision Guide Publication

The Senate Education Committee, chaired by Senator Lehner, will meet on March 12, 2014 at 4:00 PM in the South Hearing Room. The committee will receive testimony on HB193 (Brenner) High School Diploma Requirements and HB171 (McClain/Patmon) Release Time Courses-Religious Instruction.

Grants to Improve Connectivity: Hannah News reported on March 7, 2014 that the Ohio Academic Resource Network (OARnet) is seeking a $50 million to $80 million grant from the Federal Communication Commission to fund last-mile construction costs to provide 100Mbps broadband connections for schools and libraries in Ohio. The Ohio Department of Education is also working to increase the OARnet connection for education information technology centers (ITCs) to 10GB.

National News

College Board Announces Changes in the SAT: David Coleman, president of The College Board, announced on March 5, 2014 that changes will be made in the SAT exam starting in 2016. The changes will align the exam to high school classroom work and the Common Core State Standards. The following changes are planned:

  • The vocabulary section will focus on relevant words in context.
  • The Evidence-Based Reading and Writing section will require students to demonstrate their ability to interpret, synthesize, and use evidence found in a wide range of sources.
  • The essay will be optional. Students who select to do the essay will be required to analyze a text and explain how an author builds an argument.
  • The Math section will focus on problem solving and data analysis, linear equations and systems, and more complex equations.
  • Students will be required to edit and revise texts from humanities, history, social studies, and career contexts, and in math students will solve problems related to science and social sciences.
  • Students will be required to analyze informational graphics to solve problems in science and social studies.
  • Students will be required to analyze an excerpt from America’s founding documents.
  • The penalty for wrong answers will be removed.

Samples of the new SAT will be available on April 16, 2014. Information about the changes are available.

Child Care Block Grants: Members of the U.S. Senate have agreed to consider for passage S. 1086 Child Care and Development Block Grant Reauthorization (CCDBG). The $2.4 billion program was first authorized in 1990 and amended in 1996. The Health, Education, Labor, and Pensions Committee reported the bill on February 25, 2014. The bill reauthorizes the CCDBG through 2019.

NPE Calls for Hearings on Testing: The Network for Public Education (NPE) held a conference in Austin, Texas on March 1 & 2, 2014. The Network released on March 2, 2014 a letter to the Senate’s Health, Education, Labor, and Pension Committee (HELP), chaired by Senator Tom Harkin, to “…hold hearings to investigate the over-emphasis, misapplication, costs, and poor implementation of high-stakes standardized testing in the nation’s K-12 public schools.”

The NEP believes that testing is needed to determine whether students are achieving, but the increased emphasis on testing under No Child Left Behind and Race to the Top has led to “multiple unintended consequences that warrant federal scrutiny.”

The letter asks the Senate committee to examine the following about standardized assessments:

  • What is their purpose? In most states teachers are forbidden to see the actual test questions or provide feedback to students. The tests do not have any diagnostic purpose.
  • Do the tests promote the skills our children need or are children just learning how to take tests.
  • How good are the tests? Errors in the questions are frequently found, including questions with no correct answers, and the passages are not developmentally appropriate.
  • Who should be tested? Are tests being given to children who are too young?
  • Are the tests culturally biased?
  • Are the tests harmful to students with disabilities? In some cases children in hospitals have been pressured to complete exams.
  • How has the frequency and quantity of testing increased? How much time in school is devoted to testing?
  • Does testing harm teaching? Since test scores are now linked to principal and teacher evaluations, will teachers change instructional practices for some students; mentor fewer student teachers; continue to take students on field trips; and spend instructional time on non-tested areas, such as science, history, art, music, physical education, etc.
  • How much money does testing cost, including the cost of test preparation, bandwidth, software?
  • Are there conflicts of interest when the company hired to prepare the test is also profiting from selling curriculum materials, text-books, software, etc.
  • Is it legal for the U.S. Department of Education to fund two testing consortia to develop assessments for the Common Core State Standards?

More States Questioning Common Core/Assessments: Education Week reporter Andrew Ujifusa and Patrik Jonsson of the Christian Science Monitor recently posted articles about how states are reassessing the adoption of the Common Core State Standards (CCSS) and the aligned assessments.

