Ohio Alliance for Arts Education
Arts on Line Education Update
April 20, 2015
1) Ohio News
- 131st Ohio General Assembly: The Ohio House and Senate will hold hearings and sessions this week.
The House will continue work on Sub. HB64 (Smith) Biennial Budget. The House Finance Committee accepted a substitute version of HB64 on April 14, 2015, and will meet on April 20, 2015 to consider additional amendments. A committee vote is expected this week, followed by a vote of the full House. Details about Substitute HB64 are included below.
The Senate Finance Committee, chaired by Senator Oelslager, will begin hearings on Sub. HB64 on April 21, 2015 with presentations from the Office of Budget and Management and the Legislative Service Commission. Tax reform provisions in the budget will be reviewed on April 22, 2015, and education provisions on April 23, 2015.
According to a schedule released last week, the Senate could take a final vote on HB64 on Tuesday or Wednesday, June 16 or 17, 2015.
Also meeting this week are the House Education Committee and the Senate Finance Education Subcommittee.
The House Education Committee, chaired by Representative Hayes, will meet on April 21, 2015 at 9:00 AM in room 017. The committee will receive testimony on HB74 (Brenner) Primary-Secondary Assessments; HB138 (Zeltwanger) State Testing Waiver; HB70 (Driehaus/Brenner) School Restructuring; and HB113 (Grossman/Manning) School Restructuring.
The Senate Finance Education Subcommittee, chaired by Senator Hite, will meet on April 22, 2015 at 2:30 PM in the North Hearing Room. The Committee will receive testimony on HB2 (Dovilla/Roegner) Charter School Sponsorship, and SB148 (Lehner/Sawyer) Charter School Oversight. Details of those bills are also included below.
- Increase in OAC Budget Included in House Sub. Bill: The House Finance Committee, chaired by Representative Smith, accepted Sub. HB64 (Smith) Biennial Budget on April 14, 2015.
The good news is that the sub bill includes a $2.5 million increase in the appropriation for the Ohio Arts Council (OAC) over the biennium, bringing OAC’s general revenue fund appropriation to over $26 million. Advocates for the arts requested that the House increase the OAC budget to $30 million for the biennium, and will continue working for this increase with members of the House and Senate.
- State Board Approves Operating Standards: The State Board of Education approved on April 13, 2015 by a vote of 11-7 a final resolution to revise Administrative Code Rules 3301-35-01 through 10 entitled Standards for School Districts and Schools Kindergarten Through Twelfth Grade, also known as “operating standards”.
Before approving the resolution, the State Board received testimony from a number of individuals, most of whom requested that the Board restore current rules 3301-35-05(A)(3) Educational Service Personnel and 3301-35-01(B)(13) Definitions, Educational Service Personnel, known as the “five of eight” rule, or at least delay a vote on the rule until a compromise could be worked-out.
The revised rule eliminates the requirement that boards of education employ five of eight educational service personnel per 1000 students in the areas of school nurse, social worker, counselor, visiting teacher, and elementary art, music, and physical education. It also expands the definition of educational service personnel to include more school employees.
The new rule directs boards of education to employ educational service personnel, but does not require a specific ratio per area; requires that educational service personnel in the areas of fine arts, including music and physical education, hold the multi-age license for the subjects they are teaching; and directs the State Board of Education’s Accountability Committee to develop a method to report on the state report card the total number of educational service personnel employed in each area by district, school, and state, and per 1000 or less students.
The Cincinnati Enquirer published an editorial in support of retaining the “five of eight rule” in operating standards on April 12, 2015. According to the editorial, “Cutting the rule would widen the disparity of education quality between the haves and the have-nots. Financially secure districts would provide a more well-rounded education, while poor districts might not. Rich parents in financially struggling districts could pay to make sure their kids get a better education – an option likely not available to poor parents.”
The editorial suggests that the State Board should be discussing ways to tweak the rule “without abandoning it entirely.”
See the audio tapes of the April 2015 State Board of Education meeting at http://education.ohio.gov/State-Board/State-Board-Meetings/State-Board-Meetings-for-2015
See “Why 5 of 8 Matters to Ohio Kids’ Future” by the Enquirer’s editorial board, April 12, 2015 at http://www.cincinnati.com/story/opinion/editorials/2015/04/11/matters-ohio-kids-future/25632747/
- Testing Panel Hears from Testing Companies: Patrick O’Donnell reports for The Plain Dealer that testing companies told a Senate panel last week that state assessments could be made shorter, and in fact, work is underway to make that happen.