Most states (45 and the District of Columbia) agreed to adopt the Common Core State Standards back in 2010, but now some state legislatures are responding to critics of the standards, and are making changes in the implementation of them. The state of Arizona re-branded the CCSS as Arizona Standards in December 2013; Florida revised the content of the CCSS and re-branded them as Florida Standards last month; the Indiana State Board of Education will considered rewritten and re-branded standards in April; and the New York Assembly approved last week legislation to delay assessments aligned to the common core. Lawmakers in other states, including Ohio, are debating bills that range from abandoning the Common Core State Standards (Georgia) to changing the timeline for administering the assessments aligned to the standards and the graduation requirements based on the new standards (Ohio-HB193).

In addition to delaying the assessments aligned to CCSS, the bill passed by the New York Assembly prohibits the use of test scores for teacher and principal evaluations for the next year; prohibits the use of test results as a primary factor in decisions affecting students’ placement or promotion; prohibits including test score results on student transcripts; prevents the state education department from providing student data to third-party vendors until July 1, 2015; and requires the Commissioner of Education to review the effectiveness of the common core in educating special populations like English-language learners and students with disabilities. The New York State Senate has not taken action on the bill, and New York Governor Andrew Cuomo has frequently expressed support for the CCSS and for the new teacher/principal evaluations.

See “Georgia cites ‘educational sovereignty’ in move to abandon Common Core” by Patrik Jonsson, Christian Science Monitor, March 6, 2014.

See “Indiana House Repeals Common-Core Adoption; Bill Moves Closer to Gov.’s Desk” by Andrew Ujifusa, Education Week, on February 28, 2014.

See “Common-Core Delay Approved by N.Y. Assembly, Challenging Gov. Cuomo” by Andrew Ujifusa, Education Week on March 6, 2014.

State Board of Education to Meet: The State Board of Education, Debe Terhar president, will meet on March 10-11, 2014 at the Ohio Department of Education Conference Center, 25 South Front Street, Columbus.

This month the State Board will focus on committee work, and, so far, doesn’t have scheduled additional presentations or reports.

The Accountability Committee, chaired by Tom Gunlock, will receive updates about the information that could be included on the dashboard for gifted education programs, and will continue discussions about an indicator for gifted education. The committee will also discuss dropout recovery growth measures and designations; the prepared for success measure; and discuss combining measures.

The Capacity Committee, chaired by Tom Gunlock, will discuss Child Day Care Licensing, the Autism Scholarship Program, a report on Assessments for Educators, and a financial analysis regarding the consolidation of the Berkshire and Newbury school districts.

The Urban and Rural Renewal Committee, chaired by Dr. Mark Smith, will receive a presentation from the Springfield City Schools and continue discussions about programs that improve student achievement in urban and rural schools.

The Achievement Committee, chaired by C. Todd Jones, will discuss amendments to Career Technical Education, the Criteria for Career Development Program, and receive updates about the Financial Literacy Model Curriculum, the Fine Arts Model Curriculum, and the World Languages Model Curriculum.

The Legislative and Budget Committee, chaired by Kathleen McGervey, will receive an update on education related legislation.

The Operating Standards Committee, chaired by Ron Rudduck, will meet on March 11, 2014 at 8:30 AM and receive an update about the proposed Operating Standards website, and discuss Rule 3301-35-04 Student Focus and Rule 3301-35-05 Faculty and Staff Focus.

The State Board of Education will consider the following resolutions at their business meeting on March 11, 2014:

#3 Resolution of Intent to Rescind Rules 3301-21-05 to 07 of the Administrative Code Regarding Colleges and Universities Preparing Teachers. (VOLUME 2, PAGE 8)
#4 Resolution of Intent to Amend Rule 3301-24-07 of the Administrative Code Entitled Provisional License Renewal.
(VOLUME 2, PAGE 18)
#5 Resolution of Intent to Amend Rules 3301-37-01 to 12 of the Administrative Code Regarding Child Day Care Programs (VOLUME 2, PAGE 21)
#6 Resolution of Intent to Adopt Rule 3301-102-11 of the Administrative Code Entitled Dropout Prevention and Recovery Schools’ Assessment of Growth in Student Achievement, and to Adopt Rule 3301-102-12 of the Administrative Code Entitled Standards for Awarding Overall Report Card Designations to Dropout Prevention and Recovery Community Schools. (VOLUME 2, PAGE 65)
#7 Resolution to Approve the Agreement Between the Northmor Local School District, Morrow County, and the River Valley Local School District, Marion County, to Transfer Property from the Northmor Local School District. Volume 3
#12 Resolution to Amend Rule 3301-69-03 of the Administrative Code Entitled Medicaid School Component Administrative Costs (VOLUME 3, PAGE 121)
#13 Resolution to Amend Rules 3301-20-01, 3301-73-02 to 06, 3301-73-09 to 17, and 3301-73-19 to 26 of the Administrative Code and to Adopt Rule 3301-73-27 of the Administrative Code Regarding the Educator Disciplinary Process (VOLUME 3, PAGE 126)
#14 Resolution to Approve the Recommendation of the Hearing Officer and to Confirm the West Geauga Local School District’s Determination of Impractical Transportation of Certain Students Attending St. Francis of Assisi School, Mayfield, OH. (VOLUME 4, PAGE 4)

Education is a Priority in President’s FY15 Budget, but Not So Much the Arts: President Barack Obama released on March 4, 2014 his administration’s budget and policy recommendations for FY15. The $3.9 trillion proposal to fund the federal government includes $68.6 billion in discretionary appropriations for the U.S. Department of Education. This represents an increases of $1.3 billion over FY14 levels. According to the accompanying documents, 90 percent of discretionary spending for education will be targeted to meet the needs of students from disadvantaged backgrounds, minority students, student with disabilities, and English learners. The President’s budget for education focuses on achieving the following goals:

  • Increase equity and opportunities for all students
  • Strengthen support for teachers and school leaders
  • Expand high-quality preschool programs
  • Expand affordable and quality postsecondary education
  • Promote educational innovation and improvement
  • Improve school safety and climate

The administration’s request for the arts is not as generous. Both the National Endowment for the Arts (NEA) and the National Endowment for the Humanities (NEH) are maintained at FY14 levels at $146 million, even though previous budget requests from the Obama Administration have recommended $161 million and $154 million for both agencies. Arts education advocates are also concerned that the budget proposal recommends the consolidation of the Arts in Education program with other curricular programs at the U.S. Department of Education. There is a concern that if the program is consolidated it will lose its champions within the U.S. DOE, lose its staff and its expertise in the arts, and there will no longer be a specific and unique mission to expand arts education programs in schools. Although the $25 million currently allocated for the Arts in Education program will be included in the budget of the consolidated programs, there are no guarantees that the $25 million would be dedicated for arts education.

Congress is not expected to take action on the President’s budget proposal any time soon. A deal worked-out by the President and lawmakers in December 2013, the Bipartisan Budget Act (BBA) (H.R. 59), funds the federal government through September 30, 2015, and mitigates somewhat the effects of sequestration and the mandatory cuts that would have gone into effect in January 2014.

However, the Obama Administration has insisted that the BBA funding levels are not sufficient to drive economic growth, prosperity, and opportunities for all Americans, and therefore the President’s proposed budget recommends $56 billion more for the Opportunity, Growth, and Security Initiative. This initiative includes $250 million for Preschool Development Grants, $300 million for ConnectEDucators; and $200 million for Promise Neighborhoods. The initiative would be paid for with a “balanced package of spending cuts and closed tax loopholes” and not contribute to the deficit.

The following are some highlights of President Obama’s FY15 budget recommendations for education:

Increasing Equity and Opportunity for All Students

  • ESEA: The President requests that Congress reauthorize the Elementary and Secondary Act as outlined in his administration’s “A Blueprint for Reform”, released in March of 2010.
  • Title 1 $14.4 billion: Funding for Title 1, which supports students from low-income families, represents 21 percent of the budget request for education.
  • Special Education $11.6 billion: About 18 percent of the budget request for education supports special education programs.
  • Race to the Top – Equity and Opportunity $300 million: This is a new initiative that focuses on closing achievement gaps among groups of students by enhancing data systems, investing in strong teachers and leaders in high need schools, expanding learning time, access to rigorous coursework, and providing comprehensive student supports. This is a competitive grant program.
  • English Learner Education $723 million
  • Migrant Students $375 million
  • Rural Education $170 million
  • 21st Century Community Learning Centers $1.1 billion: This program supports competitive grants to states, local education agencies, nonprofit organizations, or local governments to provide additional time, support, and enrichment activities, and to increase the number of hours in a regular school schedule by redesigning the school schedule for all students in a school.
  • School Turnaround Grants $505.8 million: The funds would support an estimated 170 new grantees.
  • Promise Neighborhoods $100 million. This budget item includes an increase of $43 million to support wrap-around services to students in schools.