The Ohio Senate’s Advisory Committee on Testing met on April 15, 2015 with representatives from the Partnership for Assessment of Readiness for College and Careers (PARCC), Pearson, and American Institutes of Research to discuss state assessments and the problems that have arisen this year as Ohio implements new state assessments aligned to new state standards, including the Common Core. PARCC and Pearson developed Ohio’s state assessments for math and English language arts, and the American Institutes of Research developed the state assessments for science and social studies.
According to the article, the testing companies and PARCC told the panel that tests could be shortened and testing windows combined. But any change in the tests needed to be made now, so that the testing companies have time to implement them for next year.
See “Shorter Common Core Tests May Be Coming: Takeaways from PARCC and Pearson Presentations”, by Patrick O’Donnell, The Plain Dealer, April 16, 2015 at http://www.cleveland.com/metro/index.ssf/2015/04/shorter_common_core_tests_may_be_coming_takeaways_from_parcc_and_pearson_presentation.html
2) National News
- The Senate’s HELP Committee Approves ESEA Reauthorization: The U.S. Senate’s Health, Education, Labor, and Pensions Committee (HELP), chaired by Senator Lamar Alexander, added several amendments and approved the Every Child Achieves Act (ECAA) of 2015 on April 16, 2015. The ECAA reauthorizes the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act, and is sponsored by U.S. Senator Lamar Alexander (R-TN), chair of the HELP Committee, and Ranking Member Senator Patty Murray (D-WA).
The Senate bill maintains some of the provisions in current law championed by civil rights advocates, including testing in grades 3-8 in math and English language arts, disaggregation of data for subgroups of students, maintaining high expectations for all students to achieve, maintenance of effort, and supplement not supplant.
But the bill also limits the federal role in primary and secondary education by giving more authority to schools and districts about designing accountability systems and improving low performing schools, and allowing states to adopt their own academic content standards without interference from the federal government.
In addition, the bill restores language that was removed in previous drafts defining “core academic subjects.” The bill even includes music, in addition to the arts, as a core subject. In Title IX General Provisions under “Definitions” the bill states, ‘‘(11) CORE ACADEMIC SUBJECTS.—The term ‘core academic subjects’ means English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, and physical education, and any other subject as determined by the State or local educational agency.’’
Another controversial provision, “Title I portability”, which was included in previous drafts, has been deleted. This provision would have allowed students to take federal dollars with them if they moved to another school or district. Civil rights advocates argued that “portability” would undermine the purpose of Title I to serve disadvantaged students, because federal dollars could follow students to wealthy school districts, and drain funding from poorer school districts.
The HELP committee considered 57 amendments to the bill last week, and accepted 29, which do the following:
- Establish a program promoting arts education for disadvantaged students and students with disabilities.
- Establish grants to enhance assessment instruments and audits of assessment systems.
- Support to improve data collection methods and systems.
- Direct resources and teachers to the neediest schools.
- Establish grants to expand or support elementary and secondary counseling programs.
- Restore the Jacob K. Javits Gifted and Talented program.
- Restore the 21st Century Community Learning Centers.
- Authorize early learning and alignment improvement grants.
- Restore grants for education innovation and research at the U.S. DOE.
- Expand physical education programs.
A voucher amendment by Senator Tim Scott was withdrawn in committee, but is expected to be proposed when the Senate takes up final action on the bill.
The bill could be scheduled for a vote in the Senate before the Memorial Day recess.
3) House Committee Makes Changes in Budget Bill: After accepting Sub. HB64 on April 14, 2015, the House Finance Committee, chaired by Representative Smith, received testimony on the bill throughout the rest of the week, and called for amendments to be submitted by Friday, April 17, 2015. The House Finance Committee is expected to consider an omnibus amendment and report the bill out of the committee this week. The full House could also consider the bill for a vote this week.
The House version of the budget was unveiled at a press conference on April 14, 2015 with House Speaker Cliff Rosenberger, Speaker Pro Tempore Ron Amstutz, House Finance Committee chair Ryan Smith, and the chair of the House Finance Subcommittee on Health & Human Services, Representative Robert Sprague.
The lawmakers explained that most of the tax increases included in the Governor Kasich’s tax reform plan have been deleted, except for means-testing retirement income credits.