Strengthening Support for Teachers and School Leaders

  • ConnectEducators $200 million: This program would provide funding to help teachers and principals better leverage technology to improve college- and career-ready instruction and personalized learning.
  • Excellent Instructional Teams Program $2.3 billion: There are two initiatives included in this program: The Effective Teachers and Leaders State Grants ($2 billion) and the Teacher and Leader Innovation Fund ($320 million).
  • School Leadership Program $35 million: This program expands evidence-based professional development for school leaders by strengthening essential leadership skills—such as evaluating and providing feedback to teachers, analyzing student data, developing school leadership teams, and creating a positive school climate.
  • RESPECT $5 billion: The RESPECT initiative (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) provides targeted support for teachers and school leaders. Funds would be used to improve preparation and early career assistance; provide teachers and leaders with opportunities to develop and advance as they lead the transition to college- and career-ready standards; and support a work environment built around shared collaboration. This request would support up to 1,000 grants for states and districts to invest in the education profession, reaching up to 1.6 million teachers.

Expanding High-Quality Preschool Programs

  • Preschool for All Four-Year-Olds: The proposed budget includes $1.3 billion in 2015 and $75 billion over ten years in mandatory funding, along with $500 million in competitive Preschool Development Grants for universal access to preschool for all four year olds from low- and moderate-income families, and creates an incentive for states to serve additional middle-class children.
  • IDEA Preschool Grants $353.2 million: This program encourages states to provide a free appropriate public education in the least restrictive environment to all children with disabilities ages 3 through 5 to help ensure that young children with disabilities succeed in school.
  • Head Start $8.8 billion: The Head Start Program is not included in the U.S. Department of Education, but is added here because it affects preschool-age children. The program is funded through the U.S. Department of Health and Human Services, and would receive a small increase over FY14 levels.

Affordability and Quality in Postsecondary Education

  • Improving College Access $7 billion: The budget includes $7 billion over ten years to support the College Opportunity and Graduation Bonus. This program would award colleges that successfully enroll and graduate a significant number of low-and moderate-income students on time.
  • State Higher Education Performance Fund $4 billion: The budget also includes $4 billion for the State Higher Education Performance Fund. This is a competitive state grant to encourage institutions of higher education to align with K-12 education; build strong postsecondary pathways to the workforce; and ensure a seamless transition for students into higher education.
  • College Success Grants $75 million: A new competitive grant program, the College Success Grants, would provide $75 million to support efforts to reduce cost and improve outcomes for students. The grants would be targeted to Historically Black Colleges or Universities and other Minority-Serving Institutions.
  • First in the World Fund $100 million: The First in the World Fund would provide $100 million to invest in cutting-edge strategies and practices that improve educational outcomes and make college more affordable for students and families. Funding for this program is included in the FY14 appropriation.
  • Pay As You Earn: Another program, Pay As You Earn (PAYE), would be expanded to provide all student borrowers with an easy-to-understand insurance policy against unmanageable debt now and in the future. The budget also would reform PAYE to safeguard the program for the future and ensure that program benefits are targeted to the neediest borrowers.
  • Pell Grants: The President’s commitment to the Pell Grant program continues. The program will fully fund the maximum award of $5,830 in 2015. About 38 percent of the education budget supports Pell Grants for students.
  • American Opportunity Tax Credit: The American Opportunity Tax Credit program will also continue. This program was established in 2009 and provides up to $10,000 for four years of college tuition for families earning up to $180,000.