The panel said that the substitute bill decreases state income tax revenue by $1.2 billion, which represents a 6.3 percent reduction in tax rates, bringing the top tax rate below 5 percent. The sub bill also makes permanent a 75 percent tax reduction for small businesses on the first $250,000 of income. According to the lawmakers, the decrease in the income tax revenue will be offset by projected revenue growth.
The substitute bill would also create a 2020 Tax Commission to gather input from business groups and review state tax policies, and develop a comprehensive tax reform plan for the state.
So far school leaders seem pleased with the proposed changes in the state school funding formula, but there is still opposition to the phase-out of Tangible Personal Property Tax (TPP) and Public Utility Tangible Personal Property Tax (PUTP) reimbursements. Witnesses from several school districts testified last week before the House Finance Committee, requesting that lawmakers find a funding source to replace the revenue lost due to the phase-out of the TPP and PUTP reimbursements.
The House sub bill would increase state funding for primary and secondary education by $179 million, bringing the total increase in state funds to $845 million over the biennium. House leaders also guaranteed that school districts would not lose foundation formula aid when compared to FY15 levels.
Compared to the executive budget, in which over half of school districts would have lost state funding, the substitute bill increases state formula aid for 494 school districts over the next two years, and holds 116 districts harmless. Increases in state aid are capped at 7.5 percent rather than 10 percent. And, 28 wealthy school districts will receive additional funding above the cap, so that they receive at least the same amount of state support per student as private schools, which is about $1,200 per student. This provision will be phased-in.
That being said, some 93 districts would receive less state funding in FY16 and 17 compared to FY15 due to other adjustments made in state aid for the phase-out of the tangible personal property tax and public utility tangible personal property reimbursements.
In addition to the formula changes, the House bill deletes the following provisions that were included in Governor Kasich’s executive budget:
-Deletes most charter school reforms and the provisions about charter school early childhood education programs. The charter school reforms are included in SB148 and HB156, which also include HB2 (Dovilla/Roegner) provisions.
-Deletes provisions related to teacher evaluations and measuring student academic growth.
-Deletes provisions related to student counselors, including the requirement that the State Board develop standards for student counselors.
-Deletes provisions related to the fall administration of the third-grade English language arts assessment and provisions related to limits on testing.
4) School Funding Formula Changes in Sub. HB64: According to House leaders, Sub. HB64 revamps the state’s school funding formula proposed by Governor Kasich to better address state funding differences among the seven typologies of school districts: poor rural; rural; small town; poor small town; suburban; wealthy suburban; urban; and major urban school districts.
The House bill increases formula funding in both fiscal years for all typologies of school districts, and all typologies receive increases in state and local resources for schools over the biennium, but the House bill directs more state aid to school districts with less capacity to raise local funds.
The House bill provides funding to districts on a per-pupil basis according to a district’s Average Daily Membership (ADM), and includes the same levels of per pupil Opportunity Grant funding as the executive budget, which increases funding from $5,800 per pupil in FY15 to $5,900 in FY16, and to $6,000 in FY17.
In addition to per pupil funding, school districts will receive component funding for economically disadvantaged students, limited English proficiency students, special education students, gifted students, and funding for K-3 literacy. Increases in state funding are also included for K-3 literacy, special education, and career-technical education.
Changes are also made in the way the state determines school district capacity to raise local tax revenue and the school district’s local contribution to the state’s school funding formula. A Local Contribution Measure (LCM) would be used to determine what a district can raise in property tax from 20 mills. The LCM would then be adjusted for all districts on a prorated basis according to the district’s median income, directing more resources to those districts that have relatively low median incomes.
Transitional aid, also known as the guarantee, would be provided so that no district loses state formula aid compared to FY15 funding levels.
And, the House bill begins again the phase-out of Tangible Personal Property Tax (TPP) and Public Utility Tangible Property (PUTP) reimbursements. The substitute bill combines TPP and PUTP calculations, and bases the payments on the capacity of the district and its reliance on the reimbursement. Districts with greater capacity would see reimbursements reduced by up to 2 percent, while districts with lower capacity would see reimbursements reduced by up to one percent.
Targeted assistance is also provided to districts based on the district’s ability to raise revenue from a mill of local property tax. Districts would be ranked low to high on their capacity to generate local revenue compared to that of the median revenue district. Additional state aid would be allocated to districts that fall below the median revenue raising capacity.