Promoting Educational Innovation and Improvement

  • Investing in Innovation $165 million: The budget increases this program by $23.4 million to maintain evidence-based research to test new ideas, validate what works, and scale-up effective approaches.
  • High School Redesign $150 million: This new initiative includes competitive grants for school districts and partners to redesign high schools in innovative ways that better prepare students for college and careers.
  • STEM Initiatives $170 million: The budget includes funding for STEM Innovative Networks, STEM Teacher Pathways, and the National STEM Master Teacher Corps. The administration also proposes to reorganize government-wide efforts to support STEM.
  • Fund for the Improvement of Education: The budget includes $10 million in this fund for a new Non-Cognitive Skills Initiative to improve the non-cognitive skills of students in the middle grades.
  • Carl D. Perkins Career and Technical Education (CTE) $1.1 billion: The Administration calls for the reauthorization of this program to support career technical education and align the program with the needs of employers, industry, and labor.

Improving School Safety and Climate

  • School Climate Transformation Grants $50 million.
  • Successful, Safe, and Healthy Students State and Local Grants program $45 million
  • Project Prevent $25 million

Consolidated Programs

The Obama Administration has also identified about $3.6 billion in programs that are targeted for consolidation. Some programs are also identified as duplicative and are not recommended for funding. The following list organizes the programs that have been identified for consolidation under the proposed new categories.

College Pathways and Accelerated Learning Authority

  • Advanced Placement $28.5 million
  • High School Graduation Initiative $46.3 million

Effective Teaching and Learning for a Well-Rounded Education

  • Arts in Education $25.0 million

Expanding Educational Options

  • Charter School Grants $248.2 million

Successful, Safe, and Healthy Students

  • Elementary and Secondary School Counseling $49.6 million
  • Physical Education Program $74.6 million
  • Safe and Drug-Free Schools and Communities National Activities $90.0 million

Effective Teachers and Leaders State Grant Programs

  • Improving Teacher Quality State Grants $2.3 billion
  • Teacher Incentive Fund $288.8 million
  • Transition to Teaching $13.8 million

Effective Teaching and Learning: Science, Technology, Engineering, and Mathematics (STEM) program

  • Mathematics and Science Partnerships $149.7 million
  • Ready-to-Learn Television $25.7 million

Effective Teaching and Learning: Literacy

  • Striving Readers $158.0 million

First in the World Fund

  • Model Transition Programs for Students with Intellectual Disabilities into Higher Education $10.4 million
  • Training for Realtime Writers $1.1 million

Excellent Instructional Teams

  • Teacher Quality Partnership $40.6 million

Duplicative Programs

  • Impact Aid Payments for Federal Property $66.8 million
  • Supported Employment State Grants $27.5 million
  • Credit Enhancement for Charter School Facilities
  • Migrant and Seasonal Farmworkers (Vocational Rehabilitation) $1.2 million

A comprehensive review of President Obama’s budget proposal is available.

NCES Releases Projections Report: The U.S. Department of Education, Institutes of Education Sciences, National Center for Education Statistics released on February 27, 2014 Projections of Education Statistics to 2022, by William J. Hussar, National Center for Education Statistics, and Tabitha M. Bailey IHS Global Insight. The report includes statistics on elementary and secondary schools and postsecondary degree-granting institutions, including projections of enrollment, graduates, teachers, and expenditures. The following is a summary of some of the categories of information included in the report, with references to Ohio data when provided:

Enrollment: According to the report total public and private elementary and secondary school enrollment in 2011 was 55 million, representing an increase of five percent since 1997. An increase of 6 percent in enrollment is expected through 2022. Public school enrollment is expected to increase, while private school enrollment is expected to decrease. Enrollment in public schools is projected to be higher in 2022 than in 2011 for Blacks, Hispanics, Asians/Pacific Islanders, and students of two or more races, and enrollment is projected to be lower for Whites and American Indians/Alaska Natives. Enrollment for public schools in Ohio is projected to be less than five percent lower in 2022 compared to 2011.

Graduates: The number of high school graduates increased nationally by 27 percent between 1997 and 2010, the last year of actual data for public schools. The overall number of high school graduates is projected to be 2 percent lower in 2022. The number of public high school graduates is projected to be higher in 2022 than in 2010, while the number of private high school graduates is projected to be lower. The number of graduates projected in 2022 in Ohio is five percent or more lower than 2010.

Teachers: The report states that the number of elementary and secondary teachers increased 12 percent between 1997 and 2011, and projects that the number of elementary and secondary teachers will increase by 12 percent between 2011 and 2022. The increase is projected to be 13 percent for public schools and 8 percent for private schools. The number of new teacher hires is expected to increase between 2011-2022.

Pupil/Teacher Ratios: The pupil/teacher ratio in elementary and secondary schools decreased from 16.6 percent to 15.5 percent between 1997 and 2011, and is projected to decrease to 14.7 percent by 2022. The pupil/teacher ratio in public schools is higher than private schools. By 2022 the ratio is predicted to be 15.1 percent for public schools and 11.9 percent for private schools.

Expenditures: Current expenditures for public elementary and secondary education are projected to increase 27 percent to $699 billion in constant dollars between 2010, the last year of actual data, and 2022. Expenditures increased 37 percent between 1997 and 2010. Expenditures per pupil are projected to increase 18 percent to $13,200 in 2022.

Enrollment in Colleges and Universities: The number of 18-24 year olds is projected to remain constant between 2012 and 2022, but the number of 25-29 year olds is projected to increase slightly. Total enrollment in degree-granting institutions increased 45 percent from 1997 and 2011, and is expected to increase 14 percent between 2011 and 2022. The enrollment of students between 18-24 years of age is expected to increase less (9 percent) than for students between 25-34 (20 percent). For students older than 35 the increase in enrollment is 23 percent.

The report notes that the projections are limited by a number of factors and assumptions, and explains the limitations for each of the categories reported. For example, the report does not include the number of students who are home-schooled.

The report is available.

Bills Introduced

HB467 (Butler/Romanchuk Biennial Budget Preparation: Provides for the preparation of a state biennial budget independent of that submitted by the Governor and authorizes the Legislative Service Commission, upon the request of the Speaker of the House of Representatives or the President of the Senate, to arrange for an independent actuarial review of a proposed bill, specified analyses of economic policy initiatives and state benchmarking data, and a study of the state’s long-range financial outlook.

FYI ARTS

Apply for Evenings for Educators: The Cincinnati Art Museum is seeking applicants to present at its Evenings for Educators program on May 21, 2014 between 4:00-7:00 PM. Arts educators, student teachers, community organizations, museum educators, etc. are invited to submit a proposal to present a 20 slide PowerPoint presentation about arts education practices, programs, lessons, projects, and ideas. The proposal should include the applicants’ name and contact information, the title of the presentation, a description of the presentation in 100 words or less, a biography of the applicant in 50 words or less, and a sample presentation image. The presentation should include 20 slides, each displayed for 20 seconds. Applications are due by March 19, 2014. For information visit school&teachers@cincyart.org or call 513-639-2974.

STEAM Resources: Laura Devaney at eSchool News provides a list of resources for integrating science, technology, engineering, the arts, and mathematics. She suggests the following:

  • ArtsEdge: ArtsEdge is the Kennedy Center for the Performing Arts’ free digital resource for teaching and learning in and through the arts. ArtsEdge provides resources for educators to integrate arts into their classroom instruction, and features lessons, activities, and projects, along with multimedia, such as games, audio, and video clips, printables, and graphics.
  • Season 43 of Sesame Street: This season of Sesame Street focuses on STEAM and the importance of STEM knowledge in arts-related careers, including musicians, dancers, and painters. Integrating the arts helps make learning STEM concepts “relevant and enticing to young children by highlighting how artists use STEM knowledge to enhance their art or solve problems.”
  • TeacherVision Art Activities for Math Classes: This resource contains lesson plans and printables that combine numbers, science, and creativity with art-focused projects.
  • STE[+a]M Connect: STEAMConnect is an organization providing a forum for community collaboration and a collection of STE+aM resources to further the movement from STEM to STE+aM. The network brings a diverse group of stakeholders together including non-profits, education, business and policymakers. STEAMConnect is a collaborative effort between UC San Diego Extension and KDR PR. The collaborative produces Full STE+aM Ahead, a quarterly networking event, and STEAMBrief, the gateway to all things STE+aM. STEAMConnect will host its first conference on March 28, 2014 in San Diego.
  • Scratch: Scratch is a product of the Lifelong Kindergarten Group at the MIT Media Lab. It is provided free of charge and allows children ages 8 to 16 to program their own interactive stories, games, and animations. Through Scratch students can learn how to code computers and strategies for designing projects and communicating ideas.

See “STEAM tips and resources you can use right now” by Laura Devaney, Managing Editor, eSchool News, March 3, 2014.

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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, The John F. Kennedy Center, 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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