The maximum growth in state aid a school district would receive in each fiscal year would be capped at 7.5 percent over the previous fiscal year.
5) Highlights of Sub. HB64 Biennial Budget: The following are some other policy changes in the House version of HB64.
- Exemptions for High Performing School Districts: Retains most of the provisions in the executive budget regarding “high performing school districts.”
-Exempts high performing school districts from the teacher credential qualification requirements for third grade students who require intensive remediation under the Third-Grade Reading Guarantee and the requirement for minimum or maximum class size.
-Permits high-performing school districts to hire nonlicensed individuals to teach classes for not more than 40 hours a week.
-Permits the Superintendent of Public Instruction to waive additional requirements upon application from high performing school districts.
-Deletes the exemption from the requirement to have a service agreement with an educational service center for schools with an average daily membership of 16,000 or less and the requirement to consult with an educational service center to provide services to children with disabilities.
- Ed Choice Scholarship Eligibility: Deletes some provisions that revise eligibility provisions for the Ed Choice Scholarship, but retains an increase in the amount of a scholarship for a high school student from $5,000 to $5,700.
- State Achievement Assessments: Sections 3301.078 and 263.283, 283.570, and 263.90. The House bill prohibits GRF appropriations from being used to purchase assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) for use as the state elementary and secondary achievement assessments, and reduces the appropriation of GRF line item 200437, Student Assessment, by $33.5 million in each fiscal year.
Furthermore, the substitute bill prohibits funds from the federal Race to the Top program to be used for any purpose related to state elementary and secondary achievement assessments.
The House bill also deletes provisions that authorize the transfer of unexpended and unencumbered GRF appropriations within ODE and lottery profit line items to pay for assessments.
- Report Cards: Section 3302.03. Changes from 2015-2016 as under current law, to 2016-2017, the school year in which overall letter grades on the state report card must be issued.
- Joint Education Oversight Committee: Creates a Joint Education Oversight Committee. According to House Speaker Cliff Rosenberger, this committee will enable House and Senate leaders to have ongoing and deliberate discussions about education policies, instead of trying to make decisions while debating the budget.
- School District Property: Prohibits community schools and college-preparatory boarding schools that have purchased unused school district real property, under the current provision requiring a district to offer such property to those schools, from selling that property for 5 years, unless the property is sold to another community school or college-preparatory boarding school located in the district.
- Educational Service Centers: Earmarks $37.7 million in FY16, but increases the earmark in FY17 to $40 million for state reimbursements to Educational Service Centers.
-Increases the per pupil state payment amount for ESCs to $35 per pupil in FY17 for ESCs that reduce client school district expenditures in FY16 through efficiencies for coordinating and consolidating services, and requires the State Board to adopt rules by October 31, 2015, governing the distribution of state funds to ESCs for FY17.
- Transportation: Section: 263.560. Creates the School Transportation Joint Task Force consisting of members appointed equally by the Speaker of the House and by the President of the Senate, and requires the task force to study the transportation funding formula and relationship, duties, and responsibilities between school districts, community schools, and nonpublic schools regarding student transportation, and submit a report to the General Assembly by February 1, 2016.
7) Budget Allocations in Sub. HB64 (Smith) Biennial Budget
General Revenue Fund – $71.5 billion
FY15 – $31.3 billion
FY16 – $34.94 billion
FY17 – $36.57
All Funds – $131.5 billion
FY15 – $63.1 billion
FY16 – $64.96 billion
FY17 – $66.5 billion
OHIO DEPARTMENT OF EDUCATION
The House adds $179 million to the proposed ODE budget, bringing the total increase for the biennium to $845 million.
General Revenue Funds
FY15 – $8.4 billion
FY16 – $7.6 billion
FY17 – $8.04 billion
Lottery Fund Group
FY15 – $1.0142 billion
FY16 – $1.012 billion
FY17 – $1.013 billion
FY15 – $12.1 billion
FY16 – $10.75 billion
FY17 – $11.18 billion
OHIO ARTS COUNCIL
Sub. HB64 adds $2.5 million over the biennium for the OAC budget.
General Revenue Funds
FY15 – $11.3 million
FY16 – $13.2 million
FY17 – $13.2 million
FY15 – $12.4 million
FY16 – $14.7 million
FY17 – $15.2 million
8) House Committee Accepts HB74 Amendments: The House Education Committee, chaired by Representative Hayes, met on April 14, 2015 and accepted an omnibus amendment for HB74 (Brenner) Primary and Secondary Assessments. The bill reduces the administrative time for state assessments and the number and type of state assessments; makes changes in Ohio’s accountability system; and makes changes in teacher evaluations. The omnibus amendment makes the following changes in the bill:
-Requires that the ODE include on the report card the percentage and grade letter assigned for report card performance measures so that progress can be demonstrated.
-Changes the deadlines for adoption of rules governing report cards for the 2014-15 school year (December 31, 2015); 2015-16 (July 1, 2016) and 2016-17 (July 1, 2017).
-Permits, rather than requires, the SBE to development a value-added measures for high school end of course exams, and delays the date of adding a graded measure for high school value added progress to the report card until 2016-17.
-Requires the State Board by March 31, 2016 to identify equivalent score levels for substitute and equivalent end of course exams.
-Requires the ODE by July 1, 2015 to make available a literacy assessment to use in lieu of the Kindergarten Readiness Assessment (KRA). The literacy assessment would be similar to the KRAL. Permits school districts to use either assessment.
-States that state assessments administered starting in 2015-16 shall be an end of year summative assessments only, and that the administration time for assessments shall not exceed three hours per assessment.
-Requires the ODE to consider at least ease of administration, content, format, overall quality, performance benchmarks, cost, and whether or not a test is nationally normed when developing a request for proposal process for soliciting assessments. Makes the Partnership for the Assessment of College and Career Readiness and the Smarter Balanced Consortia ineligible for the RFP process.
-Clarifies the assessment used to identify students gifted in math.
-Requires by December 31, 2015 that the ODE complete a study comparing certain kinds of assessments. The study shall include the overall quality, ease of administration, performance levels, cost, and types of data available to districts and schools.
-Requires the State Board to provide guidance, rather than prescribe measures, for student progress to be utilized for the evaluation of teachers who teach non-core subjects in grades 4-12, kindergarten teachers, and teachers in grades 1-3 who do not teach math and English language arts.
-Requires the State Board to submit recommendations for revision of teacher evaluation framework to the governor, chairs and ranking members of the House and Senate education committees no later than July 1, 2016.
-Establishes a deadline of 90 days after the effective date of legislation by which the ODE shall determine which components of the resident educator program may be used as part of the teacher evaluation framework.
-Exempts students in career tech program who have taken a credentialing exam from further examinations.
-Requires the State Board to consult with individuals with a background in career technical education when selecting a job skills assessment.
-Requires the State Board and the ODE to develop a procedure that includes consulting with educators and soliciting public input when adopting policies or standards required by statute.
-Requires the existing State Standards Review Committee to review the state standards and submit their review and recommendations to the State Board and the ODE no later than September 30, 2015, and requires the State Board no later than November 1, 2015 to make a recommendation regarding the safe harbor provisions for an additional year.
9) New Charter School Bill Introduced: Senators Peggy Lehner and Tom Sawyer introduced SB148, a bipartisan bill to increase oversight of charter schools at a press conference on April 15, 2015. Representatives Kristina Roegner and John Patterson joined the press conference to announce the introduction of a companion bill in the House, HB156 Charter School Oversight.
The long-awaited Senate bill was developed with the help of a committee that Senator Lehner called together over a year ago. The committee included Alex Fisher and Stephen Lyons, Columbus Partnership; Barb Mattei-Smith, Cincinnati Public Schools; Bill Hiller; Bradley Ingraham and Jessica Voltolini, ODE; Chad Aldis and Kathryn Mullen-Upton, Thomas B. Fordham Institute; Claire Linkhart, David Cordonnier, and Liz Connolly, Ohio Senate; Darlene Chambers, Ohio Alliance of Public Charter Schools; Dan Keenan, Martha Holden Jennings Foundation; Holly Cantrell, LSC; Lisa Gray, Philanthropy Ohio; Mark Real, Kids Ohio; Marnie Carlisle and Robert Cupp, Ohio Auditor; Steve Dackin, Community Partnership at Columbus State Community College; and Susan Bodary, Education First.
According to Senator Lehner, the bill is based on model policies of the National Alliance of Public Charter Schools and the National Association of Charter School Authorizers and incorporates the recommendations of two studies sponsored by the Thomas B. Fordham Institute and an investigative report of charter school attendance conducted in October 2014 by State Auditor David Yost. The studies, “Charter School Performance in Ohio”, CREDO Stanford University, December 9, 2014 and “The Road to Redemption: Ten Policy Recommendations for Ohio’s Charter School Sector”, Bellwether Education Partners, December 2014, identified a number of problems plaguing Ohio’s charter school industry, including conflicts of interest, misappropriation of funds, poor accounting practices, unrecoverable funds, closed schools reopening, and an unprecedented number of school closures.
Auditor Yost’s report focused on student attendance irregularities and ways to increase transparency for reporting how public funds are spent.
SB148 includes most provisions already included in HB2 (Dovilla-Roegner), which has already been passed by the House, and HB64 (Smith) as introduced. However, Sub. HB64, accepted by the House Finance Committee on April 14, 2015, deletes some of those charter school provisions.
The Senate Finance Education Subcommittee, chaired by Senator Cliff Hite, is holding hearings this week on both SB148 and HB2. The new provisions for charter school oversight in SB148, and not included in HB2 or HB64, are listed below:
-Creates a committee to make recommendations regarding the definition of “quality” for drop out recovery schools, and how these programs should be funded based on performance.
-Requires a school district that has filed a complaint in the courts against a student for a determination of truancy, to proceed with the complaint until the court has reached a determination. Specifies that a determination of truancy follows the child to any charter school in which the child enrolls.
-Permits a school district to offer for lease as part of an agreement to share facilities, part of any parcel of real property to the governing authority of a high-performing charter schools for up to $10 per square foot, and requires the ODE to pay the lessor district an amount equal to 20 percent of the formula funding for each student at the charter school.
-Establishes a charter school classroom facilities assistance program, whereby the school facilities commission must provide 50 percent of the basic project cost to eligible charter schools, and establishes parameters for participation in the program. The charter school would be required to raise the other 50 percent of funds for a project.
-Requires the fiscal officer of a charter school to execute a bond in an amount and with surety to be approved by the governing authority of the charter school, and permits the sponsoring entity to compel delivery of all financial and enrollment records and seek recovery of funds.
-Makes an appropriation for hearing officers of charter schools to be used to pay the fees associated with independent hearing officers appointed when performing a final audit in the event that a charter school closes.
-Requires all new and renewed agreements between the ODE and a sponsor to contain specific language addressing the parameters under which the ODE can intervene and revoke sponsorship authority, and permits modification of the agreement under circumstances of poor fiscal management and lack of academic progress.
-Specifies that the sponsor is the party responsible for communicating and meeting with the auditor regarding any audit of the charter school or the condition of financial and enrollment record of the school, regardless of whether the sponsor has entered into an agreement with another entity to perform all or part of the sponsor’s oversight duties.
-Restricts the use of the three percent of funding that sponsors receive from charter schools to “monitoring, oversight and technical assistance” activities, and defines these terms.
-Requires each sponsor to annually verify that a finding for recovery has not been issued by the auditor against any member of the governing authority.
-Limits the terms of any directly authorized sponsorship agreements of the ODE to two years with no renewal option.
-States that a sponsor may exercise its option not to review a contract for any reason.
-Prohibits a sponsor of a charter school from selling any goods or services to a school that it sponsors.
-Prohibits a person who has engaged in an act that would otherwise result in refusal, limitation, or revocation of a license to teach, from serving on the governing authority of a charter school.
-Prohibits a person from serving on the governing authority or engaging in the financial management of the charter school unless that person has submitted to a criminal records check.
-Limits the compensation per meeting of a charter school governing board member to $125 (as opposed to $425), but permits each member to be paid compensation for attendance at an approved training program in the same manner as school district board members.
-Requires charter schools to follow the same attendance standards as school districts.
-Requires the governing board to adopt an annual budget by October 31st and specifies what information must be included, such as administrative costs, instructional services, etc. States that the adoption of the annual budget can not be delegated to another entity.
-Requires reporting of each circumstance in which a student who is enrolled in a charter school is being educated in a facility in which eleven or more children are given non-secure care and supervisions twenty-four hours a day.
-Requires a management company that receives more than 20 percent of the annual gross revenues of a charter school to provide a detailed accounting, including the nature and costs of the goods and services it provides to the school using the accounting principles and standards set forth in all applicable pronouncements of the governmental accounting standards board.
-Eliminates the appeals process in cases in which the governing authority has notified the management company of its intent to terminate or not renew the operator’s contract.
Ohio Department of Education
-Requires the ODE to annually publish the criteria and requirements used to approve or deny an application and a directory of the names and identifying information of all management companies.
-Requires the ODE to annually obtain a copy of each contract between a governing authority and its management company.
-Requires the ODE to create a historical document showing every charter schools that has closed, applications to sponsor schools, and wether or not the application was approved or denied, among other things, and requires the ODE to update the document annually.
-Permits an internet or computer based charter school to provide students with a location within a fifty-mile radius of the student’s residence at which the student may receive counseling, instructional coaching, and testing assistance.
-Requires e-schools to keep an accurate record of and report the number of hours each individual students is actively participating in learning opportunities in each period of 24 consecutive hours.
-Requires e-schools to conduct a student orientation course, and conditions enrollment on participation in the course.
-Requires that if the academic performance of a student at an e-school declines, the student’s parents, teachers, and principal must confer to evaluate the student’s continued enrollment.
9) Bills Introduced
-HB156 (Roegner/Patterson) Charter School Oversight: To make changes to the law regarding governance, operation, and management of community schools, and to make an appropriation.
-SB148 (Lehner/Sawyer) Charter School Oversight: To make changes to the law regarding governance, operation, and management of community schools, and to make an appropriation.
- NLGA Supports Arts Education: The National Lieutenant Governor’s Association (NLGA) approved on March 18, 2015 a resolution in support of National Arts in Education Week, which will be held this year on September 13-19, 2015. The NLGA resolution affirms the arts “as an essential part of a complete and competitive education” and encourages member states to promote National Arts in Education Week, by working with the state’s department of education, state arts agency, local school boards, and parents”.
The U.S. Congress designated the second week in September as National Arts in Education Week in July 2010. Since that time National Arts in Education Week has become a focal point for engaging national, state, and local organizations and individuals in dialogues and activities that strengthen and expand educational opportunities in the arts for all students. The arts are defined as a “rich array of disciplines including dance, music, theatre, media arts, literature, design, and visual arts”, and as an “essential element of a complete and balanced education for all students.”
Advocates for arts education should start planning now activities, including workshops, performances, and exhibitions, that showcase the arts in schools and communities during Arts in Education Week, and request that state and local officials and organizations, including the governor, mayors, city councils, boards of education, the State Board of Education, and state education organizations, adopt resolutions supporting Arts in Education Week.
- New Arts Education Advocacy Publication Available: The Arts Education Partnership (AEP) released on March 21, 2015 a new publication entitled “The Arts Leading the Way to Student Success: A 2020 Action Agenda for Advancing the Arts in Education”.
AEP is a network of more than 100 public and private organizations, and seeks to expand access to high quality arts learning opportunities for all students, both in and out of school. AEP was established in 1995 through an agreement between the National Endowment for the Arts and the U.S. Department of Education. Some of the member organizations include Americans for the Arts, the Arts Education Collaborative, the College Board, the Council of Chief State School Officers, the John F. Kennedy Center for the Performing Arts, the League of American Orchestras, the National Assembly of State Arts Agencies, national arts organizations, and more.
“The Arts Leading the Way” is an “action agenda” for promoting systemic change and collective action, and includes goals and strategies to “address educational inequities and level the playing field for academic achievement and student success.”
The term “arts in education” is used to emphasize that, “the primary focus of this agenda is on articulating the essential role and contribution of the arts in education improvement efforts.”
According to the agenda, the arts are an integral part of “preparing all students, regardless of background, for success in college, career, and life. With a demonstrated impact on school climate and culture, strong federal and state policy environments in support of K-12 arts education, and a deep knowledge base on the benefits of arts learning for all students, the arts can lead the way in responding to and informing priorities for school improvement and student success.”
The agenda establishes a five-year aspiration goal that “…by 2020 every young person in America at every grade level, from pre-kindergarten through grade 12, will have equitable access to high quality arts learning opportunities, both during the school day and in out-of-school time.”
See “The Arts Leading the Way to Student Success: A 2020 Action Agenda for Advancing the Arts in Education”, AEP, March 21, 2015 at
This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education. The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities. The distribution of this information is made possible through the generous support of the Ohio Music Education Association (www.omea-ohio.org),Ohio Art Education Association (www.oaea.org), Ohio Educational Theatre Association (www.ohedta.org); OhioDance (www.ohiodance.org), and the Ohio Alliance for Arts Education (www.oaae.net).